2023 – 2024 Student and Parent Handbook

Secondary School (MYP & DP)

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 Table of Contents

General Information
Mission & Vision
School History

School Philosophy
Holistic Education
An IB World School
IB Learner Profile
Diversity, Equity, and Inclusion Statement
Internationalism

About the School

Faculty and Staff
Facilities
Library and Media Centre
Catering
Transportation
Resources, Photocopying & Printing
Telephone

Student Safety and Wellbeing

Safety, Security and Emergency Procedures
Medical care and first aid
Social-Emotional Counseling and Students' Well-being
Academic Review and Support Process
Extra Help and Support

Organization & Procedures

Face-to-face learning, Virtual Learning, and Blended Learning
Admission and Placement of Students
Academic Calendar
Secondary School Timings
Homerooms
Attendance & Absences

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Academic Programmes
Graduation Requirements
IB Middle Years Programme (MYP)
IB Diploma Programme (DP)
Academic Advising and College Counseling

Experiential Education and Co-curricular Activities

Field Trips
Co-curricular Activities (CCAs) and ISACI Sports
School House System
Student Council

Essential Agreements and Learning Policies

Language Learning
Assessment
Technology Procedures and Responsible Use
Homework Expectations & Due Dates
Academic Integrity
Eligibility for Co-Curricular Travel

Code of Conduct & Student Responsibilities

Code of Conduct
Anti-Bullying Policy
Prevention
Uniforms and Dress Code
Student Complaints & Grievances

Home-School Communication
Communication Between School and Home
Parent Information Meetings
Parent-Student-Teacher Conferences
Communicating about Assessment – Reports
Parents-Teacher Association (PTA)
Best Points of Contact

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 Updated: September 2020, August 2022, August 2023

Mission & Vision

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 Mission Statement & Rationale

Our purpose is to

Inspire Learning ~ Foster Responsibility ~ Celebrate Diversity

Inspire Learning

At Mahindra International School, we inspire people to become life-long learners who

develop skills and conceptual understanding in a joyful learning process that is
contextualized locally and globally through the IB Continuum of Programmes. The features
of our learner-centric pedagogy include collaboration, differentiation, learning through play,
inquiry, and reflection. Our passionate and empowered learners are balanced individuals
who initiate action through their learning, in school and in the wider community.

Foster Responsibility

At Mahindra International School, we foster responsibility for self and towards others, based
on the values of empathy, respect and integrity. We model leadership to contribute
positively to society and to protect the environment. As independent learners, we are
mindful of our responsibilities and practice reflective decision-making. We strive to resolve
conflict through dialogue, focusing on sustainable solutions based on our shared
responsibility as global citizens, contributing to a more peaceful world.

Celebrate Diversity

At Mahindra International School, we celebrate diversity by acknowledging different

perspectives and promoting universal values rooted in the dignity of all individuals. We
embrace inclusiveness and value our diverse learning community who come from a range
of backgrounds, including languages, nationalities, personal histories and belief systems.
We cherish the power of language and culture to enhance understanding and build
empathy within our community.

We will not tolerate any form of discrimination based on race, gender, national and ethnic
origin, caste, religion, age, social status, physical differences, sexual orientation or gender
identity. Mahindra International School is a safe and secure environment for all.

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School History

Founded in 1998 under the name, Mercedes-Benz International School, Mahindra International
School (MIS) provides students a learner-focused, rigorous and balanced education which
draws on the best pedagogical methods in international practice, including an emphasis on
inquiry. Learning is focused on knowledge, skills as well as attitudes. We are very proud to be
India’s first three-programme International Baccalaureate (IB) World School.
We have earned a strong reputation in India and abroad for our excellent teaching practice,
outstanding results, and deep sense of community. We enjoy a legacy of high-quality education
that will continue as we move into the future. We value our status as a Council of International
Schools (CIS) and a New England Association of Schools and Colleges (NEASC) Accredited
School.

As we look to the future, we envision MIS as an empowered, innovative and agile community of
learners who achieve and contribute positively within and beyond the school. We value the
advantages of being a small school with a family feel where we know each other and have a
strong sense of community. We view the partnership of teachers and parents as key to the
success of all learners.

In 2019, the school undertook a change of name, to Mahindra International School, and a
change of membership of the Managing Committee of the Trust. Notwithstanding these
changes, there has remained a strong commitment to the founding ethos of the school.
Fundamentally the not-for-profit status and the nature of the Trust has not changed. The MIS
team looks forward to the upcoming decades of success. This year, we are very excited to
celebrate the school’s 25th anniversary.

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School Philosophy

Holistic Education

A programme of holistic education is child-centered and empowers students to think differently,

creatively and reflectively. Holistic education aims to encompass all aspects of personal
learning and growth and emphasizes the interconnections between the subject domains,
between individuals and their peer groups and communities and between the individual and the
world around them.

• Holistic education nurtures the broad development of the students and focuses on their
intellectual, emotional, social, physical, creative or intuitive, aesthetic and spiritual
potential
• It promotes the importance of relationships at all levels within a learning community in
which the educator and student work together in an open and collaborative relationship.
• There is an emphasis on life experience and learning beyond the confines of the
classroom and the formal educational environment towards education as growth,
discovery and a broadening of horizons. It encourages a desire to elicit meaning and
understanding and to engage with the world.
• The approach empowers learners to examine critically the cultural, moral and political
contexts of their lives. It leads learners towards actively challenging and changing
cultural values to meet human needs.

(Hare, 2010)

An IB World School

Mahindra International School has had a strong history with the International Baccalaureate
Organization and with international accreditation. We have been committed to being a three-
programme IB School since inception. After initial authorization to offer the IB Primary Years
(PYP) and Middle Years (MYP) Programmes in 1999, only 1 year after the school opened, the
school quickly began the process of becoming further accredited. In 2005, the school earned
our first CIS accreditation for education from Pre-Kindergarten (PK) – Grade 10. In 2009, we
were awarded accreditation with NEASC for those same grades. In 2010, we participated in our
first synchronized evaluation and accreditation, earning full accreditation (PK to IB Diploma
Year 2 or Grade 12) from CIS, NEASC and all three IB programmes (4th Evaluation), and
became the only school in India to be accredited by these three associations. The school is
very proud to have been a leader in India in both IB education and full accreditation. We do not
offer other parallel curriculum pathways; our school curriculum is entirely IB.

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IB Learner Profile

We develop the ten traits of the IB Learner Profile in our community. These traits or attributes
describe a successful learner, and we understand that all community members are on a journey
of developing these traits in their learning process. The IB Learner Profile represents one of our
key aspects of our guiding statements and helps us understand how we become better
learners.
As IB learners, we strive to be:

• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open-Minded
• Caring
• Risk-takers
• Balanced
• Reflective

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Diversity, Equity, and Inclusion Statement

The Mahindra International School Community is committed to principles of Diversity, Equity,

Inclusion and Social Justice within our community and extends these principles to include
faculty, administration, students, parents, and outsourced staff.

We understand Diversity to be the presence of ‘difference’ and recognize difference to include

aspects of identity such as race, colour, national origin, nationality, age, disability, neuro-
diversity, sex, gender identity, religion, political beliefs, socio-economic status, marital status or
sexual orientation. We will not discriminate based on any of these differences. We also
understand diversity to include the individual identities that are formed from our family histories,
our personal experiences and our own ‘stories’. At MIS, Celebrating Diversity is a cornerstone of
our school ethos as expressed in our Mission Statement. Every individual in our community
contributes to our diversity.

We embrace the importance of Equity where individuals have access to opportunities regardless
of difference and can achieve individual success. Promoting equity is not about treating everyone
in the same way (equally), but about recognizing that everyone’s needs are met in different ways.
Creating an equitable community means that individuals have the tools and support they need to
access opportunities.

We are an Inclusive community, seeking to create an environment where individuals are

welcomed, supported and valued. We wish to make our community a place where all members
can thrive and where we understand that ‘other people with their differences, can also be right’
(IB Mission Statement). We each have the responsibility to act in inclusive ways, providing
opportunities where all individuals are empowered to engage and contribute.
We understand that each of us has a role to play to take positive action as an advocate for a just
society. Working for Social Justice helps overcome stigma and promotes mutual respect and
understanding.

We seek to educate in a way where these principles are embodied in our actions within and
beyond the school.

Community Expectation

A positive, collaborative, understanding relationship between all community members including

staff, students, parents and visitors is essential to the fulfillment of the School’s Mission and the
values expressed in this Diversity Statement. The School does not tolerate behavior that is
detrimental to the safety, integrity, or dignity of any individual or group. Therefore, the School
reserves the right to exclude any person if it concludes that the actions of the individual make
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such a relationship impossible or otherwise seriously interfere with the School’s
accomplishment of our commitments described in this document.

Internationalism

Appreciation for diversity is one of our core values and is expressed through our Mission
Statement (Celebrate Diversity) and is important in our day-to-day learning. On the surface,
we might think that our different nationalities are manifestations of our diversity, and this does
indeed enhance our learning.

As a community, we recognize and value the ways in which we define our identity and the
actions that arise from that identity. We are a community of diverse beliefs, experiences and
perspectives, and yet we see our role in international education within the context of global
citizenship. We recognize that actions guided by principles of self-determination,
humanitarianism and life-long learning are engendered by these concepts.
We have described our appreciation and value of diversity through the following guiding
statements:

• Become self-aware and reflective in order to appreciate that we often view the world and
judge the actions of others through the lens of our own culture.
• Understand that others may view the same events and behaviours in a very different way
and developing an awareness of the difference between a specific cultural perspective
and a human commonality.
• Appreciate that language is an essential part of culture and that learning one goes hand
in hand with learning the other.
• Embrace difference, become open-minded and curious about other cultures and
peoples.
• Understand what may be considered ‘right’, ‘normal’ or ‘common sense’ in one culture
may not be seen in the same way in another culture.
• Become aware that the visible differences between people of distinct cultures are just the
“tip of the iceberg”, and that important variances in areas like beliefs, attitudes,
expectations, norms and roles lie beneath the surface and are often 'invisible' at first
glance.
• Recognize that fundamental rights and human commonality include the respect for
human dignity regardless of race, gender, culture, sexuality and religion apply
universally. Develop the courage to defend these principles.

These beliefs inform our learning experiences (Inspire Learning) in concrete ways. We seek to
empower learners to be open-minded and take action to contribute positively in a complex
world. They do this by inquiring into substantive issues that grapple with issues like human
rights, development, democracy, right to information, environment, sustainability, peace & and
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conflict, and natural & human systems. Considering these topics through a lens of varied
perspectives allows us to understand that ‘other people, with their differences, can also be right’
(International Baccalaureate Organization).

As we explore learning through diverse perspectives, we generate shared understandings that

are enhanced through language including new languages, shared languages and our mother
tongues. Communication becomes a key tool in understanding our own identity and our role in
the community. Responsibility (Foster Responsibility) is enhanced by concepts of citizenship
and service. We hope to create learners who develop respect for the diversity of beliefs and
values, and who engage in inquiry and debate within the bounds of courtesy, sensitivity and
regard.

About the School

Faculty and Staff

The school faculty consists of 38 educators from a range of nationalities and backgrounds. The
faculty includes full-time positions for learning support, social-emotional counseling and college
counseling. The majority of our faculty hold advanced degrees, including university degrees in
their subject specialties, as well as degrees or qualifications in teaching. We maintain up to date
IB training for all our educators. Our academic faculty is deeply committed to the IB ethos, to
the school philosophy and to Inspire Learning for all students. A good fraction of our Secondary
teachers are also registered and trained IB examiners.

In addition to the academic faculty, we are supported by a range of administrative staff who
help keep the school running smoothly.
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Facilities

MIS has an attractive campus that caters to the needs of a growing student cohort requiring a
world-class international education. We have purpose-built facilities that are central for the
delivery of the curriculum along with other services that support the needs of both students
and staff. In addition to the physical buildings, the school provides a robust technology
infrastructure for learning.

One of the highlights of our campus is the swimming pool which is accessible to both primary
and secondary students under strict supervision. School has provided a lifeguard at the
swimming pool who will be supervising students of all ages and no swimming takes place
without the presence of the lifeguard.

Mahindra International School maintains a drug, smoke and alcohol-free campus. No alcohol,
drugs, tobacco or smoking-related devices of any kind may be used by any person within its
environment. The school reserves the right to conduct random bag inspections to ensure the
health and safety of our learners.

Library and Media Centre

The Secondary Library at Mahindra International School serves as the hub of learning for the
school. The library staff curates a diverse collection of print and electronic resources for
academic and personal interests of the school community. The collection aims to mirror the
diversity of our student body and provide a diverse range of resources from local and global
cultures. The library is generally open for student use from 7:45 to 15:45 Monday to Friday and
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electronic resources are accessible outside of school hours. Parents are welcome and
encouraged to visit the library and use its resources as well. Our librarian collaborates with
subject teachers to curate unit-related information sources and to deliver instruction in
information and research literacy skills. They provide support for the MYP Personal Project and
DP Extended Essay. Our library’s digital collection and research database has expanded
significantly in the last two years

Catering

MIS has a clean and well-equipped cafeteria. The catering services are contracted to
Sodexo. Food is prepared at the school premises using quality ingredients under the most
hygienic conditions. The menu includes continental and Indian meals including vegetarian
and non-vegetarian options. Fruits and desserts are also served. Food is available to
students and staff at a reasonable cost which is billed separately from tuition fees. If a
student has a serious food allergy, they should carefully read the signs before selecting
food.

Transportation

The school operates a fleet of school buses a pool of cars. The safety of all riders is a priority
and safety protocols are observed at all times. Supervision on all school vehicles includes an
adult safety monitor who supports the driver in ensuring all safety protocols are adhered to,
including the wearing of seat belts. Buses are equipped with CCTV cameras and GPS
tracking systems. Students must swipe their ID cards when boarding and disembarking the
bus to ensure accurate data on ridership. Parents are provided with an app which provides
information on any delays and the route maps.

Resources, Photocopying & Printing

Appropriate resources are available in classrooms for day-to-day learning processes. The
school provides all necessary textbooks and basic stationary items to students. Students are
expected to bring their own laptop, charger, backpack and pencil case on a daily basis.
Limited black-and-white printing can be done by students in the library at designated printing
ports. Students must seek permission from staff before printing or photocopying in colour.
Printing of student homework and projects should be done from home. The submission of
soft copies of assignments is encouraged to foster an e-friendly environment. All users are
required to be aware of copyrights before printing or photocopying.

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Telephone

Students, with permission from a member of staff, may use the school phone at the reception
to call their parents in case of an emergency. It should not be used to arrange social events
after school or to ask for anything that has been forgotten to be brought to school. Students
should only make phone calls during the break times. Calls during lessons are not permitted.

Student Safety and Wellbeing

Safety, Security and Emergency Procedures

The School contracts with Afexco for security services and our security team are mainly
longstanding contracted employees who are well-known on campus.

All visitors to the school must sign in at the security gate and display the security pass at all
times around the campus. They will be asked to sign the visitors’ book before they leave and
surrender the visitor’s pass at the gate upon leaving. Visitors to the campus will also be
required to use the marked “Visitors” washrooms and not the “Student” washrooms on
campus. Visitors’ washrooms are clearly labeled.

Student bag inspections are conducted at random times to ensure that learners are safe.

The school has detailed emergency procedures for fire or any other type of emergency
which include routines for both on-site and off-site evacuation as well as hold-fast lockdown.
We regularly practice these drills so that all students and staff are aware of the procedures
and can execute them easily in case of an actual emergency. All parents or visitors on
campus must comply with any emergency drill or actual event. Someone will be on-hand to
direct you. Full details are described in the Emergency Procedures Handbook.

Medical care and first aid

Most school employees are trained in first-aid and first-aid refresher courses are offered
regularly to staff members. Cuts and scrapes can be dealt with in the appropriate way from the
first-aid cabinet in the medical room, as well as from first-aid boxes positioned at strategic
places across the school. Medicines, such as aspirin, will not be administered without parental
permission.

If a student feels unwell during the day, the student should seek permission to go to the
medical room from the class teacher or homeroom teacher. In the medical room, the school

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Nurse or School Doctor will assess the situation. If it is decided the student should be sent
home, the student’s parents will be contacted and arrangements made accordingly.
Secondary school students need an “Exit Pass” from the Secondary School Principal or
Coordinators if they are to leave school with parental permission due to ill health.

Social-Emotional Counseling and Students Well-being

We understand that the emotional well-being of learners is key in their academic and social
success. The adolescent years bring a whole range of challenges and are a time of rapid
change for young people. This can be challenging for families to navigate as well.
Social-emotional counseling services are available in the Secondary School by a trained
counselor. Individual, family, and small-group counseling interventions may be used depending
on students’ needs. There is an active programme in place through the MYP ‘Core’ Advisory
curriculum where important skills and knowledge are developed to support student well-being.
The school maintains membership to the International School Counseling Association (ISCA)
and uses the ISCA ‘Model’ as a guide to effective school counseling programme development.

Academic Review and Support Process

Student academic progress is tracked regularly through our system of four reporting periods
(Interim 1, Semester 1, Interim 2, Semester 2) as well as through referrals brought by any
concerned party – student, parent, teacher, or coordinator. Interventions are designed on a
three-tier system.

Target group Instruction Person Delivery of

Responsible instructions
All students. Core instructional Subject teacher. Regular
practices that are classes.
Tier research-based and
1 aligned with the
standards of the
curriculum.
Students who are at risk Core + Supplemental Subject teacher. Individual or
and struggling to meet instructions and Learning Support group.
expectations in a specific specific targeted teachers may be
Tier subject area. differentiation consulted for
2 strategies are strategies. Parents
implemented in areas are informed about
to improve student this additional
achievement. support.
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 The student continues to Core + Supplemental Learning Support Individual or a
experience challenges to instructions + Intensive teacher group of 2/3
Tier meet subject-specific support is provided by Subject teacher Outside
3 expectations despite identifying the child’s Counselor professional
supplemental strengths and Parent involvement support may be
instructional support. challenges. is mandatory. recommended.

We understand that parents are key partners in supporting student success and they will be
informed at each stage of the support process. Students at risk of not meeting graduation
requirements will receive formal “Academic Concern” letters, clearly outlining the parameters for
grade-level or programme progression.

Extra Help and Support

Some teachers will schedule formal extra help sessions and encourage their students to
attend. At other times, it will be necessary for students to make prior arrangements with their
teachers for such assistance.
Parents may arrange for private out-of-school tutors, but this is generally discouraged as the
style and content of the IB programmes is different from the national curriculum and their
educational methods. Teachers are not allowed to tutor any MIS students.

Organization & Procedures

Face-to-face learning, Virtual Learning, and Blended Learning

In changing times, we find the need to be able to engage in our learning processes in a variety
of different ways. While much of our procedures refer to on-site educational procedures, we are
equally prepared to conduct learning both in Blended and Virtual models. These variations in
the learning process can happen for short periods of time or maybe implemented more
extensively.

There is more than adequate instructional time built into our annual school calendar to include
some buffer to account for unavoidable interruptions. Closures can be due to political,
governmental, security, health or safety reasons. It is an expectation of our accrediting bodies
that we have plans to ensure learning is protected in the case of closures not on the academic
calendar. In the event of a school closure, we will live up to our mandate of providing
meaningful learning opportunities for our students. This means that students will be expected to
attend lessons and teachers will be expected to prepare, instruct, monitor, and feedback to
students in as many authentic ways as possible.

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The school has detailed plans in place for short-term and long-term campus closures to ensure
that learning continues to take place in robust ways. Long-term campus closures and shifts in
our learning protocol will be communicated to parents in advance. In the case of short-notice
closures, we will send messages via email and through the PTA Class Representatives to all
community members. It is important to check the messages from the school regularly for these
reasons.

Admission and Placement of Students

Admission is granted to students according to the School’s Admissions Policy for those
students who will clearly be able to benefit from participation in the programmes offered by the
school. Grade placement is made based on age, grade-levels completed in previous schools
and the best educational fit for the student. In general, we do not consider students for
promotion beyond their designated grade level.

Students joining mid-year from other school systems may need to repeat a half-year depending
on their academic progression and the grade level being considered. The IB Diploma course
requires participation for two full years, so placement in twelfth grade (DP2) is unlikely unless
the student is joining from another IB school with the same course offerings as MIS.

The targeted class size in all secondary classes is 19. A small class size is one of the hallmarks
of our school ethos and influences the learning context, teaching style and level of individual
support that is given to each learner. We maintain waiting lists on a first come first served basis.
Placement on the waiting list is on a first-come, first-served basis.

Academic Calendar

The academic calendar runs from August to June, following a typical Northern Hemisphere
schedule. We observe major national holidays and schedule breaks into the calendar to create
opportunities for students to take a break, refresh, and return to school ready to learn. Typically,
there is a mid-term break in October, a winter break in late December - early January, and a
second mid-term break in March or April. The long break (summer) runs from mid-June through
the beginning of August. It is important that families avoid scheduling travel or other events
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during term time to the extent possible. Please refer to the attendance policy for information on
absences. The year is divided into two semesters.

Semester 1 August - January

Term 1 August - October
Term 2 October - January
Semester 2 January - June
Term 3 January - April
Term 4 April - June

The secondary school operates on a 7-day rotational calendar which aims to minimize any loss
of learning due to holidays or planned professional development (PD) days. Students are
reminded regularly of the numerical day of the cycle. The school year is based on a minimum
number of 180 student contact days in accordance with most international schools around the
world.

Secondary School Timings

The regular school timings are shown below. During periods of Virtual Learning and for special
schedules the timings may vary by necessity. Bus timings may vary for students involved in
competitive sports, plays, concerts, and rehearsals.

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Homerooms

Each student is allocated a Homeroom group on arrival. The Homeroom teachers are
responsible for pastoral care of the students and take an overview of the academic progress of
their students. Homeroom is an important time of the day. This time can be used to prepare
students for the day ahead. It can be used to reinforce school philosophies and to build a
sense of belonging to the community. The Homeroom teacher builds relationships with
students and is seen as a person from whom the student can go to for support. The Homeroom
teacher gives daily announcements to the students.

Attendance & Absences

Regular school attendance is essential to the progress and achievement of the student and is
expected by the Director and staff. The School will require an explanation from the parents or
guardian, either in person or in writing, for any absences from school unrelated to school
events. Since the school has a generous vacation policy, we ask parents not to extend the
period of time students are away from school, except in emergencies. Missing lessons
immediately before or after school vacations is strongly discouraged.

The school does not distinguish between ‘excused’ and ‘unexcused’ absences. We assume
that all absences are legitimate and have allocated a reasonable amount of absences in the
course of the year for unavoidable reasons. The school year is approximately 180 days.
Students who miss more than 10% of the school days during the year may not be allowed to
progress to the next year group. If possible, the school may provide students the opportunity
to improve their attendance by attending weekend study sessions supervised by senior staff.

Students who take part in state, national and international sports teams are encouraged to
see the Principal and respective Programme Coordinator for additional guidance.
Parents should inform the school of any absence by posting a notice on ManageBac.
In the event of any absence, students are responsible for completing missed work. It is
advisable that the students liaise with their teachers in advance of a planned absence so as
to plan ahead. All assignments are recorded on ManageBac for both student and parent
information.

Students may need to leave school for medical/dental/visa/passport appointments, for which
they should have a written note or an e-mail sent by the parents to the Homeroom
Teacher/Coordinator and Principal. Secondary students will need to acquire an exit pass
from the Principal. Any student that leaves school before the end of the day has to sign out in
the register at the Reception Desk. On no account should a student phone home and
arrange for transportation home without confirmation from the Secondary Office.
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In the case of a late arrival to school, students are expected to report to the Secondary Office
so that their Homeroom attendance can be amended. Individual class attendance, including
late arrivals from break or lunch, is recorded by the subject teachers.

Academic Programmes

Graduation Requirements

MIS is fully accredited by both the Council of International Schools (CIS) and the New England
Association of Schools and Colleges (NEASC). While studies in both the IB Middle Years
Programme (MYP) and IB Diploma Programme (DP) may result in students earning formal
qualifications, the nature of our accreditation authorizes us to offer a school-based graduation
diploma, equivalent to a High School Diploma issued in the United States. Conferring this
qualification on students at the end of their twelfth-grade year is contingent on meeting the
following requirements in grades 9-12:

The requirements to earn an MIS Diploma and graduate from MIS are a minimum of 18 subject
points in six subjects (DP) or 24 points in 8 subjects (MYP) with no grade of less than 2 on the
1-7 scale. 2 is the minimum grade that must be earned to pass and earn credit for a course at
MIS.

Grade 9 Grade 10
Course
MYP 4 MYP 5
Language and Literature One year One year
Language Acquisition or additional Literature One year One year
Individuals and Societies One year One year
Science One year One year
Mathematics One year One year
The Arts One year One year
Design One year One year
Physical and Health Education One year One year
Service & Activities: In addition, each year students must complete one semester of
service and one block of the following: both creative and active activities with adequate
completion of reflection journal.
Personal Project: In grade 10, students must complete the Personal Project with a
minimum grade of 3
Course Grade 11 Grade 12
Language & Literature - English One Year One Year
Language Acquisition or additional Literature One Year One Year

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Individuals & Societies One Year One Year
Science One Year One Year
Mathematics One Year One Year
Arts or additional subject One Year One Year
Theory of Knowledge Minimum grade of D Minimum grade of D
Creativity, Activity and Service: Successful completion of the requirements as given by
the IB which includes reflective learning in a balance of pre-approved Creative, Activity, and
Service activities for 3-4 hours each week for 18 months.

Transfer students who have successfully met the requirements of their previous school will be
responsible for meeting the graduation requirements from the point they enter MIS and have
taken a minimum of one year of the following subjects since ninth grade, earning a passing
score: Language & Literature (typically English), Mathematics, Science, Humanities. Transfer
students will need to have suitable preparation to meet the MIS academic expectations as well
as a suitable academic record that enables pursuit of further studies at university.

Modified Curriculum in the Secondary

• A modified curriculum may be approved for a learner when an educational psychology
report is presented or in the event of an extenuating circumstance.
• A modified curriculum is recommended by the Principal and respective Programme
Coordinator and approved by the Director.

IB Middle Years Programme (MYP)

The Middle Years Programme provides a

curriculum that allows students to develop the
knowledge, attitudes, and skills they need to
participate effectively in life in the twenty-first
century. The concept of balance is fundamental
to the programme in several ways. The
programme provides learning in a broad base of
disciplines to ensure that students acquire the
knowledge and skills necessary to prepare for the
future.

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The course objectives include skills and processes as well as a framework of concepts; the aim
is to ensure that students are not only knowledgeable about a subject area, but also develop a
genuine understanding of principles and an ability to apply these in new contexts, in preparation
for further learning (International Baccalaureate Organization).
• The MYP promotes the principle of concurrent learning, whereby students experience a
balanced curriculum each year. As the students mature and develop thinking skills, they
explore the disciplines with increasing depth and realize how they are linked to each
other and global issues.
• The programme encourages the use of a variety of teaching and learning methodologies
to produce a climate where students discover how they learn best in different contexts.
• The MYP emphasizes the development of the whole child: affective, cognitive, creative
and physical; its effective implementation depends on the school's concern for the whole
educational experience, including what children learn outside the classroom.
• The programme also encourages a balance between formative and summative
assessment, using a range of activities within units to allow students to use and
demonstrate a full range of thinking skills. Assessment strategies used by teachers
also combine teacher-led assessment, group and/or peer evaluation, and student self-
assessment.

Three fundamental concepts that underpin learning in the Middle Years Programme include
Intercultural Awareness, Holistic Awareness and Communication. Intercultural Awareness asks
students to explore their own cultures and identities and those of others. It fosters tolerance and
respect, building understanding. Holistic Awareness develops connections between the
traditional subject disciplines and allows students to see knowledge as interrelated.
Communication in the MYP is central to the process of learning and as a skill in its own right.
Communication facilitates reflection, a key component in the learning process (International
Baccalaureate Organization).

IB MYP Subject Groups are designed to be broad and balanced, providing student the
opportunity to explore the disciplines concurrently. There are eight subject groups and at MIS,
students study all 8 subjects in each year of the programme:

Studies in Language and Literature – Students who are proficient in English are enrolled in
English Language and Literature. We also encourage students with bilingual proficiency to
study a second Language and Literature subject, typically their home language or Mother
Tongue. We can support a wide range of languages in this subject group through the World
Literature Programme.

World Literature Programme: The programme follows the MYP Language & Literature
course guide and assessment model. The main goal is to further develop their critical

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 literacy skills in order to be able to express an independent, informed response to literary
and non-literary text in the student’s primary language (in addition to English).
We provide a taught programme of the study of Language and Literature delivered by a
trained, qualified teacher. The language of instruction can be multilingual, but the primary
common mode of communication is ENGLISH.

Student assessment tasks are submitted to trained examiners who work in IB Schools to
assess student work in the primary (or Mother Tongue) languages.
Private tutors or mentors – Students benefit from having a weekly check in with a tutor or
mentor to discuss their progress and work in the Mother Tongue Language. These tutors
should be fully fluent in the language, and it is beneficial if they have experience in
teaching literature. However, they do not need to be trained IB teachers. As this
programme requires a significant partnership with families, it is an expectation that
parents will be responsible for finding tutors and covering the cost of the latter’s
services.

Language Acquisition – Students without strong proficiency in English will be required to take
English as an acquisition subject. We also offer a range of other languages as ‘new’ languages
– French, German and Hindi. Participation in the MYP requires at least one Language and
Literature course and one Language Acquisition course or two Language and Literature
courses.

Individuals and Societies – We offer at all grade levels an ‘Integrated Humanities’ course that
covers the key concepts from humanities subjects such as history, geography, economics,
civics, etc. This course relies heavily on critical thinking, source analysis and investigation using
the traditions of the social sciences.

Sciences –We offer at all grade levels an ‘Integrated Science’ course that covers the key
concepts from Biology, Chemistry and Physics. In grades MYP 1 and P 2, these courses are
taught in an integrated way by a single teacher. From MYP3 to MYP 5 grades, the disciplines
become more distinct and are taught in a modular way with students rotating through discipline-
focused units with a teacher who specializes in each area.

Mathematics - In MYP1 to MYP3, the ‘Standard Mathematics” course covers the key concepts
from the main strands of numbers, algebra, geometry, statistics and probability. Students
develop logical, critical and creative thinking; develop confidence, perseverance, and
independence in mathematical thinking and problem-solving, exploring the key concepts of
Form, Relationship, and Logic. In MYP4 and MYP5, students may choose between the
Standard or Extended Mathematics course.

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The Arts – From MYP1 to MYP 3, arts subjects are treated on a rotation basis with modules in
Visual Art, Music and Drama. In MYP 4 and MYP 5, students select one of the three Arts
courses to follow through to the ePortfolio level. Through these disciplines, they explore
creative exploration of the arts and response to art. They explore their own identities and the
world around them.

Design – The MYP Design Course asks students to be innovative and creative to solve
problems in the world around them by applying critical thinking, research, and experimentation.
Studying Design requires students to inquire and problem-solve to develop unique solutions to
problems. Design work includes a broad range of topic areas like Digital Design, Product
Design, and combinations of design scenarios. Prototyping and modeling are key skills as are
reflective and evaluative skills.

Physical and Health Education – The PHE courses encourage and enable students to
explore concepts through inquiry, develop subject knowledge by participating effectively in a
variety of contexts, and reflect on their learning experiences to enhance performance. They
learn to value the importance of physical activity to achieve and maintain a healthy lifestyle.
Students also learn to collaborate and communicate effectively in different settings to build
positive peer relationships and demonstrate social responsibility.
In addition to 8 areas of study above, students are supported in their learning and social
development through the CORE classes for 2 period in each 7-day rotation. The aim of the
CORE program is to assist students in developing skills that can be used in their academic,
personal and social lives with a focus on the holistic development of each child. As students
move through the MYP into the Diploma program they face different changes based on
emotional and cognitive development. This course helps provide life skills for students that can
be used in and out of the classroom.

The IB MYP Personal Project

The Personal Project (PP) is a significant independent project in an area of the student’s own
interest. It is a key capstone in the programme, tying together learning from the subject areas
will student passions and important Approaches to Learning. Successful completion of this
component is supported by a teacher-advisor but also relies on the student’s own self-
management skills.

ePortfolios

An ePortfolio is the final product students will submit for the subject groups in language
acquisition, arts, design, and physical and health education. Year 5 students at MIS interested
in obtaining an IBMYP Certificate need to complete one ePortfolio in language acquisition
(Criterion C), and minimum one and maximum two portfolio from Design. /Art/PHE.
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Earning the IB MYP Certificate

Since 2014, the IB MYP assessment model for MYP 5 includes both internal assessment
components that are completed in the school year as well as on-screen eAssessments.
eAssessments are given in 6 subject areas: Language & Literature, Language Acquisition,
Individuals & Societies, Mathematics, Sciences and Interdisciplinary assessment. Additionally,
portfolio work is submitted in Design, Physical & Health Education, and the Arts.

IB Diploma Programme (DP)

The Diploma Programme (DP) of the IB is a

comprehensive and challenging pre-university course
that demands the best from both motivated students
and teachers. It is a sophisticated two-year curriculum
that covers a wide range of academic subjects. IB
Diploma Programme is highly regarded by the world’s
leading universities.

The DP extends best educational practice as seen in

the PYP and MYP of the IB organization, keeping the
learner at the center of the learning process. Students
from any secondary school background who have
fulfilled the school leaving requirements are eligible to
apply.

Typically, IB Diploma holders are ready to debate real-world issues from an international
perspective and to provide leadership and support in the local and global community. They
demonstrate a capacity for in-depth study while maintaining a broad perspective of different
subject areas. They have a strong sense of their own culture and identity, as well as the ability
to communicate in two or more languages.

IB DP Subjects structure, concurrency of learning

Students choose to study six IB courses concurrently, one from each of the subject areas.
Three of these subjects are taken at a higher level and three at standard level. Together with
elements of the ‘Core’ programme including Theory of Knowledge, Creativity-Activity-Service
(CAS), and the Extended Essay. Successful completion of this combination leads to the CIS
(Council of International Schools) and NEASC (New England Association of Schools and
25 | P a g e
Colleges) accredited MIS High School Diploma as well as the IB Diploma. Students choosing
to study two Language A courses in different languages may also qualify for a Bilingual
Diploma. At the time of writing, the following IB Diploma courses are offered, subject to viable
student numbers and teacher availability at MIS (HL=Higher Level, SL=Standard Level):

Group 1: Studies in Language and Literature

• English A Literature HL/SL
• English A Language and Literature HL/SL
• Korean A Literature HL/SL
• Hindi A Literature HL/SL
• Other Language A Literature SL

Group 2: Language Acquisition

• English B HL
• French B HL/SL
• German B HL/SL
• Hindi B HL/SL

Group 3: Individuals and Societies

• History HL/SL
• Business Studies HL/SL
• Environmental Systems & Societies SL
• Economics SL/HL
• Psychology SL/HL

Group 4: Experimental Sciences

• Physics SL/HL
• Chemistry SL/HL
• Biology SL/HL
• Environmental Systems & Societies SL

Group 5: Mathematics
• Analysis & approaches SL/HL
• Application and interpretation SL/HL

Group 6: The Arts

• Music SL/HL
• Visual Art SL/HL
• Theatre SL/HL

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* Some classes are offered through Pamoja if there are conflicts in students' subject choices.
Also, some courses may not run as a result of low student interest.

Core components

Theory of Knowledge (TOK) is an internally and externally assessed interdisciplinary

component that explores the different concepts of knowledge found in subject areas. providing
an opportunity for students to reflect on the nature of knowledge. The task of TOK is to
emphasize connections between areas of knowledge and link them to the knower in such a way
that the knower can become aware of his or her own perspectives and those of the various
groups whose knowledge he or she shares. TOK, therefore, explores both the personal and
shared aspects of knowledge and investigates the relationships between them.

Creativity, Activity and Service (CAS) asks students to reflect upon personal growth in a
balanced programme over two years involving weekly creative, physical, and service
experiences. The CAS requirement allows students to gain real life experiences beyond the
classroom. Weekly adult supervised experiences of at least three hours with one hour in each
of the three strands have to be agreed upon between the student and the CAS Supervisor and
signed off by the CAS Coordinator with periodic interviews.

The Extended Essay is an externally assessed independent research assignment of 4000

words in one of the six subject areas. This is one of the ways in which IB Diploma Programme
students can specialize in certain subject areas and prepare for university studies.

Earning the IB Diploma

The IB Diploma is widely recognized for its high academic standards. Assessments, including
research projects and essays, are varied and take place over two years with a final
examination in each subject that is held concurrently all over the world in May of the second
year of the programme. Students’ work is assessed by international examiners who are
themselves rigorously trained and monitored by the International Baccalaureate. In line with
the school’s philosophy on bilingualism, we strongly encourage DP students to take the
bilingual Diploma when feasible.

Academic Advising and College Counseling

The aim of Mahindra International School is not only to facilitate the student’s successful
completion of the IB Diploma Programme but also to help them prepare for university life and
beyond. In order to find the “best fit” for each student, an experienced College Counselor will
guide students and families navigate the intricacies of university/college applications, college
profiles, feedback on college essays, mock interviews for specific programmes and student led
thorough university research to short list the universities. For the benefit of the students, there
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will be planned university visits in the form of individual visits, smaller university groups and
occasionally in the form of university fairs.

Recommendation Letters

It is not uncommon when a student moves to another educational establishment that a

reference is requested by the new establishment. As these are usually confidential, the
school is happy to write these and send them directly to the new school, college or university.
Parents are asked to make a request in writing at least two weeks before the required date to
the registrar’s office. These references cannot be completed during the designated vacation
time of the school.

Experiential Education and Co-curricular Activities

While the discipline-specific learning includes opportunities for ‘experiences’ built into the
normal routine, there are additional and specific opportunities for learning through experience
that are important as part of a holistic learning programme. Elements of choice are important in
these learning experiences, but we also have some planned and mandatory engagements in
this category.
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Field Trips

Field Trips, or better termed, Field Studies are an important component of our learning
programme and all students are expected to take part. The duration and complexity of the trip
varies depending on the age, ability, and interests of the group involved.
The field trip is not simply an outing, it is an integral part of the curriculum and provides
stimulus for much interesting study, in a relevant context and further research. At the MYP
level, each grade will have a field trip, organized during field trip week. At the DP level, all DP
students will participate in CAS field trips, including a DP bonding trip in August. Major Field
Trip costs are included in the annual school fees.

Key benefits of field studies include.

• Shared experience and common ground for study.
• New environments and cultural exposure.
• An awareness of the host country, its people, and its place in the world.
• The opportunity to learn to live together.
• Unique opportunities to develop the areas of interaction.
• Independence and self-assurance away from home.
• Responsibility and learning to become a better/ more responsible citizen.
• Meeting students from other schools.
• Opportunity for staff/student interaction and staff development.

Full details of the Field Trip Procedures, safety protocols, and expectations are detailed in the
Field Trip Policy.

Co-curricular Activities (CCAs) and Competitive Sports

In the Secondary school, CCAs take place after classes most days of the week and sometimes
on Saturdays. Competitive sports take place during the week and also on Saturdays with
weekly practices totaling approximately five hours per week during the season. All MYP and
DP 1 students are required to participate in one CCA at a minimum and two CCAs per week
as a maximum. Competitive sports participation is above and beyond this. Activities are offered
based on providing options from a Creativity and Arts perspective as well as from a Sports and
physical activity perspective. Community Service requirements are fulfilled either during
subject curriculum time (MYP 1,2,3) or after school and on weekends (MYP 4,5 and DP 1, 2).
The activities often vary from year to year. Some activities are offered, at the parent’s expense,
by external providers.

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School House System

Houses At MIS
House Symbol Colour
Agni Fire Red
Jal Water Blue
Prithvi Earth Green
Vayu Air Yellow

When a new student arrives at MIS, they are assigned a house. Siblings are allocated to the
same house, regardless of their grade level or programme. Students remain in the same house
throughout their time at MIS. Staff are also allocated a House, and House Captains are elected
annually from the MYP 5 class with Vice Captains from MYP4.

During the year, the students take part in various competitions and sports events in which they
earn points for their respective houses. The Secondary School house matches take place
every week and offer students the opportunity to collaborate and compete with their peers
across age groups. The points collected by each house throughout the year are added up and
the house with the most points is awarded the House Cup at the end of the academic year.

Student Council

MIS enjoys the liaison with students through the Student Council (StuCo) which is led by a
member of staff and supported by the Principal through monthly meetings. The Student Council
represents students from MYP1 to DP2. Students interested in becoming part of this group are
invited to run for the following positions; President, Secretary, Treasurer or Class
Representatives.

Essential Agreements and Learning Policies

Language Learning

The IB places particular emphasis on language learning, promoting cognitive growth,

maintaining cultural identity and supporting personal development and intercultural
understanding. At MIS, we place central importance on the development of mother tongue

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language skills. Language learning is a lifelong endeavour and continuing to develop one’s
mother tongue at an academic level supports one’s learning across all disciplines. Knowing
this principle, MIS aims to provide mother tongue language instruction to as many of our
students as we can.

One means through which MIS supports mother tongue development is through School
Supported Self-Taught courses for students in the Diploma Programme. The IB promotes this
learning structure to promote additive multilingualism in its students. MIS has established a
multi-lingual classroom model to support mother tongue development as well. The World
Literature is a course where the language of instruction is English, yet the work produced by
the students is completed in their mother tongue. This structure not only supports students’
mother tongue but also accelerates the development of English as an academic language. In
the DP, this is known as the Literature A SL (School Supported Self-Taught) course.

In addition to our focus on mother tongue development, with English as our primary language
of instruction, we support the development of that language at all levels. Receiving students for
whom English is a second or other language is the norm in an international school like ours,
and we offer a robust English Language Acquisition (ELA) program to support the student’s
learning in all areas. The ELA program is on offer for students in the primary and the
secondary.

A standard educational programme in both the Middle Years and Diploma Programmes
includes either the study of two Language & Literature courses leading to a Bilingual
qualification or the study of one Language & Literature course and one Language Acquisition
course.

Assessment

Assessment is the ongoing collection of student-based information that describes the

learning process. It provides evidence of student performance and measures student
learning, understanding, and growth. Learning and development are assessed through the
use of agreed-upon and precisely described indicators applied to observable student
behaviours over time and in a variety of situations. These behaviours are carefully described
to ensure that they are meaningful to all parties in the assessment process: students,
teachers, and parents.

Assessment enables students and teachers to identify and understand individual student
strengths and areas in need of strengthening in the school setting. This information is used to
guide future planning, teaching and learning. In this way, assessment allows students to be
active participants in their own continued learning and teachers to be accountable for the
learning opportunities they provide students.
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Assessed activities, both formative and summative are recorded through the use of
ManageBac by teachers and can be easily accessed by parents and students throughout the
year.

Guidelines for learners joining in the middle of the year:

• If a student joins after semester 1 in the Middle Years Programme, teachers will be
able to assess each strand once until the end of the academic year. An end-of-year
report card will be issued.
• If a student joins after February, the MYP learner may only receive a qualitative report,
no numerical grade. A certificate of participation and attendance will be issued. MYP4
and MYP5 learners might be required to take credit recovery courses after evaluation
of their transfer records.

Technology Procedures and Responsible Use

A full and detailed outline of guidelines for acceptable technology use is found in the Digital
Policy (2019). At the start of each year, students must sign the Digital Citizen Essential
Agreements. Over the course of the year, key skills and Approaches to Learning (ATLs) related
to correct and effective technology use are part of our curriculum in all grades.

Essential Agreements

Internet Safety
• Students must sign into their School accounts while on school internet and school-issued
devices. Incognito mode is not permitted for school use.
• Students should create, use, and remember strong passwords, keeping passwords
secure.
• Access to school internet is for school and educational purposes only.
• Students may not download content such as computer games, videos, or movies while
on school internet.
• All sites and/or downloads may be blocked by the School if they are deemed harmful.
• Use of VPNs is not permitted.

Digital Footprint
• Students should maintain a positive identity online which reflects the IB learner profile.
• Use of social media on school internet is not permitted unless given permission by
teachers or administrators for school purposes.
• Students should abide by national laws indicating that users under 13 years old may not
have social media accounts.

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Self-Image & Identity
• Use of another student’s login is unacceptable.
• Impersonating another student or person is unacceptable.
• Students should have a recognizable photo of themselves for their profile picture. The
photo should include only themselves and no one else.

Relationships and Communication

• Students are expected to communicate and behave online in a responsible fashion.
• Email communication should follow appropriate etiquette including a greeting, closing,
and appropriate titles in show of respect.
• School issued emails are for school related communication and should not be used for
personal communication.
• Use of chat apps during learning engagements (unless permitted by the teacher) are not
appropriate.

Creative Credits and Copyright

• Students will not copy and paste online content without appropriate quoting
• Students will use MLA (latest edition) for citing and referencing
• All images and other media used must follow copyright laws. They should use images
and media that are listed as “labeled for reuse”.
• Tools: MyBib and Microsoft Word

Information Literacy
• Students should use information sources recommended by teachers, librarians and other
staff.
• When using sources found through an independent search, students should evaluate
their sources using a method such as OPVL (Origin, Purpose, Value, Limitation)
• Students should not repost or share information that has not been fact-checked and
vetted.

Unacceptable and consequential behavior

Serious infractions of our Acceptable use policy include actions that violate our Code of
Conduct and will result in disciplinary consequences according to the discipline policy including
expulsion. Specifically, the following behaviors are considered unacceptable and serious.

• Excessive bandwidth usage, virus/malware/worms and other damaging software, use of

gaming applications, use of VPNs/proxy servers to shield identity.
• Access, production, and sharing of pornography, offensive material, profanity and other
offensive content.

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 • Cyberbullying, harassment, abuse, and/or threatening communications
• Invasion of privacy such as taking pictures of videos of students or staff without consent
• Sending or posting discriminatory, defamatory or threatening messages or images
• Interfering, damaging, destroying or altering data belonging to school systems, to other
individuals or other students.
• Uploading videos and photos of individuals without their consent.
• Uploading photos and videos online must reflect the school’s values and philosophy.

Use and Care of Personal Electronic Devices

Secondary students are required to bring their own laptop to school on a daily basis as part of
the Bring-Your-Own device programme. Students will be provided licensed software including
the Microsoft Office Suite and other required software for educational use. It is the student’s
responsibility to ensure their laptop is fully charged in the morning and to bring their own
charger to school.

Students are allowed to bring mobile phones and other electronic devices as well but must keep
them switched off and use them only as part of the learning process with teacher permission.
Students may wish to listen to music on the school bus. Electronic dictionaries and translators
are allowed for school use when permitted by the teacher. Certain exams do not permit such
devices.

Care and security of personal electronic devices is the student’s own responsibility. In
bringing such items to school the student accepts full responsibility. Students not
adhering to the school’s digital citizenship guidelines may have their devices
confiscated.

While students are allowed to take their mobile phones out during break times, they are
not allowed to have their devices next to them inside classrooms. Devices will only be
used when teachers allow them. A repository is placed in each classroom where
students are required to store their device at the start of each class.

Wi-fi Access

On our campus, we have the facility of Wi-Fi access. Secondary students and staff
can avail this facility for their laptops; the following rules apply:

• Laptops will be given to the school IT Administrator for configuring the wireless access
on stipulated days only.
• Anti-virus software will be loaded (if necessary).

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 • Laptops will be monitored continuously.
• Laptops will be barred if found not being used purposefully.
• Wi-Fi access is only for Internet browsing for educational & and research purposes.
• Downloading music/videos/games is barred.
• Uptime and speed varies on usage and time of the day.
• The School will reserve the right to bar access to the school Wi-Fi if this this policy is any
way violated abused.
• Disciplinary sanctions will follow if a student misuses the Wi-Fi access

Homework Expectations & Due Dates

The MYP also requires students to complete longer assignments. These assignments are
given well in advance, and students will generally have several weeks to complete them. If
students manage their time correctly, this should be quite manageable; however, it can
become problematic if these assignments are left to the last minute. In the MYP, teachers
regularly record all homework as well as the due dates for these more major assignments on
ManageBac. Parents/guardians are required to check ManageBac where records of the
curriculum, assessment and assignment deadlines are also accessible.

Similarly, students in the DP will have regularly assigned homework as well as larger
assignments. As the DP is a pre-university course of study, there are no definitive time
guidelines for families; in order to be fully prepared, the syllabi must be covered thoroughly.
DP Students can expect to have up to 3 hours of homework per day. Nevertheless, it is
important that all students maintain a healthy “life-schoolwork” balance. Students who may
experience difficulty keeping up with their tasks are encouraged to speak to their classroom
or homeroom teachers, the DP Coordinator, the College Counsellor and/or the Secondary
Principal as the need arises.

Academic Integrity

Being principled is highlighted as a key quality we expect from our school community and is
one of our Learner Profile attributes. Showing academic integrity’, means that all work that
the student submits is their own, unless they have clearly stated that it has been done by or
with someone else. MIS regards academic honesty as an essential part of the academic,
social and emotional development of all students. All teachers are expected to train their
students in the particulars of academic honesty as it pertains to their subject and report any
difficulties or violations of the policy. All major assignments in the Secondary School have to
be uploaded on to “Turnitin” (www.turnitin.com) for a plagiarism check.

In alignment with IB regulations, MIS reserves the right not to submit any work that has not
been authenticated to the satisfaction of the teacher.
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Once a final assessment has been submitted by a student, no modifications or additional
submissions are permitted for any reason including plagiarism.

Students are aware of the consequences if plagiarism is suspected or found and they are
aware that the school uses “Turnitin” for this purpose. Students are encouraged to self-check
using this source to check authenticity prior to submitting their final drafts. Formal and informal
assessments will involve the use of proper referencing criteria.

There is a clear three-step process for infractions, with the option of accelerating depending on
the nature of the infraction.

1. Written warning sent home and placed on file.

2. Suspension and written incident report on file; parent meeting before re-joining class.
3. Review of enrolment status, or multiple-day suspension.

Eligibility for Co-Curricular Travel

In order to represent the school on any sports team or other academic group, students must be
in “good standing”. This includes programmes like competitive sports, MUN and other co-
curricular programmes, but does not include participation in mandatory field studies that are
part of the curricular programme.

Specifically, this means:

a. good academic standing: the student is not achieving below a passing level in any
courses and has no
outstanding work due in
any course
b. good behavioural
standing: the student is
not under caution by the
Principal (i.e. is not on a
behaviour contract), and
is not currently under
suspension for violation
of the Code of Conduct,

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Code of Conduct & Student Responsibilities

Code of Conduct

All members of the MIS Secondary community: students, staff, parents and others, have the
responsibility to act in a manner that promotes respect, tolerance and civility at all times. We
promote this by asking all members of the MIS community to habitually demonstrate Ideals of
Conduct derived from our Mission:

MIS Mission: Promote Learning, Encourage Responsibility, Celebrate Diversity

MIS Ideals of Conduct:

• Strive for your best in all areas: academics, co-curriculars, learning as service (Promote
Learning)
• Respect yourself and others, regardless of their differences. (Celebrate Diversity)
• Make good choices for yourself and others that have positive effects and productive
outcomes. (Encourage Responsibility)

All MIS students are expected to understand and follow these Ideals. Faculty, staff, and parents
are asked to encourage students to live by these ideals and to model them at all times.
Each member of the MIS community must be committed to creating a supportive and caring
environment in and out of school. When a member of the community chooses to act in a
manner that contravenes our Ideals, the faculty and administration will work with that individual
to provide appropriate consequences. In serious cases, these consequences may include
suspension or expulsion for students, as well as consequences for faculty and staff. The
Director is the final arbitrator in the case of all consequences.

Some actions MIS students might take to demonstrate a commitment to our Ideals include:

• Helping others and making the school a positive and inviting place for all by:
• greeting everyone with a smile and a kind word;
• looking for reasons to compliment others;
• helping without being asked;
• including everyone in an activity;
• Looking for the best in each person;
• avoiding teasing and finding positive ways to give and get others’ attention; and
• looking after their possessions, other people’s possessions, and the school’s
possessions with care and attention.

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When they encounter difficulty with another person, MIS students take the time to address it in
a positive fashion. They do not turn difficulty into greater conflict. MIS students know to
approach disagreements in the following manner:

• ignoring something if it is truly small;

• talking about disagreements and concerns to calmly resolve them; and
• Involving a teacher or adult to help talk about an issue.

Above all, MIS students know not to escalate a situation, thereby making it worse.

Standards of Behaviour

By enrolling in MIS, students automatically assume the obligation to comply with the provisions
of the Code of Conduct. Central to the Code of Conduct is the understanding that each student
will follow certain standards of behaviour. Self-discipline and a willingness to accept
responsibility for one’s actions and conduct are fundamental to the Code of Conduct.

• Respect, Civility, and Responsibility

• All members of the school community must:
• Respect and comply with all applicable laws;
• Demonstrate honesty and integrity;
• Respect differences in people, their ideas, and their opinions;
• treat one another with dignity and respect at all times, and especially when there is
disagreement;
• respect all members of the school community and treat them fairly regardless of, for
example, race, ancestry, place of origin, colour, ethnic origin, citizenship, religion,
gender, sexual orientation, age, or disability;
• Respect the rights of others;
• Show proper care and regard for school property and the property of others;
• Take appropriate measures to help those in need;
• seek assistance from a member of the school staff, if necessary, to resolve conflict
peacefully;
• respect the need of others to work in an environment that is conducive to learning and
teaching; and
• use appropriate language (e.g. refrain from the use of swearing or profanity)

Safety - All members of the school community must not:

• engage in bullying behaviours;
• commit any crime;
• be in possession of any weapon;
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 • attempt to threaten or intimidate another person;
• be in possession of, or be under the influence of, or provide others with cigarettes,
alcohol or illegal drugs;
• inflict or encourage others to inflict bodily harm on another person;
• engage in forms of behaviour motivated by hate or bias; and
• commit an act of vandalism that causes damage to school property or to property located
on the premises of the school, including intellectual property.

Roles and Responsibilities

The Code of Conduct recognizes that all members of the school community, including the
administration, teachers and other staff members, students, and parents, have an obligation to
comply with the standards of behaviour outlined in this policy. Each member of the school
community has the following roles and responsibilities:

School Leadership has the responsibility to create policies and enforce the Code of Conduct, to
clearly communicate the expectations to all community members and to develop effective
intervention strategies and respond to all infractions of the Code of Conduct.

Teachers and Staff Members are expected to hold everyone to the highest standard of
respectful and responsible behaviour. They must help students work to their full potential and
develop their sense of self-worth; empower students to be positive leaders in their community;
communicate regularly and meaningfully with parents; maintain consistent standards of
behaviour for all students; and maintain consistent disciplinary practices in the school. In
addition, teachers must assist the administration by reporting incidents and by consulting on
investigations.

Students are to be treated with respect and dignity. In return, they must demonstrate respect for
themselves, for others, and for the responsibilities of citizenship through acceptable behaviour.
This entails coming to school prepared, properly dressed in uniform, on time, and ready to
learn. Students are expected to abide by and participate in the Code of Conduct.

Parents and guardians play an important role in the education of their children and have a
responsibility to support the efforts of school staff in maintaining a safe and respectful learning
environment for all students. Parents and guardians fulfill their role when they:

• show an active interest in their child’s school work and progress;

• communicate regularly with the school;
• help their child be properly dressed and prepared for school;
• ensure that their child attends school regularly and on time;

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 • promptly report to the school their child’s absence or late arrival;
• show that they are familiar with the MIS Code of Conduct and school rules;
• encourage and assist their child in following the rules of behaviour; and
• assist school staff in dealing with disciplinary issues involving their child.

When Behaviours Contravene Our Ideals of Conduct:

At MIS, behaviours that are inappropriate will result in disciplinary action in accordance with the
seriousness of the action. Consequences may be as serious as suspension or expulsion and
will always be determined through due process and in terms of the specifics of each case. The
school has the right to involve the police and is legally obliged to report serious illegal activity
including that under the POCSO Act of 2012. The school may also undertake disciplinary action
when a student takes part in inappropriate behaviour off school property, including the internet,
when the conduct has or will have an impact on the school climate.
When exercising its discretion to determine the appropriate consequence to apply to an
offence, MIS will take into account:

• the seriousness of the offence or the attempt to commit the offence;

• the intention of the student; and
• the impact of the offence on the standards of behaviour and integrity that MIS tries to
cultivate in the school community.

The range of consequences that MIS will apply to offences includes:

• In-classroom or teacher implemented consequence, detention

• Warning Letter
• Individual Behavior Plan (“Behaviour Contract”)
• In-school suspension;
• Out-of-School Suspension with conditions for the student’s return discussed with parents
and the student in accordance with the school policy;
• expulsion from school.

The school reserves the right to expel a student when the continued attendance of that student
would not be in the best interests of that student or the school. The school also reserves the
right to expel a student when that student’s behaviour is in breach of the Code of Conduct,
seriously jeopardizes the school's ability to guarantee the dignity and safety of its students,
interferes with learning, or involves conduct injurious to the school's ethos or to the physical or
mental well-being of others.

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Recording Student Behaviour

Student behaviour cases are logged in Managebac through the discipline and behaviour
section, and in a physical file kept in the Secondary Office.

Anti-Bullying Policy

Rationale

At Mahindra International School, every person has a right to feel safe and secure. Any person
who bullies another is denying them that right. MIS is committed to ensuring a safe and caring
community and building a culture of mutual respect. Aggression, violence, threats, intimidation,
and isolation compromise the ability of students and staff to learn, work, and to perform to their
full potential in school. This statement outlines positive strategies and protocols to ensure the
school remains a safe place for all. Following this policy is one of the ways we live our mission
of ‘Encourage Responsibility’. These expectations reflect our values as a community and are
complemented by our Diversity, Equity and Inclusion statement.

We recognize that bullying behaviors adversely affects the following fundamental rights that are
protection by the UN Convention of the Rights of the Child.

• The right to your identity

• The right to choose your own friends and join or set up groups, as long as it isn't harmful
to others. The right to privacy.
• The right to be protected from being hurt and mistreated, in body or mind.
• The right to a good quality education.
(United Nations)

While we understand that bullying behaviors may exist between and among adults, this
procedure is focused on students. Expectations for adults are covered in the personnel
policies.

Definition:

‘Bullying is any unwanted aggressive behavior(s) by another youth or group of youths

who are not siblings or current dating partners that involves an observed or perceived
power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying
may inflict harm or distress on the targeted youth including physical, psychological,
social, or educational harm’ (Gladden, Vivolo-Kantor and Hamburger).

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Students may attain or maintain power over others in the school through real or perceived
differences. Some areas of difference may be size, strength, age, intelligence, economic status,
social status, solidarity of peer group, religion, ethnicity, disability, diverse learning needs, sexual
orientation, family circumstances, gender, and/or race.
Bullying may present itself in different forms, including, but not limited to, physical assaults or
aggression, verbal and/or physical threats, intentional exclusion from a group, spreading
rumors, menacing gestures or faces, or repeated name calling.
Note that sexual harassment is considered a separate category of offense and is addressed in
the Child Safeguarding Policy. Sexual harassment between adults and children or between two
children is a crime under the POCSO Act of 2012.

Bullying is an aggressive and typically repeated behavior by an individual where,

a. the behavior is intended to have the effect of, or it is reasonable to know that the
behavior would be likely to have the effect of,
i. causing harm, fear or distress to another individual, including physical, psychological,
social or academic harm, harm to the individual’s reputation, or harm to the individual’s
property;
ii. creating a negative environment at a school for another individual; and
iii. producing a context where there is a real or perceived power imbalance between the
pupil and the individual

Cyberbullying means bullying by electronic means, including,

• creating digital content in which the creator assumes the identity of another person (eg.
Fraping);
• Creating a false identity as the author of malicious content or messages posted on the
internet (eg. masquerading);
• communicating inappropriate material electronically to more than one individual or
posting material on a website that may be accessed by one or more individuals (eg.
harassment, Flaming, Trolling, Dissing).
• Using any form of information communication technology to isolate, exclude (eg.
ghosting, exclusion, shaming)
• Cyberbullying may be persistent because the use of technology is available continually,
permanent because digital footprints are difficult or impossible to remove and hard to
detect because it may take place outside of regular school hours and away from parent
supervision.

MIS recognizes that while bullying is distinct from teasing, the line between the two is often
unclear depending on perspective. MIS is committed to investigating all incidents with a high
degree of care.
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Typical child or adolescent behavior – Unacceptable Behavior with
Inappropriate but not bullying characteristics of bullying
Systematic and repeated harassment,
Teasing, joking
targeting a particular individual
Frequent harassment or discrimination
Comments on appearance or attire related to physical appearance, clothing,
status
Never being included in any social event that
Not getting invited to a party typically others in the class/grade are
included in
Having others deliberately impersonate a
Being sent a rude social media message student and sending inappropriate messages
as if they come from that individual
Refusing to sit with a particular student every
Sitting alone at lunch day at lunch, overtly moving away from a
student to cause isolation

Prevention

The first course of action to maintain a bully-free school environment is prevention. Prevention
at MIS takes many different forms;

• Establishing shared values and purpose as a community

• Creating a positive, safe, trusting school climate
• Monitoring by adults in learning spaces and social spaces
• Active anti-bullying education through our CORE (Advisory) and Personal-Social
Education (PSE) programmes
• Training of bystanders to act in preventative ways

Developing Anti-Bullying Skills

In all grades in the CORE/Advisory programmes, age-appropriate targeted instruction is

provided to reduce the incidents of bullying. This instruction includes support for understanding
the causes of bullying, identifying bullying behaviors, skills of addressing bullying for those
being bullied, skills of intervening for bystanders, and skills for reporting bullying when needed.

MIS is committed to maintaining a climate where reporting inappropriate behavior is a safe and
appropriate action to take. If a student has been bullied, intimidated, or threatened or has
witnessed such behavior, he/she needs to confide in an adult at the school. If the school is not
aware of an incident, it cannot act. A student is not tattling by contacting an adult; he/she is, in
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fact, upholding MIS’s core values and demonstrating courage by appropriately standing up for
himself/herself. No one has the right to bully, intimidate, or threaten another person. It takes
courage to stop such behavior in a mature and responsible way.

Responsibility of a Bystander

Most bullying behavior happens in the presence of witnesses and actively seeks to establish
power in the view of the witnesses. Bystanders or witnesses may not be taking an active role in
the bullying behavior, but their participation as ‘audience’ members is contributory to the
behavior.

If a student witnesses an act of bullying, intimidation or threats, he/she is a bystander and is

expected to act in principled ways, taking responsibility to promote a safe school environment.

Passive actions

• Actively including those likely to be bullied in social interactions, walking with or sitting
with vulnerable individuals.
• By removing the ‘audience’ a bystander can remove the power dynamic being used in
bullying behavior. This can be as simple as walking away, changing where you are
standing, or involving others by invitation in the group dynamic. These actions are
effective in reducing bullying but do not result in conflict or directly confronting the
behavior.
• Causing a distraction can be effective at the moment that bullying is occurring. This
could include changing the topic of conversation or suggesting a new activity. A simple
statement like ‘Let’s go to the tuck shop’ could be all that is needed to prevent the
behavior from continuing.
• Monitoring your own response. Don’t watch and laugh. That encourages the behavior.
Make sure you are not part of the problem.

Active resistance

• Don’t be a silent witness. Speak up and defend the targeted individual. This is a brave
way to support a positive school climate. You would want someone to have your back if
you were the one getting bullied.
• Question the bullying behavior, openly stating your objection.
• Encourage the person being targeted to get help from someone, like a counselor,
teacher, or other adult who can help. Help them name the behavior as inappropriate.
• Be an ally. If someone needs help to report the behavior to an adult, you can accompany
them as a silent supporter. Sometimes just having a friend along is a huge help.

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 • If you are unsure if the behavior is bullying, it is ok to ask an adult to discuss it with you
and seek advice.

Intervention

All members of the school community, including the Director, Principals, teachers and other
staff members, students, and parents, have an obligation to comply with the standards of
behavior outlined in this policy. Each member of the school community has the responsibility to
work to correct bullying behavior.

Anyone who experiences or observes bullying and harassment should approach an adult for
help. This can be the Homeroom teacher or any member of staff with whom you feel
comfortable. You may also approach the Principal or School Counselors.

The tattling/telling dilemma: Tattling is reporting on someone so that they get in trouble.
Telling is getting yourself or others out of trouble, seeking help, preventing further harm.
Reporting bullying behaviors means sharing important information with an adult with the
purpose of creating a safer and better school environment. You can ask the adult you are
speaking with to help you figure out if the behavior should be reported. If they determine that it
is ‘tattling’, they will instruct you.

When bullying has taken place, all the students involved will be supported, individual
interventions will be provided:

• Support is provided to the students who are being bullied: The students are coached on
how to deal with such situations.
• Support is provided to those who exhibit bullying behavior: The student is provided
assistance to understanding the problem behavior and that MIS has a no-tolerance
stance on bullying. Consequences involve learning to modify the behavior or empathy
building.
• Support for the “upstanders”: who are trained to deal with how to respond to bullying
when they see it.

While certain forms of bullying may take place on school campus or on school learning
platforms, some forms are more likely to take place outside of school hours, particularly
cyberbullying. If such forms of bullying are reported to a responsible adult, the school will
consider that the incident impacts our school climate and individual wellbeing.

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Consequences

All reported incidences of bullying or inappropriate behaviour will be taken seriously. It is the
school's responsibility to thoroughly investigate all reports; these investigations will be
conducted by the Principals with assistance from other faculty as required. If it is found that the
reported behaviour constitutes bullying, appropriate consequences will be actioned by the
respective Principal or delegated authority. Consequences will be applied taking into
consideration the age, developmental maturity of those involved and the seriousness of the
offense. Typically,

Primary students Secondary students

First offense Verbal warning Verbal warning and call to parents

Verbal warning and call to

Written warning, Parent and student
Second offense parents recommended
meeting with the Principal
counseling
Verbal warning, written letter on
Suspension or possible expulsion from
Third offense file, and mandatory family
the school
counseling

In all cases, a record of the investigation and associated actions will be kept by the relevant
Principal. In situations where a clear case of bullying is not determined, but where the behavior
caused harm or offense, the Principal may have an informal call with the parents explaining the
situation.

Very serious instances of bullying/harassment may require immediate consequences at the

discretion of the Principal and may include suspension or expulsion.
Those involved in a bullying including the those who are being bullied and those who are
exhibiting the behaviour may benefit from social-emotional counselling. This will be offered to
those involved.

Uniforms and Dress Code

Dressing appropriately for school and with cultural respect is a key feature of cultural respect
and therefore all staff should support students to meet the following guidelines:
• Skirts/Dresses and shorts must reach fingertip length when standing straight.
• Appropriate footwear should be worn - not flip flops
• No ripped jeans or ripped clothes permitted.
• No clothing should display messages or symbols about alcohol, drugs, or other
inappropriate content.
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On a daily basis, students in MYP1-5 are expected to wear their school-authorized MIS white
or blue T-shirts and appropriate trousers, skirts or long shorts. DP students are permitted to
wear appropriate clothing of their choosing that adheres to the school’s expectations and is
culturally respectful. The Homeroom teacher, Coordinator, and School Principal support and
guide students to dress appropriately throughout the year.

Student Complaints & Grievances

A student with a personal concern, complaint or grievance on any school matter should
always first approach his or her homeroom, subject teacher or Head of Department before
approaching the PYP/MYP/DP Coordinator or School Principal.

Any concerns, complaints or grievances about the general running of the School should be
presented to the Principal of the Secondary School. If no satisfactory resolution is
forthcoming the student may bring the complaint or grievance to the attention of the Director.

Home-School Communication

Communication Between School and Home

A good communication system between MIS and home is important for the progress of
students. Parents are encouraged to contact the school if they have any queries, problems or
need additional information. Likewise, staff members are also encouraged to contact parents
should they feel the need. In addition to formal reports and parent-teacher conferences,
parents may also telephone, write or email to get further information. Finally, there is also a
weekly newsletter that is sent to the parents.

Email is the most efficient form of communication. Parents should be aware that teachers are
unable to take phone calls during lessons when they would be teaching. Teachers are
expected to respond to parent emails within the next working day.

Parent Information Meetings

At the start of each semester there is a general information session for parents who are new to
the MYP and DP curricula. Other information sessions are held at various times of the year
based on need. These are announced to the parents well in advance. There are parent
information afternoons held regarding field trips and other special events.

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Parent-Student-Teacher Conferences

Parent-student-teacher conferences are held during the first and second semesters after the
release of interim report cards. At the Parent-Student-Teacher Conference parents will be
allocated a ten-minute meeting with each subject teacher. If more time is required, parents are
required to make a follow-up appointment with the teacher at a mutually convenient time via
the Secondary Secretary.

Should the teacher/Coordinator/Principal have any concerns regarding a student’s academic

progress parents will be contacted during the school year as the need arises. This will usually
require a face-to-face meeting with parents. Support systems are generally put in place such
as to mentor a student, or to provide relevant support with the Learning Skills Department,
ELA or School Counsellors. In the event of school closure, Parent-Teacher conferences will
be held online.

Communicating about Assessment – Reports

Reports are issued four times during the academic year. Students receive two interim reports
showing grades only and 2 full academic reports showing a comment from the subject teacher,
IB achievement grading on student progress and action for future progress. The grading is on
a 1-7 scale. In addition, the MYP reports show the student’s progress in their Approaches to
Learning, a summary on the student’s progress and areas needing improvement. Key core
components of Service as Action and CAS are also reported on according to the same
schedule of reports.

Parents-Teacher Association (PTA)

The Parents and Teachers Association shall exist as a self-governing body. All parents and
legal guardians of children in attendance at the school are members of the PTA as are
professional employees of MIS and friends who have applied to the committee and have
been admitted.

The PTA supports the social and co-curricular programmes of the school. Traditionally the
PTA helps organize and run some of the school’s After-School Activities, assists with sports
days and helps with catering at special presentations such as musical presentations, cultural
activities and coffee mornings. The PTA also leads Teacher and Support staff appreciation
events.

The services provided by the PTA should benefit all MIS children and their families. The PTA
will always be on the lookout for parents who wish to help. The officers of the PTA can be
contacted through the school’s Admissions & Marketing Office. It is hoped that all parents
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entering MIS will give some service to the PTA during their time with the school and will
receive some pleasure from doing so.

Best Points of Contact

Directing communication carefully to the correct person significantly helps ensure that the query
is handled promptly and effectively. MIS has a generally open culture of communication, so
when in doubt, contact anyone and ask for your query to be directed appropriately. Here is a
general guideline for directing communication effectively.

Role Name and Contact Types of queries

Homeroom The HR teacher can be found on Overall student well-being, planned
teacher your child’s ManageBac Page absences, grade-level questions
Teachers can be found on your Subject questions, questions about
Subject
child’s ManageBac Page assignments, due dates, tasks and
teacher
student achievement.
Megha Sharma Requests for counseling support, child
Secondary
[email protected] protection concerns, serious emotional
Counselor
challenges
Shweta Deokar Programme requirements, subject
MYP
[email protected] changes, exam registrations, trial
Programme
exams, and academic records for
Coordinator
MYP.
DP Vijeta Sinha Programme requirements, subject
Programme [email protected] changes, exam registrations, trial
Coordinator exams, and academic records for DP.
Sourabh Inamdar Academic advisement, programme
College
[email protected] strategy, further studies, external
Counselor
standardized tests (PSAT, SAT, etc)
Secondary Francis Fernandes Attendance notices, queries of a
Office [email protected] general school nature, permission slips
Manager
Oliver Chua Significant disciplinary concerns,
Secondary
[email protected] teacher concerns, patterns of behavior
Principal
or confidential issues.

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Works Cited

Gladden, R. Matthew, et al. Bullying Surveillance Among Youths: Uniform Definitions for Public
Health and Recommended Data Elements. Centers for Disease Control and Prevention.
Atlanta, Georgia: Centers for Disease Control and Prevention, 2014. Web. 30 08 2020.
<https://www.cdc.gov/violenceprevention/pdf/Bullying-Definitions-FINAL-a.pdf>.
Hare, John. Holistic Education: An Interpretation for Teachers in the IB Programmes. Cardiff,
July 2010. PDF.
International baccalaureate Organization. “Diploma Programme: From Principles to Practice.”
02 09 2020. www.ibo.org. <https://resources.ibo.org/dp/resource/11162-33702/?>.
International Baccalaureate Organization. ibo.org. n.d. 02 09 2020. <https://ibo.org/about-the-
ib/mission/>.
—. “Programme Standards and Practices.” 2014. International Baccalaureate Organization.
Web. 12 11 2019.
United Nations. “The Convention on the Rights of the Child: The children’s version.” 1989.
Unicef. Web. <https://www.unicef.org/child-rights-convention/convention-text-childrens-
version>.

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