Academics

Language Policy

AGS Mission

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

PURPOSE OF THE LANGUAGE POLICY

This language policy is a working document developed by Principal, academic coordinators and faculty from each school programme (IBPYP, IGCSE and IBDP). The policy  is  consistent  with  the  stipulated principles and practices of IB  and CAIE. This document outlines our school’s linguistic and academic goals and defines the programme designed to help our students attain these goals.

This policy is intended to provide an overview and guiding principles for language learning at AGS, Gurugram which permeates the entire school curriculum through authentic contexts in a culturally rich and diverse environment. Our policy is a statement of agreement—one to which the staff and AGS community are committed to achieve.

PEDAGOGY

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

Philosophy

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

Language of Instruction

English is the  language of instruction at  AGS.  Literature is  an integral part  of the curriculum.   By learning language as well as learning about and through language, an appreciation of the richness of language and a love of literature is nurtured. Books are carefully selected to reinforce learning and the development of  reading skills, as  well as to reflect various cultural aspects.   Students learn how to understand, interpret and respond  to  the  ideas, attitudes  and  feelings  expressed  in  various  texts. Books  are read     for     enjoyment    and     can     also     be     discussed,    analyzed,     compared   and contrasted.  Students  learn  how  to  understand,  interpret  and  respond  to  the  ideas, attitudes and feelings expressed in various texts; to think critically about what they read; and to be able to make predictions  and  inferences  based  on  information  that  is  both  explicit  and  implicit  in  the  text. Scaffolding and  extension in  language  learning are strategies adopted to differentiate and challenge students.

Language learning at AGS extends beyond the classroom and has close connections to the resource centers.  Teachers and students both use the library, ICT labs and varied tools to enrich their language learning as well as learning in other subject areas.

The classroom environment is rich in print and literature to equip students with the tools they need to  become  lifelong  readers  and  writers  who  can communicate  their  thoughts.  Teachers act  as facilitators who model writing, reading strategies, listening skills and appropriate speech.

Oral language-At AGS, students come from different cultures and backgrounds and strive to demonstrate conversational accuracy.  Teachers value hands-on experiences in order to  reinforce primary  and  secondary  language  in  addition  to  the  classroom. Through oral presentations, skits, songs, debates, stories, reading aloud, assembly, etc. students become enthusiastic and open minded about other cultures. AGS will provide ample opportunities for students to learn unique ways to communicate with each other. Language as a common practice opens doors to a life time of open mindedness and an appreciation of learning.

Writing- Writing   across   the   curriculum   is   a   significant   activity   across   all   grade levels. The writing process involves creating an environment where students can acquire the skills necessary to produce  written  products  for  a  variety  of  purposes.    The  written  product  can  be  informative, persuasive,  poetic,  or  in  the  form  of  a  story  or  dialogue.  When  learning  to  write,  students  are encouraged to focus, at first, on meaning rather than accuracy, and to enjoy the writing process.

English Language Support (ELS)

Children from non-English speaking background who need support in English are offered ELS classes. These classes aim to support these students to learn English and support language development in all subject areas.

Mother Tongue Support

The   faculty   and   staff   are   all   accountable  for   communicating  our   support   of   mother  tongue languages.  We   feel   that   students   and  parents   who   speak   another   language  bring  an  added perspective  to  learning.  We  value  their  views  and  encourage  them  to  share.  We  utilize their knowledge as resources and guest speakers. Our library is building resources on books in the home languages  of  all  our  students  and continues to  look  for  more  resources to  support  both  second language acquisition and other mother tongue languages.  As the language programme develops, we will seek more opportunities to highlight and support other mother tongue languages.

PYP Perspective at AGS

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

English Language Support(ELS)

ELS  is   offered  to  support  students  of  non-English  speaking  background  to  learn English  and support  language  development  in  all  subject areas.  They  attend  40 minutes classes five times in a week. They will merge into the mainstream classes after   an   assessment  of   their   language development.  Differentiated  learning  is practiced for these students in the classrooms. Hindi is not offered to them when they are getting ELS. ELS teachers plan with the homeroom teachers.

Second Language

Students  of  Nursery  through  grade  5  at  AGS,  have  Hindi  classes  every  day  for  40 minutes.   All students    of    Nursery    learn    the    language  with    their    homeroom tutors. From KG to grade 5, Hindi classes are taken by Hindi teachers. Students’ progress in Hindi is continually assessed.

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

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

Support for Language Development

AGS has several support services available to help students in their language development.

Students who need additional support or an early intervention are discussed in a meeting by the homeroom tutor first with the PYPC and then with the SEN department and Principal. These meetings include classroom teachers, special education teachers, parents and support teachers.  The team works together to develop a plan to help the student  become  successful by  setting  goals  and  monitoring progress towards those goals.

This also includes:

SPECIAL EDUCATION- Students who need Special Education services are supported by the classroom teacher  and  Special  Education  department.   The  special  education  teachers  and  the  classroom teacher   work   hand   in   hand   to   implement   the   student’s  IEP.    All  services  are  provided  with consideration to the least restrictive environment, considering first providing support within the student's classroom if appropriate.

Teachers work  closely  with  students  to  provide  depth,  complexity and  enrichment  in all areas of learning.

LIBRARY-The librarian collaborates regularly with teachers to support the students’ needs. She provides research support, book selection and acquisition of resources. The students are active participants in reading programme in English (ORT-Oxford Reading Tree)  and  Hindi.  Differentiated reading  and  continued assessment through reflections, vocabulary building,  language  development are elements of the reading programme supervised by the homeroom tutors and Hindi teachers. This programme involves the participation of parents. Parents are also invited to read and share stories with students in relation to the ongoing units of inquiry.

Programmes are being implemented in the library to expose students to a variety of literature in different genres. Author of the month is one such programme.

TECHNOLOGY-Students have  access  to  a  wide  range  of  technology that  supports language development.   Laptops,     iPad,     cameras,     webcams,     smart     boards     and  projectors   all   help students   compose,   share   and   connect   ideas.   Software   includes  word  processing, presentation, graphic organizing, photo editing and illustration.

Assessment

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

CAIE Perspective

At AGS, English is the language of instruction and the medium through which students access learning and communicate their understanding in all subjects. At AGS in order to  cater to  the  needs to  multi- cultural  students  and  encourage  Indian  students  to learn  foreign  languages as  prospective Global citizens,  from  Grade 6  to  Grade  10- students have the options to choose from Hindi, French, Spanish and German.

Furthermore  the  learning  of  languages  through  the  provision  of  language  curricula  for  English speakers learning foreign languages and for non-English speakers learning English, in IGCSE English is offered both as First Language English as well as English as Second languages.

We support multilingualism by promoting other languages including mother tongues, by allowing candidates to opt for the study of self-taught languages and take the examination either in O level or IGCSE level wherever it is available.

In Grades 6-8 study of Host Country Culture has been initiated to encourage foreign students and non- Hindi speaking students to learn Hindi so that they are able to communicate with others, understand India’s culture and heritage and be comfortable in a foreign country.

Every  teacher  is  a  language  teacher-Every  teacher  uses  strategies  to  be  ‘language aware’ and to plan language support in their classes. Use of English to English dictionary   (non-digital)   is   used during lessons  or  examinations-except  language exams. English Language Support classes are time- tabled for those students who have been assessed for ELS needs. Ongoing feedback is given on the progress of the child.

Assessment

At AGS, to maintain high standards of academic rigour, Summative Assessments are held  every Thursday. In  order to  reiterate learning and  encourage students  to  be active learners students are assessed on class assignments, research work and presentations.

IBDP Perspective

Aim of the language policy for IBDP students is as follows:

• To have a common language of interaction throughout the campus, whether the interaction is academic or social or recreational

• To discourage formation and thus isolation of any group of students on the basis of language and ethnicity

• To prepare students adequately for higher studies at various English speaking universities.

• To ensure clear communication and understanding with and by students in the classroom

English language support (ELS SUPPORT)

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

Other languages offered in DIPLOMA PROGRAM GROUP I

LANGUAGE A

We offer English as Language A to the Diploma Program students as Indian students are exposed to the English language from the early years both at home and school. English is one of the best known languages to most Indians.

The prescribed course aims to introduce the students to a range of literary works of different genres, periods, styles and contexts. The study of works from different cultures and languages will introduce the students to  the interdependence of  culture on language and vice-versa. It will  also enable the students to appreciate the art of fine writing.

Language A is offered at both Higher Level and Standard Level.

The  course aims  to  promote interest and  depth  of  reading among  students.  Reading will  in  turn promote fluency and precision in speech and writing enabling effective use of the language.

We offer the following courses in Language A:

English Literature both at Standard and Higher level

English Language and Literature both at Standard and Higher level

Hindi Literature both at Standard and Higher level

Self-taught Languages: Students are allowed to study his/her mother tongue as a self-taught language (Standard level only). The school and DPC provide the support when required.

GROUP 2

LANGUAGE B

The Language B course meets the needs of students who have substantial previous knowledge of a second language. We offer the following languages:

• English both at Standard Level as well as Higher LeveL

• Hindi both at Standard Level as well as Higher Leve

• French at standard level and ab initio

•Spanish at standard level and ab initio

• German at Standard Level as well as Higher Level

AB INITIO LANGUAGE

Diploma candidates who choose to study a new language are offered French, Spanish and German at standard and ab initio level. The course aims to provide students with an ability to deal with everyday communication and provides them with an insight into the culture of that country.

Assessment

AGS makes use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer and self-assessments.

Regular school assessments and reporting play a major role:

• in the students’ and parents’ understanding of the objectives and assessment criteria

• in the students’ preparation for final assessment

• in the development of the curriculum according to the principles of the programme.

The recording and reporting of individual levels of achievement are organized in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject group. The assessment reports are also placed in the school’s secure network.

Each subject has different criteria which are the conditions that must be met for an expected result. Criteria generally include knowledge, understanding, skills and presentation.

Teachers organize continuous assessments over the course of the programme according to specified assessment criteria that correspond to the objectives of each subject group. Task specific rubrics are prepared in accordance with the grade descriptors given in each subject area.

Academic progress is internally assessed and IB assessment grades are given based on the following:

Summative Assessment (20%)

Term End Assessment (80%)

During a term, there will be two cycles of Summative Assessment for each subject and a Term End Assessment. Term End Assessments are given at the end of each term; in December and May. Assessment dates are mentioned in the AGS Calendar. Students appearing for IBDP examinations in May take Mock Exams in February- March.

ADMISSIONS POLICIES

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

PARENTAL INVOLVEMENT

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

PUBLISHED MATERIALS

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

COMMUNICATION OF LANGUAGE POLICY TO THE AGS COMMUNITY

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

Plan for Implementation and Review

The Pedagogical Leadership Team accepts the responsibility for ensuring the language policy  is  put into  practice.  Teachers  and  administrators  will  communicate  language policy   to   parents,   and posted  on   the   school  website.   The   Leadership  Team   will regularly evaluate implementation of language policy as evidenced by classroom observations and school presentations.

AGS Language Policy will be reviewed every three years or earlier as needed by the Language Policy Steering committee and pedagogical leadership team.

Resources:

• Guidelines for developing a school language policy, IBO

• Making the PYP Happen, A curriculum framework for international education

• PYP Language Scope and Sequence, IBO

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

• Handbook of procedures for Diploma Programme

Reviewed and revised: 26th July 2017

 

Assessment Policy

AGS Mission

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

Philosophy

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

Assessment in Primary Years Programme (PYP)

Student learning is promoted through planning and refining the teaching and learning process through assessments. Summative assessments give teachers an insight into students’ understanding at the culmination of a learning process. Formative assessments  provide  teachers  with  understanding  to  plan  and  promote  further  learning.

Assessment will be reflected upon and should effectively guide students through the PYP five essential elements of learning - the acquisition of knowledge, understanding of concepts, mastering of skills, development of attitudes and decision to take action.

All stakeholders should have a clear understanding of what is being assessed and why;the methods used to assess; and the criteria of success for each type of assessment.

Reflection is integral to assessment in the Primary school at AGS as it enhances student learning throughout the Programme of Inquiry, as well as the teaching of learning objectives.

Principles of assessment

A variety of resources and approaches are used at AGS to meet the needs of all learners. Backward design is utilized to ensure the appropriateness of assessments for the learning objectives. Products and performances show a conceptual understanding of the learning  objectives. The following are   some   principles included in effective assessment:

  • connections to IB Learner Profile attributes and attitudes
  • connections to the Central Idea
  • connections to the pre-determined objectives, concepts and lines of inquiry within the Programme of Inquiry
  • connections to the PYP Five Essential Elements
  • diverse and varied in method to address different learning styles
  • differentiated to meet the individual student’s learning needs without cultural, ethnic, racial or gender bias
  • frequent and ongoing
  • supportive of concept development
  • concise and clear
  • consistent and grade-appropriate
  • meaningful and relevant to the student
  • inclusive of relevant and timely feedback

Practices—How we assess

Assessment practices include:

  •  assessment of students’ prior knowledge
  • formative assessment tasks
  • summative assessment tasks—assesses central idea
  • transparency—criteria for learning tasks are clear and known in advance by students and sometimes created by students
  • utilizing a range of assessment tools
  • expression of different points of view and interpretations
  • monitoring and assessing student progress in the five essential elements—skills, attitudes, concepts, knowledge, and student-initiated action
  • monitoring and assessing student progress in relation to the IB Learner Profile attributes including student self and peer assessments
  • creating rich tasks that cater to a variety of learning styles, multiple intelligences and differing abilities (differentiated products and performances)
  • gathering evidence from which sound conclusions can be drawn
  • ensuring student progress and performance are assessed in both the subject domains and the units of inquiry
  • creating grade-level grading guidelines to ensure consistency documentation of student success, growth, ability and creativity through methods such as use of student portfolios
  • working with students in the preparation and evaluation of student-led conferences
  • providing opportunities to support and celebrate student learning
  • utilizing collaborative planning to build tools, reflect on implemented strategies, and share and analyze data

Strategies—methods used to gather information about students’ learning

  • observations 
  • performance assessments
  • process-focused assessments
  • selected responses
  • open-ended tasks
  • reflections
  • self and peer assessments
  • student portfolios

Tools—instruments used to collect data

  • rubrics checklists
  • anecdotal
  • records
  • continuums

Reporting

Amity Global School, Gurgaon, provides meaningful feedback consistently to students, parents and community members through parent/teacher/student interviews, student-led conferences, and report cards.

Reports will:

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

PYP Exhibition

PYP Exhibition is the culminating experience for the IB Primary Years Programme.

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

Assessment in the CAIE

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

Purposes of Assessment

  • Assessments inform schools and the learners about their depth of understanding and their acquisition of specified subject skills.
  • Assessment of specific and transparent educational standards enables the benchmarking of learner achievement on an international scale.
  • Educational standards are referenced to criteria which relate to the objectives of students’ learning.
  • Assessments  are   planned  and   designed  alongside  the   curriculum  and particular attention is paid to ensure that all assessments are valid, reliable and fair.
  • At AGS, to maintain the high standards of academic rigor weekly summative assessment are held every Wednesday. In an academic session 2 summative assessments are held between July and December and 1 between January and April. Beside these we have term end assessments in December and May.

In order to reiterate learning and encourage students to be active learners students are  assessed  on  class  assignments,  research  work  and  presentations.  The weightage during Term End Assessments are:

70% Term End Assessment

20% Summative Assessments

10% Homework and assignment

The students are encouraged to appear for the Checkpoint exams in Grade 8 to test their skills in English, Maths and Science. This also enables them to understand individual strengths and weaknesses and choose subjects in IGCSE based on their abilities as well as interest.

In Grade 10, students appear for mock examinations in March which help teachers to assess them and send the Predicted Grades to CAIE.

Assessment in IBDP

In keeping with the ethos of approaches to learning, AGS makes use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer and self-assessment. The assessment process in IB DP at AGS prepares students for the IBDP examination. The principles of assessment follow the guidelines given by IB.

Regular school assessment and reporting plays a major role:

  • in the students’ and parents’ understanding of the objectives and assessment criteria
  • in the students’ preparation for final assessment
  • in the  development of  the  curriculum according to  the  principles of  the programme.

The recording and reporting of individual levels of achievement are organized in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject group. The assessment reports are also placed in the school’s secure network.

Each subject has different criteria which are the conditions that must be met for an expected result.  Criteria generally includes knowledge, understanding,  skills and presentation.

Teachers organize continuous assessments over the course of the programme according to specified assessment criteria that correspond to the objectives of each subject group. Task specific rubrics are prepared in accordance with the grade descriptors given in each subject area.

Academic progress is internally assessed and IB  assessment grades are given based on the following.

  • Summative Assessment (20%)
  • Term End Assessment    (80%)

At AGS, to  maintain the high standards of academic rigor weekly summative assessment are held every Wednesday. In an academic session 2  summative assessments are held between July and December and 1 between January and April. Beside these we have term end assessments in December and May. Assessment dates  are  mentioned in  the  AGS Calendar, Almanac. Students appearing for IBDP examinations in May take Mock Exams in February-March.

Plan for Implementation and Review

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

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

Resources

-Making the PYP Happen, A curriculum framework for international education, IBO -Implementing the curriculum with Cambridge-A guide for school leaders 2016

-Diploma Programme assessment Principles and Practice

Reviewed  :  24th  July  2017 and  the  objective of  the  review  meeting was to work towards a whole school assessment policy.

 Reviewed by: The Principal and three programme coordinators, PYPC, CAIE and DPC, along with Head of Admissions and college counselor             review this policy every year.

 

Admission Policy

Reviewed on 24th July 2017

 

The Principal and three programme coordinators, PYPC, CAIE and DPC, along with Head of Admissions and college counselor review this policy every year.

Amity  Global  School  offers  two  international  curricula,  International  Baccalaureate  (IB)  and Cambridge Assessment International Education(CAIE).

 

•    Pre-Nursery: Play way method

•    Nursery to Grade 5: IBPYP (International Baccalaureate Primary Years Programme)

•    Grade 6 to Grade 8: CAIE checkpoint

•    Grade 9 and 10:  IGCSE (International General Certificate of Secondary Education)

•    Grade 11 and 12: IBDP (International Baccalaureate Diploma Programme).

 

Admissions in AGS are ongoing according to availability of seats. In the primary school we take the students according to their age and an interaction with the PYP coordinator and the Principal. The age criterion is as follows:

Age criterion for admission in the Primary classes

 

Grade

Age in years

(as on 1 June)

Pre Nursery

2 plus

Nursery

3 plus

KG

4 plus

1

5 plus

2

6 plus

3

7 plus

4

8 plus

5

9 plus

 

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

 

Admission criterion for admission from Grade 6 to Grade 8

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

 

Admission criterion for admission In IBDP

For admission into the IBDP the DPC (Diploma Programme Coordinator) looks at the past report cards with specific focus on grade 10 report card. Students are assessed informally by interaction with the subject teachers on subject knowledge on English and Mathematics. The DPC guides the students in choosing the subjects at different levels. The DPC also gives an orientation to the parents and the students about the requirements of the Diploma Programme.

AGS is an inclusive school, we accept students with special learning needs and students who are non-native English speakers. Special support classes for special education needs (SEN) and English learning support (ELS) are provided.

All admissions have to be approved by the Principal, who forwards them to the Chairperson, for final approval.

 

Special Education Needs Policy

 

Reviewed by:

Principal, PYPC, CAIEC, DPC, Special educator and school counselor.

A learning difficulty means that the child either:

a)  has significantly greater difficulty in learning than the majority of children of the same age

b)  has  a  disability,  which  either  prevents  or  hinders  the  child  from  making  use  of  the educational  facilities which  are provided for children  of the same age in  a mainstream school

 

Special educational need (SEN) implies that a student has needs that are out of the ordinary, different from what is normal in a school.

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

In order to meet the special educational needs of our children at AGS we

  • Identify those children who have SEN as soon as possible
  • Provide intervention at a suitable level when a child is identified as having SEN.
  • Use a variety of teaching styles, and cater for different learning styles to allow children with SEN to access the CAIE and/or IB Curricula.
  • Use resources effectively to support children with SEN.
  • Assess and keep records of the progress of children with SEN
  • Recommend to work with outside agencies and NGOs that provide specialist support and teaching for children with SEN
  • Inform and involve the parents of children with SEN so that we can work together to support our children.
  • Encourage active involvement by the children themselves in meeting their needs.
  • Provide regular training for all staff working with children with SEN
  • The special educator collaborates with the class teacher, single subject teachers, relevant, curriculum coordinators, parents and Principal to create an individual educational programme (IEP).

SEN Support Staff

AGS employs qualified SEN teachers.

 

Admission for children with SEN

 

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

a)  The parents wish the child to attend the school.

b)  The child’s special educational needs can be met by the school. c)  Other pupils will not be disadvantaged.

d)  Resources will be used efficiently.

e)  The extra costs can be covered within the framework of our fee structure.

 

Reviewed: 26th July 2017

English Language Support (ELS) Policy

 

The Principal and three programme coordinators, PYPC, CAIE and DPC, along with ELS teacher review this policy every year.

 At the time of admission all students are assessed for ELS needs. If required student is recommended ELS support.

 

ELS classes are time tabled during the Hindi classes in Primary school.

ELS students get support from the home room tutors and single subject teachers.

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

Summative assessment is done at the end of every semester and reported in the report card.

The ELS department collaborates closely with the HRT , relevant Coordinator to discuss the program and progress of the child.

The ELS department sends a report to the Principal once the student can work independently without ELS support.

The Principal informs the relevant Coordinator and parents.

Aims:

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

  •     Develop a level of competency and confidence in using English that allows them to fully participate in social and school-based contexts.
  • Develop conceptual understanding while developing English language skills.
  • Develop an understanding of the learning styles and expectations of the schooling system.
  • More specifically, the ELS aim to develop students' competence in English in the following areas:
  • Ability to use and understand English in a variety of contexts Control over the structures and grammatical features of English
  •    Ability to use strategies that facilitate the acquisition of English, and to negotiate communication in English.

 

Reviewed : 26 July, 2017