School Policies

School policies are an integral part of any school’s functioning. We at GMIS firmly believe in making sure that our stakeholders are fully informed of our system and style of functioning. The attempt is to maintain transparency in school functioning but at the same time striking a balance by attempting to maintain confidentiality of student’s personal information.

“Assurance of quality to ensure sustainability and avoid the culture of Complacency"

By our Principal Mr. A.P. Singh

The Gandhi Memorial School is committed to satisfying its stakeholders (students, parents and employees) by ensuring that our programs(IBPYP,IB MYP, IB, DP, IGCSE and BSEISI, GIBT) are of excellent standards of global education in the areas of practical applications, quest for perfection through learning and development of skills, and that our support systems are exceptional.

We all aspire to develop outstanding students who use discipline, motivation and self direction to reach their fullest potential. This is done by implementing an efficient Quality Management System and via a dedicated process of continuous quality improvement. To adequately portray, promote and maintain excellence throughout our organization, needs and goals are identified (both from our stakeholders and managerial viewpoints) and a constant process of review is conducted to ensure that all of our policies and procedures conform to all civic laws, requirements and standards.

Document Purpose. This Quality Policy describes the commitment to quality of service and support from the GMIS to its stakeholder. The intent is to ensure that the GMIS Program and its services achieve their respective quality goals and satisfy and support the needs for which they have been undertaken.

Responsibility to maintain and ensure quality policy. This is the responsibility of all the GMIS staff to maintain the quality policy and ensure that all stakeholders are getting the best quality of education, satisfaction and support from the GMIS.

Approval and Review. The executive responsible for the GMIS Quality Policy is the GMIS Principal, who has overall authority for oversight of the program and its constituent policy. Changes to the Quality Policy will not be made without his/her authorization. This document shall also be approved by the Management of the GMIS.

INTRODUCTION: In the GMIS (hereafter shall be termed as School) students have a right to experience a wide range of effective teaching styles and strategies through which effective learning can take place and good progress be made regardless of their ability or prior knowledge and attainment in the subject. Teachers have a duty to follow schemes of work (According to Unit Planner) which contains a variety of different types of teaching and learning styles so that all students are able to access the curriculum effectively. The purpose of this policy is to outline the conditions in which effective learning takes place and independent learning is developed and to reinforce the variety of teaching and learning styles adopted by the School as per IB learning profile. We also incorporate IB learner profile with Haward Gardner’s- Multiple Intelligence. 


Effective learning takes place when the following conditions are met :

  • Students have access to good quality material and resources.
  • Students are well motivated and given work to suit individual needs and abilities.
  • Teaching methods are varied and suit the task as well as the individual learning needs of students, with elements of challenge incorporated and positive encouragement by staff given.
  • Lessons have a clear sense of aim. Concept, ATLS and area of interactions are well paced and defined.
  • Assessment for learning is built into the structure of the lessons and students have a very clear idea of where they are and what they need to do in order to make further progress, so most of the criterion based  assessment will be conducted.
  • Students develop a sense of worth, self esteem and confidence.
  •  Students work in a stimulating and attractive environment.

Note – As the School integrates various educational Boards, most of the time it will amend the policies required by the authorized organizations i.e. IBO, IGCSE and BSEISI.

A significant part of student learning (aged 12-16) involves students becoming independent learners and knower who can:·

  • Recognise their own strengths and areas for development.
  • Identify personal goals, set targets and review them effectively.
  • Manage time effectively ( Meet deadlines).
  • Select, extract, understand, interpret and use information from a range of sources.
  • Apply knowledge or skills to new situations.
  • Solve problems. (Problem solver)
  • Be self motivated
  • Learn effectively on their own and/ or in collaboration with others.
  • Evaluate and act on advice given.

Teaching and learning are inextricably linked. The key to success lies in planning what the students are going to learn. In producing a programme of study and grade level lesson plans, teachers should focus on the following :

  • Structure of the module/lesson as per the requirement of authorized body especially IB.
  • Timing and Pace of the lesson.
  • Appropriate level with grade level descriptors– how to accommodate individual needs and provide suitable challenge including Gifted and Talented.
  • ·Resources available.
  • Variety of activity – learning is enhanced and motivation increased if students are offered a variety of learning activities

Students learn through:

  • Listening
  • Whole or small group discussion
  • Asking questions and answering
  • Investigation
  • Writing

Teaching method should include: Teaching Presentation, Group work (Pair, small and gender), Class discussion, research and investigation opportunity. Evaluation task, field survey, use or variety of resources, Individual learning, games, brainstorming, differentiated task and use of ICT.

Review of policy: Policy will be reviewed after every academic session and as per the requirements of the affiliated organizational requirements. The principal will be the whole sole responsible authority for approval, renewal and review of the policy.

At the GMIS we follow a rolling admissions policy where students are enrolled through the academic year, for all grades. The GMIS serves the educational needs of the national and International community in Indonesia. Admission is open to all students who, in the school’s opinion, will benefit from a challenging, international, English language education, which prepares them for higher education and a life of challenge, change, and purpose. The school accepts students without discrimination of gender, race, religion or nationality. School admits students whose academic, personal, social, and emotional needs can be met by the school’s programs and services, and who can be integrated into a mainstream classroom.

Decisions with respect to :

  • Initial grade placement
  • Promotion from one grade to another
  • continued attendance at the GMIS

are based on academic, personal, social, and emotional aspects of a student’s school record. In accordance with published regulations, the GMIS reserves the right to dismiss or ask that a student be withdrawn if:

  • The student’s best interests and needs cannot be met effectively by the school’s programs and services ;
  • The student’s behavior is deemed to jeopardize the welfare of the GMIS fraternity;
  • Educationally significant information is withheld from the school;
  • School fees are not paid in accordance with the GMIS Financial Regulation.

Presently we accept students in any grade, at any time during the year regardless of English Language proficiency.  Our ESL provision is explained to parents and students at this time.  Students with limited or no English are strongly encouraged to take English lessons before starting at the school.

During the admissions process, a language profile is begun for each student which is then further developed and used to determine ESL support.

Child must be three years old to qualify for admission to Pre-primary. Admission into subsequent grades is determined on the basis of the student’s performance. Students are required to take an entrance test in English and Math. This is not a formality but rather an important indicator of the grade level of the student. In addition to the admission form, our school also provides prospective families a checklist of necessary information needed at the time of admission.

Our school year is divided into two semesters. The first semester begins in mid-July. We close for term break for four weeks between December and January. The second semester runs from January to may last.


  • Application Form
  • Birth Certificate or copy of Passport
  • Privacy Form
  • PYP General Regulations
  • IB-PYP Information Parent
  • Test score sheet
  • Fee receipt

Visionary Leadership

To ensure the creation of strategies, systems, and methods for achieving performance excellence, stimulating innovation, building knowledge and capabilities, and ensuring organizational sustainability GMIS aims at  creating  future citizens who are inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk takers, balanced and reflective as per IB learner profile.


We at GMIS understand dexterity is an increasingly important measure of any organizational effectiveness. It requires a capacity for faster and more flexible responses to the needs of our students and parents. So we have developed a fast mode of communication with parents and students through our blogs, websites and personal email.

Focus on the future

We at GMIS agree that pursuit of educational excellence requires a strong orientation and a willingness to make long-term commitments to students and key stakeholders—our parents, faculty and staff. In present education environment, creating a sustainable organization requires understanding the short- and long term factors that affect any organization and the education field. Our school’s planning anticipates many factors, such as changes in educational requirements and instructional approaches, resource availability and management, students’ and stakeholders’ expectations, new partnering opportunities, technological developments, the evolving Internet environment, faculty and staff development and outsourcing needs. We also believe that focus on the future not only includes developing faculty and staff, but doing effective succession planning, creating opportunities for innovation, and anticipating public responsibilities especially in environment, awareness, sharing  and creation of global minded citizen.

We Value our faculty and staff

The Gandhi Memorial International School, a dynamic learning community, propagates lifelong learning and responsible citizenship through a challenging, multidisciplinary, globally transferable curriculum fulfilling the diverse needs of students for this we are committed to the satisfaction, development, and well-being of our faculty and staff. Evidently, we have more flexible, high-performance work practices tailored to faculty and staff with varying workplace and home life needs. We expect our faculty and staff to be student focused and multidisciplinary who can guide students for their overall development.

 Learning- Centered Education

In order to develop the fullest potential of all students, we need to afford them opportunities to pursue a variety of avenues to success. We fully understand these requirements and translate them into appropriate curricula and developmental experiences. For example, changes in technology and in the national and world phenomenon we have increased demands on employees to become knowledge workers, technology friendly and problem solvers, keeping pace with the rapid global educational changes and requirements. Hence, we at The Gandhi Memorial International School will provide the best in not only IT and environment but in all aspects of developing a personality of ignited mind.

There is an emphasis on high academic standards. Although English is the principal medium of instruction, Bahasa Indonesia, Mandarin, Hindi, or French studies are essential elements within the curriculum and the social context of the school. The School encourages students to learn their mother tongue along with English.

Organizational and Personal Learning

  • is practiced at personal, class, and school levels;
  • results in solving problems at their source. Such as Understanding of Math.
  • is focused on building and sharing knowledge throughout our school
  • is driven by opportunities to effect significant, meaningful change. Sources for learning include ideas from faculty and staff, students and parents.

Managing for innovation

GMIS strongly believe in Innovation in order to bring about meaningful change to improve our school’s programs, services, processes, and operations and to create new values for the students, parent, faculty and staff. Innovation provides new dimensions to performance.

Management by fact

Our performance measurement focuses on student learning, which requires a comprehensive and integrated fact-based system—one that includes input data from parents and students, environmental data, performance data, comparative/competitive data, data on faculty and staff, cost data, and operational performance measurement. Measurement areas include student’s learning styles, aspirations, academic strengths and interest, educational progress, classroom and program learning, satisfaction with instruction and services, extracurricular activities, field study trips, sports programs and exchange program ( Which we are looking for).

Social responsibility

The Gandhi Memorial International School stresses responsibilities to the public, ethical behaviour, and the need to practice good citizenship, tolerance to all religions and communities. We believe our faculty will be role models for our students in focusing on ethics and protection of public health, safety, and the environment. Protection of health, safety, and the environment includes our school’s operations. We are sure that our effective planning will prevent problems, provide for a forthright response if problems occur, and make available information and support needed to maintain public awareness, safety, and confidence. The school provides an atmosphere where diversity is considered a strength and where differences are seen as assets. We believe that students must value and respect the culture and traditions of the host country, Indonesia.


Values  at GMIS will be reviewed after every academic year and based on new requirements of education.

The GMIS will ensure that every aspect of our academic, non academic and co-curricular activities is conducted in accordance with sound environmental practices.

The GMIS will achieve this by :

  • Minimizing the consumption of natural resources and energy especially paper and electricity.
  • Reducing the creation of waste by the adoption of improved operating practices and by the recycling of materials whenever practical.
  • Ensuring all school generated waste is disposed of in a safe and responsible manner.
  • Investing in the development of new processes that have an improved performance regarding their impact on the environment.
  • Time by time we will promote plantation and conservational activities and strategies.
  • Promote our school and green campus.
  • Complying with environmental legislation of the government of Indonesia.

The GMIS aims to foster among its staff, students, shareholders and local communities to its operations and understanding of environmental issues in the context of its services and awareness programs. Our collective task is to ensure that we continually improve the environmental impact of our total activities.

By this policy the GMIS recognizes its responsibility towards protection and conservation of the environment and issues this statement as a commitment of management, employees and students to minimizing the environmental impact of its functioning.

 Targets :

With in period of implementation and first cycle of ISO 14001 The Gandhi Memorial International School aim to achieve the following:

  • inform all stakeholders and service provider about our environmental policy by June 2013 and, thereafter, all new stakeholders and service providers
  • evaluate the costs and benefits of converting drained water to rain water harvesting system by October 2014.
  • reduce water use within our estate by 8% by 2014.
  • reduce waste generation across our estate by 5%, and increase the proportion of our stationary waste which is reused or recycled to 40% by 2014
  • to stabilize and progressively reduce our environmental ( Ecological) footprint.

Monitoring and Auditing

Progress against these objectives will be monitored through management meetings once in three month.


This environmental policy is available to all stakeholders and services providers on request. If you wish to obtain a copy or would like to discuss our progress against our objectives, please telephone to MR Manish Kumar 08990812905. This policy is also available on our website at

Review of policy :

This policy will be review on biannually. This can also be reviewed based on local governmental policy or guidelines given by affiliated bodies and international laws and policies.

 Assessment is the gathering and analysis of information about the student’s performance. It identifies what students know, understand can do and feel at different stages in the learning process. Assessment is embedded in the learning process and is integral to all teaching and learning. Assessment focuses on the quality of student learning during the process of inquiry and instruction and the quality of the products of that learning. We at GMIS view assessment as an essential means by which we analyze student learning, the effectiveness of our teaching and it acts as the foundation on which to base our future planning and practice.

Aims of the assessment policy

  • To make the assessment purposes, principles and procedure clear to the students, staff and parents.
  • To provide clear guidelines on school’s approach to assessment to the school community.

Purpose of Assessment

The purposes of assessment are to:

Promote student learning, Assessment will tap and build upon the strengths that learners in all diversity bring to the learning situation. It would corroborate student learning and would bring to light what the students have learnt and the areas that need further work. Effective assessment would also engage students in reflection on their own learning.

Provide information about student learning, Assessment helps students gain information about what is valued and set personal academic expectations.

Help to ascertain the efficacy of the programme or instructional strategies

Assessment helps teachers to reflect on learning accomplished and learning deferred. It also helps teachers to better design instructions to teach more effectively or to redirect their efforts/ instructions to match students’ learning their strengths and weaknesses.

Principles of effective assessment

Effective assessment allows students to:

  • Have criteria that are known and understood in advance.
  • Know their strengths and capabilities rather than just their weaknesses or what they do not know.
  • They have an opportunity to reflect on and evaluate their own learning.
  • Demonstrate the range of their conceptual understandings, their knowledge and skills.
  • Apply their learning and not just recall facts.
  • Express different points of view and interpretations.
  • To have the criteria understood in advance.
  •  Be involved in setting goals and criteria.
  • Reflect and get involved in self and peer assessment.

Effective assessment allows teachers to:

  • Plan them and build them into learning and not just add them after the facts.
  • Plan activities/ opportunities for students to learn the skills and develop the knowledge required to perform well in formal assessment tasks.
  • Identify what is worth knowing and assessing it.
  • Consider the different ways of learning and knowing
  • Use various strategies to assess in order to accommodate various types of intelligences.

Effective assessment allows parents to:

  • See evidence of student learning and development.
  • Develop an understanding of the student’s progress.
  • Provide support and celebrate student learning.

When and how do we assess

Within the PYP, continuous assessment is an integral part of teaching. The use of assessment to judge the effectiveness of both teaching and learning processes is essential to allow teachers and students to identify their strengths and weaknesses and the effectiveness of the programme.

Within the MYP assessment is used to provide feedback to the students, teachers and thus modify both the teaching and learning process. It is build into the lessons, such that the process is embedded in all aspects of learning. The continuous feedback that is obtained as a result is essential for goal setting and establishing future targets.

Formative assessment

Both in the PYP and in MYP, accompanying the move from a single test as the measure of student learning to integrating assessment into the classroom instructional process has been the increased emphasis on gathering of evidence of learning from other possible sources. The view of ‘test’ as a single event signaling the completion of instruction is no longer appropriate, as the students are in the process of learning continuously. Assessment is therefore more of a process of gathering evidence of learning rather than just compilation of numeral data, signaling achievement of desired outcomes.

Formative assessment is interwoven with the daily learning and enables students to become successful learners. The feedback is instrumental in modifying the learning goals that the students set for themselves and the teaching strategies that the teachers have used, keeping in mind the needs of the different learners. Thus we view the two as parts of the whole where neither one can be complete without the other.

Summative assessment

Summative assessment takes place at the end of a unit, term or at the end of a teaching learning process. It gives opportunity for the student to demonstrate their understanding. The students are given options for presenting their understanding so that different learning styles are acknowledged and assessed according to the set criteria. The task specific clarifications are helpful in making the students aware of the expectations and how they will be assessed.

Strategies for effective assessment and what is assessed

The strategies are the method or approaches that the teachers use when gathering information about the student’s learning. Teachers use the following strategies to assess students’ learning:

  • Observations

All students are observed often and regularly, with the teacher taking a focus varying from wide angle- focusing on the whole class to close up- focusing on the activity or on one child, and from non participant- observing from without- to participant- observing from within.

Observation of:

    • Performing hands on tasks
    • The ability to transfer concepts acquired through hands on experience to other activities.
    • Group discussions
    • Interactions/ role play etc.
  • Performance assessment

Some activities provide opportunities for assessments using various skills that are transdisciplinary in nature, where there is transfer of skills, knowledge etc. these are recorded using various means:

  • Anecdotal records
  • Audio
  • Video
  • Narrative records
  • Process focused assessments:

The Trans- disciplinary skills are observed often and regularly.

  • Selected responses:

These are carried out at regular intervals. The most common forms are tests, quizzes etc.

  • Open ended tasks:

These are situations that the students are given where in they are required to present original responses and communicate their understanding in any manner, such that it meets the common agreement that has been developed by the students and the teacher-

  • Investigative tasks
  • Response to literature
  • Real life problem solving etc. are few of the examples
  • Portfolio:
  • These are collection of students’ work that are designed to demonstrate the success, growth, thinking, creativity and reflection. Portfolios provide an opportunity for students to develop an awareness of their own learning as they reflect on their work- its quality, progress etc in relation to their goals. This allows students, teachers and parents to see learning as a continuous process. It facilitates ongoing assessment. The following points are considered to be essential elements of our portfolios in both PYP and MYP:
  • General agreements:
    • Portfolios will be maintained properly.
    • Focus will be on achievement and not on deficiencies
    • It will have the student’s personal reflection.
    • The student will be able to decide the work that will be displayed in the portfolio.
    • The portfolio will have evidence of the targets that the student has achieved and the ones the students is presently working on.
    •  The students are required to maintain two types of portfolios as part of their work- one working portfolio and one show portfolio.

The show portfolio may include the following:

  • A front page
  • A cover letter- “ what my portfolio shows about my progress as a learner
  • A goal setting page
  • Selected pieces of samples of their work- Student brainstorm, questions, KWL charts, Math journal entries
  • Audio taped recordings-recordings of oral reading/songs or musical compositions
  • Photographs of performances, art work, field trips, research etc
  • Certificates and awards earned
  • Getting others’ views – self assessment, peer assessment, assessment by parents or other teachers.
  • Work that reflects the learner profile, attitudes, skills, and /or knowledge
  • Any other reflections

Assessment Tools:

The above listed strategies are put into practice using the following assessment tools in conjunction with other forms of assessment, such as standardized tests, quizzes etc.

Rubrics: Rubrics are established sets of criteria used for scoring or rating children’s tests, performances or portfolios. The descriptors tell the child and the assessor what characteristics or signs to look for in the work and then how to rate on a predetermined scale.

Benchmarks/ exemplars: These are samples of children’s work that serve as a concrete standard against which other samples are judged.

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

Anecdotal records: These are brief written notes based on observations of children, which are systematically organized.

Continuums: These are visual representations of developmental stages of learning. They show a progression of achievement or identify where a child is in a process.


Each teacher has a responsibility to assess children, record attainment and verify their assessment.

Record Keeping

Record keeping is an essential part and pre-requisite for good teaching. Its primary purpose is formative. Its also provides the basis for reports and discussions with parents. Teachers record the information using a variety of tools like the anecdotal record booklet/audio/video or the desirable learning outcome; record sheets are the tools used by teachers to record the child’s learning process. All teachers are responsible to maintain the record of progress/learning of each child and record the students’ speaking, listening, reading, writing, handwriting, mathematics skills and general behavior and attitude in class-individual and group situations.


Reporting on assessment is about communicating what students know, understanding and can do. Teachers use the information gained from assessing as a basis for reporting to parents/guardians/other teachers and also use this information for further programming and teaching. Reporting is both planned as well as informal, on a regular basis.


Parent-teacher conference:

This schedule twice per term, so in a year four meetings are organized to give the information to parents about the students’ progress development and needs, and about the school programme.


These conferences occur frequently in order to support and encourage the students’ learning and teacher planning. Students are given feedback so they can reflect on their work and further refine and develop their skills.

Student led conference

In the PYP a student led conference is organized each term. The students are responsible for leading the conference and share their learning with their parents.


In the final year of PYP, students participate in a culminating project, the PYP exhibition. This requires that each student demonstrates engagement with the five essential elements of the programme: knowledge, concepts, skills, attitudes and action. It is a trans- disciplinary inquiry conducted in the spirit of personal and shared responsibility, as well as summative assessment activity that is a celebration as students move from the PYP into the MYP. The exhibition is an opportunity for students to exhibit the attributes of the learner profile that have been developing throughout the engagement with the PYP.

In the MYP a similar process has been initiated for the students of Grades 6-8 as they present any aspect of their study to their parents and their teachers and peers. This is not a formal assessment of learning but more of a celebration of all that the student has achieved as a result of being part of the programme.

Written Report:

Each term two written reports are sent to parents. One mid term report and the other term end report card. In one academic year, four written reports are sent to parents. Each teacher is responsible to write these reports.

References: Making the PYP happen, IBO-2000

Assessment handbook, IBO

Assessment Handbook, New International School of Thailand-2001

Making the PYP happen, IBO, January, 2007

MYP: from principles into practice, IBO, August, 2008

Review of Policy

This policy will we reviewed after every three year and will be informed to all office heads in the school. If it is needed, policy can be reviewed any time based on governmental policy and policies of affiliated bodies.

Approved by (With Name, Signature and seal)

Date of Approval

Date Of Review

 Principal GMIS          
 Chairman GMIS      


Assessment is concerned with determining where the child is in the learning process to enable an effective and appropriate provision.

Assessment is an integral part of the learning process and should be based on a variety of evidence.  Teachers and pupils must be fully involved in assessing work currently being covered so that strengths and weaknesses can be identified, effective planning can take place and realistic targets can be set. School policy aims to reflect current thinking on best practice and seeks to provide a system that:

  • promotes consistency;
  • is meaningful;
  • informs classroom practice

Purposes of Assessment

Assessment has one or more of the following purposes:

  1. To enable pupils to reflect on and acknowledge personal or group achievement.
  2. To help pupils take the next step(s) in learning.
  3. To communicate with the concerned stakeholders about the achievements of pupils.
  4. To enable teachers to monitor pupil progress.
  5. To inform school, class and teaching planning.
  6. To meet the requirements for assessing the Curriculum.

Departmental Handbooks

All departments are required to operate assessment policy and practice that reflects whole-school guidelines within the subject context. Inevitably, given the nature of assessment, any such policy needs to be under constant review. However, it should address the following areas:

  • Curriculum areas must have a clear and systematic approach to collecting summative evidence on student attainment. This should be cross-referenced to schemes of work, demonstrate coverage across the full curriculum, and indicate procedures for ensuring standardization.
  • Formative data should also be used to directly inform teaching and learning. This will include relevant information on the current development of Assessment for Learning (AFL) strategies.

Assessment Framework

The ability to effectively measure and track student attainment against agreed targets is an essential tool for school improvement.  The school operates an integration of electronic systems (e-Portal) and manual techniques that facilitates the collection, processing, distribution and reporting of relevant data on a bi-annual basis. However, under-pinning this new whole school framework remains the work at departmental/classroom level on continuing to develop AFL.

Target Setting and Intervention

The early identification of under-achievement and subsequent plans for coordinated intervention are integral to the school’s continual drive for improvement. Essentially, the model is as follows:

  • Data on student prior attainment and potential is made available to all staff via the previous assessment data collected and maintained in the MYP Coordinators Office.
  • Curricular targets are set towards the start of each stage of learning as per the curriculum framework.
  • These targets are discussed/shared with students and communicated to parents via news letters.
  • Progress against these targets is monitored on a variety of levels throughout (i.e. by subject teachers, coordinators)
  • A range of appropriate intervention strategies are put in place as necessary.

Reporting to Parents / Parental Contact

Information of levels/grades, current attainment, progress, attendance, homework, attitude and behaviour are sent to parents twice a year (see exemplars) as part of the whole school assessment framework.

In addition to the reports, the school is aiming to provide parents with electronic access to relevant student information from 2011 Details of the planned parental meetings can be found on the school calendar. These meetings are an initiative (Performance Review Day) to facilitate an annual meeting between parents and teachers to discuss progress and further strengthen the home-school partnership. The school hopes that this will lead to a closer collaboration, building on and providing all students and their parents with an oversight of their academic development.

Approved by (With Name, Signature and seal)

Date of Approval

Date Of Review

 Principal GMIS
Chairman GMIS 

The school believes that:

Without good attendance students will not achieve their potential and benefit fully from the excellent quality of teaching and learning experiences the school provides. Irregular attendance leads to educational disadvantage and puts young people at risk of limited life chances.

 We recognize pupil performance and well being go hand in hand – doing well in education is the most effective route for success. Attending and achieving at school is a core requirement. Improving and maintaining school attendance requires a committed partnership. This involves parents and families, teachers and support staff, working constructively and supportively with young people. In order to fulfill this belief, the school adopts appropriate systems, to monitor attendance and to employ strategies that encourage good attendance. These systems are in accordance with school vision and mission.


All parents who have children of school age are responsible for ensuring that their children receive an efficient education, ‘suitable to their age, ability and aptitude

It is helpful if parents acknowledge their responsibilities by:

  • Ensuring their children attend punctually, regularly and stay at school.
  • ’Meeting any social and emotional needs which affect access to education: either through family support or by seeking the assistance of other people or agencies.
  • ’Ensuring a good attitude to learning and support for the home-school agreement.
  • ’Working in partnership with the school in the best interest of their child. This may include informing the school about significant changes or influences in the child’s life which may impact on learning.


The School aims to provide a welcoming and safe environment which encourages attendance and promotes the best performance from children. Any absence from school disrupts the continuity of learning and may lead to under-achievement or inappropriate behavior.

Review of Policy

This policy will we reviewed after every three year and will be informed to all office heads in the school. If it is needed, policy can be reviewed any time based on governmental policy and policies of affiliated bodies.

Approved by (With Name, Signature and seal)

Date of Approval

Date Of Review

 Principal GMIS          
 Chairman GMIS      


  • To promote the highest possible levels of attendance by pupils.
  • To produce a whole-school attendance policy this should be communicated clearly to all pupils and parents and be applied consistently.
  • To ensure all registers are completed promptly and accurately in accordance with Government guidelines
  • To be alert to changes in attendance patterns and respond promptly to any issues which may lead to irregular school attendance.
  • To pay particular attention to those pupils whose attendance is irregular and involve their parents at an early stage using the agreed school system.
  • To communicate with and support parents in promoting the regular and punctual attendance of their children.

Operational principles and procedures


The School takes active steps to ensure the punctuality of pupils. Lateness is monitored and investigated. Morning assembly starts at 7.10 am, when the students move into the assembly area, they are allowed to enter school till 8.00 am. The students proceed to their classes by 7.45 am at the end of the assembly. The class teachers make a note of the students who are late in the Class Diary. If a pupil arrives late but before 8.00 am they will be marked as late but present. Arrival after this is to be recorded as unauthorized absence for which parental authorization will be sought. After this all subsequent subject teachers mark the student, with the attendance taken by subject teacher for each period. The parent is informed if the student has continuously missed classes but is present in the school.


Only the school can authorize an absence. The fact that a parent has provided an explanation in relation to a particular absence does not oblige the school to accept the explanation offered as a valid reason for absence. The School will communicate to parents their policies with regard to the notification and categorization of absence. Some parents, such as those whose first language is not English, may experience difficulty in telephoning. In such cases schools should seek to make alternative arrangements, for example, through a neighbor, brothers or sisters etc.

Absence should be authorized if:

The pupil is absent with leave (defined-as ‘leave granted by any person authorized to do so by the administrative staff within the school)

  • The pupil is ill or prevented from attending by an unavoidable cause;
  • The absence occurs on a day exclusively set aside for religious observance by the religious body to which the pupil’s parent belongs
  • ’There is a family bereavement
  • ’The pupil has to take part in a public performance and the school has given leave of absence.
  • ’The pupil is involved in an exceptional special occasion e.g. a family wedding. In authorizing such absences the individual circumstances of the particular case and the pupil’s overall pattern of attendance should be considered


The names of the students should be as it appears in their passports.

The marking of the register must be in original and must be done at the proper time.

The entries must be made in ink and there must not be any erasures.

The following rules should be observed by the teachers while marking the registers:

  • The letter “P” should be entered for students who are present.
  • The letter “A” should be entered for students who are absent
  • The letter “L” should be entered for students who are late.

The teacher should clearly indicate an official holiday by drawing a Red Line in the middle of the column(s). The teachers will total the attendance of each student for the whole month. ’At the end of each month the period attendance registers have to be submitted in the MYP office so that the data can be collated.

The students who continuously lag in attendance will be warned by the MYP Coordinators and the record of their attendance will be reflected in their report card. The teachers will comment of the regularity of the same and how this is affecting the student performance. This policy will be reviewed every year, so that it is in line with the changes that will be initiated as per the on going improvement of the school system, e-portal or learning management system.


To support The Gandhi Memorial International School as a thriving and successful school we must communicate effectively with each other, with our pupils, with their parents and with other members of the wider school community. We need to ensure that communications between all members of the school community are clear, professional, timely and appropriate.

Definition of communication

Good communication is much more than the exchange of information. It involves the management of relationships and the need to involve people. Communication is as much about attitude and behavior as it is about message. We should also remember the importance of listening. Every member of staff has a responsibility to support effective communications and needs to recognize that the quality of their communications reflects on the school’s reputation. For the purposes of this policy communication includes not only the message but also how that message is communicated; not only the responsibility for communication but also how effectively that responsibility is carried out.

Objectives: All communications should:

  • Keep staff, pupils, parents, and other stakeholders well informed
  • Be open, honest, ethical and professional
  • Use jargon free, plain English and be easily understood by all
  • Be acted upon within a reasonable time
  • Use the method of communication most effective and appropriate to the context, message and audience
  • Take account of relevant school policies
  • Be compatible with our core values as reflected in our Mission Statement and Strategic Development Plan.

Internal Methods of Communication


There is an integrated programme of meetings to facilitate involvement of staff both formal and informal. The school calendar stipulates the minimum standard of frequency of these. All formal meetings should be structured and minuted and members invited to contribute to the agenda. It is important that time is put aside for structured opportunities for staff to engage in team working and to contribute to department’s/section’s reflection on priorities, activities and future plans. All other meetings notes should be taken, action points progressed and feedback given to staff.

Availability of Minutes/Notes of Meetings

The approved minutes of meetings are available through the Coordinator’s office.


Information and notification of initiatives are communicated through the use of e mail where appropriate. Email is a quick, effective way of communicating information however it does not replace face to face meetings where some discussion is required. To ensure that each member of staff is using e mail effectively, the following actions should be taken:

  • Consider a quick telephone call
  • Do not copy in more individuals than required
  • Delete mail regularly
  • Appropriate language is important in the use of email; emails should be    proof read in order to check    tone and appropriateness.
  • Subject Headings should be used in order to allow emails to be found and filed easily.

Written Communications

These are placed in the staff room, which staff should check on a daily basis. Phone messages taken by office staff will also be placed on the teacher’s work station except in cases of emergency.

Telephone Calls

All staff has access to a telephone with the required permission of the administrative staff, they are free to use these services for school purposes. Messages are relayed from the same offices as quickly as possible to the required teacher or personnel.

Staff Briefings

Staff Briefings take place on a weekly basis (7.00 am on Wednesday, followed by PD sessions). The key points are discussed and information shared. The main points are also printed if required and that is e mailed to all staff and a hard copy placed in their work stations. A copy is also pinned on staff notice boards. An edited version may be distributed to pupils, if required-or announcements are made by the Principal regarding the same in the morning assembly.

Notice Boards

Staff Notice Boards are located in all Staff Rooms and, on the landing outside offices and staffrooms. TV monitors are used to display the same information, as they are positioned near the lift area on either sides of the lifts section on each floor and the main entrance of the school, near the front office.


The school’s Newsletter is published on a monthly basis and e mailed to all staff. The newsletter will promote School successes and will incorporate news relevant to the School. This helps to maintain the home school continuum.

The School Portal:

An increasing amount of information is being placed on the School Website and staff is encouraged to use it and contribute to its development.

External Methods of Communication

Schools have many lines of communication to maintain: with parents, other schools, the community and with outside agencies. Good communication between the school and the home is essential, and children achieve more when schools and parents work together. Parents can naturally help more if they know what the school is trying to achieve.


1. Purpose

The purpose of this policy is to lay out clear procedures in the GMIS Jakarta (hereafter shall be termed “School”) policy in regards to case policies, records and documents which are dealt with the School working framework.

2. Scope

This guideline applies to all documents and records created as part of the School. This includes policies, procedures, guidelines, student record, staff requirements and fact sheets created by the School.


3.1 Confidentiality

The policy of the School is to be open and honest with members and to allow them to have access to their files, subject to legal restrictions, as set out in the Access to Personal Files policy. The School will publicize the Access to Personal Files policy to members. Files will be available only to the School staff that have a direct need to know about the individual who is the subject of a file. All staff that may come into contact with member files must sign the confidentiality clause within their contract of employment.

3.2 Sharing of information

Information may need to be shared with external agencies in some circumstances, on a strictly need to know basis. All external agencies and people with whom information is regularly shared must subscribe to the agreed protocols on sharing of information and standards of confidentiality. Members will in some circumstances be told when information about them is to be shared and the reasons to do so.

3.3 Retention and Storage of Information

Information on file will be kept in a secure place in each department and copy of register will be kept in the Principal office, and only accessed by the appropriate staff and the members where access to their records has been granted.

3.4 Security of documents

School Principal is the person responsible for ensuring the secure storage and disposal of files.

4. Responsibilities

4.1. The School Principal

Only the principal has the responsibility for the creation of codes for identification, modification and review of central documentation, as well providing advice to other documents releasing authorities on the requirements of any documents.

4.2. The Principal and other document releasing authorities.

The principal and other documents releasing authorities are responsible for ensuring that:

  • The implementation of any authority generated documentation is created according to these guidelines.
  • Authorities produced records are indexed, collected, filed, stored, maintained and disposed of according to these guidelines.

5. The GMIS document Control

The principal office produces policy, guidelines and other documentation to assist with the implementation of requirements for the school. These documents establish the minimum requirements for all document releasing authorities to achieve to maintain appropriate positive performance. In essence central School documentation is created where there is a need for the requirements across multiple areas of the school functioning such as senior supervisor office, IBDP Coordinators or bursar office.

The School utilizes filing for the storing and availability of documents used in the School with documents coding in code registers of each department (Document releasing authority). Copy of document coding/indexing register of each department will be submitted to the principal office after every academic session. This allows for one controlled source to be available for the GMIS.

5.1 Document Development and Maintenance

Creation and modification of documentation should be performed by head of the office/ documents releasing authority and secretary of each department will be responsible to maintain the documents. New coding can be developed by any department but the Principal and Management will be the only authority for approval of any document coding. So any new developed code/index will be submitted to the Principal office for approval and once it gets approved it can be part of the School coding system. All documents of any kind will be kept in respective departments for minimum of three years.

6. Identification and Traceability

The School documents, records and associated requirements shall be identified according to the master documents and record coding/Index of all departments.

7.  Obsolete Documents

Obsolete documents are those which are no longer required, replaced or superseded as determined by the needs of the School. Obsolete documents are communicated to the organization through the Document Control Register in the principal office.

8. Review of Policy

This policy will we reviewed after every three year and will be informed to all office heads in the school.

(Supported Documents in the GMIS Coding/ Index with few examples)

*Documents releasing authorities

  • The Management of GMIS
  • The Principal office
  • The Vice Principal office
  • Senior school Supervisor Office
  • IBDP Coordinator
  • MYP Coordinators office
  • Middle School Supervisor office
  • PYP Supervisor office.
  • PYP Coordinators office
  • Library
  • Account Office
  • Bursar office
  • Security office

Approved by (With Name, Signature and seal)

Date of Approval

Date Of Review

 Principal GMIS        
 Chairman GMIS   

The intention is to create a culture in school that promotes independent learning. The effective setting of and feedback from tasks which extend learning is an essential element of any such culture. Extended learning tasks should be used to prepare for, consolidate and/or further   learning. There are a wide range of potential types/ styles that can be effectively utilized and departments need to provide clear guidelines on such issues for all staff.

Practical subjects (such as Performing Arts) are expected to seek opportunities to enable students to extend their learning beyond the classroom, where possible. All departments take a variety of approaches to enable learning to be extended, in a way which best suits the needs of the students and the subject being studied. Where practicable, extended learning is set by departments according to the subject requirements, as appropriate to that grade level.

No prescriptive extended learning timetable is produced as this enables departments to respond to the requirements of their courses (e.g. preparation for assessments), when needed. However, students may be expected to complete atleast two hours homework per night.

During the build up to both internal and external exams, staff is expected to only set extended learning tasks that are designed to directly aid students in their preparations. Furthermore, staff discretion and flexibility should be applied to students involved in whole school activities such as productions. Extended learning should not normally be set exclusively to be done in holiday time.

Within Departments

Teachers should:

  • Ensure that clear instructions are given for all extended learning tasks and that students understand the nature and purpose of the task;
  • Ensure that tasks set are appropriate to the students’ abilities;
  • Ensure that adequate time is given for completion of extended learning;
  • Ensure that relevant feedback is given promptly. Assessment for learning (AFL) strategies such as self and peer assessment can be a very useful tool in providing more immediate feedback on the extended learning. Structured verbal feedback can also be invaluable in this respect.

Monitoring and evaluation

The monitoring of the setting of extended learning in Departments is the responsibility of Grade Level Coordinators who will need to determine how this can best be achieved. Curriculum areas should agree and apply clear and consistent systems for promoting the need for high quality extended learning that is handed in on time

Teaching staff need to work closely with their students to ensure the effective use of planners to promote better organization and clear communication with parents.

Grade level Coordinators have the responsibility of overseeing the bigger picture across the Grade and identifying any particular patterns or issues.

Student Planners/ Student Diary

Every student is given a Planner at the start of School Year. These represent a significant investment and need to be used to good effect. Students must record in their planner brief details of all extended learning that is set.

Weekly planner checks should also be carried out to monitor the level of use and signed by parents. Teaching staff should actively support this by both encouraging students to record relevant information, and using the planners as a method of communication with home. Within this context, Parents are expected to:

  1. Support the school by emphasizing the importance of extended learning,
  2. Read and sign their child’s student planner weekly,
  3. Ensure as far as possible that their child completes extended learning tasks
  4. Provide, if possible, somewhere quiet to study.

With the necessary support and guidance from staff and parents, students should be better equipped for succeeding in their extended learning tasks.

Approved by (With Name, Signature and seal)

Date of Approval

Date Of Review

 Principal GMIS         
 Chairman GMIS    

Library Objectives :

The GMIS School Library provides information, inculcates ideas, and develops knowledge that is so essential to functioning successfully in today’s information and knowledge based society. It is fundamental to school library to equip students with lifelong learning skills and develop in them creative thinking and imagination, and enabling them to live as ideal and responsible citizens.

Thus, the school library is the hub of all the activities planned and executed in school. This will be used by students to prepare for their next class period, home examination, general education, information, competitions, recreation and inspiration. To cater to the wide varieties of demands of students, teachers and staff it has to select and procure the prescribed/recommended text-books and other reading materials from different sources, technically process it by making use of a standard scheme of classification, catalogue will be provided, organize the collection on scientific lines, circulate the documents and disseminate the information in the manner most liked by the students and teachers. In addition, the school library is serving as a resource centre as well. Functioning and working with students, teachers, administrators and parents, the GMIS library aim to achieve the mission of the school, promoting reading and the resources and services of the school library to the whole school community.


  • Books, pamphlets, periodicals, magazines, AV materials, CD-Rom and computer with internet facilities.
  • A good selection of fiction for wide reading.
  • Books and magazines for sports, hobbies, educational strategies, current affairs and other special interests.
  • audio-visual room, educational audio.
  • The library also functions as the archive of all co-curricular activities, important dignitary visits, graduation and other school related activities.


  • Teachers may bring entire classes or send individual students to the library for research during class periods.
  • Teachers should make arrangements for class research with the library in advance and notify the library before sending individual students.
  • Students will only remain in the library for the amount of time needed to complete research.
  • For individual and small group visits to the Library during class time, studnets must have a permission note signed by the subject teacher unless it is a library period. To insure that each student can pursue his research or reading, an environment conducive to learning is important, therefore, talking in low voice tones only is permitted.
  • When leaving the Library, chairs need to be put back under the table and resources should be returned to their proper shelves. All books, folders and papers to be shown to the person on duty at the door or circulation desk.


  • Students can barrows not more than two (2) books at a time for not more than two weeks and must be returned on or before the due date. There will be a fine for overdue books. Penalty of Rp. 200,- per day shall be imposed on overdue books.
  • Teachers can borrow not more than fifteen (15) books at time not exceeding one month (text books not included).
  • Lost, unreturned or damaged resources must be paid promptly so that a replacement can be bought.

Process for resource attainment for the library:-

  • The resources of the library are attune to the need and the requirements of the teaching learning process in all levels
  • Apart from the basic requirements of the fictional and non fictional books the resources or their need is informed through the staff, teachers, supervisors and coordinators.
  • The process of attaining resources would be as follows:
  1.  Request- from students, parents, the staff, teachers, supervisors and coordinators.
  2.  Request forwarded to the librarian or to the Vice Principal depending on the type of resource.
  3.  Locating the availability- the Vice Principal is in-charge of getting in touch with the publishing houses or dealers to locate and check the availability of the requested resource.
  4.  The ultimate approval would be given by the Principal based on the recommendations of the Vice Principal.
  5.  Book can be ordered when publishing houses approach the school in this case the vice Principal and the librarian would be in-charge.
  6. Books can also be brought by the teachers on the Principal’s specific instruction
  7. Purchasing of resources would be according to the purchasing policy of the school.

Process for borrowing books from library

  • Present your library card to the counter in borrowing the books.
  • Teachers/ staff will receive confirmation letter or regular reminder from library for books borrowed after the due date is over.
  • For renewal (re-issue), bring the books to the Library. No books, may be renewed more than twice consecutively.
  • Library cards are non-transferable, persons who use other cards will accountable for loss or any  damage
  • Borrowers must check the condition of the books (i.e. torn pages or loose binding, due dates, etc. borrowed before leaving the counter).
  • Under certain conditions reference materials may be taken out overnight but MUST be returned to the library before 7:30 a.m. the next morning.


  • The Library looks after all grades in the school, its space and resources have to be shared.
  • Courtesy, appropriate behavior and silence are expected at all times.
  • Students need to show their advisor a research pass signed by a subject teacher for admittance to the library staff or librarian.
  • Bags, food and beverage are not permitted
  • Library is no cell phones using zone.
  • Non academic Games are not allowed.


  • Recommendation               Teachers, students, staff and parents
  • Request                     
  • Location                                            Vice Principal         
  • Approval                                           Principal
  • Purchase                                           Financial / Accounting


Monday to Friday :  7:00 – 16:00

Saturday                   : 8:30 – 12:00

Review:-  The library policy, rules and regulation would be reviewed at the beginning of every new session. In exceptional cases the review would be undertaken on specific instruction from accreditation bodies.

Approved by (With Name, Signature and seal)

Date of Approval

Date Of Review

 Principal GMIS         
 Chairman GMIS     
Policy for Inclusion and Special Educational Need in IBCP


Inclusion at GMIS Jakarta supports cognitive, social, emotional, language and physical development and involves all students, teachers, families and the wider community. A pupil is defined as having Special Educational Needs (SEN) if he or she has a learning difficulty which requires special educational provision to be made for him or her. We in the GMIS believe that all pupils with SEN have a right to have those needs addressed via a broad and balanced education and appropriate support. We are happy to undertake this responsibility within our school and programs. In the context of the School, special educational needs are also taken to mean specific physical, emotional or mental health issues that may affect a student’s ability to learn effectively. We as an IB school adopt framework of IB special education need. In specific to IB Programmes, the school is committed to provide equal opportunities to the students of Special Educational Needs. The present and future courses offered for IBDP/CP by the school are aimed to give a wider perspective to such students so that they can easily chose a career path.


1.To provide a stimulating environment where individual needs are recognised irrespective of background, culture or ability and where academic excellence and personal achievement is valued
2.To ensure that the ethos of the School is one where we aim to promote, develop and maintain, amongst both staff and students, a caring attitude to others which recognises individual differences and respects them;
3.To create a safe and supportive environment in which all members of the school are encouraged to develop their maximum potential.
4.To eliminate discrimination and positively promote equality of opportunity
5.Within this context to ensure that we do our utmost to support students with special educational needs appropriately.
6.To offer the career study programme which give students a clear opportunity to select career options in diploma level.

All students are entitled to equality of regard and equality of opportunity irrespective of particular needs or disabilities. The school is committed to ensuring that this core belief permeates all aspects of the structure, policies and the day to day running of the school and that the special educational needs of individual students are catered for wherever possible.

Identification Special Educational Needs

At the time of admission on the basis of clear information from parents, the student with special educational needs or requiring any special arrangements for examinations will be highlighted and appropriate information will be sent to the class teacher and coordinators of special education needs i.e. faculty of Psychology department and to IB Coordinators.
In order to establish the precise nature of the special needs and to enable us to offer the most appropriate support, students may need to undergo specific tests undertaken by the Special Needs Co-ordinator with the help of subject teacher and class teacher.

For similar reasons the Special Needs Co-ordinator along with IBDP and CP Coordinator at the school may wish to contact any outside agencies who has been involved in the ongoing support of the students e.g the Mental Health agencies, brain developer agencies, etc.

The IB coordinators will give the clear guidance to the SEN students and Parents for selecting the course and its requirements especially about involvement of external institutions and career related programme requirements.

School will clearly inform the IBCP course provider institutes about the needs of SEN students.
All assessments and other requirements will be conducted as per IB requirements in all level of the school.

IB PYP Standards & Practices:
A:9 The school supports access for students to the IB programme (s) and philosophy.
B1:5 The school develops and implements policies and procedures that support the programmes.
B2:8 The school provides support for its students with learning and/or special educational needs and support for their teachers.
C1:6 Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
C3:9 Teaching and learning uses a range and variety of strategies.
C3:10 Teaching and learning differentiates instruction to meet students’ learning needs and styles.

IB MYP Standards & Practices:
A:9 The school supports access for students to the IB programme (s) and philosophy.
A:9a The school strongly encourages participation for all students.
B1:5 The school develops and implements policies and procedures that support the programmes.
B1:5b The school has developed and implements an inclusion / special educational needs policy that is consistent with IB expectations and with the school’s admissions policy.
B2:8 The school provides support for its students with learning and/or special educational needs and support for their teachers.
C1:6 Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
C3:9 Teaching and learning uses a range and variety of strategies.
C3:10 Teaching and learning differentiates instruction to meet students’ learning needs and styles.

IB DP Standards & Practices:
A:9 The school supports access for students to the IB programme (s) and philosophy.
B1:5 The school develops and implements policies and procedures that support the programmes. =
B2:8 The school provides support for its students with learning and/or special educational needs and support for their teachers.
C1:6 Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
C3:9 Teaching and learning uses a range and variety of strategies.
C3:10 Teaching and learning differentiates instruction to meet students’ learning needs and styles.

IB CP Standards & Practices:
A: 9. The school supports access for students to IB programme(s) and its philosophy. Requirements for the Career-related Programme 28 Programme standards and practices CP requirement a. The school promotes access to the CP for students who can benefit from the educational experience it provides.
B1: 5. The school develops and implements policies and procedures that support the programme(s). c. The school develops and implements an inclusion/special educational needs policy that is consistent with IB expectations and with the school’s admissions policy.
B2: 8. The school provides support for its students with learning and/or special education needs, and support for their teachers.
C1: 1c. The school’s IB teaching staff works closely with the career-related studies staff to ensure balance and articulation of the students’ full educational experience.
C1: 6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
C2: 5. The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others.
C3: 3. Teaching and learning builds on what students know and can do.
C3:9. Teaching and learning uses a range and variety of strategies.
C3: 10. Teaching and learning differentiates instruction to meet students’ learning needs and styles.
C3: 12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and the needs of others.
C4: 3. The school uses a range of strategies and tools to assess student learning.

Curriculum Council

  • Principal
  • Coordinators(IBDP and IBCC)
  • Senior School Supervisor
  • Web Support Teacher

  • to consider proposed changes to the curriculum required for IBCC
  • to provide career based curriculum and establish priorities for development
  • development of a timeline for implementation
  • review of the continuity and scope of subjects and course offered over the whole programme
  • provide a support solution for affiliated institutes for effective working of curriculum
  • work on staff development plan
  • Ensure proper guidance for stakeholders for IBCC
  • Evaluate the way in which the school organizes the information given to parents and students, its approaches to learning programme and the structure of Course Curriculum.
    The smooth implementation of Programme hinges on:

  • teaching approaches
  • relationship and support with IBCC course provider institutes.
  • the nature of assessments and expectations of students
  • Course-specific content.

Curriculum concil will ensure that students, teachers and parents are made aware of the goals of the IBCC programmes and understand the commonality (and differences) in approaches between IBCP and IBCC.

Curriculum standards and implementation There is an agreed approach to implementation and design of curriculum for IBCC. School will Provide a comprehensive, coherent, written curriculum, based on the requirements of the IBCC programme to all sections of the school community.

IBCC Steering Committee


  • IBCC Coordinator
  • IBDP Coordinator
  • IBCC Course provider institutes
  • Department Heads
  • Faculty

  • to guide the implementation of the IBCC
  • to guide the development of the IBCC.
  • provide course outline to the stakeholders and implement it.