Primary Years Parents' & Students' Handbook 2023-24

THE BOARD OF GOVERNORS

Dr Santha Gopalkrishna Founder

Mr Hari Krishnan CEO

Dr KP Gopalkrishna Chairman

Dr Bindu Hari Director & Vice- Chairperson

WELCOME FROM THE DEPUTY PRINCIPAL

DearParentsandStudents,

Welcomebacktoanewacademicyearandaverywarmwelcometoournewstudentsandfamilies

Our Primary Years handbook has been created to provide you with all the essential information required to allow your child and yourselves to settle quickly and effortlessly into the TISB family. It mayseemlikealotofinformationbutbeassuredthatitwillbeahandytoolforyoutodipinandout of throughout the year Please do take some time with your child to familiarise yourselves with the contents.

For our existing families, please do also read through it as there may be some changes from the previousacademicyear

Please ensure that all relevant forms are completed and handed in prior to the start of term, especially the ICT Acceptable Use Policy Agreement, which must be completed by all new and currentparentsandchildren.

IwouldliketoinviteyoualltoourOrientationDayonSunday4thAugust,priortothestartoftermon Monday5th Duringthisdayyouwillhavetheopportunitytohearfromusaboutthecurriculumand the wonderful opportunities and experiences that your children will have at TISB this year. You will havethechancetolookaroundthePrimaryYearsdepartmentandmeettheteachers,oldandnew, givingyouasenseofourcommunity.Weverymuchhopeyouwillbeabletojoinus.

We, as the Primary Years team, are here to give your children the best start possible, both academically and holistically, and are available to answer queries and concerns right through the year.Pleaseusetheschoolwebsitetocheckforupdatesregularlyandtoaccessthegalleries.

I am very much looking forward to meeting all of you and your children I am sure by working togetherwewillcontinuetostrengthenthecommunitythatisTISBPrimary

Wit

Mr De

MESSAGE FROM THE PYP CO-ORDINATOR

Ihopethismessagefindsyouallingoodhealthandhighspirits.Asweembarkonanewacademic year,IamdelightedtowelcomeeachofyoutothePrimaryYearsProgramme(PYP)atTISB

The PYP is an exciting educational journey that fosters curiosity, creativity, and a love for learning in our young learners. Our dedicated team of educators is committed to providing a nurturing and inclusiveenvironmentwherestudentscanflourishbothacademicallyandsocially.

In the PYP, we believe in empowering students to become active and responsible learners, capable ofmakingapositiveimpactontheircommunityandtheworldaroundthem Throughinquiry-based learning and the development of essential skills, such as critical thinking, communication, and collaboration,ourstudentswillgrowintoconfidentandwell-roundedindividuals.

Throughout the year, we will focus on the development of the PYP learner profile attributes – being inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced,andreflective.Theseattributesformthefoundationofoureducationalapproach,guiding studentstobecomelifelonglearnersandglobalcitizens.

AsthePYPCoordinator,mydoorisalwaysopentostudents,parents,andteachers Iencourageopen communication and collaboration, and I am here to support you in any way I can If you have any questions,concerns,orideas,pleasedonothesitatetoreachouttomeatjarchana@tisb.ac.in I look forward to a fantastic year of growth, discovery, and learning together. Let us work hand in handtocreateavibrantandenrichingeducationalexperienceforourstudents.

Thankyouforentrustinguswithyourchild'seducation WearethrilledtohaveyouaspartofourPYP community!

MsArchanaJoshi PYPCoordinator

OUR SCHOOL

The International School Bangalore is located on a 140-acre campus in Dommasandra, Sarjapur of Bangalore, in Southern India TISB was founded in 2000 by the school’s Chairman, Dr K P Gopalkrishna, an eminent leader in education, and is one of India’s most reputable, independent, selective, international boarding and day schools Dr Gopalkrishna is also the Chairman and Founder of The National Public Schools (NPS) which have become a model that many schools seek to replicate under his advice Throughout its history TISB has delivered consistently high academic standards and strives to combine traditional values with a modern, global approach to life and learning

Our aim in the Primary Years is to provide children with the very best education and support to deepen and nurture their interests, within an environment that is welcoming, safe and happy. We believe that learning is for life and that the learner is at the heart of everything we do. The children are encouraged to be active and to learn in cooperation with others

We are fortunate to have an enthusiastic team of teachers who are there to support children during their learning journey with us. It never ceases to amaze us how much the children grow, not just physically but also emotionally. In the Primary Years, we very much feel that we lay the important foundations for the young adults that TISB children go on to become

Respect

TISB believes in respect towards students, staff and the school, and fostering relationships based on fun and friendship

Collaboration and Camaraderie

TISB’s community spirit and friendly atmosphere allow individual personalities to develop, and our student-led events and activities foster a supportive, nurturing and caring community

Acceptance and Equality

TISB prides itself on student equality and fairness regardless of age, background or ability. Diversity is accepted and valued so no one feels excluded or less important

Honesty

We feel proud to be part of our school community with a desire to excel and to do the best we can with integrity and honesty.

VISION

TISB strives to be a globally leading innovative international school that fosters a culture of aspiration, empowerment and strong community values - making it the first school of choice.

MISSION

We will inspire and challenge every student to flourish and achieve their full potential, both now and in the future, and instill a passion for lifelong learning.

Theguidehasbeencraftedtoofferyouinsightsintotheeducationaljourneyyourchildwillembark upon. As educators, we believe that fostering a strong partnership between home and school is essential for your child's academic and personal growth. This guide serves as a tool to facilitate thatcollaboration,empoweringyoutoactivelyparticipateinyourchild'slearningexperience

2024-25 TERM DATES

Link:

Term Dates | The International School Bangalore (tisb.org)

You can find the Term Dates for the current & the next academic year in our website Please note that the dates are subject to changes often, so it is always important to refer to the website (link above) to get the up-to-date information.

OVERVIEW

We are thrilled to continue our school's educational journey that was started last academic year - a shift towards the International Baccalaureate (IB) Primary Years Programme (PYP) The PYP is an inquiry-based, transdisciplinary curriculum framework designed to cultivate curious, confident, and compassionate young learners As we transition to this dynamic and globally recognized program, we invite you to join us on this transformative adventure.

The PYP focuses on the holistic development of each child, nurturing their academic, personal, social, and emotional growth. Through inquiry, collaboration, and critical thinking, our students will become lifelong learners who are adaptable and equipped to thrive in an ever-changing world

IB MISSION

The International Baccalaureate© aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment

TISB is now an official candidate school for the International Baccalaureate (IB) Primary Years Programme (PYP). Achieving candidacy status is a testament to our commitment to providing an enriching, inquirybased, and globally-oriented education for our students As a candidate school, we have embarked on a thoughtful and comprehensive process of aligning our existing educational practices with the principles and philosophy of the PYP We had the PYP Consultant Visit the school in May 2024 and have received a goahead to file our applications for the authorisation visit. We look forward to enhance our practices and get authorised this academic year.

THE PYP FRAMEWORK

The PYP offers an inquiry-based, transdisciplinary curriculum framework that builds conceptual understanding. It is a student-centered approach where students are agents of their own learning and partners in the learning process. It prioritizes people and their relationships to build a strong learning community.

The framework emphasizes the central principle of agency, which underpins the three pillars of school life: The learner, learning & teaching and the learning community. Embedded in the framework is the recognition of the importance of fostering an individual’s self-efficacy Students with a strong sense of self-efficacy are active in their own learning and take action in their learning community.

The PYP curriculum framework is designed to be flexible and adaptable to different cultural contexts and educational settings. It encourages schools to develop their own units of inquiry that align with the IB's philosophy and principles while incorporating local perspectives and priorities.

TISB is a caring community that values growth and integrity. Our curriculum reflects the needs of the world today and the possibilities of the future Your child has authentic opportunities to inquire, ask questions, build skills and attain global knowledge through a rigorous, concept-based curriculum

A Transdisciplinary Curriculum Framework

The PYP curriculum framework centres on transdisciplinary learning as the curriculum organiser for students to experience learning between, across and beyond traditional subject boundaries. It is an in‐ depth guide to authentic inquiry‐based learning and teaching that is engaging, significant, challenging and relevant. PYP schools strive towards deeper implementation of transdisciplinary learning in their curriculums and communities by committing to a foundational set of principles found in Programme Standards and Practices (PSP) These foundational principles ensure quality and fidelity in the implementation of all IB programmes at IB World Schools

IB LEARNER PROFILE

As IB learners TISB students must strive to be:

Inquirers

Thinkers

Communicators

Risk‐takers

Knowledgeable

Principled

Caring

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others We learn with enthusiasm and sustainourloveoflearningthroughoutlife

We use critical and creative thinking skills to analyse and take responsible actiononcomplexproblems.Weexerciseinitiativeinmakingreasoned,ethical decisions.

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectivesofotherindividualsandgroups.

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

Wedevelopanduseconceptualunderstanding,exploringknowledgeacrossa range of disciplines. We engage with issues and ideas that have local and globalsignificance

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibilityforouractionsandtheirconsequences.

We show empathy, compassion and respect We have a commitment to service, and we act to make a positive difference in the lives of others and in theworldaroundus.

Balanced

We critically appreciate our own cultures and personal histories, as well as the valuesandtraditionsofothers.Weseekandevaluatearangeofpointsofview, andwearewillingtogrowfromtheexperience.

We understand the importance of balancing different aspects of our lives— intellectual, physical, and emotional to achieve well‐being for ourselves and others.Werecognizeourinterdependencewithotherpeopleandwiththeworld inwhichwelive

Reflective

Wethoughtfullyconsidertheworldandourownideasandexperience Wework to understand our strengths and weaknesses in order to support our learning andpersonaldevelopment.

PY VALUES

The alignment between the Learner Profile and the TISB PY values ensures that students are equipped with a strong foundation of knowledge, skills, and values that go beyond academic achievement It fosters a holistic approach to education, preparing students to be active, lifelong learners who are caring, principled, and open-minded contributors to a better world

THE PYP PROGRAMME

The PYP is flexible enough to accommodate the demands of most national or local curriculums and is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry.

The six subject areas identified within the IB Primary Years Programme:

Language; English, French, Hindi

Social Studies

Mathematics

Arts; Visual and Performing

Science

Personal, Social and Physical Education

At TISB, we will continue to teach ICT as a stand alone subject and integrate tasks within the curriculum. Additionally, to ensure discipline rigour is not lost, we will have stand alone Inquiry units of English and Mathematics

The six transdisciplinary themes that guide units of inquiry in each school year are:

Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organize ourselves

Sharing the planet

Each theme is addressed each year by all students. (Students aged 3 to 5 engage with four of the themes each year ) In addition all PYP students have the opportunity to learn more than one language from the age of seven. These transdisciplinary themes help develop a programme of inquiry in which important ideas (identified by the school) are investigated, requiring a high level of involvement from the students These inquiries are substantial and engaging, usually lasting for 7-8 weeks.

All students will come to realize that a unit of inquiry involves them in an in-depth exploration of an important idea, and that the teacher will collect evidence of how well they understand that idea. They will be expect to be able to work in a variety of ways, on their own and in groups, to allow them to learn to their best advantage.

At TISB, concept-based inquiry has been a cornerstone of effective teaching and learning for over the last 3 years and implementing the PYP will help us take our work forward with the concept-based approach to teaching and help our students understand big ideas and foster deeper connections between different areas of knowledge.

Value of Inquiry

When learning conceptually students can transfer knowledge, skills, dispositions and understanding to new contexts and through different disciplines, their learning is deepened and fortified Through the programme of inquiry at TISB, your child will be given opportunities to learn through inquiry driven units which are transdisciplinary, meaning that units are not explored through a singular discipline but multiple ones The central ideas in these units of inquiry may be learned through the arts and sciences or through personal health and social studies to enrich the experience of learning in a meaningful way for our students.

PYP Exhibition

The Exhibition is an important part of the PYP for all students. In the final year of the programme in Grade 5, students undertake a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real life issues or problems As the culminating experience of the PYP, the Exhibition offers students an exciting opportunity to demonstrate independence and responsibility for their own learning

PROGRAMME OF INQUIRY 2024-2025

The programme of inquiry will be reviewed regularly and this includes the potential of changing the order of units and their focus. Below is an example of how the programme of Inquiry will look for the academic year 2024‐2025. The details of each of the units of inquiry will communicated to parents once through the unit of inquiry letters about each unit during the course of the school year In addition, the details will be mentioned in the curriculum overview. Early years will engage with four units.

WhoWeAre Whereareweinplace andtime Howweexpress ourselves Howtheworld works Howwe organise ourselves Sharingtheplanet

Pre-KG MeandMyFriends Celebrationsand Festivals Let’sExploreand Discover Systemsinourlives

KG MeandMy Relationships IntheRoleofa Scientist OurWorld

LG1 OurChoices,OurWell being CaptivatingTales Patternsinourworld LivingandGrowing

UG1 MakingInformed Choices HistoricalEventsthat shapedtheworld Drama Adventures LightandSound LivingTogether inacommunity

Survival;Structureand BehaviourofLiving Things

Gr2 OurChangingBody ExplorersoftheWorld Expressing withouttalking MatterandMaterials Rulesand Responsibilities Habitat; Interdependent Relationships

Gr3 RoleofIndividual Actionsin Communities Inventionand Innovation TheLanguageof Dance Forcesandits Interactions RulesandLaws Changesintheanimal world;thehuman impact

Gr4 Culture;Shapingour Communities Civilizations VoicesinVerse EnergyWaves FairTrade Earth’s Drama(Geological ProcessandNatural Disasters)

Gr5 Bodysytems Migration PYPExhibition Matter;Physicaland ChemicalChanges Changemakers Ecosystems

LANGUAGE AND LITERACY

A Concept-based inquiry approach is applied to teaching language at TISB The approach focuses on developing students' understanding of key concepts, which they can apply across various contexts and languages This method goes beyond teaching language as isolated skills and instead emphasizes meaningful and transferable learning. Here's how the concept-based inquiry approach is applied to teach language:

Identifying Key Concepts

Students are explicitly taught to identify essential language concepts that are relevant to the curriculum and the students' linguistic development These concepts could include "communication," "persuasion," "narration," "interpretation," "audience," "voice," "style," and more.

Engaging Questions

Using open-ended questions related to the identified concepts sparks curiosity and inquiry in students For example, "How does language influence the way we communicate our ideas?" or "How does the author's voice impact the overall tone of the text?"

Exploring Real-Life Contexts

We encourage students to investigate how language is used in different settings, such as conversations, advertisements, news articles, or literature

Authentic Language Use

Students are provided opportunities for students to use language authentically. Engage them in activities like debates, storytelling, creating advertisements, or writing letters to practice using language for specific purposes and audiences.

Connecting Across Languages

Encourage students to make connections between different languages they may know or be exposed to Explore similarities and differences in language structures, vocabulary, and cultural nuances.

Reflective Thinking

Reflection is a key component of the learning process We encourage students to think critically about their language choices, the impact of different communication styles, and how they can adapt their language for different audiences during our writing conferences

Integrating Other Subjects

We promote interdisciplinary connections by integrating language concepts into other subjects. For instance, explore the language used in article on government decisions, scientific explanations, or mathematical word problems.

By using the concept-based inquiry approach, language teaching becomes a dynamic and relevant process, where students not only learn language skills but also develop a deeper understanding of how language shapes our thoughts, communication, and interactions with the world

Reading and Writing Conference

Reading and writing conferences are integral components of the literacy lessons These one-on-one or small-group interactions between teachers and students play a crucial role in supporting and enhancing students' reading and writing skills Students receive timely and targeted feedback on their reading and writing progress during conferences Teachers offer constructive suggestions to help students refine their skills and grow as readers and writers. Teachers and students collaboratively set reading and writing goals during conferences

Word Inquiry

Word Inquiry is an approach that strengthens both spelling and vocabulary. The primary aim of Word Inquiry is to provide our students with the skills to analyze, synthesize and find relationships among words This supports children in building their critical thinking and reading skills across all subject areas. Through investigations of the structure of words, our students are guided to uncover the logic of the English spelling system.

Handwriting

We recognise that handwriting is essential tool for communication To develop handwriting, we include activities that support fine motor skill development, such as cutting, drawing, and using manipulatives especially in the early years We use the Nelson handwriting program resources to support the development of handwriting skills

World Languages

IB policy strongly recommends the development of one world language throughout the PYP programme At TISB, we offer world languages like French and Hindi from Lower Grade 1 with a focus on enhancing their cognitive and communication skills. This also helps us fosters global understanding.

English as Additional Language (EAL)

At TISB, we welcome students from around the world Our students join us with diverse cultural identities and language profiles Learning an entire curriculum and its language of instruction simultaneously is, quite clearly, a considerable undertaking. To help its non-native speakers of English meet this challenge, the Primary Years offers a flexible EAL programme, and students are withdrawn from MFL class to receive specialist EAL lessons.

Our EAL program is designed to assist students in integrating into an English‐ speaking environment so that they feel comfortable at our school and help them acquire English language proficiency while also ensuring their academic success in mainstream classrooms Students are offered language support through specialized EAL classes or in class support.

Classes are kept small, and work focuses not just on the four language domains of listening, speaking, reading and writing but on the specific aspects of language which students require to understand and use in their normal lessons

In addition, where possible, EAL students will receive in-class support from an EAL specialist In an approach known as Content and Language Integrated Learning, which is based on research showing that language is best learnt in context, the intention is for the Class teacher and EAL specialist to work collaboratively in helping students learn relevant curriculum topics and the associated language, at word, sentence and text level.

WEEKLY 5 - LITERACY

While the PYP focuses on transdisciplinary learning and encourages connections across subjects, language is not typically taught as stand-alone units. At TISB, to maintain and build on reading as well as writing skills, parallel and stand-alone units of study will be taken up in the literacy lessons scheduled each week However, it is important to note that language skills and understandings developed in these lessons will be transferrable to every PYP unit of inquiry

Our weekly literacy activities are designed to engage students in a structured inquiry and practice model, targeting key areas such as grammar, spelling, and traits of writing, while also enhancing reading comprehension skills.

Details of the Weekly 5 activities

Spelling Activities: 1.

Identifying Rules: Students learn spelling rules such as phonics, prefixes, suffixes, and patterns

Learning Spelling: Through exercises, students practice spelling words correctly based on the rules they've learned.

Spelling Competitions: Fun activities like spelling bees or games to reinforce spelling skills

Dictation: Students listen to sentences or passages and write down what they hear, which helps reinforce spelling and listening skills

Sentence Fluency and Word Work: 2

Teaching Conventions of Language: Students learn about sentence structure, vocabulary usage, punctuation rules, and how to use connectives and transition words effectively Lessons are designed to gradually build upon previous knowledge, advancing students' abilities in sentence construction and word choice as they progress through grades

Grammar Lessons: 3.

Practice and Learning: Students engage in activities and exercises to practice grammar rules, such as parts of speech, sentence structure, verb tense, and agreement

Understanding Rules: Lessons focus on helping students understand the underlying principles of grammar and how they apply in different contexts

Reading Skills: 4.

Reading Strategies: Students learn techniques for comprehension, inference, critical thinking, and analyzing texts

Text Exploration: Through reading various texts, students develop vocabulary, expand their knowledge of different genres, and improve their reading fluency

Writing Skills: 5.

Teaching Writing Strategies: Students are taught various approaches to writing, including brainstorming, outlining, drafting, revising, and editing

Skill Enhancement: Lessons focus on improving students' ability to communicate effectively through writing, including clarity, coherence, and organization

MATHEMATICS

At TISB we believe it is important to ensure that our students have a mathematical mindset By having a mathematical mindset students see their role in understanding and making sense of the mathematics that they are doing. Therefore, our approach centers on developing a deep understanding of mathematical concepts and their applications This approach goes beyond memorizing procedures and formulas and instead focuses on helping students make connections, think critically, and apply their mathematical knowledge in various contexts Here are key elements of the concept-based inquiry approach in mathematics:

Focus on Big Ideas: We prioritize essential mathematical concepts or big ideas These concepts serve as the foundation for understanding various mathematical topics and are transferable across different mathematical situations

Real-Life Contexts: Mathematics is presented in meaningful and relevant real-life contexts. This helps students see the practical applications of the concepts they are learning, making mathematics more engaging and applicable to their lives.

Problem-Solving Emphasis: Problem-solving is at the core of the lessons. Students are encouraged to tackle authentic problems, apply their understanding of concepts, and devise strategies to find solutions

Open-Ended Tasks: Students are given open-ended tasks and problems that allow for multiple approaches and solutions This fosters creativity, critical thinking, and the development of mathematical reasoning.

Hands-On Manipulatives: Manipulatives and concrete materials are used to facilitate understanding of abstract concepts. They help students visualize mathematical ideas and build a strong conceptual foundation

Alongside developing number sense and mental mathematics, students also learn topics such as measurement, data handling, geometry, and pattern. Across our year levels, there is a progression of mathematical learning. Students will progress through the concepts at different rates and teachers will provide materials and support to enable students to progress to the next concept with understanding Mathematics approaches used at TISB involve a combination of number sense routines, mini-lessons, practice and problem-solving

The diagram shows all the essential components in a mathematics lesson Lessons are differentiated in order to cater for the different rates of progress. We endeavor to raise the enjoyment of Mathematics through dedicated events such as Math Day and by promoting international competitions such as SASMO (Singaporean & Asian Schools Math Olympiad.)

SCOPE AND SEQUENCE STANDARDS

Standards for various disciplines in education are guidelines and frameworks that define what students are expected to know and be able to do at specific grade levels or developmental stages. These standards serve as a roadmap for educators, providing a clear set of learning objectives and outcomes that guide curriculum development, instruction, and assessment.

At TISB, we adapt the following standards to develop the scope and sequence for the different units of study across subjects

Common Core Standards for English Language Arts and Mathematics

Next Generation Science Standards (NGSS) for developing unit of Science

Common European Framework of Reference for Languages (CEFR) for World Languages

C3 Framework and guidelines by The National Council for the Social Studies for Social Studies

The National Core Arts Standards for arts education both visual and performing (Art and Music)

SOCIAL EMOTIONAL WELL BEING

Social and Emotional Learning: In addition to daily morning meeting time and ongoing social emotional support, students also attend specific PSHME lessons approximately once per week. During these times students specifically investigate social interaction and social skills Most conflicts are resolved with the help of the teachers, however, we do have a full time counselor for Primary students should the need arise for specialised support.

Based on CASEL's framework, our PSHME lessons are organised around the following competencies:

Self-Awareness: Recognizing one ' s emotions, strengths, weaknesses, and values, and understanding how they impact behavior and decision-making.

Self-Management: Regulating emotions, setting and working toward goals, managing stress, and practicing self-discipline

Social Awareness: Empathizing with and understanding the feelings, perspectives, and experiences of others, and showing respect for diversity

Relationship Skills: Building and maintaining positive and healthy relationships, including effective communication, conflict resolution, and cooperation

Responsible Decision-Making: Making ethical and constructive choices based on considering consequences and the well-being of oneself and others.

Primary Years Prefects

In the Primary Years, we have Grade 5 Prefects, with each prefect taking on a specific portfolio: School Relations; Charity; Academic; The Arts; Sports; Pastoral; and Environmental The general portfolio for the role of a Prefect is to promote the PY Values on a day-to-day basis and to be role models for students. The prefects are encouraged to bring out initiatives which are implemented with the guidance of the teachers These responsibilities help them build their leadership and teambuilding skills and help in enhancing their confidence

SPECIALISTS

Art

Through various mediums of art, students enhance their creative skills, improve their levels of concentration and experiment with various mediums. The curriculum focuses on developing a love of art and providing opportunities for self-expression and use of their imagination A variety of media are used including print making, ceramics, construction, and textiles The programme is inextricably linked to the topic work in each Grade.

Music

The Music curriculum is designed to ensure that every student has the best possible opportunity to develop their skills, understanding, appreciation and passion for music at all levels Students' have an opportunity to sing and play musical instruments while developing their listening, creating, and performing skills Parents have the chance to see the children perform during various recitals and concerts throughout the year.

Information and Communication Technology (ICT)

Integrated into the teaching and learning process ICT provides students with the opportunity to safely acquire technological skills and enhance their learning experience We have an ICT lab where they learn the basic skills outlined in the guidelines provided by CSTA K-12 Computer Science Standards. The standards are organised into four strands which are:

Computational Thinking Practices

Computer and Network Systems

Data and Analysis

Impacts of Computing

Where appropriate, these skills are linked to topics occurring within the Grade in other curriculum areas or taught through projects that give students the opportunity to gain knowledge of ICT and to implement these skills.

Physical Education

PE focuses on promoting physical fitness, motor skills, coordination, and an understanding of the importance of an active and healthy lifestyle Students engage in various physical activities, sports, games, and exercises to develop their physical abilities and teamwork skills.

At TISB we are fortunate to have a fabulous team of PE teachers. Students enjoy a range of sports which includes basketball, football, badminton etc This means that the PY students have blocks of PE (80 minutes) and blocks of swimming (40 or 80 minutes) per week. These are joined together to allow for longer sustained sessions. Every year students compete in Sports Day and swimming gala.

APPROACHES TO LEARNING

Approaches to learning (ATLs) are an integral part of an IB education and complement the learner profile, knowledge, conceptual understanding and inquiry These skills are grounded in the belief that learning how to learn is fundamental to a student’s education. Five categories of interrelated skills aim to support students of all ages to become self‐ regulated learners who know how to ask good questions, set effective goals and pursue their aspirations with the determination to achieve them. These skills also help to support students’ sense of agency, encouraging them to see their learning as an active and dynamic process

These skills are taught and integrated across all subject areas to support students' inquiry-based learning and their overall development as lifelong learners The Approaches to Learning are woven into the PYP curriculum and pedagogy, with teachers explicitly teaching and modeling these skills during lessons. Students are encouraged to reflect on their learning processes and set goals for improvement in these areas The ATL framework helps students become independent and confident learners, capable of adapting to various learning situations and challenges.

ASSESSMENTS

Our strong Teaching for Learning policy outlines the expectations for our teachers All teachers teach to create plans with clear learning objectives and skill progression, that align with the medium- and long-term plans in each subject. Student’s progress is measured against the expected skills required for each year group and plans are adapted to support them to become resilient

We have a robust system of assessing students and we do so in several ways, including formal summative style assessment, formative assessments and self or peer assessment We use the standardised tests to benchmark students against expected levels of learning for a grade. Benchmark assessments allow us to see the starting point for a student, understand the gaps and measure the progress being made across the year. After conducting a range of assessments, we set personalised learning targets for each student.

We believe that Assessment for Learning or Formative assessment is the key to effective teaching and learning. These are built within our learning experiences which inform our practice and enable us to meet the needs of each child We use our formative assessments to measure progress towards academic targets set for each child.

Project presentations form a part of our assessment portfolio. The students complete independent or group assignments such as creating models, brochures, and dioramas and these are presented to their peers We encourage children to self and peer-assess each other and the ‘3 stars and a wish’ or studentcreated rubrics are common tools used for this. By using self and peer assessment our children develop the ability to be analytical, critical and reflective, which are skills that help them to be better learners

Dialogue with children and scrutiny of their work provide a great deal of information about the effectiveness of the curriculum as well as its delivery Monitoring enables class teachers and subject leaders to support the development of teacher and leader expertise and identify as well as meet continuing professional development (CPD) needs

. Please read the Assessment Policy to get an understanding of the varied assessments conducted in the primary years.

SHARED COMMITMENT

The IB connects a worldwide community of learners who celebrate a common humanity and share a belief that education can help to build a better and more peaceful world Schools offering the Primary Years Programme (PYP) bring a shared commitment to the IB’s mission through the learning community.

A PYP learning community is characterized by some of the following key aspects:

Collaborative Teaching and Learning: Teachers collaborate with one another to plan and deliver integrated and relevant learning experiences. They work as a team to support students' development across different subject areas and to create authentic, real-world connections

Inclusion and Diversity: PYP learning communities value and celebrate diversity, promoting an inclusive environment where all students are respected and included

Parent and Community Involvement: Parents are active partners in the learning community, collaborating with teachers to support their child's learning journey. Community involvement is also encouraged to enrich students' understanding of the world beyond the school

Global Perspective: The PYP promotes an understanding of global issues and encourages students to develop a sense of responsibility towards making the world a better place.

Overall, a PYP learning community strives to create a nurturing and engaging environment where students are inspired to become active, empathetic, and curious learners who are well-prepared for future challenges and opportunities

CONFERENCE AND REPORTING

Parents, teachers and students are all viewed as partners in learning. Progress in learning is reported in a variety of ways: parent‐teacher conferences, which will include student‐led conferences, and term reports

Parents are expected to attend all of the conferences and learning events. Written reports are published online two times a year to inform you of your child’s progress in all subjects If you have any questions or concerns regarding your child’s report, please do not hesitate to speak to the teacher concerned.

Parents are kept informed of their child’s progress in multiple ways via Student Diaries, iSams, Parent Portal, Friday updates, PY updates, Parent Teacher Conferences (PTCs) and termly written reports. Parents receive termly Curriculum Overviews, which is a summary of the major learning objectives to be taught during the term.

The Parent Teacher Conferences (PTCs) take place in Terms 1 and 2 and are a chance for parents to discuss how their child is progressing, both academically and socially. The PY teachers conduct new parent meetings within the first month of a new child joining the school, as a way of touching base on how a child is settling in. Teachers and parents also communicate via email and can connect over MS Teams for a virtual catch up or parents can arrange an appointment as and when needed

If a child is having any difficulties with settling in, with specific learning needs, social skills or pastoral concerns, the teachers arrange for additional meetings with parents so we can work together to help the child through these more complex issues.

STUDYING AT TISB

This is how a learning day looks like:

7:20-7:30 ClassWellBeing

7:30-8:50 Lessons

8:50-9:10 JuiceBreak

9:15-11:10 Lessons

11:10-11:50 LunchBreak+PlayTime

11:50-2:20 Lessons 2:30 Dispersal

Morning Arrival:

Students must arrive at school by 07:15 am and they will be supervised by staff on duty for morning arrival from 7:05 - 7:15 am in designated areas The doors are opened to enter the classrooms at 07:15 am for classes to start at 7:20am. Prior to that time, students are to wait with an adult in designated areas before going to the classrooms

Afternoon Dismissal:

Students not availing the transport facility must be promptly picked up from the designated area after they are brought by teachers to their assigned pick-up area Primary students who are not picked up will be brought to the Reception until parents or guardians arrive. It is an expectation that all students leave the school campus by 2:45pm. unless they are involved with an After School Activity (ASA). Pre - KG will leave at 12:30.

Please send a note prior to the start of the day to the classroom/homeroom teacher if your child is going home in a different way from their normal routine.

Leaving Campus:

Students are to remain on campus at all times during the academic day. If students must leave the campus for health reasons, the medical centre will call the parents. If a parent wishes to take their child out of the campus before the regular dismissal time, the parent must notify the teacher in advance

Uniform:

It is a TISB policy that all students wear school uniform when attending the school, or when participating in a school-organised event outside normal school hours We believe that uniform promotes a sense of pride and professionalism across our school community. We expect that all students must have consistent uniforms, and these should be worn from the first day of school unless circumstances are otherwise

Dress Code:

Hair should be well groomed. Girls with shoulder-length hair or longer should have it tied back or secured with a clasp Black or blue in colour

Boys’ hair should be trimmed at the nape of the neck above the collar. Long hair for boys is not permitted

Dyeing of hair is not permitted.

One pair of discreet earrings is allowed for girls only

Piercing of other body parts is not permitted

Ornaments and jewellery are not permitted except for the use of a wristwatch.

Coloured nail polish is not permitted

Skin decorations of any kind are not permitted.

Smart watches are not permitted.

Communication:

Communication between parents and the school is a high priority at TISB. Parents receive notices throughout the year about school events and happenings through weekly updates, emails from teachers and our monthly newsletter. Microsoft Teams and One Note Class notebook will be our primary Online Platform that will be used for online teaching in case of such a scenario.

School Diary:

Each student is given a school diary The students use it to record daily homework assignments and to refer to the weekly timetable Teachers and parents use it to communicate concerns or to set up a parentteacher meeting. Important letters or notes are often stapled inside it, especially for the lower-grade children who are less likely to remember to hand a note to an adult at home Parents/guardians are required to look at the diary daily and to sign it.

Toys:

Students may bring items deemed safe to use in school for use during break times

Items which are not permissible are: cricket balls

bey blades

trading cards

electronic equipment

Transportation Services and Bus Behavior Rules:

Bus transportation to and from TISB is available through a vendor Parents are in no way restricted to the use of the service. Private vehicle drivers (and parents) must adhere to school driving and parking requirements. Everyone is expected to follow the direction of our Security Guards

For any queries regarding transport and bus routes, or to book your place on the school transport, please contact Sam Tours (tisbtransport@samtoursntravels com)

Click here to see the updated bus routes Please note that the routes are subject to change

STUDENTS MUST:

Remain seated on designated seats, and wear seatbelts throughout the bus ride

Sit facing forward at all times

Only travel on their designated bus unless they have a note from the parent

Keep aisles and walkways clear at all times

Be courteous and follow the Bus Guardian and Driver’s instructions

STUDENTS MUST NOT:

Stand while the bus is moving

Distract the Driver

Throw objects of any kind on the bus

Shout or be disrespectful towards others

Damage the bus in any way

Bring friends onto the bus without written permission

Should problems arise, a series of steps will be taken Students will first be talked to by a staff member and if there are further issues, parent meetings will be organised according to the nature of the incident.

School Events:

Throughout the school year parents are invited in to watch and participate in students showcase of learning. Some of these include sports days, book week, making learning visible event and PYP exhibition. These events are listed on the school calendar, and letters of invitation will be sent out before the event Parents/ guardians kindly note that our weekly internal assemblies are meant only for an internal audience i.e.: teachers and students

Homework Guidelines:

Homework is given as an enjoyable and purposeful supplement to class work, extending and reinforcing the learning experience of the school

Three main types of homework are given: practical assignments which reinforce newly acquired skills or knowledge preparation assignments providing background information i.e.: reading texts, research, collection of materials extension assignments encouraging individualised and creative learning by emphasising initiative and research (mostly given to Grades 3, 4 and 5)

Homework will be an integral part of the daily routine across all grades To ensure consistency and predictability, the following schedule will be adhered to:

Monday: Reading Tasks (Students are required to read and complete a response task)

Tuesday: Grammar/Spelling

Wednesday: Grammar/Spelling

Thursday: Catch-up Day (Opportunity for students to catch up on incomplete tasks or engage in pleasure reading)

Friday: Mathematics, Modern Foreign Language (MFL) Task

Saturday: Catch-up Day (Students can use this day to complete any outstanding tasks from the week and Friday's assignments)

Purposeful Assignments

Every homework assignment will serve a clear educational purpose. Whether it's reinforcing skills learned in class, promoting independent research, or fostering critical thinking, each task will have specific learning goals. Differentiation will be employed to cater to the diverse needs of our students.

Appropriate Duration

We aim to keep the total time required for homework within reasonable limits Most assignments should take between 20 to 30 minutes for completion.

Clarity in Instructions

Clear objectives, expectations, and instructions will be provided for each assignment. Students should understand the requirements without ambiguity. Whenever possible, assignments will be discussed in class before being assigned as homework

Variety in Assignments

A variety of homework types will be incorporated, including reading assignments, problem-solving exercises, research projects, and reflections, to engage students and enhance their learning experience.

Feedback and Review

Regular review and timely feedback on homework assignments will be provided to support student progress and understanding.

Communication with Parents

In the event of irregular homework submission, parents will be promptly notified via email. Regular updates regarding homework assignments will be communicated through Teams, and parents are encouraged to check the platform for updates

Notebook Usage

Whenever feasible, homework will be assigned in notebooks rather than printed worksheets This practice ensures regular visibility of student work for parents and helps students develop organizational skills.

If a child is spending too much time completing homework assignments, for whatever reason, a note from parents/guardians to the child’s form teacher would be welcome so that we can explore the problem. If a child is unable to complete an assignment for any other reason i e : illness or family emergency, then parents/guardians should inform the form teacher through the diary.

We believe that children need time to play and a reasonable bed-time to be sufficiently refreshed for the next day. Parental support is very essential in these matters.

A welcome pack will be sent to you before the school formally reopens which will have the details of your child’s class teacher and other additional details that will help you prepare your child for the new academic year If you have any queries prior to the start of term, please email them

We would also like to emphasise that the class teacher should be your first point of contact for any emergencies.

Additionally, you can always write to our coordinators at the following:

Deputy Principal PY Ms. Amy Wright wamy@tisb.ac.in

PYP Coordinator Ms. Archana Joshi jarchana@tisb.ac.in

Safeguarding:

For reasons of security student/parent telephone numbers are not given out upon request. Additionally, teachers numbers are also not shared. You can always reach out to a member of staff via email.

WHAT SHOULD MY CHILD BRING TO SCHOOL EACH DAY? CONTACTS FOR FORM TUTORS

It is vital that students are well prepared for the school day To support this, students are requested to bring the following equipment daily:

Home/school diary

Reading books

Pencil cases

Water bottle

Hats

Spare Set of clothes

SPARE CLOTHES

As we all know, children are always full of surprises and adventures, and sometimes unexpected situations arise during their time at school. To ensure the comfort and well-being of your child, we kindly request that you send a set of spare clothes that will be kept in class Please ensure that you label them and send them a small bag.

LABELLING OF ITEMS

At TISB, we prioritize the safety and well-being of our students, and we understand that children, being children, may sometimes misplace their personal belongings. To facilitate the efficient retrieval of lost items, we require that all caps/hats, water bottles, lunch boxes, jackets, and any other personal items brought to school are properly labelled with the student's name Labelling personal items helps us quickly identify and return lost belongings to their rightful owners

STUDENT & PARENT PORTALS

iSAMS

We also have an information management system called iSAMS for academic use where parents can download term reports All parents have a username and password to the Parent Portal and are requested to ensure that all family information is kept up to date as this is our primary database for parent communication.

To help you access your iSAMS account faster and more securely, we have implemented a self-service password reset option on iSAMS that you can use anytime you forget your iSAMS username and password Please follow the instructions below carefully to reset your password and regain access to your account.

Instructions to reset iSAMS Student portal password.

Click on the link https://tisb students isams cloud/

Click on "Forgotten your details" link available right below the "Sign in" button

Enter the student iSAMS username "which will be same as your TISB office 365 email ID without "@tisb.ac.in" and then click "reset password".

A password reset link is automatically sent to your school email ID that you can use to reset

Instructions to find your iSAMS username or reset iSAMS Parent portal password.

Click on the link https://tisb parents isams cloud/

Click on "Forgotten your details" link available right below the "Sign in" button

Enter the parent username and then click “reset password” button to receive the password reset link on your school registered parent email ID.

If you have forgotten your username, choose “Request my username” and enter the school registered parent email ID

Click “Send Reminder” to receive the parent iSAMS username on email. You can then repeat the above step to reset your password if needed.

Please check your Spam/Junk email folder if you have not received the password reset link or username in your Inbox.

EXPECTATIONS

At TISB we have high expectations of our pupils and we aim to teach our students to make a positive contribution to our community and beyond. Students are expected to behave in a courteous manner at all times We believe in creating a positive and rewarding learning environment where students will flourish and by establishing these expectations, we create the best possible climate for learning teaching and working collaboratively.

We expect our community to be purposeful, kind and mutually respectful and expect our students to show common sense and respect for themselves, for others and for the school environment

Students should:

Embrace and engender the school values and aims

Respect and value all students and staff, treating all equally well regardless of gender, race or status

Welcome all visitors to the school

Use appropriate language at all times to avoid offence

Uphold the Anti-bullying Policy

Remember that when wearing a TISB uniform students are representing the whole school.

CLASSROOM ROUTINE

Students should:

Be punctual and arrive at lessons, registration, assemblies and activities in an orderly manner

Maintain a positive approach to lessons, complete the work set to the best of their ability and allow others to do the same

Settle quickly in lessons, bringing all the necessary equipment

Listen carefully to instructions and not talk whilst others are talking, allowing others to hear and learn

Be orderly, punctual and without running when moving around the school

SCHOOL ENVIRONMENT

TISB’s campus is environmentally friendly and a place to be proud of. To that end every member of the community should strive to look after it. Students should:

Not throw litter on the ground for others to pick up but instead, use the correct bin to throw away litter:

Blue for Dry Waste, Green for Wet Waste, Red for E-waste

Only eat lunch in the Cafeteria

Keep Classrooms tidy

Conserve water where possible

Conserve energy where possible by turning off lights and fans when not required

EXPERIENTIAL EDUCATION

The start of personal growth journey begins in Grade 3 with a sleepover at TISB designed to teach about communal responsibility and for students to have an increased comfort of independence

This is followed up with two nights away from home in Grade 4 to complete an adventure camp where the objectives are to interact with a wider range of peers, learn in an outdoor setting and be exposed to different communities and both physical and social challenges

As their resilience and independence develop both on and off TISB Campus, Grade 5 students undertake camps for three-nights which have specifically designed objectives for students: to work as a community to achieve a goal, be exposed to a range of choice and challenge, reflect on real-world events and understand the needs of another community

MUSIC INSTRUMENTAL PROGRAMME

In PY, we make it a point to value a holistic approach to child development. As part of this, children are given the opportunity to take instrumental or voice lessons Children are given the chance to also show what they have learned through participation in recitals, larger concerts, and other events We aim to give every child the chance to perform.

Lessons in a number of musical instruments and vocal lessons can be taken on an individual basis Students are required to commit to 10 lessons and the charge for these lessons will be put on the school bill. Any queries should be forwarded to music@tisb.ac.in Lessons will be rotated to avoid students missing the same academic lesson each week

A music diary will be used as the primary mode of communication with parents and will be used to record and assign homework after each lesson Please ensure that your son or daughter has their music diary with them for their music lesson

The instrumental timetable is shared every week in the Friday Update.

SCHOOL UNIFORM

Students are required to wear their school uniform during school hours Therefore, parents need to order uniforms well in advance before the student’s first day of school

The link is: https://www.alliedoutfitters.in/tisb/ Login ID: Same as the student’s TISB Student ID, First time password: allied@987

Once logged in, the portal will prompt a password change and users can shop for uniforms.

For further information, please contact Mr Jagadish from Allied Outfitters (9008056226) or write to uniform@tisb ac in

School Uniform List & Policy

Formal for boys: grey shorts, blue half sleeved shirt, blue socks, black leather shoes, blue round hat.

Formal for girls: blue dress, blue socks, black leather shoes, blue round hat or blue half sleeved shirt, grey skirt, blue socks, black leather shoes and blue round hat

Please note: For formal uniform leather shoes are the correct footwear to be worn – not trainers.

Optional: Blue TISB fleece,

PE Uniform: PE shorts, PE t-shirt, white socks, trainers (non-marking soles), blue round hat

TISB Track suit (in cold weather)

House Uniform: House T-shirt, PE shorts, trainers

House Uniform

MEDICAL CENTER

TISB is very fortunate to have an onsite fully staffed Medical Center that is open 24 hours a day If a student is ill or injured, they should report to the Medical Center where a School Nurse will be on duty.

Minor ailments and injuries will be attended to by the Medical Center; with anything more serious being seen by the resident school doctor Students can also meet school counselors at our medical center

Please ensure that routine medical and dental appointments are made during the school holiday, so that they do not disrupt academic work during term time

Parents should ensure that the Medical Center is kept up to date of any medical treatment or conditions that students may have received during the holidays and even more important if it is continuing during term time.

All medicines should be given to the Medical Center for safe-keeping and for administration.

Consultant doctor: Dr Mohan Rao

Medical Center Email: medicalcenter@tisb.ac.in

Medical Center contact Numbers: +91 80 67235900 Extn 212 & 218

CO-CURRICULAR ACTIVITIES

Children in LG1 to Grade 5 take part in co-curricular activities on Mondays from 1 10pm to 2 30pm The CCAs are provided by a mix of external companies and some of the TISB Teaching Team The children have a choice from a range of activities including Ballet

Contemporary Dance

Chess

Robotics

Space Education

Drama

Art and Craft

Book Lovers Club

Golf and Indian karate.

AFTER SCHOOL ACTIVITIES (ASAS)

Children in Grade 3 – 5 can partake in a range of after- school sports including Soccer Cricket

Swimming

Golf and Basketball

They receive practice and coaching from the Team of PE specialists

ASAs run from 2 45pm-4 10pm

THE HOUSE SYSTEM

Children in PY are part of the School House system When they enter, they will be assigned a House Throughout the school, children are encouraged to achieve house points. House points are rewarded for hard work, good behaviour, or for following the PY values Activities are organised by the House Coordinator through which children receive house points from members of staff which are totalled each week and celebrated in assembly. The children have opportunities to attend House events and competitions and to take pride in earning house points

PHOTOGRAPHY

If you do NOT wish your son or daughter to appear in any photographs or other publications then please email Ms. Sandra Alex (asandra@tisb.ac.in), clearly giving the name and grade along with a photo of of your son or daughter for reference

GENERAL INFORMATION

Attendance & Absence

Students are expected to attend school every day during term-time so that absence does not interfere with their academic studies We are aware that on occasion students will need to be unavoidably absent from school and in such cases, parents should request absence in advance via the Notification of Absence Form in the Parent Portal under School Information / Bookmarks & Links

In the case of illness, the Notification of Absence Form should be completed for each day of absence

If authorisation is not sought prior to absence, it will be marked as an unauthorised absence on the report.

Students Leaving Before the End of the School Day

If parents are aware that their child will need to leave school early during a school day, they must inform the Class Teacher by email or in writing. The Class Teacher will then inform Reception. The student must be collected from Reception

On leaving the site, a permission slip, signed by the Deputy Principal and Class Teacher, must be submitted to the Security Guards The Security Guards are instructed to turn back any student who does not have the required permission slip.

Parents are asked to complete the Notification of Absence Form by 7.30am to report a child’s absence due to illness.

Birthdays

We love to celebrate birthdays in PY, however, we do have some guidelines that we would ask parents to follow:

The birthday girl or boy may wear their own clothes on the day of their birthday, or the following Monday if it falls on a weekend

The birthday girl or boy may bring in cupcakes (no big cakes that need cutting up) to share with the class, but please do try to avoid excessive amounts of one-use plastic TISB is making a conscious effort to reduce one-use plastic to an absolute minimum. Please do not send in party bags

Form Tutors are instructed not to give out class lists

If your son or daughter is having a birthday party, we would ask that either all the children in the class are given an invitation, or invitations are distributed outside of school

Emergency Evacuation

Planned fire evacuation procedures are practiced throughout the year and details can be found in the Fire Evacuation Guidelines document in the Parent Portal.

Insurance

The School does not take any responsibility for students’ personal valuables including electronic equipment that is brought onto campus. We advise parents to arrange insurance cover for any valuable items such as laptops and mobile phones. It is the responsibility of the owner of the equipment to take responsibility for their possessions

Library

Each class will have an allocated Library session each week when they can borrow and return books

Lost Property

To support children in looking after their personal belongings PY requests that all items of clothing are clearly labelled Students are encouraged to take responsibility for their own items Should a student lose something during the school day, they should inform the Class Teacher who will support them in looking for it.

If this is not successful, parents should visit Lost Property, near Reception. PY students should not go to Lost Property without an adult present

Religious Observance

TISB is a secular school which respects all faiths and denominations.

Rewards & Conduct

The school has in place a Behaviour Policy that can be accessed via the Parent Portal under School Information / Documents & Information / Policies Rewards and Conduct given to your child can be seen in your Parent Portal area.

Security

The school site has security guards in attendance around the campus 24 hours a day

Swimming

Please remember to send in swimming clothes on the day that your son or daughter has their swimming lesson.

If your son or daughter is well enough to be in school, it will be assumed they are well enough to swim.

Visitors on Site

All visitors to TISB should sign in at Reception and collect a Visitor’s Pass which should be worn at all times.