SECONDARY SCHOOL STUDENT DIARY

2024-2025
 FOREWORD

IB World Schools share a common philosophy—a commitment to improve the learning and teaching of a diverse
and inclusive community of students by delivering challenging, high-quality programmes of international education
that share a powerful vision.

Both parents and students must go through the contents of this diary to have an overview of the school's vision and
mission, house system, programme models, and student code of conduct. DPS International is an IB Continuum
school authorized to offer the Primary Years Programme, Middle Years Programme and Diploma Programme.

2
 THE IB LEARNER PROFILE

The aim of all IB programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more peaceful
world.

As IB learners we strive to be:

INQUIRERS: We nurture our curiosity, developing skills for inquiry and research. We know how to
learn independently and with others. We learn with enthusiasm and sustain our love of learning
throughout life.

KNOWLEDGEABLE: We develop and use conceptual understanding, exploring knowledge across a

range of disciplines. We engage with issues and ideas that have local and global significance.

THINKERS: We use critical and creative thinking skills to analyse and take responsible action on
complex problems. We exercise initiative in making reasoned, ethical decisions.

COMMUNICATORS: We express ourselves confidently and creatively in more than one language
and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals
and groups.

PRINCIPLED: We act with integrity and honesty, with a strong sense of fairness and justice, and
with respect for the dignity and rights of people everywhere. We take responsibility for our actions
and their consequences.

OPEN-MINDED: We critically appreciate our own cultures and personal histories, as well as the
values and traditions of others. We seek and evaluate a range of points of view, and we are willing to
grow from the experience.

CARING: We show empathy, compassion and respect. We have a commitment to service, and we
act to make a positive difference in the lives of others and in the world around us.

COURAGEOUS: We approach uncertainty with forethought and determination; we work

independently and cooperatively to explore new ideas and innovative strategies. We are resourceful
and resilient in the face of challenges and change.

BALANCED: We understand the importance of balancing different aspects of our lives- intellectual,
physical and emotional-to achieve well-being for ourselves and others. We recognize our
interdependence with other people and with the world in which we live.

REFLECTIVE: We thoughtfully consider the world and our own ideas and experience. We work to
understand our strengths and weaknesses in order to support our learning and personal development.
@ International Baccalaureate Organization 2013

3
 THE IB MISSION STATEMENT
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to
create a better and more peaceful world through 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.
These programmes encourage students across the world to become active, compassionate and lifelong learners
who understand that other people, with their differences, can also be right.

DPS INTERNATIONAL: GUIDING STATMENTS

VISION
To offer an exceptional educational environment that develops compassionate, ethical and global citizens who
are equipped to achieve their potential in education, work and life.
MISSION
● To prepare students for an ever changing and challenging world.
● To instil in them a passion for learning and a spirit of inquiry that integrates practical and intellectual
perspectives.
● To help students grow into responsive and responsible global citizens.
● To foster in them respect and care towards others and the environment.

● To provide the school community an environment which is a blend of universal values, pedagogy and
innovation.

SCHOOL VALUES
Fairness, Integrity, Resilience, Empathy

SCHOOL MOTTO
Service Before Self

HIGH QUALITY LEARNING AND TEACHING

High quality learning and teaching at DPS International is defined as the pedagogical practice of learning through
inquiry and conceptual understanding. It nurtures learner diversity and variability while fostering their academic
growth and enhancing their overall wellbeing. It facilitates acquisition of knowledge, skills and is experiential,
enabling students to make real life connections, leading to responsible action.

GLOBAL CITIZENSHIP
At DPS International, we define Global Citizenship as a mindset of intercultural understanding, environmental
and economic awareness that creates an inclusive and sustainable world. Our learning environments proactively
promote lifelong pursuit of the ideals of fairness, empathy and collective well-being.

DIGITAL CITIZENSHIP
Digital Citizenship at DPS International aims at offering an exceptional technology-driven educational
environment with the purpose of developing open-minded, aware and responsible digital citizens who will act
and model in ways that are ethical, safe, and legal while promoting the well-being of self and others.

4
 SCHOOL SONG

Here we stand, with our spirits tall and true; Shining bright like a lamp in the dark.
Here we stand; honour, love and serve with pride… We are one, we are DPSI!

Here, we stand, with our hearts so full of pride… Shining bright like a star in the night.
Here, we stand, united with the will to gain… Our sweetest Alma Mater!

Kindness, courage, caring for one and all;

Soaring like the mighty forest trees…
Together, we make the world,
Gandhi, Lincoln, Curie and Mandela;
With your guidance…
Together we make the world!

Here we share, across the world, our light - Dipsites; Scaling heights of effort, we shall strive…
Here we learn, we have pledged to plant and shape… God bless our DPSI!

Here, we stand, marching on to save the world;

That to serve than be served, is our guide… Here we span, like the waves across the sea;
Spreading love, spreading peace across the world!

5
 HOUSE SYSTEM
The school is divided into 4 houses and each student is allocated one house.
The rationale behind this structure is to create a learning environment that allows students and staff to build relationships
and develop a sense of community. The houses promote a healthy competition in sporting and cultural activities.
Abraham Lincoln
“The strongest bond of human
sympathy outside the family
relation should be one uniting
working people of all nations and
tongues and kindreds.”
Nationality: American
Profession: US President
Why Famous: Led the United States through the
American Civil War and abolished slavery.
Born: February 12, 1809
Birthplace: Hodgenville, Kentucky, USA
Died: April 15,1865 (aged 56)
Mahatma Gandhi
“I do not want my house to be
walled in on all sides and my
window to be stuffed. I want the
cultures of all the lands to be
blown about my house as freely
as possible. But I refuse to be
blown off my feet by any”.
Nationality: Indian
Profession: Civil rights activist and leader
Why Famous: Mahatma Gandhi or Bapu (Father of
the Nation), pioneered Satyagraha, resistance through
mass non-violent civil disobedience, in the fight for
Indian independence from British rule.
Born: October 2, 1869
Birthplace: Porbandar, Gujarat, India
Died: January 30, 1948 (aged 78)
Nelson Mandela
“We can change the world
and make it a better place. It
is in your hands to make a
difference”
Nationality: South African
Profession: Anti-Apartheid
activist and South African President
Why Famous: Nelson Mandela was an Anti-
Apartheid activist and politician who served 27 years
in prison. After being freed he became the first black
President Profession of his country in 1994.
Born: July 18, 1918
Birthplace: Mvezo, South Africa
Died: December 5, 2013 (aged 95)
Marie Curie
“Nothing in life is to be
feared; it is only to be
understood."
Nationality: French
Profession: Physicist,
Chemist, and a pioneer
in radiation study
Why famous: She is
remembered for her discovery of Radium and
Polonium, and her contribution to finding treatment
for cancer. First Woman Nobel Prize winner and
the only woman to win the prize in two different
fields. (Nobel Prize for Physics 1903, Nobel Prize for
Chemistry1911)
Born: November 7, 1867
Birthplace: Warsaw, Poland
Died: July 4, 1934 (67 years), Passy , France
6
 Student Senate- Students’ Voice at DPS International

To include students' voice, in all matters pertaining to students at DPS International, students are invited each
year to be a part of the school Senate. Ms. Rima Singh, the Head of School at DPS International announces
the leadership positions that the students can apply for by filling the Self Nomination Form. The Self
nominated candidates for the core Senate fill-up the Letter of Intent as well. Short listed candidates render
their speeches before the school community where they introduce themselves, talk about their ideas, roles
and their plans to enrich the school community. All the MYP, DP students and teachers teaching these classes
vote for the candidate of their choice. For the Class Senate selection process, teachers nominate students
from each grade based on feedback from the previous teachers and Form Tutors. The student senate plays
an important role in bringing to fore student concerns, aspirations and hopes.

7
 THE MIDDLE YEARS PROGRAMME (MYP) AT A GLANCE

The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students
to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging
students to make connections between their studies in traditional subjects and the real world. It fosters the
development of skills for communication, intercultural understanding and global engagement—essential qualities
for young people who are becoming global leaders. The MYP builds upon the knowledge, skills and attitudes
developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of
the IB Diploma Programme (DP) and the IB Career – related Programme (CP).

The Middle Years Programme

● Addresses the holistic development of students’ intellectual, social, emotional and physical well-being.
● Provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage
complexity, and take responsible action for the future.
● Ensures breadth and depth of understanding through study in eight subject groups.
● Requires the study of at least two languages to support students in understanding their own cultures and
those of others.
● Empowers students to participate in service with the community.
● Helps to prepare students for further education, the workplace and a lifetime of learning.

MYP Subject Groups

IB Middle Years Programme includes eight subject groups, all considered equally important in providing a well-
rounded education and preparing students for the future. Students study at least one subject from each subject
group.

8
Language and Literature

The main aims of the MYP Language and Literature are to encourage and enable students to:

● use language as a vehicle for thought, creativity, reflection, learning, self- expression, analysis, and social
interaction.
● develop skills needed in listening, speaking, reading, writing, viewing and presenting in a variety of contexts.
● develop critical, creative and personal approaches to studying and analysing literary and non-literary texts.
● engage with texts from different cultures and historical periods.
● explore language through a variety of media.
● develop a life-long interest in reading.

Language Acquisition

The main aims of the MYP Language Acquisition are to encourage and enable students to:

● gain skills in an additional language for further study, work and leisure.
● develop understanding of and respect for diverse linguistic and cultural heritages.
● develop an understanding of the nature of language and the language learning process.
● encourage an awareness and understanding of cultural
● characteristics and perspectives of the communities where the language is spoken.
● foster curiosity, enjoyment and life-long interest in language learning.
As part of the MYP students are required to study at least one language in addition to their first language and/or
the school’s language of instruction.

Languages offered under Language acquisition are Hindi, English, French and Spanish.
Mathematics

The main aims of the MYP Mathematics are to encourage and enable students to:

● enjoy mathematics and develop curiosity and appreciation for it.

● develop an understanding of the principles and nature of mathematics.
● develop logical, critical and creative thinking.
● develop confidence, perseverance and independence in mathematical thinking and problem-solving.
● apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future
developments.

The Mathematics course includes four branches of Mathematics: Number, Algebra, Geometry & Trigonometry,
Statistics & Probability.

Mathematics is offered at Standard and Extended level from MYP 4 onwards at DPS International.
9
Sciences

The main aims of the MYP Sciences are to encourage and enable students to:

● understand and appreciate science and its implications.

● cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations
and judge arguments.
● develop skills to design and perform investigations, evaluate evidence and reach conclusions.
● reflect on their learning experiences and the impacts of science.

MYP Science at DPS International consists of an integrated course with elements from Physics, Chemistry and
Biology.

Individuals and Societies

The main aims of the MYP Individuals and Societies are to encourage and enable students to:

● appreciate human and environmental commonalities and diversity.

● understand the interactions and interdependence of individuals, societies and the environment.
● understand how environmental and human systems operate and evolve.

● develop a concern for the well-being of human communities and the natural environment.
● act as responsible citizens of local and global communities.
Individuals and Societies is an integrated course that includes elements from Geography, History, Governance
and Economics.

Design

The main aims of the MYP Design are to encourage and enable students to:

● enjoy the design process, develop an appreciation of its elegance and power.
● develop knowledge, understanding, and skills from different
● disciplines to design and create solutions to problems.
● use technology effectively to access, process, and communicate information, model, and create solutions and
to solve problems.
● develop an appreciation of the impact of design innovations for life, global society, and environments.

MYP Design course consists of digital and product design. In each design project, students engage in the design
cycle of inquiring & analysing, developing ideas, creating solutions, and evaluating.

10
Arts

The main aims of the MYP Arts are to encourage and enable students to:
● create and present art.
● develop skills specific to the different arts disciplines.
● engage in the process of creative exploration and discovery.
● understand the connections between art and its contexts.
● respond and reflect on art.

MYP Arts course consists of Visual and Performing Arts.

Physical and Health Education

The main aims of the MYP Physical and Health Education are to encourage and enable students to:
● practice and participate in a variety of physical activities.
● understand the value of physical activity and healthy lifestyle.
● achieve and maintain a life-long habit of a healthy lifestyle.
● build positive relationships through sports and collaborate effectively.

● reflect on their learning experiences and development. (Adapted from International

Baccalaureate subject guides for Language and Literature, Individuals and Societies, Mathematics, Design, Arts,
Sciences, Physical and Health Education and Language Acquisition).

11
 THE DIPLOMA PROGRAMME (DP) AT A GLANCE

The International Baccalaureate® (IB) Diploma Programme (DP) is an assessed programme for students
aged 16 to 19. It is respected by leading universities across the globe. Through the DP, schools are able
to develop students who:
● have excellent breadth and depth of knowledge

● flourish physically, intellectually, emotionally and ethically

● study at least two languages

● excel in traditional academic subjects

● explore the nature of knowledge through the programme’s unique theory of knowledge course.
The curriculum is made up of the DP core and six subject groups.

Made up of the three required components, the DP core aims to broaden students’ educational experience and
challenge them to apply their knowledge and skills. The three core elements are:
● Theory of knowledge (TOK), in which students reflect on the nature of knowledge and on how we know
what we claim to know.
● The Extended Essay, which is an independent, self-directed piece of research, finishing with a 4,000-word
paper.
● Creativity, activity, service (CAS), in which students initiate/participate/collaborate activities characterized by
one or more of the three CAS strands and complete a project related to these three strands/concepts.

The six subject groups are:

● Studies in language and literature

12
● Language acquisition

● Individuals and societies

● Sciences

● Mathematics

● The arts

There are different courses within each subject group. Choosing subjects in the Diploma Programme:
● Students will take three subjects at higher level (HL) and three at standard level (SL). HL and SL courses
differ in scope but are measured according to the same grade descriptors, with students expected to
demonstrate a greater body of knowledge, understanding and skills at a higher level.
● Students choose one course from each of the first five subject groups: studies in Language and Literature,
Language Acquisition, Individuals and Societies, Sciences, and Mathematics.
● Students may opt to study an additional science or individuals and societies, instead of a course in the arts
from Group 6 to make it a total of six subjects.
● Standard level subjects take up 150 teaching hours and higher level comprises 240 teaching hours.

How teaching and learning is organized in the DP

The DP organizes teaching and learning through six subject groups, underpinned by the DP core. For all courses
except that of Group 6 (Visual Arts and Theatre), students take written examinations at the end of the DP. In
many programme areas, students complete externally assessed coursework.

The International Baccalaureate® (IB) assesses student work as direct evidence of achievement against the
stated goals of the Diploma Programme (DP) courses. DP assessment procedures measure the extent to which
students have mastered advanced academic skills in fulfilling these goals, for example:

● analysing and presenting information

● evaluating and constructing arguments

● solving problems creatively

Basic skills are also assessed, including:

● retaining knowledge
● understanding key concepts
● applying standard methods

13
In addition to academic skills, DP assessment encourages an international outlook and competencies like digital
and global citizenship.

Student results are determined by performance against set standards, not by each student's position in the
overall rank order using external and internal assessment.

LANGUAGE POLICY AT DPS INTERNATIONAL

Philosophy

Language is the primary means of communication and language acquisition is a life-long process; therefore, all
teachers are considered language teachers adapting materials and teaching styles taking into account the needs
of all students. Language learning involves learning language, learning through language and learning about
language. All communication is in English as it is the language of instruction at DPS International. The school also
recognizes the importance of the national language of the host culture and promotes the acquisition of Hindi,
compulsorily in Primary and optionally in Middle and Senior School and the Diploma Programme.

Mother Tongue

Mother tongue is a child's first or native language. The school fully understands the need to support the
development of each student's mother tongue. Therefore, DPS International aims to support parents in the
maintenance and development of both mother tongue and literacy skills.

Languages offered at Primary School at DPS International are:

● English is the language of instruction right across the school

● All students from Nursery to Grade 5 study Hindi as the additional language
● Students from Grade 3 to 5 also study Spanish or French

LANGUAGES OFFERED AT MIDDLE SCHOOL AT DPS INTERNATIONAL

Language and Literature

English and Hindi: The decision to offer Hindi as a Language and Literature course rests with school. The School
could offer Hindi as a Language and Literature course if there are takers for it.

14
Language Acquisition

DPS International offers Hindi / Spanish / French as a Language Acquisition course. Additionally, English is also
offered for students with emerging proficiency in English and are unable to do English as a Language and
Literature Course. Participation of such students in e Assessment will be at the discretion of the Head of
School.

MYP Students who are less experienced in the English language are placed in English Language Acquisition
classes.

Switching language during the MYP course may get challenging as students must learn a language for a
considerable amount of time to gain any proficiency. However, if a student wishes to change the language in
MYP 1- 4, they undergo a language proficiency test.

Languages in the Diploma Programme at DPS International:

Group 1– Studies in Language and Literature:

Learners are offered English A Language and Literature HL / SL to enable them to engage in independent
commentary on both seen / unseen texts and also to support them in structuring ideas and arguments in a
persuasive manner.

Self-taught SL option is given to the students who wish to return to their home country where the University
teaches in their native language. In such a case the learners are awarded a Bilingual Diploma and they may not
opt for another language from Group 2 as they already have two languages from Group 1. Students are
expected to be more or less fluent and literate in order to enrol for a self-taught language.

Hindi A Language and Literature HL / SL is offered to those who wish to take up either English B or any other
foreign language from Group 2.

Group 2 – Language Acquisition:

English B is offered to those students who belong to communities and cultures not using English as their mother
tongue / primary language.

Hindi HL / SL, French HL / SL / Ab Initio SL, Spanish HL / SL / Ab Initio SL and German HL/SL/ Ab Initio SL are
also offered as Group B language. Higher Level (HL) or Standard Level (SL) is offered to those students who
have been studying the language since early years. Ab Initio SL is offered to students with prior exposure to the
language (up to phase 2) and those having little or no experience.

At DPS International the level of the chosen language depends on:

15
● English A and Hindi A (Language and Literature) Higher Level / Standard Level students are expected to have
a high proficiency level as they have been exposed to the chosen language since early years and will be
competent enough to analyse literary texts in both spoken and written forms.
● Students whose mother tongue is neither English nor Hindi and who opt for Language A Self Taught
Literature Standard Level are expected to be fluent in the language and demonstrate analytical skills in the study
of literary texts.
● Under Group 2 Language Acquisition, Higher Level or Standard Level is offered to those who have at least
three to four years of experience in the chosen language resulting in comfortable communication and mastery of
language skills.
● Ab Initio SL is offered to those who have little or no experience in the language selected and the proficiency
level is much below the expected level.

PHILOSOPHY AND PRINCIPLES OF ASSESSMENT AT DPS INTERNATIONAL

Assessment makes a major contribution to the realization of the mission of DPS International.

ASSESSMENT PHILOSOPHY

At DPS International we believe assessment is integral to all teaching and learning. Assessment should be an
ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgments
to improve future student learning. Assessment facilitates the evaluation, adjustment, direction and redirection
of curriculum planning and delivery. It enables students, teachers, and parents to monitor the learning
undertaken by each student in terms of all-round personal development.

PRINCIPLES OF ASSESSMENT

DPS International recognises that teaching, learning and assessment are fundamentally interdependent. We are
guided by the following principles:

● Assessment should be holistic and analytical (diagnosis of strengths and areas of improvement).
● As students have differing learning styles, different cultural experiences, expectations and needs so a range of
assessment strategies and tools should be adopted.
● Assessment should be varied (self, peer, facilitator).
● Assessment process should be transparent to allow students to build confidence in their abilities and take
ownership of their learning achievements.
● Assessment involves students’ performances, demonstrations, and product development. They often involve
real-world skills that encourage collaboration, critical thinking and problem solving.
16
GENERAL ASSESSMENT PRACTICES

● Assessments are reported generally in English, which is the medium of instruction.

● A wide range of tools of assessment are used and shared among teachers and students. A shared
understanding of the purpose and accuracy of assessment tools nurtures a constructive climate for assessment
and the reporting of that assessment.
● Assessment criteria are explained to and understood by students prior to learning. This enables learners to
reflect upon and assess themselves based upon agreed criteria, and thus empower them as learners. It also
enables learners to communicate with teachers and peers, to reflect on their own learning, from achievements
to analysis of strengths and weaknesses, and to understand and evaluate trajectories for learning.
● A comprehensive set of records of assessment for each student are maintained for the benefit of all
stakeholders, students, teachers, parents, and the school.
● Assessments are also used for review of learnt knowledge and skills before advancing to the next level of
learning.
● The school ensures that assessment is for learning and not the other way round.
● All teachers are involved in the assessment planning process.

ASSESSMENT IN MIDDLE SCHOOL

The prescribed subject-group objectives are assessed using the assessment criteria for each subject group in
each year of the programme.

Assessment in the MYP aims to:

● support and encourage student learning by providing feedback on the learning process.
● inform, enhance and improve the teaching process.
● provide opportunity for students to exhibit transfer of skills across disciplines, such as in the personal project
and interdisciplinary unit assessments.
● promote positive student attitudes towards learning.
● promote a deep understanding of subject content by supporting students in their inquiries set in real-world
contexts.
● promote the development of critical- and creative-thinking skills.
● reflect the international-mindedness of the programme by allowing assessments to be set in a variety of
cultural and linguistic contexts.
● support the holistic nature of the programme by including in its model principles that take account of the
development of the whole student.
17
The MYP approach to assessment recognises the importance of assessing not only the products, but also the
process of learning.

MYP internal assessment includes tasks, strategies and tools that are designed, developed and applied by
teachers working with students in their schools. Teachers are well placed to assess the work of their MYP
students; this assessment model supports the professional judgment of teachers in deciding the achievement
levels of individual students.

MYP assessment encourages teachers to monitor students’ developing understanding and abilities throughout
the programme. Through effective formative assessment, teachers gather, analyse, interpret and use a variety of
evidence to improve student learning and to help students to achieve their potential. Student peer and self-
assessment are important elements of formative assessment plans.

Internal (school-based) summative assessment is part of every MYP unit. Summative assessments are designed
to provide evidence for evaluating student achievement using required MYP subject-group-specific assessment
criteria.
Internal summative and formative assessments are closely linked, and teachers use their knowledge of IB
assessment expectations and practices to help students improve performance through consistent, timely and
meaningful feedback.

To culminate the learning in every term, students undergo a Term End Assessment (TEA) in December and May
in every session. TEA is based on the structure of eAssessment in MYP 5 and provides rigorous training to
students to take MYP 5 on screen assessments.

By assessing students as they develop disciplinary and interdisciplinary understanding, teachers identify student
learning needs in order to better inform the learning process. Assessment in the MYP is not confined to the
final part of a learning period, such as the end of a unit. Formative assessments are planned from the start of a
unit, although they may change as teachers engage with students to determine the next stages of learning.

In summary, when creating MYP units, teachers ensure that assessments:

● are integral to the learning process and are aligned with subject-group objectives.
● gather information from a variety of perspectives, using a range of tasks according to the needs of the subject
and the nature of the knowledge, skills and understanding being assessed.
● are appropriate to the age group and reflect the development of the students within the subject.
● provide evidence of student understanding through authentic performance (not simply the recall of factual
knowledge).

MYP ASSESSMENT CRITERIA

The MYP assessment criteria across subject groups can be summarized as follows.
18
 Subjects A B C D
Language and Analysing 8 Organizing 8 Producing text 8 Using language

Literature
Language Listening 8 Speaking 8 Reading 8 Writing

Acquisition
Individuals and Knowing and 8 Investigating 8 Communicating 8 Thinking critically
Societies understanding

Sciences Knowing and 8 Inquiring and 8 Processing and 8 Reflecting on the

understanding designing evaluating impacts of science

Mathematics Knowing and 8 Investigating patterns 8 Communicating 8 Applying

understanding mathematics in
real-world
contexts

Arts Investigating 8 Developing 8 Creating/Performing 8 Evaluating

Physical and Knowing and 8 Planning for 8 Applying and 8 Reflecting and
understanding performance performing improving
Health
performance
Education
Design Inquiring and 8 Developing ideas 8 Creating the 8 Evaluating
analysing solution

Inter Evaluating 8 Synthesizing 8 Reflecting 8

Disciplinary
Personal project Planning 8 Applying skills 8 Reflecting 8

Schools regularly report student progress towards the MYP objectives using the prescribed subject-group
assessment criteria. The criteria for each subject group represent the use of knowledge, understanding and skills
that must be taught. They encompass the factual, conceptual, procedural and metacognitive dimensions of
knowledge.
EXTERNAL ASSESSMENT AND RECOGNITION
In the final year of the programme, optional MYP eAssessment provides IB validated grades based on
examinations and course work. Students who undertake external assessments are eligible for IB Course Results
and IB MYP Certificate.

MYP GENERAL GRADE DESCRIPTORS

To arrive at a criterion levels total for each student, teachers add together the student’s final achievement levels
in all criteria of the subject group.

19
The school uses the MYP 1–7 grade boundary guidelines table that follows to determine final grades in each
year of the MYP. The table provides a means of converting the criterion levels total into a grade based on a
scale of 1–7.

In MYP 1- 4 all students are awarded a final grade, based on their performance throughout the year (in both the
term), in their term two report in May.

In MYP 5 students are awarded their predicted grades on a scale of 1-7 on the basis of their performance
throughout the year. A Predicted grade is a grade that a teacher would expect a student to achieve in an on-
screen examination. This is best fit judgment on a scale of 1-7 based on the performance throughout the year in
Language and Literature, Mathematics, Science and Individuals and Societies and declared Interdisciplinary
learning.

GRADE BOUNDARY DESCRIPTOR

GUIDELINES
Produces work of very limited quality. Conveys many significant
misunderstandings or lacks understanding of most concepts and contexts. Very
1 1–5 rarely demonstrates critical or creative thinking.

Very inflexible, rarely using knowledge or skills.

2 6–9 Produces work of limited quality. Expresses misunderstandings or significant
gaps in understanding for many concepts and contexts. Infrequently
demonstrates critical or creative thinking. Generally inflexible in the use of
knowledge and skills, infrequently applying knowledge and skills.
Produces work of an acceptable quality. Communicates basic understanding of
many concepts and contexts, with occasionally significant misunderstandings or
3 10–14 gaps. Begins to demonstrate some basic critical and creative thinking. Is often
inflexible in the use of knowledge and skills, requiring support even in familiar
classroom situations.
Produces good-quality work. Communicates basic understanding of most
concepts and contexts with few misunderstandings and minor gaps. Often
4 15–18 demonstrates basic critical and creative thinking. Uses knowledge and skills with
some flexibility in familiar classroom situations, but requires support in
unfamiliar situations.
Produces generally high-quality work. Communicates secure understanding of
concepts and contexts. Demonstrates critical and creative thinking, sometimes
5 19–23
with sophistication. Uses knowledge and skills in familiar classroom and real-
world situations and, with support, some unfamiliar real-world situations.

Produces high-quality, occasionally innovative work. Communicates extensive

6 24–27 understanding of concepts and contexts.
Demonstrates critical and creative thinking, frequently with sophistication. Uses
knowledge and skills in familiar and unfamiliar classroom and real- world

20
 situations, often with independence.
Produces high-quality, frequently innovative work. Communicates
comprehensive, nuanced understanding of concepts and contexts. Consistently
7 28–32 demonstrates sophisticated critical and creative thinking. Frequently
transfers knowledge and skills with independence and expertise in a variety of
complex classroom and real-world situations.

Promotion Policy in MYP

A student should get an overall 3 as the best fit (on a scale of 1-7 with 7 being the highest score in all the
subjects to be promoted to the next grade.

MYP 1 to 4 MYP 5

• minimum of grade 3 in every subject including • grade 3 and above in Personal Project is
Interdisciplinary learning mandatory
• attendance be more than 75 percent • minimum of grade 3 in every subject including
• completed the Service as action project (both interdisciplinary learning for students taking
student-led and school-led) eAssessments for MYP Certificate
• there should be no repeated instances of • minimum grade 3 in every subject in internal
plagiarism (3 or more) by the student assessment for students taking internal assessments
and/or eAssessment for Coursework
• attendance be more than 75 percent
• completed the Service as action project (both
student-led and school-led)
• there should be no repeated instances of plagiarism
(3 or more) by the student

ASSESSMENT IN THE DIPLOMA PROGRAMME

Assessment is an essential element in evaluating the degree of success of the teaching and learning process.
Assessment evaluates the attainment of goals, objectives and standards set for each learner through rubrics,
benchmarks and subject specific grade descriptors. It is ongoing and continuously demonstrates experience and
skill of the learners' achievement level and the teaching ability of the Diploma Programme faculty.

The IB uses both external and internal assessment in the DP

21
External assessment

Examinations form the basis of the assessment for most courses. This is because of their high levels of
objectivity and reliability.
They include:

● essays
● structured problems
● short-response questions
● data-response questions
● text-response questions
● case-study questions
● multiple-choice questions – though these are rarely used.

Internal assessment

Teacher assessment is also used for most courses. This includes:

● oral work in languages
● fieldwork in geography
● laboratory work in the sciences
● investigations in mathematics and individuals and societies

● artistic performances and works in arts

DPS International is an IB Continuum school authorized to offer the Primary Years Programme, Middle Years
Programme and the Diploma Programme.

IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a
diverse and inclusive community of students by delivering challenging, high quality programmes of international
education that share a powerful vision.

For further information about the IB and its programmes, visit www.ibo.org

Forms of Assessment in DP

At DPS International mainly two assessment categories are put in use for an accurate and holistic measure of
students' learning, progress and achievement. These assessment categories are as follows:

22
 Formative Assessments

These are conducted on a regular basis to measure the students' knowledge and skill. These help teachers in
taking the lesson / unit forward as it gives a clear insight into the level of knowledge and helps in reaching the
learning of each student. A variety of assessment tools are employed, from verbal to written, to monitor the
learning of the student. Formative assessment results are shared with students and parents and other subject
teachers so that the outcome of teaching and learning can be reviewed and modified as per the diverse needs of
each student. Formative assessments develop self-discipline, organisational skills and self-reliance in students.

Summative Assessments

At DPS International the summative assessments are conducted at the end of every unit in all subjects and also
as Term End Assessments (TEA) twice a year. In DP Year 1 the TEA 1 is conducted in the month of December
and TEA 2 is conducted in the month of May whereas in Year 2 of the Diploma Programme TEA 3 is conducted
in December followed by TEA 4 (more commonly termed as Mock 1) in the month of March.

PROMOTION POLICY in DP BASED ON ACADEMIC PERFORMANCE AND ATTENDANCE

1. Attendance of 75 % is mandatory for all students in DP 1 and in DP2.

2. If a student falls short of attendance, an undertaking by both the student and parent has to be given to the
school. The student has to ensure that his /her attendance is above 75% in the subsequent term.
3. Re-tests will be conducted in July for students who have not met the criteria for promotion (minimum 4 in
HL subjects, minimum 3 in SL subjects), failure to clear the retest will result in the student being detained in DP
1. Promotion on compassionate grounds with warning may be granted at the discretion of the Head of school.
4. No change in the report will be made after the retest, however, reports for students who are appearing for
the retest will be released only after the retest has been attempted.

ACADEMIC INTEGRITY

Academic Integrity is seen as a set of values and skills that promote personal integrity and good practice in
teaching, learning and assessment. It is influenced and shaped by a variety of factors including peer pressure,
culture, parental expectations, role modelling and taught skills.

Although it is probably easier to explain to students what constitutes academic integrity, with direct reference
to plagiarism, collusion and cheating in examinations, whenever possible the topic must be treated in a positive
way, stressing the benefits of properly conducted academic research and a respect for the integrity of all forms
of assessment for the academic programme.

According to the IB Learner Profile, IB Learners strive to be ‘Principled’ which means that students act with
integrity, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and
communities. They take responsibility for their own actions and the consequences that accompany them.

23
 Academic integrity at DPS International is a routine expectation of all members of the institution. All members
are expected to demonstrate their commitment to the ethical values of acknowledged dependency, fair play,
and personal integrity.

All students must understand the basic meaning and significance of concepts that relate to academic integrity,
especially intellectual property and authenticity. By implementing measures to prevent plagiarism, students can
deal with illegal out-of-school activities. (for example, illegal music downloads, peer-to-peer sharing) for which
they may face legal proceedings.

An authentic piece of work is the one that is based on the student’s individual and original ideas with the ideas
and works of others fully acknowledged. Therefore, all assignments for assessment, must wholly and
authentically use the student’s own language, expression and ideas. Where the ideas or work of another person
or from any AI tool like ChatGPT are represented within the student’s work, the sources of those ideas or the
work must be fully and appropriately acknowledged. The school uses MLA (Modern Language Association)
format of referencing.

It is important for the students to understand the forms of malpractices and refrain from using them:

● Plagiarism: Plagiarism is defined as the representation of the ideas or work of another person or AI (Artificial
Intelligence) as the student’s own.
● Collusion: Collusion is defined as supporting malpractice by another candidate, as in allowing one’s work to
be copied or submitted for assessment by another.
● Duplication of work: Duplication of work is defined as the presentation of the same work for different
assessment components.
● Malpractice during an examination: Malpractice includes any behaviour that gains an unfair advantage for a
candidate or that affects the results of another candidate.

Students suspected of malpractice and subsequently found guilty bear the consequences as per the School
Academic Integrity Policy. Adapted from Diploma Programme Academic Honesty, 2011
During virtual assessments to ascertain if students have practiced utmost honesty the school will hold VIVA
VOCE to validate the learning expressed in the sit down assessment.

The oral exam (viva voce; Rigorosum in German-speaking nations) will be a compulsory practice during all
Formative, Summative and Term End Assessments held virtually.

The teacher will pose questions to the student in the spoken form. The student will have to answer the
questions in such a way, so as to demonstrate sufficient knowledge of the subject.

Absence from school in MYP and DP

24
● In case any child is absent, parents must inform the form tutor through an email.

● In case of more than 3 days of leave, the Secondary School Principal must sanction the leave.

● Half day / short leave will be only granted to a student under circumstances of emergency and approval from
the Secondary School Principal is sought in advance.
● No child will be allowed to leave the school premises on telephonic request or with a helper /driver or
anyone else without the parent I-card/exit card.

Missed assignments and assessments due to absence from school in MYP and DP

● It is the student’s responsibility to contact teachers to clarify any questions regarding the missed teaching and
the assignments.
● Students are given only one extra day to submit their missed assignments.

● Retest of Formative assessment is conducted within two days of student rejoining but only in case of a leave
taken on medical grounds where parents have submitted a medical certificate or in case the student is on an
on-duty leave. No retest is conducted and no grade is awarded for any missed Summative Assessment.

GUIDELINES FOR VIRTUAL LEARNING

MYP and DP
Natural disasters, epidemics and other emergencies can force school closure. Emergency may range from one
day to several weeks. Virtual learning allows us the opportunity to continue the teaching and learning process.
The virtual learning environment is different from a face to face set up, however, the expectation of punctuality,
regularity and respectful behaviour remains the same.
The school timings during virtual classes will be communicated by the school.
For Students expectations are-

● to ensure preparedness for lessons.

● to keep all study material (notebook, pencil, eraser etc.) required for the class ready as instructed by the
teacher before class time.
● to finish their meal 10 minutes before the class.
● to be comfortably dressed for their class.
● to place the device on the table and sit in a quiet room which is well-lit and has good internet connectivity.
● to keep their fully charged device setting ready 10 minutes before the scheduled session.
● to ensure that they enable background blur (not during the assessments) option on the platform.
25
● to always enter the class in “Mute” mic mode unless instructed otherwise by the teacher.
● to follow the courtesy of language and netiquette.
● to listen attentively to follow the teacher’s instructions.
● to seek clarification at an appropriate time (Q&A time/hotline time) to ensure a smooth discourse.
● post relevant questions on the chat window.
● log in and log out of the class according to instructions given in class.
● to complete school work independently to the best of their ability by the given deadlines of submission.
● to follow academic integrity while submitting assignments.
● to seek redressal of tech issues promptly.
● to use the device under the supervision of an adult especially during high stake assessments.
● to refrain from using any other device during class time.
● to report any case of cyber bullying or heckling immediately.

NOTE: No student must use inappropriate language before, during and after the class for this could attract
strict disciplinary action

Students or parent must seek permission

● to enter the virtual classroom they are not meant to be a part of as per the timetable.
● to take pictures / screenshots / videography of the virtual classroom environment.

● to begin recording of the proceeding of a meeting or lesson to leave the classroom before time.
● to start individual chat, calls, meetings before, during or after the class.

CODE OF CONDUCT

DPS International is committed to support and guide our students to achieve success in a supportive and non-
threatening environment. The Student Code of Conduct aims to state our expectations of students' appearance
and behaviour on the school premises, during all school events and during the virtual classes. Any breach of the
expected behaviour outlined in this Student Code of Conduct results in the Student Disciplinary Procedure
being invoked.

DPS International has a ZERO TOLERANCE policy on bullying. Bullying in any form invites severe
consequences. Students may report the matter in writing to their form tutor or the school counsellors, if they
feel threatened and unable to express themselves verbally. The first line of inquiry would be initiated based on
oral or written communication received for an incident.

26
Where students do not respond to preventative strategies to combat bullying/ misbehaviour tougher actions are
being taken.

Sanctions might include:

● Writing a letter of apology (level 1)

● Removal from the group (in class) (level1)
● Withholding participation in any school trip or sports events that are not an essential part of the curriculum
(level 1)
● Issuing a Pink card and thereafter a Red card for repeated acts of dereliction
● Fixed term and permanent expulsion from school. An expulsion would only be considered in a case of
extreme and continuing unacceptable behaviour, bullying, sexual harassment, etc. Any expulsion from school for
even a short period would be sanctioned by the Head of School.

● For more details please refer DP Students’ Handbook 2024-2026.

Damage to school property

Common types of damage Types of Penalties

Vandalism: • Monetary Fines: Cost of repairs billed to
parents.
• Graffiti on walls, furniture, etc.
• Community Service: Hours dedicated to
• Broken windows, furniture
school maintenance or any other community
• Destruction of classroom and washroom service as suggested.
materials
• Behavioral Consequences: Written /Verbal
• Misuse of technology and equipment warning, issuance of disciplinary card (Red/
Pink), written apology to SSP, detention or
suspension.
• Counselling: Sessions to understand the
impact of their actions.

Behaviour Counselling

The school engages with students to guide and direct their behaviour and responses to optimize their
development. The school has qualified and experienced counsellors who offer one-to-one confidential advice
and support.

27
 Career Counselling Services

The Career Counselling Centre at school focuses on providing students the best postsecondary schooling and
career guidance to suit their interest and aptitude. A comprehensive counselling programme is available to
support and guide the students through the complexities of the admission process to universities both within
and outside India. Career counsellors help students develop a better understanding of their skills, abilities, and
career interests and how these relate to the workplace.

School Transport (school bus) Guidelines

The school provides transport facility to a student based on the availability of seats. The routes of the school
buses are drawn on the basis of the number of students. The parents should consult the school transport in
charge for necessary details. School Bus facility is neither mandatory nor guaranteed. Bus stops and routes
have been fixed keeping in view certain parameters. These will not be changed on individual request or
individual desires.

1. The school discourages the use of private vans or personal transport for commuting to school.
Consequently, the school cannot be held responsible for arrangements made outside the provided bus
services.
2. Transport facilities are provided for the convenience of the students, although it is not an obligatory
service of the school. Bus routes of the school buses are drawn on the basis of no of students.
3. Requests for school transport, cancellation, change of bus stops, and route adjustments should be
submitted to the Transport In charge at least a month in advance.
4. Parents are requested to direct all transport-related requests to the Transport Incharge. Please
understand that not all requests may be accommodated.
5. Any form of aggression towards school staff members is strictly prohibited and will not be tolerated.
6. School buses operate on fixed routes and stops designated by the school. Requests for new stops will
not be entertained. However, the school reserves the right to make any change if found inevitable.
7. All school buses are equipped with air conditioning. Parents should be aware that during extreme heat
conditions, temperatures inside the buses may vary from 27-30°C, even if outside temperatures exceed
45-50°C.
8. Students using the school bus service should always be in proper school uniform and in possession of
RFID cards. Students without RFID cards will not be allowed to board the bus.
9. Students should be picked up by the authorized person only (if parents have not requested otherwise),
the student will be handed over when the relevant supervision card is shown to the bus in-charge.
10. Parents of children from classes Nur to 5 should come/send a responsible person to receive their ward
from the bus stop failing which the child will be brought back to school. If parents have provided the
school with an undertaking ( for students of Grade 6 and above ) that they take responsibility of their

28
 ward' s safety and the ward should be allowed to disembark and walk back home , the school will not
have any objection.
11. A GPS tracking app is available for bus commuters. Please refrain from calling bus staff for tracking
purposes unless it is an emergency.
12. Under no circumstances should parents board the bus to discuss any issues. Please schedule meetings
with school authorities for discussions.
13. Students using the bus service are expected to be at their designated bus stop at least five minutes
before the scheduled arrival time of the bus.
14. Students must travel only by the bus allocated to them. No student will be allowed to board a bus other
than the one allotted, unless he/she has written permission from the school authorities.
15. Permission to travel in another bus route needs to be sought 3 working days prior to the travel, unless
there is an emergency.
16. Buses will not wait for latecomers. Students must adhere to the scheduled departure times.
17. Students must not move around in the bus, when the bus is in motion and no part of their body should
be outside the bus.
18. Objects of any kind should not be discarded inside or thrown out of the bus.
19. Students should stand away from the main road till the bus arrives
20. Students should not approach the entry door of the bus until it has come to a complete stop.
21. All students must be seated immediately after boarding the bus.
22. The front door of the bus is the only authorized entrance and exit for students.
23. Bus drivers are authorized to stop only at designated stops unless directed otherwise by the bus teacher in
charge. The list of stops is designed for the convenience and safety of all bus commuters.
24. Students wishing to disembark at a different bus stop must submit a signed request from their parents to
the Principal/Transport Office for special permission.
25. The bus facility will be cancelled for those students who damage any bus fittings or indulge in acts of
misbehavior/indiscipline in the bus.
26. The driver’s attention must not be distracted from driving for any reason. In case of misbehavior in the
bus, the bus teacher is authorized to take immediate necessary steps and report the matter to the
Principal/Transport In charge for further actions, if necessary. The student involved may be removed from
the bus.
27. Eating, drinking or playing any game in the bus is strictly forbidden.
28. School buses are equipped with a governor and carry a fully equipped first aid box. While the school takes
every precaution for student safety, it cannot be held responsible for situations beyond its control.
29. Please note that the Transport Incharge manages a large number of students and may not always be
available to speak with parents. Kindly contact only in case of emergencies.
29
These guidelines outline the school's commitment to providing safe and reliable transport services for the
students. While the availability of seats determines the provision of bus facility, routes and stops are carefully
planned to ensure efficiency and safety. By adhering to these guidelines, a secure environment is maintained for
all bus commuters, prioritizing student safety and operational efficiency throughout the school year.

Raise a concern

Team DPS International values your views and aims to make continuous improvements based on the
feedback received. Both positive and negative feedback is welcome and we will do our best to turn issues into
action.
Please use the advisory below to ensure that your enquiry or concern is directed to the appropriate
department, the parent body must adhere to the protocol while raising a concern for a swift and appropriate
action.

Feedback & Concern

Internal Feedback/ Concern External Feedback/Concern

Administrative Academic MYP & DP results

IB related matters

Level1 Form Tutor: Contact the Programme

● Subject Coordinator / Dy Coordinator
Mr Fideles Vaz
● Class Dynamics MYP Coordinator:
● Transport
● Social Emotional Issues ekta.singh@dpsiedge.edu.in
● Book
Store ● Health DP Coordinator:
● Uniform ● Safety and other personal jyotika.singh@edge.edu.in
● Accounts issues Dy DP Coordinator:
preeti.singhal@dpsiedge.edu.in
Subject Teacher:
fideles.vaz@dpsi ● specific subject related
ed ge.edu.in issues

Email to Form Tutor or Subject

Teachers (List has been shared
in the welcome mail)
Level 2 MYP Coordinator / DP Meet the programme

30
 Coordinator and Dy DP
Coordinator
● Head of pastoral care :
● Social emotional issues
● Bullying
● Academic Chase Up
meenakshi.sharma@dpsiedge.ed
u.in
coordinator and secondary
principal to get further clarity
Secondary School
Principal:
seema.kaushal@dpsiedge.edu.i
n

Level 3 Continued bullying and non- Concern raised to Head of

resolution of issues related to
the education of the child
Secondary School Principal:
seema.kaushal@dpsiedge.edu.in
School for approval, concerned
authorities are thereafter
communicated the concern
Head of School :
rima.singh@dpsiedge.edu.in

Level 4 Institution related, unresolved issues and all matters that need escalation:
Head of School: rima.singh@dpsiedge.edu.in

Matters related to technology, laptop, email account, TEAMS, ManageBac or cyber bullying:
Dy DPC & Head of Educational Technology: preeti.singhal@dpsiedge.edu.in

Matters related to career guidance, college applications, internships and summer programmes: Head of
College Advisory and Higher Studies naghma.khan@dpsiedge.edu.in

Matters related to social and emotional wellbeing:

Head of School Welfare and Wellness: roma.gill@dpsiedge.edu.in

_________________________________________________________________________________

Reviewed
June 2020
June 2021
June 2022
July 2023
Last reviewed: June 2024

31