Beliefs and values in language
Amrita International Vidyalayam is an English medium school offering English as a medium of instruction. We use a combination of the most up to date and globally approved International Baccalaureate programs to provide skills of language and communication in an ever-changing world. We believe in international-mindedness and learning beyond stereo-types and barriers. Our children right from the Kindergarten will be trained to develop and improve all language skills like Listening, Speaking, Reading and Writing. Learning to express ourselves in the most comprehensive and compulsive way is our objective.
We offer as Additional Languages Kannada, Sanskrit, Spanish and French. All student should learn English and one of the languages given.
Our Kindergarten and pre-school follow the Montessori methodology where students learn the concepts through practical life applications. In addition to this they learn the languages, Mathematics and Science through hands on activities through a spirit of enquiry.
The primary classes from class 1 to 5 will follow the Indian Baccalaureate PYP. The language of instruction is English. The preferred language both for internal and external school communication will be English.
Apart from English, students will learn Kannada and one other language from the ones provided here: Sanskrit, Spanish and French.
Essential agreements for language teaching
- Are given access to two languages from an early age;
- Are encouraged to use more than one language;
- Are inspired to see language as a tool of communication, self-expression and knowledge;
- Are encouraged to express themselves orally, in writing and by other means of communication in more than one language, at least in the language of instruction.
- Are given a chance to practice their language skills in realistic, every-day situations;
- Are provided with access to specific language support when needed. They are provided with individual lessons and differentiated lesson plans;
- Receive support and information about their progress from teachers;
- Have access to, and are taught through variety of technologies and information resources.
The PYP Committee
The PYP Committee consists of the following members:
- The PYP Coordinator
- The section coordinator for classes 1 to 3
- The section coordinator for classes 4 and 5
- The section coordinator from the Kindergarten section
- All grade teachers from 1 to 5
The Assessment Policy
All students at the Kindergarten and Pre-school level will be assessed continuously through formative assessments and worksheets and Observation by teachers.
Students from classes 1 to 5 also are assessed through formative assessments which are guided by the following IB Key principles of assessment:
- Assessment is central to planning, teaching and learning.
- Assessment practices and strategies are made clear to everyone concerned with assessment, including students, teachers, parents and administrators.
- Students and teachers are actively engaged in the process of assessment in order to develop their wider critical thinking and self-assessment skills.
- Reporting to parents is meaningful, comprehensive and understandable.
- Assessment will be used to evaluate the effectiveness of the curriculum.
- Students will receive feedback as basis for continued learning.
- Data collected from the assessment will be analyzed to provide information about teaching and learning, needs and successes of individual students and to possibly improve teaching and learning process.
- There is a balance between formative and summative assessment.
- The Learner’s profile, the transdisciplinary units and the subject-specific teaching are addressed in the assessing.
- Reflections from both students and teachers are valued as means of assessment and curriculum improvement.
- Prior knowledge and experience are assessed before teaching a new subject.
We ensure that the assessment meets the needs of students at every age and stage.
Taking into account the IBO perspective on the assessment, the kindergarten and primary school use the following types of assessment described below:
- Prior assessment (Diagnostic) – enables to access prior knowledge and experiences of students in relation to the particular topic or task. It provides an opportunity to refine the teaching and learning program or meet individual or group-needs.
- Formative assessment – aims to provide information useful for further planning of educational experiences. It helps both a teacher and a student to know what the students already know and what they are able to do.
- Self-assessment – is a process of the formative assessment. Self- assessment encourages students to reflect on the quality of their work, judge the degree to which it reflects explicitly stated goals or criteria, and revise accordingly.
- Peer assessment – happens during and at the end of learning. It enables students to evaluate their peers’ work and have their work evaluated by peers. Peer assessment gives students feedback on the quality of their work, often with ideas and strategies for improvement.
- Summative assessment – occurs at the end of the teaching and learning process at each stage through worksheets. This is given to students from class 3 upwards. Classes 1 and 2 have formative assessments only along with other assessment. They don’t have summative assessment.
Assessment strategies include
- Observation and documented in Observation Records
- Performance assessment
- Process-focused assessment
- Open-ended tasks
- Anecdotal Records/Notes
- A Checklist
Recording / Documentation of assessment
- Portfolios (used extensively in the Kindergarten and primary levels)
- Videos, Audios, Photographs, Graphic representations, Written records of student conversation, Comments and explanations.
Reporting to parents
- Parent Teacher interactions
- Parent Student Teacher interactions
- Teacher Student conferences
- Parent Teacher Student Exhibitions
- Written Reports
- Parent workshops