School Policies

ATTENDANCE POLICY

Content:

  1. Attendance
  2. Student & Parent contact days (events)
  3. Personal Development Leave
  4. Promotion
  5. Conditional Promotion

Objective:

Fountainhead School desires 100% attendance for all students studying in the school. Nevertheless, as a rule:

  • Primary Year student must have 93% attendance to be eligible for promotion to the next grade.
  • Senior Year student must have 93% attendance to be eligible for promotion to the next grade except Grade 10 & 12.
  • Grade 10 & 12 must have 88% attendance. The attendance of the student will be mentioned in the transcript whether it is more than 88% or less than 88%. This follows natural consequence based on the university requirements.
  • Early Year student must have 85% attendance to be eligible for promotion to the next grade.

Applicable to:

This policy applies to all students.

Value (s) guiding policy:*

  1. a) Value Term: Excellence
  2. b) Why: Always implement practices that continue to produce valued outcomes.

Rationale:

  • For children to be involved completely in the learning process, it is important that they are present in school. The teaching-learning methodology is such that a gap of even one day will make a difference. Prolonged absenteeism severely sets back the child's understanding of a particular topic. Also, specialist subjects (Hindi, Visual Arts, Music, Physical Education - Sports, Drama, and Dance) have only 1-2 periods per week and missing these classes also hinder the child's overall development.
  • There's a limitation to what can be covered up academically and otherwise for children who are absent. While we can give a few worksheets and give a summary of what's happened, but to really cover up the concepts in detail like it was done in class is not possible.
  • Sufficient vacations are given to children including a number of long weekends, for parents, to plan short and long trips. Moreover, the school calendar for the year is given well in advance, thereby enabling parents to plan major events and vacations and minimize the holidays.
  • The school has approximately 200 working days for children, and 7% leaves amount to 20 days (almost a month of working days) and 15% leaves amount to 40 days (close to two months of working days). Since sufficient leeway has already been given for some natural circumstances under which leave needs to be taken, the policy as stated above will be implemented strictly.

Parents must ensure the following:

  1. Parents are expected to ensure that the child is able to attend the maximum number of days barring unavoidable circumstances such as illness of the child.
  2. Parents must notify for planned, sick or emergency leaves without fail through the Nucleus Daily Diary so that the class teacher is informed.
  3. For any sick leave beyond 3 days at a stretch, parents must send a medical certificate from a medical practitioner stating clearly the medical reasons justifying the leaves. 
  • Parents are expected to provide children with proper care, nourishment, and sleep so as to ensure that children are fit and healthy and are also mentally active, when in school.
  • HRT will inform parents in each PTC (2 in EY/PY and 2 in MY/DP) if the attendance percentage is lower than the aforementioned criteria.
    • Exam Barring - information for students - School reserves the right (case to case basis) to withdraw students from examinations if they have failed to meet the minimum requirement for attendance. Parents (IGCSE/DP) will be informed about it by the school.
  • At the end of the academic year, students having more than 98% attendance in EY and more than 99% in PY, MY & DP will be awarded the Attendance Certificate.
  • Students can also take leave for personal development if they wish to appear for any exam/event/training camp other than school. (Please refer to the policy mentioned in detail)
  • Students are allowed to take 3 credits in an academic year and 1 credit is equal to 1 hour 30 minutes. Students can use these credits for late arrival/early leave as per the guidelines are given below:

Early / Late Arrival - Early / Late Leaving Instructions:

If any student wants to leave early / late or to come to school early/ late for any reason e.g. passport/visa appointment, function at home, some urgent work, going out of town, not feeling well (sickness), doctor's appointment, attending career fair, missed school bus (intentional or unintentional), unauthorised stay back (in case of PYP students) etc.; parent has to come to school to pick up/ drop off their child.

The student will not be allowed to board the bus in case of early / late leaving at 1.45 pm / 3.15 pm bus or early / late arrival at 8.30 am / 9.55 am routes in such situations. In case of a medical emergency; the student will be dropped till the hospital and from there the parent has to take over.

In case, a parent is coming or sending their relative/friend/driver etc. for pick up; ensure that the RFID parent pass  is presented at the gate/front desk. The student will not be handed over without the RFID parent pass as it puts a risk on the safety and security of the student.

Why is this being done?

School bus service is primarily for the students of the respective programs (refer to the table given below) because of limited seat occupancy.

7.15 am - 1.45 pmPrimary Year Programme
8.30 am - 3.15 pmMiddle Year & Diploma Programme
9.55 am - 3.15 pmEarly Years

Many times it has been observed that students are taking short leaves for different reasons which can be managed easily. Some of the above-mentioned reasons (for early / late arrival - early / late leaving) can be easily taken care of by rescheduling it as per the school timings e.g. doctor's appointment can be taken after school hours; students can take some rest in the sick bay if not feeling well; travel booking (if going out of town) can also be done accordingly.

Students access and misuse parent email id for making requests at times. They do not follow the process of informing front desk in advance and board the bus directly.

Because of these untimely and uninformed requests, the transport system gets loaded in some of the buses in terms of seat occupancy. In that case, we need to accommodate extra students than the desired occupancy. It also increases chances of faulty attendance process as it gives us very less time to make necessary changes in the schedule on a short notice and it leads to late bus departure from the school.

Also, a lot of time is consumed in taking approvals at different levels to allow a student to leave early /late or arrive early / late (in a case of unauthorized stay back by PYP students).

E.g. For such an incident:

One Middle Year girl-student left early by a different 3:30 bus- route without informing the front desk and so the transport department was also unaware. Due to the communication gap, the 4:50bus- route (the daily bus) had to wait for some time to locate that student as the attendance was incomplete.

As per our policy, buses cannot leave until the attendance is complete for any student who was present that day in school.

So we are not saying that student cannot take short leave but if they have to take a short leave then the above-mentioned policy will be implemented. 

Process for Parents- Communication for Early - Late Arrival / Early - Late Departure:-

  • Parent has to send a request through email to surat@fountainheadschools.org one day in advance in case of passport/visa appointment, function at home, some urgent work, going out of town, doctor's appointment, attending career fair etc. e.g. request should be received by 2.55 pm on the previous day. No request for the next day will be approved if it is received after 2.55 pm.
    • As these things can be planned; no immediate request will be entertained.
  • Upon receiving a request, PO will seek approval from the respective coordinator.
  • After approval, PO will inform the parent to come and pick up their child.
  • For a general medical condition i.e. student not feeling well due to any reason, sickbay in charge will inform the coordinator and call the parent to come and pick their child.
  • RFID parent pass  is necessary in all cases to pick up the student.

Credit Use for Sick Bay:

  • In case the student is in sickbay for:
    • <50 minutes due to some illness; it will count as one credit and will be deducted from their` credit account.
    • 50> minutes due to some illness; it will be marked absent.
  • If credits are exhausted -
    • The student uses sickbay even for more than 10 minutes then also they will be marked as absent.
    • If any student leaves school due to illness, family function or any other reason; before 1.45/3.15 pm with their parents, s/he will be marked absent.
  • These guidelines will not be applicable:
    • If the student has visited sickbay only for taking some medicine.
    • Any injury happened to the student in the school and student has been handed over to the parents. S/he will be marked present on Day-1. Further, if the doctor has advised him/her rest then s/he will be marked absent for the no. of days s/he is absent. 
  • The above-mentioned guidelines are also applicable for coming late due to illness, family function or any other reason. 

Rationale: Attendance is marked when the student comes to school and attends classes. If s/he is ill and comes to school but does not attend classes or falls sick in school and remains in sickbay then marking her/him present is not logical. 

Guidelines for Exam Attendance:

  • During the school exams for G9 and 10; students will not attend school when an examination of a subject that they have not chosen, is scheduled. Student will be marked present on that day.
    • For eg. on 14th Oct, there is an ICT exam. Student X has not taken ICT so he does not attend school on that day. But he will be marked present because ICT is an optional subject.
  • This is applicable for school exams only and not for IGCSE examinations.
  • The examination days, which means Term 1 and Term 2 examinations are not counted in the total working days. This includes mock exams days for Grade 10 and 12.
  • The school will mark attendance for the record, but these days will not be included while calculating cumulative attendance at the end of the year.
    • Rationale: In IGCSE and DP, students have elective subjects.  For e.g., a student has not taken "Enterprise" as a subject. Then he/she is not required to attend school on that day. But he/she cannot be marked absent for the same.

Guidelines for Event Attendance:

Student & Parent contact days (events) have been divided into two categories as per the attendance criteria given below.

Student Contact Days:

CategoryIt Includes Attendance criteria will be followed as
Regular Student Working DaysSports day, last day party (before two major vacations i.e. Summer and Diwali)
  • Attendance will be recorded as regular working day and will be counted in cumulative percentage of attendance.
Necessary Student Event DaysNight Outs, Nature Camps, Creative Mela, Educational Trips (Senior School Trips)
  • Attendance will be recorded but only WORKING DAYS will be counted under event category which will be added in cumulative percentage of attendance; for e.g. If nature camps are falling on Friday or Saturday then attendance will be recorded for both days but only Friday will be counted in the cumulative percentage of attendance.

Note: If the student is absent for nature camps, s/he will be marked absent and will not be allowed to attend school on those dates.

Why will students be marked absent for not attending trips?

  • Why will students be marked absent for not attending trips?
    • The trips are aligned with units and provide for a number of learning opportunities. When students miss out on a trip it also causes learning loss.
    • Trips provide children with opportunities to become independent, to be able to take care of themselves, to become good decision-makers, to have the right self-discipline, to be able to take measured risks, to overcome their fears, to be adaptable to new conditions and environments, so that they can take up challenges and risks with confidence and enthusiasm. Trips help students build deep relationships with their friends and teachers, become open-minded, get close to nature and appreciate the wonder and beauty of nature.
    • These qualities will serve the students the best as they grow up in today's complex and fast-changing world. Students need skills, attitudes, and habits that will help them succeed no matter what situations they are in, no matter what careers they take up. Nature camps are truly leadership camps which help students develop these qualities.
    • Nature camps will take the students out of their comfort zones, and present to them with an environment where they are forced to respond to these challenges which develop their personal leadership muscle! They are forced to work with each other, develop empathy and understanding for the perspectives of others.
Voluntary Student Event DaysBal Mela, FSMUN and other competitions on holidays
  •  The attendance will be recorded in Nucleus under Student events section and not in regular attendance section.
  • If students are going for competitions/workshops during regular working days, then attendance will be counted as
    • School approved leaves or Professional Development Leave (PDL) e.g. Frisbee: team event (if approved other wise marked as absent), District / State level competitions, MUN, any workshops (if the school has approved then it will be considered as PDL otherwise it will be marked as absent).
    • Absent in case the leave is not approved by the school.

Parent Contact Days:

CategoryIt Includes Attendance criteria will be followed as
Parent - Event (Recommended by School)PTC/SLC, PTM, PTI, PYP Exhibition
  • Attendance will be recorded for reference.
Parent - Event (Voluntary attendance)Any other event, exhibition etc.
  • Attendance will be recorded as per the requirement of the event.

The school also desires full attendance on the first and last day of the school. The first few days are important for the children as a number of rules, regulations, as well a broad overview of the year's curriculum is discussed with the children in the first few days. Children also make friends easily in the beginning rather than a few days later when almost everyone else has already made friends. We simply wish to state that it is important for parents to enable students to attend both the first and the last day of the school.

Student / Parent Contact Day's Attendance:

Parents will have to get a medical certificate issued by school certified doctors on specifically identified days where we expect compulsory attendance from the students.

The sole objective to bring in such a system is to encourage students to not miss their school during major events or when they have critical curriculum going on.

A list of certified doctors along with their contact details and their address (few accessible locations) are given in Annexure-1.

In case, the child is not well and would want to apply for a medical leave parents will have to get a medical certificate only from these doctors. The doctor may charge for the same. Once the certificate has been issued it must be submitted to the school.

Parents have to follow this procedure for medical leave whenever it is mandatory for students to be present in the school.

Exception:

The exceptional circumstances under which students may exceed the limit given include major illnesses which require significant time for treatment and recovery. There may be other critical reasons for extended leaves all of which need to be approved by the Head of the School

Religious Festival falling on Working Days:

School cannot give a holiday for each and every festival considering the huge diversity in the student community. The rationale behind this:

1. Too many festivals in the calendar year. There are many aspects which need to be looked at while preparing an annual calendar and we have clarified a few points, to give an insight on how the planning has been done:

  • We need 200-201 working days for the students.
  • Our teacher-working Saturdays are spent on following:
  • Professional or Personal Development Training
  • Parent-Interaction Meetings (PTC, PCM, Open Houses)
  • Planned work (such as planning of assessments, reporting etc.)
  • Some of our 2nd & 4th Saturdays are holidays for the teachers which are necessary for them as our working hours throughout the week are quite long.

2. Because of operational reasons we have to give holidays for certain festivals e.g. roadblocks during:

  • Ganesh Visarjan
  • Uttarayan
  • Dhuleti/Holi

3. Some holidays are declared because of low attendance of support staff and the school cannot function without Support Staff.

4. The school does not follow bank holiday calendar for every festival.

5. There are many other religious holidays that the school does not give across religions a list of these is as under:

  • Jain Samvatsari
  • Mahavir Jayanti
  • Good Friday
  • Mahashivratri
  • Ramnavmi
  • Parsi New Year
  • Gudi Padwa
  • Bohri Eid(s)
  • Bohri Muharram
  • Ambedkar Jayanti
  • Buddha Purnima
  • Guru Nanak Jayanti
  • Onam
  • Tamil New Year

6. We do give possible holidays for different communities e.g. Christmas, Muharram.

Further students have the liberty to take a leave on the day of the festival but leave will be marked as absent because we cannot offer a holiday for every festival.

Personal Development Leave:

Objective:

The objective of this policy is to have clear guidelines for leaves/credits taken by a student for personal development.

Rationale:

As mentioned in attendance policy, Fountainhead School expects the students to maintain regular attendance in school except for school holidays i.e. Summer breaks, Diwali break & other holidays. However, it is sometimes necessary or desirable for a student to take a leave for 1-2 days or for a specific period of time or want to come late for few hours to take part in extracurricular/academic activities.

Personal Development Leave-

These leaves/credits can be defined as a personal development leaves/credits when a student requests to take a break from school for a temporary period to pursue his/her interest other than school academic program. For example

  • Academic/Extra-Curricular Opportunities
    1. Appearing for any course/camp outside school
    2. Appearing for any exam outside school
    3. Participating in any event outside school

Guidelines:

  • A student taking voluntary leave/credit (especially for reason 1, 2, 3) should consult his/her HRT and submit the application to the front desk.
  • Front desk PRO will send information through email to the HRT with cc to PYP Principal / Senior School Principal / HOS / PE team / AGM-Admin.
  • HRT has to inform parent and student that this will lead to a loss in his/her academics which s/he will have to work harder to recover. Further, the school will strive to support him/her to the best extent possible.
  • The PYP Principal / Senior School Principal / HOS will approve the same through email.
  • The front desk will send a confirmatory email to the parents.
  • HRT will mark the student who is on leave or taken credit as a 'personal development leave' but not absent.

Personal Development Credit: Students are now allowed to take professional development credits also when they need to take a break from school for a short period (for few hours) to pursue his / her interest other than school academic program. For example:

  • Academic / Extra-Curricular Opportunities
  • Appearing for any course/camp outside school
  • Appearing for any exam outside school
  • Participating in any event outside school

Guidelines:

  • For 2 credits (3 hours from their school time), they will be marked present.
  • Beyond 3 hours it will be considered as PD leave.
  • These credits need to be approved by the respective coordinators.
  • In case any student wants to avail this facility; s/he needs to follow the late arrival / early leaving policy as mentioned above.

Promotion Policy:

The promotion will be granted to every student who has met the minimum grade level academic requirements and attendance percentage as defined for each grade.

Conditional Promotion:

The following policy clarifies the conditions under which a student is required to be Conditionally Promoted. It may be granted to the student in following situations:

Low Attendance:

  • A student can be promoted for the 1st year, whose attendance percentage is less but academic performance is fine. Parents will be called and will be asked to write an explanation for low attendance and assurance that it will be taken care in the future.
  • The student should have required attendance percentage according to their grade level in next year otherwise, parents will be called and discussed/counseled about why the attendance is important and what their child is going to miss out if s/he is regularly absent.
  • Based on their explanation/discussion and if the academic performance is also poor they will be advised to retain the child in the same grade next year.  

Performance not up to the Grade level:

Student can be promoted for the 1st year, whose academic performance is not up to the grade level or the student has demonstrated academic difficulty throughout a school year/not cleared the grade level assessments/exam (not applicable fully till grade 6 unless we consider CAPS) with a condition that student has to perform well in next academic year.

If the student has not shown any improvement in academics then parents will be called for their child’s review and to discuss the child retention in the same grade for the next year.

Note: For such cases school strongly advises that the student should be retained in the same grade as it is in child's best interest but the final decision will be taken with parental consent.

Conditional Promotion Chart

Low Attendance - Good PerformanceLow Attendance - Poor Performance
Conditional promotion after discussion with parents and counseling Student should be advised to repeat the grade with parental consent.
Good Attendance - Poor PerformanceGood Attendance - Good Performance
Condition 1- Student will be promoted.orCondition 2 - Conditional promotion after discussion with parents and counseling(Depending upon if the performance is slightly below to the grade level)Student will be promoted to the next grade.

Promotion Policy (Applicable to students of Grade 7,8,9 and 11)

  1. The promotion will be granted to every student who has achieved the minimum passing criteria (as required for the specific grade) irrespective of whether the student has met or not met the minimum attendance recommended as per school's attendance policy.
  2. Further, in case, the student has not achieved the minimum passing criteria (as required for the specific grade), then the retake policy will apply in such cases, irrespective of whether the student has met or not met the minimum attendance recommended as per the school's attendance policy.
  3. Please note that in a case of point no. A & B above, if the student has not met the attendance level then it will be clearly mentioned in the transcript provided by the school to the student that "The student has not met the minimum attendance recommended as per school's attendance policy". Please bear in mind that it is significant to meet minimum attendance and ensure that the above-mentioned comment does not appear in transcript because universities (both in India and abroad) may consider the above-mentioned comment (regarding non-fulfilment of attendance) while deciding whether or not to grant admission to a particular student for a specific programme of study. Also another argument in favor meeting minimum recommended attendance level is the difficulty which the student faces while covering the missed curriculum. This also leads to wastage of valuable time which could have been used for some other productive purpose/s. Additionally, there seems to be some correlation between student's academic performance and attendance level. However, it is difficult to prove the above-mentioned correlation as multiple factors (including attendance) affect student's performance.
  4. Further in case of point no. A&B above, if the student meets the minimum level of attendance as recommended in the attendance policy then it will be clearly mentioned in the transcript provided by the school to a student that The student has met the minimum attendance recommended as per school's attendance policy'.There might be benefits of the above statement (as mentioned in the transcript) in terms of one of the favourable criteria for getting admission into the universities (in India and Abroad) and also another benefit is that the student will be able to save his productive time (which would otherwise be consumed for covering the missed curriculum).

Please note that students will be constantly reminded about their low attendance at regular intervals (including parents meeting, during HRM slot and before term exams).

Performance not up to the Grade level:

Retake policy will apply in such cases.

Consequences: *:

The school will not promote students who do not promote students who do not meet the above-set criteria (see Conditional Promotion mentioned above).

Annexure - 1

List of Doctors:

NamesAddressSpecialisation
Dr. Samirkumar Patel Palanpur PatiaMD Physician
Dr. Manish JainPanas gaamPediatrician
Dr. Manohar Ghemawat Dr. PreetiVesuIndustrial health
Dr. Bharat BhargavaBhattarPediatrician

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GUIDELINES FOR PCM / PTC

What are parent-teacher conferences (PTC)?

Parent-teacher conferences are short (20 Minutes) one to one session between parent and teacher that are formally arranged by the school thrice in a year after school hours usually on Saturday.

The PTCs are a valuable tool to help a parent and child's teacher(s) work together for child's success. This is a great opportunity for parents to ask questions and gather information that will help them to encourage their children to achieve success.

Common agenda points to discuss in PTCs will include going through the important achievements, goals set, issues with academics or behavior etc.

How parent-teacher conferences are conducted?

Parents are informed at the starting of the session through a circular about the frequency of the PTCs during the year. Typically 2-3 PTCs are held after every 3 months or so. In case there is a Student Led Conference (SLC) then the PTC is not held.

The PTCs are generally conducted in the classroom. Different time slots have been allotted to the parents according to their request (Request Form - Appendix-1), set time limit and number of students in the class.

Why the PTCs are important?

It is very important to have good relationships between parents and teacher because the goals for the child are indeed shared goals; both teacher and parent want what is best for the child/student. By conducting these sessions with parents Teacher gets opportunity to discuss the child's learning progress and by attending, parents can show that theyare interested and prepared to participate in and support their child's learning.

The PTC will give you feedback on your child's performance and progress.Also it is chance for parents to find out how their child is getting along in school and what is going on inside the classroom.You can also meet the specialist (single subject- Arts, PE, Music, Dance) teachers if you wish to.

Since the parents are considered as primary educator, they can contribute a lot to the discussions and decisions of their child's progress.

Dos and Don'ts for Parents for PTCs

DOs:

  1. Do attend the PTCs in the slots been given to you unless there is an emergency. (Please refer the note on Postponing PTC Slot mentioned below)
  2. Both the parents will have to be present for the PTC.
  3. Reach at school 30 minutes in advance so that you can get enough time for entry, parking, reaching in the class etc.
  4. You are requested to first go to your child's classroom
  5. Please be present 10 minutes before time outside the class for the meeting i.e. if your meeting time is 8.00 am than you need to be present outside the class at 7.50 am.
  6. In case you are late, you will not be able to get the allotted 20 minutes with the teacher.
  7. Please respect the privacy of the meeting.If a meeting is in progress or the teacher is busy, do not walk into the class. The teacher will call you in when she is ready to meet you.
  8. If you wish to meet the specialist teachers, please submit your request circular(Appendix-1)and visit them in their allotted classrooms as per circular sent to you (Appendix-2).
  9. Please bring the list of goals per subject and other documents as per the list sent to you.
  10. Be prepared with questions that you want to ask at the conference to save time i.e. if you want specific feedback on maths or you wanted to discuss your child's social skills etc.
  11. Share information which you think is important for a teacher to know.
  12. Be open to suggestions from the teacher.
  13. You can also take notes on the discussion you had with teacher during the meeting and discuss the same with your child later on.
  14. If you wish to leave any comments/ give any feedback for the meeting, please fill in the Parents Feedback Form(Appendix-3) after PTC is over.

Don'ts

  1. Please switch off your mobile phones before you enter in the classroom for the meeting.
  2. Do not interrupt the teacher in between the meeting.
  3. Do not exceed your allocated time limit.
  4. Do not defend your child if teacher has mentioned any specific issue.
  5. Do not lose control over emotions.Try to stay calm and focused on what will help the child the most.
  6. Do not stray from the topic.
  7. Do not discuss about the other child or the other teacher.

Postponement of PTC Slot:

Rationale : At times there are requests from parents to change the slot because of:

  • Engaged in some other work which is unavoidable.

  • Out of town for some work etc.

The motto of the school is to address genuine requests made by parents for the change in PTC slots other than slots fixed from school side.

Guidelines for Postponement of PTC Slot:

  • If there is any genuine case or emergency then only a parent can ask for a change in PTC slot.

  • For any change in date (not in time slot), parent need to send the request by email or through letter, addressed to the HOS at least 7 days in advance, unless it's an emergency.

  • The reasons for the postponement must be mentioned in the notification to check whether the reason is genuine or not.

  • If the reason is found genuine, HoS will approve the same and send it to the teacher for further processing.

  • The teacher then will find a mutually convenient slot before or after the regular PTC date and will inform the parent about the confirmed date and time for the meeting through diary note.

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  • Addendum in No Tuition Policy (as on 7th Sep 2018)
  • No Tuition Policy (Our Beliefs about Tuition)
This is to notify you of an important update regarding the school’s tuition policy (as given below). 4 years back, we had changed the policy to take into account that despite the no-tuition policy, a significant number of students from the Senior School were going for tuitions (for one or more subjects). We changed our stand from a strict no-tuitions policy to a position where we don’t encourage tuitions but we aren’t banning them either. We did this to ensure that students and parents don’t have to compromise with their integrity by lying about this matter. However, in the last 4 years, we have observed two disturbing trends:
  1. Students going to tuitions tend to disrupt the classroom more than those not going for tuitions making learning more difficult for everyone, especially now as they don’t have to hide the fact that they go for tuitions.
  2. Some students & parents choose to go to some former-FS teachers for tuitions, as these tutors claim that they are well trained in the FS & IB methodology. This set includes some teachers who spent only a few months at school or were even asked to leave school for poor performance or conduct. In addition, most of these tutors are unethically using old and current material developed by the school. However, for the school, while not an immediate concern, this is not sustainable in the long-term if more of our teachers decide to become tutors rather than teach in school.
Before making this policy change the following background work was done over the last year:
  1. Understanding from teachers how tuition-going students are adversely impacting the classroom learning.
  2. Collection of student data from Grade 7-12 who go for tuitions and for which subjects.
  3. Understanding from students and some parents why they go for tuitions.
  4. A discussion with students from Grades 7 to 12 on the pros and cons of tuitions (key points from the debate captured in Appendix 1).
Therefore, we are making two changes to the policy:
    1. Current Grade 10 & 12 students will be allowed to go to tuitions to any tutor including former-Fountainhead teachers for this academic year only. Grade 10 students, when they move to Grade 11 next year will not be allowed to attend classes in school if they continue to go to former-Fountainhead teachers.

    2. All other senior school students (Grades 7, 8, 9 & 11) will be allowed to continue with whichever tuitions till the end of Term 1, this year. Consequences, as stated below, will be implemented from the beginning of Term 2 (22nd November 2018), if they continue with tuitions from former Fountainhead teachers.

Consequences to be applicable after the deadline: 
  1. For those who disrupt the class or the teaching flow, they will be dealt with strictly in the class by the teachers and may be asked to leave the classes and sit in the library or even serve detention if they continue to disrupt the flow of the class.
  2. Any Fountainhead student(Grades 7, 8, 9 & 11) who continues to go to a former-Fountainhead Teacher or a coaching institute where such a person works (list given in Appendix 2) after 22nd November 2018 will be asked to serve detention till s/he leaves the tuition classes. If the student continues to go to such a tutor, they will not be allowed to write any assessments/exams for that subject and will be marked as absent for all these subjects.
In addition, based on the parents’ suggestion we will run a pilot program (paid & optional) from December 3rd whereby current Fountainhead teachers will take practice sessions for Maths. The focus of the practice sessions will be on practicing problems and doubt-solving as well as additional sums for Maths. If the pilot is successful then we will consider making this a regular feature, and also consider it for other subjects. We acknowledge parents’ support in recognizing that the problem of former-teachers finding tutoring FS students a lucrative proposition is not just the school’s problem but a collective problem which impacts all stakeholders. Being student-centered is at the heart of all our decision making. The exemption to grade 10 and 12 students for the current academic year has been made so that it doesn’t affect their morale or grades adversely for the lack of transition time. For all other grades, being student-centered means working together to solve problems like the requirement of additional practice, inculcating self-study habits etc. Appendix 1: List of former-Teachers This is not a list of all former-teachers at Fountainhead School. It is a list of former-teachers who live in Surat, and are either known or likely to give tuitions. A due process was followed before this list was prepared:
  1. Every former-Fountainhead teacher living in Surat was identified and called to ask whether they are giving tuitions.
  2. Those who are not giving tuitions were asked to fill up an undertaking.
  3. Information was collected from students and other sources about those former-FS teachers who are giving tuitions.
  4. Each person was told that irrespective of whether they fill up the undertaking or not, their name will appear in the list below if we have information that they are indeed giving tuitions of Fountainhead students.
  5. Where known & applicable, the name of the coaching institute has also been added. Please note that other tutors may also be working with coaching classes, but the name of the coaching institute may not have been added below. However, as stated earlier, the consequences will apply if a student is going to a coaching institute where a former-FS teacher is teaching irrespective of the fact whether the student is being taught by that particular teacher or not.
  6. These list of names will be available on the website and will be updated from time to time as they may not include some names, or some teachers listed below may not be giving tuitions of Fountainhead students.
To view the following document, you need to Login with your Fountainhead ID. Appendix 2: Summary of debate with students To both understand the students’ viewpoint on tuitions, as well as to bring out and put across specific issues with tuitions, over the last month, we have conducted a debate with every grade in the senior school on the topic: Are tuitions helpful for MYP / IGCSE / DP students? An important distinction was made that we are not referring to coaching classes for specific purposes such as NEET, JEE, NTSE, Olympiads, PSAT / SAT etc. which may require additional coaching - although students and parents should also be aware that there are many high-quality online coaching options are available now. What follows is the summary of the points made by the students for and against tuitions as well the school’s viewpoints on the issue:

For Tuitions

Against Tuitions

Personal Attention especially for topics/subjects that we find hard

Many tuition classes are also over-crowded, where you don’t really get personal attention. Personal attention happens only if you are going to tuitions with very small batch size.

Those students going for tuitions tend not to pay attention in class because the topics are going to be done in tuition - and therefore feel the need for personal attention.

Teachers are willing to help out students in free slots and also calling them early to school. This happens quite regularly for Maths in the higher grades.

At school, the pace is for everyone which doesn’t work for those who take more time to understand things

In tuition, where the content is done in advance, students lose interest and the joy of discovery in school and get bored and even disruptive. For e.g. in Maths, formulae are derived in class but if you’ve been told the formulae in tuition class, then you aren’t really interested.

Tuition teachers almost always use different teaching strategies from what’s used at school and that can lead to confusion and lack of clarity of what’s really the requirement.

No one to help at home

Curriculum is covered thoroughly at school in depth and conceptually which doesn’t happen with tuitions.

Some students use online tools such as BYJUs or Khan Academy to understand concepts that they need to work on understanding; as these independent study skills, they are better than tuitions in the long run.

Parents/student themselves expect higher grades ( with or without a specific need)

Tuitions make students dependent on others, which then makes it much more difficult for them to cope with both DP as well as college (especially where there are 100-500 students/class).

Get to finish homework

Burdens students because of extra time and workload, and some students are unable to cope

Can do extra practice in Maths & more depth in Science topics

In both Maths & Science for MYP, this helps only in Criterion A (knowing and understanding) which is 25% of the total grade. The other criteria require self-study and conceptual understanding.

For the DP, while extra practice is useful, but the big marks come from application based questions. All subjects have internal assessments (with weightage going up to 50% of the total grade) which focus on research skills and thinking skills.

Helps build our factual knowledge for Humanities

IB framework for both MYP & DP is different. Tuition teachers (even when they say they are IB trained) don’t really know the requirements, due to their short tenure in school and constant changes happening in the curriculum.

Ensure a certain amount of disciplined study time

Doesn’t build thinking capabilities because the tuition teachers are prescriptive so that you get high marks; whereas in IB assessments you need to think critically for yourself and answer questions

WHAT YOU LOSE OUT ON WHEN YOU GO FOR TUITIONS

Extra-curricular activities or mastering is hampered; students don’t have time to explore their personal as well as career interests - no time to do internships, read, or things that really are needed

Physically students become unfit if they don’t have time to play and exercise regularly (beyond what happens in school)

Appendix 3: Important points for parents and students to understand
  1. While the school’s philosophy and policy are detailed on the website, these points need to be understood thoroughly by parents and students:
  2. Success in the 21st Century will come to those who have the independence and skills to excel at their choice of career, therefore tuition classes for academics without any specific need or purpose continues to be discouraged.
  3. Coaching classes for competitive examinations or enhancement classes for arts and sports, speech, and drama, language enhancement are not discouraged.
  4. However, students won’t be allowed go to current or former-FS teachers for speech & drama or, language enhancement (such as phonics, comprehension, writing, vocabulary, book club, reading) or any enrichment or skill building classes or coaching classes for competitive examinations or for all academic tuitions including English.
  5. In continuation with our current policy, students may go to current or former-FS teachers for sports & art activities ONLY.
  6. For all academic tuitions to non-Fountainhead teachers, explicit written permission (permission cum undertaking is being sent alongside that each parent and student needs to be fill up and send back) must be sought from the school after carefully considering which of these reasons for giving tuitions applies:
    • Lack of self-discipline or lack of independent study skills or lack of support system at home is not good reasons because it will hamper the student’s growth as well as grades as well in later grades and in college. It’s important for all students to build independent study skills.
    • A mad rush for higher grades just for the sake of it, without any interest in the subject or career or college requirement should be avoided. If a student is not doing badly in a subject but isn’t inclined significantly towards a subject, then trying to get top grades is not a fruitful exercise. It’s far more worthwhile to work on subjects of interest and 21st-century skills instead. The burden of tuitions goes against the holistic development of students as socio-emotional, mental or physical development suffers in a big way.
    • The above is especially true for Mathematics and Sciences where the Indian mindset is to judge students by their achievements in these subjects without accounting for natural aptitude and career requirements. To excel, good mathematicians, scientists, and engineers need the right skills and attitudes of doing things on their own, by experimenting, by making observations; these skills are self-driven and not based on memorizing content or doing the same kind of sums again and again without understanding the concept. While mugging up content might work in Indian boards, they don’t really work for the IB and they definitely don’t work in real life or progressive colleges (which are mainly the good colleges).
  7. From our end, we already have and will work further to open the following avenues of approaching our teachers for doubt clarification and other academic support:
    • Encourage students to approach teachers during mutually free slots
    • Allow for more students to come early (for e.g DP Maths HL students come in regularly, as do some other students at times)
    • Students can approach teachers in case of doubts during their playtime.
    • Students will be encouraged to explore school library resources which include exam preparation material such as resource books, flashcards, study guides.
    • Teachers do cater to student’s doubts through email and hangouts and will continue doing so.
    • Two teachers working Saturdays will be allocated for students to approach teachers for doubt-solving in the school itself before the Term exams.
  8. If after considering all this, we recognize that some parents and students may still choose to go for tuitions to non-Fountainhead teachers (former or current). Based on student feedback, in such cases, we advise that you choose tuition classes with small numbers, with tutors who focus on revising and practicing concepts rather than doing topics in advance, which leads to lack of interest in school and therefore in some cases disruption.

Parents & Student Tuition Permission & Undertaking Form

Objective: The objective of this policy is: To share our understanding of our beliefs about tuitions to parents, including the disadvantages of tuitions and coaching classes for students as well as the school. To inform parents about the steps that we intend to take to ensure that our students don't go for tuitions unless it is by permission from the school, and the consequences in case this still happens. Policy on Video Short video (2 min) which gives a glimpse of the message: http://youtu.be/Xk_eX1CpYuY Detailed video (12 min) covering policy details in the format of a panel discussion: http://youtu.be/nzkmKBpjPB4 What is Tuition defined as under this policy? Tuition is defined as any curricular support that's taken on a regular basis in lieu of any form of payment to that individual. We understand that parents, family members or neighbors/friends may help out an individual student or a group of students with their studies. This is fine especially if it's not on a regular basis. If this too is on a regular basis then it will become unpaid-tuitions with detrimental effects that are the same as paid-tuitions, even though consequences, as listed later in this policy, won't apply in those cases. Why don't we want Fountainhead Students to go for tuitions? The most important reason The single most important reason is that students need to learn to take responsibility for their own learning and become independent in learning over a period of time. Tuitions serve only as a crutch for students. Students who go for tuitions often think that homework and study are the responsibility of their tuition teacher. Tuitions do not develop independent learning and self-study skills. This becomes a major issue for students as they grow up when they need to learn independently. Why are independent learning and good self-study skills so important?

It is important for parents and students to appreciate the philosophical difference of the educational methods that Fountainhead follows from what we are otherwise aware of:

Aspects

Indian Education (generally)

International Education (CIE & IB)

Examinations

Mainly theoretical and some application orientation

Mostly application based, including case studies and real life-applications

Coursework & Internal Assessments

No or little weightage to coursework

20-35% weightage of final grade comes from each subject's coursework which includes research reports, student-designed experiments or studies in the sciences & maths; 2 compulsory courses required for getting the Diploma (IBDP), extended essay and theory of knowledge, are assessed completely on the basis of student's unique and personal reports

Primary Learning strategy

Rote-memorization or identifying patterns (in subjects such as Maths, Sciences)

Focus is on understanding and analysis and application of knowledge rather than putting together a set of facts

Role of independent thinking and self-study skills

Limited; you can get top marks without these skills

Very high role as student needs to make his/her own time management plans, and needs to take initiative in research and self-study

End-results (for career)

Students aren't prepared for demanding colleges or careers as they lack the skills and attitudes that are required in the 21st century

Students if they do their work on their own develop knowledge, skills, and attitudes that will help them to pursue high-quality higher education as well as 21st-century careers

It is clear that the kind of academic demands that courses in the IGCSE and the DP make can't be fulfilled if the student isn't independent. Therefore, Fountainhead students must become independent in their learning habits. Only if children start taking their responsibility from a very young age, they will become independent in learning when they are older. The school takes responsibility of ensuring that every child attains basic minimum standards in math & language sooner or later (unless the child has learning disabilities), assuming that the parents provide the support that the school expects from them (details of what Fountainhead expects from parents is given in another policy document, titled "Parental Role in Education".) Once students develop these basic literacy skills in the age range of 8-10 years, students must become fully independent in their study habits so that they are well-prepared for the academic demands of the future. There may be cases in the younger age group and in some cases after the primary years, that students still need external support. The school policy allows for that and is mentioned later in this policy. However, it is important to note that this percentage of students is between 5-20% of the student population. On the other hand, there are many academically competent students who today go for tuitions which have no justification. Other important ways in which tuitions impacts students negatively
  • Fountainhead School follows a progressive and sophisticated methodology of teaching and the way of teaching cannot be adequately taught by the tuition teachers. This leads to the following issues:
  • In case of tuitions, there tends to be rote-learning which isn't very useful as we need students to understand and apply. Their concepts are often not clear as they haven't learnt it using the methods that we use in school (which keep changing as we learn and innovate).
  • Students get used to one on one teaching, makes them dependent, unable to work individually/in groups or follow whole class instruction.
  • Conflicts between the curriculum (terminologies and strategies) taught in school and at tuitions may confuse a student.
  • Students who go for tuitions often lose interest in studies in school as they are doing it in tuition. Some begin to focus more on their tuitions and may even give importance to the tuition HW than the school HW.
  • Students who have done the course material beforehand in the tuitions don't find learning the topic exciting or interesting, as they are already familiar with it. The joy of learning is at the core of the school philosophy which is then at risk.
  • They have packed schedules after the school which does not allow any breathing space. They have a lot of self-study and coursework to do especially in MY, IGCSE & DP and even in the later stages of the PYP. We have found that some students are unable to do their work either due to lack of time due to the extra-classes or else because they lack the skills. Some children are literally crying due to this stress of overwork and over-scheduling. In some cases, we have noticed that such children are unable to sleep well at night and end up coming late to school on quite a few occasions.
  • Parents don't get quality time with their children due to the packed schedule of the children in addition to that of the parents themselves.
  • Students are required to do their own research work and experimental work in the MY, IGCSE & DP. Academic honesty can get compromised if students start relying on tuition teacher for coursework and assignments regularly. Academic dishonesty is severely punished by the IB and therefore by the school as well.
  • Research has proven that children need some unstructured time to allow for creativity and critical thinking. This is especially true in the younger ages where children need to have a free play (alone or with friends) to develop a range of skills including social skills, inquiry, emotional intelligence etc.
How does it impact the school?
  • The fact that many students go for tuitions has also started impacting the school in direct ways apart from the ones mentioned above:
  • Students going for tuitions are more likely to be disruptive in class and pay less attention. This leads to issues like significant behavioral issues taking away a lot of time and creating a poor learning environment for the students.
  • Children going for tuitions know things beforehand because of tuitions or they get their doubts solved by their tuition teachers. Then they might tease other students for being slow or not smart and this leads to a bullying environment.
  • As more and more students start going for tuitions, teachers will find it less appealing and satisfying to teach disinterested students in school. They will become less accountable for the learning of the students and this will lead to an overall deterioration of quality at Fountainhead School.
  • Students tend to go for tuitions for subjects such as Maths & Sciences more often and this can create a bias towards these subjects whereby they may neglect other subjects in school. This goes against the philosophy of the school whereby a variety of subjects need to be given equal importance.
  • In some cases, through the students, tuition teachers are questioning the methods of the teacher in school due to which the students are unwilling to learn the way the school wants to teach.
  • Some parents have also requested teachers not to take assessments in school on certain days as students have their extra-curricular class assessments to take in that period.
What are the reasons for which parents send their children to tuitions

Reason Title

Details

Real Issues

Our viewpoint

Doesn't listen

Many parents complain that my child doesn't sit with me even when I try to make an effort. I have tried many times but it doesn't work. And therefore I send him to tuitions.

It's a parenting issue more than anything else. As parents, you need to set the right expectations and environment at home. You need to have a disciplined schedule for the student, where s/he learns to put first things first.

As parents, you need to take this responsibility and persist. If your kid doesn't listen to you in academic matters, then you need to understand that this will happen in many other areas of life as well.

Superkid 1

Want my child to excel in everything including academics and extracurriculars (and thereby make him/her a Superkid)! The way to ensure this is to go for tuitions - which will ensure that child is on top as far as results are concerned. And this applies especially in those cases where the student is already doing quite well in school.

Unfortunately, many Indian parents have this tendency to leave no stone unturned to ensure that their children excel at everything without realizing the stress and burden that it puts on them. While such thinking might bring short-term results but it's not likely to bring long-term results.

Clearly, academically competent students don't need tuitions. What they need is to learn independent learning and self-study skills, for which they learn to study on their own. That's hard to do but important to learn.

Peer Pressure

So many other kids are going, and they are doing well as well. That's why I also send my child, even though I know it's not right.

Unfortunately, as parents, especially Indian parents, we have a sense of insecurity that others will get ahead of our children - so we do everything to make sure that they don't fall behind in any way, not realizing that this creates a lot of stress and burden and that time can be utilized by students in other ways.

Please don't give in to herd mentality. It is more important that students learn on their own even if they don't get the same marks as others. In the long run, these students will have much better 21st Century skills than others.

No time

Parents say that they are busy due to work/housework / social commitment and are unable to give time.

The real issue is most cases is that most of these parents are unwilling to prioritize spending this time with their children either for homework or in many cases to spend quality time otherwise.

It is true that some parents have busy schedules; but we also know of many busy parents who make efforts, change their schedules, to take out time with the kids. As support is mainly needed in the age group 4-10, at least one parent should make the effort to help out. In rare cases, you may take the support of a tuition teacher in this age group - but with prior permission only.

Can't teach / help

Some parents say that they don't have the skills to help their children; or that they don't understand the instructions as it is in English.

Most of these parents haven't understood the school's educational philosophy, specifically what support we expect from them as parents related to homework.

a. Parents only need to give the right space and environment so that students can do their homework.

b. For younger kids, parents may need to help out with reading instructions for the homework. Most parents are capable of supporting their kids in the age group 4-10 as the Maths & language is quite basic.

c. Once again, in rare cases, the school may agree with the parent's need that tuitions are required.

Homework becomes my burden

I keep running behind my kid, but s/he is not interested. It becomes quite stressful for me, so I outsource the task to a tuition teacher.

As parents you need to take this basic responsibility of making your child independent and making him/her responsible for the homework. You need to change your parenting methods in case you are the one who's taking the burden currently.

Asking children to join tuitions to ensure that the homework is done is simply not required. The homework is between the teacher(s) and the child (more details of the same in the homework policy).

Superkid 2

In the desire for their children to excel, and in some cases so that they can fulfill the parents' ambitions, some parents push their children in all sorts of areas, including preparation for Olympiads, and many other co-curricular activities.

Again, the desire for their child to excel has to be balanced by the child's interests, potential and what the child really needs. A child really needs to play apart from doing the basic homework.

Olympiads and such exams are meant for children who are naturally talented. If we end up preparing children for such exams, then it serves no real purpose.

Policy Statement: Fountainhead School advises parents not to send their children (of all age groups) to attend private tuitions / coaching classes for academic subjects. Inclusions in the policy Please note that all of the following are included in this list:
  • All regular tuitions for any or all subjects
  • Most English enrichment classes which in most cases are really just tuition classes for English; please note that if such classes are true English enrichment classes such as Speech and Drama or a reading club, then we are fine with it.
  • All Olympiad classes: as mentioned earlier, Olympiads are meant for high academic achievers. Unfortunately, most parents want their children to compete in it and for that purpose, they are sending them for special Olympiad tuitions. In addition, students who do well in the Olympiads tend to bully other students. The school has therefore decided that it will not register students till Grade 7 for Olympiads. Based on the academic performance till Grade 7, the school will itself register a selected set of students from Grade 8 and onwards for the Olympiads.
  • Extensive coaching for intensely competitive examinations which require 3-4 hours of daily coaching as well as another 3-4 hours of self-study for the competitive exams. Doing this intense coaching with the workload for the DP will just not work. Very few will be able to manage both these workloads together.
Exclusions of the policy However, if there is no conflict (that is the above conditions is satisfied) then the following are acceptable:
  • Students attending classes for music, art, dance or sport activity
  • Students attending real language enrichment classes such as reading or debating or drama clubs or math's enrichment programs such as mental math's programs, or any such co-curricular or extracurricular activities.
  • Students with clearly identified special needs who wish to work on particular areas or on overall academics (in which case written permission from the school must be obtained)
  • Students may even be given permission to attend subject-specific tuitions when specifically recommended by the class or subject teacher. For e.g. a student coming from a Gujarati medium with very limited exposure to the English language may be recommended to take up the study of the English language so as to reach the level of the rest of the students as soon as possible. The same case may apply to someone who hasn't learnt Hindi before joining Fountainhead School.
  • Students in Grade 11-12 may go for coaching for SAT, TOEFL and other such examinations which are a prerequisite to the entrance to some colleges. It is important that these coaching aren't intense and are around 2-3 hours a week. Anything more than that will make it difficult for students to focus on their DP assignments and self-study.
Other recommendations
  • We recommend that you be careful when choosing extracurricular activities that are directly in conflict with what's being taught at school such as:
  • If students are learning to play the guitar or Gandharva music in school, then you can not take up guitar or Gandharva music classes without prior consent from the school.
  • Similarly, if the children are learning math in a particular way at school, then any math-enrichment program conflicting with it must also not be taken without prior consent.
  • In art & craft, unless the teacher is doing really creative work with the children, it is better not to take up art & craft classes.
  • More importantly, instead of trying make your kid a superkid by making them attend a large number of classes, let them have some free time and space on a daily basis so that they can play at home or in the neighbourhood, and also have time to read for leisure, do their self-study, and spend time with family.
School provided extra support
  • The school recognizes the fact that children are at different academic levels at different ages and their progress rate can vary significantly from child to child. Therefore the school identifies children who are significantly behind in academic areas at a particular age, especially in language and math, and plans an in-school remedial program for such kids.
  • If at some point parent feel that the child is academically weak or not working to her potential, can get in touch with the class teacher for an appointment to discuss the same. In these additional support classes, the child works with a teacher in a small groups and gets his concepts clarified. These sessions may be during school hours or before and after school hours. Once a child is in the remedial education program, she and the parents are expected to take it seriously, attend her remedial sessions and do the assigned homework. It is important to note that here we are not referring to children with special needs or learning disabilities, whether identified or not, which are covered in detail in the Special Education Needs policy.
  • The school has run a reasonably successful Additional English Language Support (AELS) program in the academic year 2013-14 and has been able to ensure that almost 50% of the students who joined the program have reached grade-level English language competence. Most of the remaining students who continue with the program will reach their grade-level competence after 1-2 terms more of support as well.
  • Our general observation is that students who are struggling with understand English are the ones who struggle in the other subjects as their reading and comprehension skills are lacking. Therefore if the student can work on his/her English language skills, then in most cases, they will also improve on the other subjects, assuming that they have sufficient and the right support at home as well.
Therefore, parents are encouraged to choose this program over conventional tuitions as we are confident of delivering results and in methods that we know are the right ones rather than what tuition teachers might use. Cases for which Tuitions can be applied for:
  • While parents should look towards the school first for support, in case the school is unable to provide the support that a particular student needs, we will be happy to discuss with the parents what options they might explore. These are the cases where this might apply:
  • In a case where there is recognized weak academic area, and the school support program has not helped till now
  • In a case where the student is coming from a background whereby she lacks the skills in 1-2 academic areas in a big way. For e.g. a student from a non-english medium speaking background may need extra support in learning the language. However, the first preference should be to go for the school AELS program and if that isn't suitable then go for tuitions outside.
  • In case where the parents are unable to provide any support at home (in terms of interest and helping out when needed). Please note that parents who are unable to provide support first need to try and make sure that they provide support. Home and parental support is one of the most important factors of student success in school.
  • In case the school does not have enough teachers to support the child's remedial program.
Process for application for Tuitions Parents must write a note (email or written) to the homeroom teacher regarding this. The homeroom teacher will then get back to you for a discussion and a decision will be made with the knowledge of the academic head(s) of the respective program. How will we track if students are going for tuitions? The following things will be done:
  • Asking parents formally whether they are sending their child/children to the tuitions. We plan to ask for a term-wise signed declaration at the time of the term-wise individual parent teacher meetings, so that parents can confirm in the presence of the student that they aren't sending their ward for tuitions.
  • Asking students about the same. In most cases, this step will give us the true picture. It's important to mention at this point that some parents teach their children to lie. We must remind parents that becoming liars is a much bigger issue for the student's character than any shortcoming in the student's academics.
  • Check if someone other than the parents is trying to get in touch with the teacher to get feedback about the student or get clarifications for the curriculum. Please note that tuition teachers aren't allowed to come to school unless prior permissions for the tuitions has been taken by the parents. Please note that even in this case, tuitions must be for a predefined limited period of time.
  • If the classwork and homework quality seems distinctly different, that might be a sign of tuitions.
  • We will do random checking by asking other parents / students about their friends whether attending tuitions or not.
  • While It may be difficult to be sure in some cases, we believe that we will get a clear picture in most of the cases. Where we have a doubt, the benefit of the doubt will be given to the student.
Logical Consequences that the school will be applied
  • HRT to call to confirm if tuitions are suspected; if it's the case then ask them to discontinue the tuitions.
  • If it continues then a warning letter will be sent from the Head of School to stop tuition immediately. Parents must confirm in writing to the Head of School within 15 days that tuitions have been discontinued. Otherwise, the parent needs to give in writing the reasons for the tuitions and if required, come and explain the same to the Home Room teacher and/or to the Head of School as required.
  • A 1:1 meeting of parents & student will be called with the respective teachers, grade coordinators and other academic head(s) as required.
  • If tuitions persist, then the student will be asked to leave the classes where s/he is attending tuition (subject specific or general).
  • Next step will be to withhold the term / final report card. No assessment / exams / progress feedback will be given from the teachers / school to student / parents. Teachers will not meet such parents.
  • In extreme cases, the student will be asked to leave the school.
Conclusion In most cases where students currently go for tuitions, they don't really need to. We request the parents to understand why we are against tuitions and work together with the school to make the child independent in learning and develop self-study skills and ensure that the learning environment at Fountainhead School remains exciting and challenging. Remember, parents it is important to teach your children honesty. So please don't take a shortcut of teaching them to lie. While we wouldn't like to, but we will implement consequences listed above in case some parents don't cooperate.

Objective:The objective of this policy is to inform parents about the philosophy / terms & conditions of admission/school policies and take acknowledgement from them. Applicable to: This policy applies to all parents. Value (s) guiding policy:

  1. Value Term: Excellence, Win Win
  2. Why:
    • Be clear and firm about approach and offerings while representing school to any parent.
    • Providing prior information to parents avoid any misunderstanding in future.
Policy Undertaking Guidelines: General:
  • We have read and understood the admission procedure of Fountainhead School, and we agree to follow it.
  • We undertake that admission of my child to Fountainhead School is subject to the age of the child as given in the birth certificate being true and accurate. All other information submitted is also true.
  • We understand that false representation of facts and/ or canvassing for admission to the school, in any form, monetary or otherwise, will lead to disqualification of this application form for admission now, or any time in the future.
  • We undertake to respect the school's philosophy and what it stands for. We will also abide by the rules of the school, if my child is admitted to the school.
  • We agree to my child's name and/or photograph/video appearing in any of Fountainhead School brochures, publications, media such as internet, TV, newspaper etc. without the need for any prior approval from us.
  • We understand that all Policies are subject to change as per the schools requirements.
We undertake to read, understand, clarify and abide to all the policies that are not included in this undertaking.
  • Timings & Duration (Refer to Policy)
  • Fee Policy (Refer to Policy)
  • Transportation Policy (Refer to Policy)
  • Food Policy (Refer to Policy)
  • Educational Philosophy (Pg. No 78)
  • Indemnity (Refer to Policy)
Educational Philosophy
  • The school follows an educational philosophy which may evolve from time to time to ensure that the children get the best possible education. Therefore it is important to understand that while the school currently has a planned structure for the boards of education that it will offer (and the curriculum that goes with it); some minor as well as some major changes may take place over the years because of the changing nature of the environment around us. Therefore the programs that we are offering may change as we progress and the curriculum will change along with it.
  • The management has the right to retain the work books / activity books / any materials used by the students in class and use the same for promotional purposes.
  • The school is the only authority to decide upon and implement the curriculum for every class.
  • The school's educational beliefs and value systems have already been outlined in the brochure and also available on our website www.fountainheadschools.org of which all parents should have a copy of. Parents must understand the same and agree with the same, while also understanding that changes in the same may happen over the year.
  • Language is an important component of the education and some common & persistent issues are addressed here:
  • English is the medium of instruction. However, usage of Mother Tongue (for those children with mother tongue other than English) in school is also encouraged where the need for expression is more important than the language being used. The school therefore believes in a healthy mix of languages being used inside the classroom by the students and at times also by the teachers, especially in the early formative years where English is a new language for most children.
  • The school will also give priority to the steps as listed below as natural language development also happens in the same order (which are simultaneous but cannot be preceded). Therefore you will find a lot of emphasis on first giving the child exposure to the English language (listening & understanding) inside and outside the class and then on speaking & reading and lastly on writing. This is especially true for the younger children whose motor skills are not ready for writing.
    • Listening
    • Understanding / Comprehension
    • Speaking
    • Reading
    • Writing
  • The school does not focus on superior hand writing ability. It does focus on neatness and legibility. But given the decreasing importance of manual writing in today's environment, the school shall only put limited efforts on beautifying the child's hand writing.
We have understood all the sections and points above and we fully agree to abide by the same:
Name of the child:

Seeking Admission to class:
PLACE: DATE:
NAME AND SIGNATURE:FATHER'S or GUARDIAN'S NAME AND SIGNATURE:MOTHER'S or GUARDIAN'S

Objective: The objective of this policy is to avoid any interruption/distraction caused by toys & gadgets in class or school. Applicable to: The policy is applicable to all students. Value (s) guiding policy: a) Value Term: Responsibility b) Why: Take responsible action to make things change for the better for everyone. Rationale: In the beginning of the year, we allowed various toys in the school. However, what we have noticed that toys and gadgets have become more of a distraction for students than any value that they might have. Many students fidget with toys/cards during classroom periods and there are often unhealthy interactions with their peers over toys/gadgets / cards. Policy Guidelines:

  • Students are not allowed to bring any gadgets (PSPs, Playstation, I-pod, I-pad/Laptop (allowed grade 5 onwards to be used inside the classroom only. For MY students, refer to Usage of laptops & Internet in school policy), mobile phones etc. and toys (cricket attacx cards, playing cards, UNO cards, Beyblade, cars, dolls, Scoobie, marbles and rubric cube. etc) to school. If any student is found with any of the above items in school or on the bus then it will be confiscated permanently. In the case of any costly items, one warning will be given. However, beyond that, no warnings will be sent. The school is not responsible for any lost/ damaged etc. and will play no role in recovering the cost or new equipment from the person who has lost it.
  • In rare cases if students have to bring mobiles phones for communication for safety purposes, then parents should send prior information (note, daily diary, email) and the phone should be off once inside the bus and should be handed over to the HRT first thing in the morning.
  • Confiscation of devices such as mobile phones (1st Instance - this includes instances across years and not limited to 1 academic year), iPods, hard drives, pen drives will be done for a 1 month, after which parents have to come and pick up the device. It should be stored in Vault and the Coordinators are responsible for the same.
  • 2nd Instance (for mobile phones) - It will be confiscated and will not be returned to the student or parent. It will be given to charity.  
  • The school has started issuing play equipment to students during their play break in school, recess times as well as free periods.
  • Play items e.g. Volleyball, Football, Cricket bat, tennis ball, softball, and Frisbee are available with our security guard (Outside Atrium near admin area)
  • The students will need to submit their I-card and issue the item desired from the Main Security Desk (near the Atrium) and they must return the item to the same place to collect their I-card. Any play equipment carried by the students inside the school building will be confiscated it belonging to the student. If the equipment belongs to the school, then that particular student will not be issued any play equipment further on.
  • If any student misplaces the play item issued from school, they either have to replace it or have to pay the actual cost of the item misplaced.
  • Teachers, please remind students about play equipment and re-enforce the policy.
  • Parent-teachers are not allowed to let their child play games on their mobiles on the bus because a mobile is a gadget and therefore Play Guidelines and Rules/Toys & Gadgets Not Allowed in School policy will be applicable.
Consequences:
  • If any student is found with any of the above items in school or on the bus then it will be confiscated permanently. In the case of any costly items:
    • 1st instance, it will be confiscated for one week.
    • 2nd instance, it will be confiscated for 1 year.
  • We will be donating such items to any charitable institution after every PCM/PTC/Goal Setting (8 times in a year).

Objective: The objective of the uniform policy is all the students to be in uniform every single day during the whole academic year. Applicable to: The policy applies to school, parents, and students. Value (s) guiding policy:* a) Value Term: Fairness, Win-Win b) Why: To find a balance between the necessary uniformity and comfort for the students that suits the various seasons and purposes (sports, PE). Rationale: Students are required to wear Fountainhead School prescribed uniform. Wearing a school uniform gives students a sense of belonging towards the school and prevents competition among peers in the matter of dress and therefore reduces costs for parents/guardians. Also, school children can be easily identified in uniform. Policy Guidelines: UNIFORM DETAILS All students are expected to be in the right Uniform on all days of the year starting from day one. Uniform includes pants/shorts, well-ironed t-shirt, shoes, and winter jacket/sweatshirt. HRT/ Uniform leader will check that students are wearing the complete uniform daily or not. In addition please follow these procedures: For all students:

  • Well ironed uniform.
  • Label all belongings (Yarn Paint can be used for shoe labeling)
  • Black socks should always be worn with school shoes (HRT's must check especially when the student is wearing short pant). The socks can be of any brand/fabric but they should be black.
  • Black shoes should be worn from home every single day, only if they are wet any sports shoes can be worn.
  • Nails should be short at all times.
  • Uniform wet, not ironed etc. excuses are not acceptable (order and buy another pair).
  • School shorts (with the Fountainhead logo) are acceptable as school uniform on a regular basis as per the wish of the student. During field trips, students should wear pants unless it has been specified by the teacher that they can wear shorts (for e.g. if they are going for a field trip to the zoo). Even during the PS classes, students can wear school shorts with school uniform t-shirt or any other t-shirt appropriate for the sport (but they need to change it after the PS class is over). Students are not allowed to wear school shorts in the science lab.
  • During assembly slot, students can be in shorts or full pants.
  • House T-shirt  It will be mandatory for all the students to buy these house t-shirts. Students are required to wear them for all inter-house events in order to be categorized according to their respective houses. This t-shirt can also be worn during their PS classes. Students can wear either house t-shirt or school uniform in the school. They are not allowed to wear any other sportswear or t -shirt specifically designed for particular sports or event even though they carry a school logo. They have to compulsorily wear school shorts/pants.
  • School shorts (with the Fountainhead logo) are acceptable as school uniform on a regular basis as per the wish of the student. During field trips (for e.g. if they are going for a field trip to the zoo) students should wear school uniform full pants (denim or any other full pants are not allowed) unless it has been specified by the teacher that they can wear shorts. Even during the PS classes, students can wear school shorts with school uniform t-shirt or their house t-shirt. Students are not allowed to wear school shorts in the science lab. They have to wear school uniform full pants only.
  • Floaters/sandals kept in school can be worn by the students in the school premises.
  • A wrist watch can be worn from Grade 3 onwards. Smartwatches (of any brand) are not allowed to be worn in school.
  • School bag should be as prescribed by the school.
  • During the winter season, thermals (only black, white and gray colors)can be worn inside the school uniform, irrespective of whether school jacket/school sweatshirt is also used or not. Please note that this means that students can't wear full t-shirts/sweatshirts of any other color aren't allowed.
  • If they wish to wear shorts during PE / Sports, the student must wear the shorts provided by the school.
Rules for accessories & dressing up for everyone:
  • All students can keep any length of hair as long as the hair doesn't fall over their face or forehead. That becomes a practical issue while studying/reading / playing. Students must use black pins or black hair bands only for this purpose.
  • If hair is below shoulder length, then to ensure the above it is recommended that the hair is tied in one or two ponytails or in plaits with black rubber bands.
  • No coloring of hair or hair extensions
  • No nail polish, lipstick, tattoo, hair color, perfume.
  • No jewelry except simple studs for ears/nose. No other body piercing is allowed.
  • No tattoos, body sprays (body spray is allowed for grade 5 & above students).
  • Kajal and mehndi are allowed.
  • If they wish to do so, students are allowed to wear head scarves, turbans, or skull caps as per their beliefs, as long as it does not obscure the school uniform. Anything which obscures the uniform partially or entirely or comes in the way of any academic or non-academic activity is not allowed. These rules will be applicable on the bus as well.
  • Students might also wear full sleeves in winter / as required. Only gray/black/white color inners can be worn inside the school t-shirt.
Important Note:
  1. If a student is wearing a coloured rubber band, coloured hair pin or a coloured hair band, there will not be any warnings given for it. A black coloured rubber band, hair pin or a hair band will be issued from the school store and the amount will be deducted from the student's imprest account. Also, if the socks worn by the student are not predominantly black, a new pair of predominantly black socks will be given to the student and the amount again will be deducted from the imprest account.
  2. If a student is not in complete uniform which includes the school bag (for Nursery to Grade 4) and shoes, excluding the things not allowed (as per the details are given in the poster), then
  • For the first two instances, verbal warnings will be given to the student.
  • On the third instance, the parents will receive a DD from the HRT.
  • On the fourth instance, the student will not be allowed to attend school. In this case, the parent will have to come to school and take their child home
REVISED UNIFORM POLICY: SHOES The revised uniform policy for shoes states that:
  1. Students can wear shoes of any brand, provided they are completely or predominantly black. Velcro shoes are also fine as long as they are predominantly black however for sports purpose, Velcro shoes are not advisable. (Refer Annexure 1 and Annexure 3)
  2. Socks should also be completely or predominantly black. (Refer Annexure 2)
  3. During wet and rainy days only, students can wear footwear that does not soak. Floaters and Crocs are recommended. Slippers/ chappals are not allowed.
  4. If students need to wear cleats for Football or any specialized footwear for other sports, they need to carry it and wear it during PS classes. They should come to school in school shoes and need to change back into their school shoes after the PS class.
  5. Students will not be allowed to wear floaters/sandals / slippers in school. They can take their school shoes off in class if they wish to, but they need to wear it before stepping out of the class. (Rationale: in real life too, at the workplace etc., one should always be inappropriate footwear. One may take off their footwear for some time to be comfortable and relaxed (if that's their preference) but we all wear our footwear before moving about)
  6. Students cannot be roaming barefoot or in socks in school. This includes any place outside the classroom including corridors and toilets.
If a student is not following the uniform policy for shoes as outlined above, the school authorities (including transport staff) have the authority to do any of the following:
  1. Not allow the student to board the bus.
  2. Not permit the student to attend classes.
  3. Call the parents and ask them to pick up their child from school.
Important Note: We would like to clarify that shoes are the student's personal belongings and s/he is supposed to take responsibility for the same. Please label your child's shoes. Please note that there are few places in the school like X-box, Pulse etc. where students need to take off their shoes. However, the school takes no responsibility for the student losing their shoes from any place in school. Parents are therefore strongly advised to buy school shoes within a reasonable budget as we will not be responsible if the student loses any expensive branded shoes in school. Faqs:
  1. Why has the school changed its shoe policy?
We have done this because we had some students complaining that the Adidas shoes recommended by the school are bulky. We also had multiple instances of shoes getting mixed up, lost due to students not being able to identify their own pair. In addition, some students were misusing the floater's concession to not wear school shoes at all. We hope these issues will get resolved with the new policy.
  1. Can I continue using the Adidas school shoes?
Yes sure! that is absolutely fine.
  1. Won't this policy lead to peer pressure and demand for expensive shoes?
Parents need to understand that they will face a lot of demands from their child for shoes, clothes, devices, bikes etc and be prepared to handle the same.Have a serious conversation with the child on what their demand is if it is reasonable, is it affordable and whether it is needed at all. Use these moments as learning opportunities to teach your child about self-worth and not attaching a lot of importance to material objects. Annexure 1: Samples of sports shoes that are predominantly black. shoe1 Annexure 2: Samples of socks that are predominantly black. socks Annexure 3: Samples of what is not predominantly black: shoe2

Annexure 4: Samples of Floaters, clogs and Kadee ballet (crocs bellies), bellies of any other company/brand:

Annexure 4: Samples of Chappals and Slippers (Not Allowed:

Consequences: PYP *: The student, if found violating the uniform policy will be given a warning and a note will be sent home in the communication dairy. In the second instance, the student will be asked to sit in the admin area and the parent(s) will have to come and pick their child up from school, hence missing classes. The same consequence will be applied thereafter for all such violations unless there's a genuine reason for a limited period of time.
  1. After 3 warnings, PO-PYP will inform you through a mail that a particular child has violated the policy 3 times and hence the HRT needs to send a warning note through the DD mentioning to the parents that 3 warnings have been issued and the next time, if the student is found to violate the policy, they would have to come and pick up the student from school and that action needs to be entered in the sheet by the HRT.
  1. 4th instance, HRT has to send the student to the admin area; inform the admin people about the same. They will call up the parent and send the student home.
Process for students not following uniform policy:
Mentor teachers will either bring the student to the front desk (in which case the front desk will register the name) or they can send the students at the front desk (communication to front desk via a phone call to the front desk or else an email to support@FS whichever the mentor teacher is able to do).
It is the mentor teacher's responsibility to make sure that students reach the front desk or else information is sent to the front desk about students who are supposed to report to the front desk. In case some students are missing in the b/w, then the Senior School PO will find those students.
The student will be asked to sit in the admin area till parents come and pick him/her up.
If parents do not come, the student will have to sit in one of the huddle room till 3.15 pm. Front desk staff will monitor the students.
If parents come and give uniform/shoes (as per uniform policy) students can change and go back to their respective class
Front desk will maintain a record with all details (name, timings, reason)
Students will sit in huddle room and can go out only for snack/lunch break.
Students can not use chrome books/laptops. They can, however, read textbooks or do their school related work using pen and paper only.
Consequences (Senior School) - if not wearing full school uniform pants:* Students will not be allowed for the following things if not wearing full school uniform pants:
  • To do practicals in the science lab even if it is their final exam, IA submissions etc.
  • To go for the field trip. They have to remain in the school.
Consequences: *: Tatoo & Hair Colour: Colouring hair is against dress code so the student has to color her hair to black or should stay at home till her hair regain natural color. The same applies with the tattoo, the student has to remove the tattoo and should stay at home until the time the tattoo is removed.

Objective:

  • Provide attractive, nutritious and healthy meals at an affordable price.
  • To act as a supplement to food that students bring from home where needed
  • When at times they are unable to get a proper healthy meal from home, then they can buy it from the canteen.

Applicable to:

This Policy applies to all students, staff, and parents.

Value (s) guiding policy:*

a) Value Term: Excellence

b) Why: I always implement practices that continue to produce valued outcomes.

Rationale:

In case of students' stay back or in case of middle year students who are here till later, it can act as supplementary food.

  1. Apply high standards of hygiene in relation to the preparation, storage, and serving of food at the canteen.
  2. promoting healthy eating habits in line with the School's educational programs
  3. designing nutritious seasonal menus

Pantry Facility:

We have a school canteen for the convenience of students, staff, and parents. The school canteen stocks healthy food only. Presently our Canteen menu includes the following:

ItemsCost *
Vegetable Sandwich - whole wheat bread25
Vegetable Cheese Sandwich - whole wheat bread35
Cheese Sandwich - whole wheat bread25
Bread Butter - whole wheat bread15
Cheese Slice10
Butter Milk12
Lemonade5
Flavored Milk (Kesar, Rose)20
Flavored Lassi (Mango, Plain)20
Peanuts /Popcorn10
Banana (2 pieces)5
Today's Special (as per the menu)**15

* Costs are subject to change based on input costs.

** Present Today's Special Menu is given along with the monthly food menu. This menu is subject to change.

  • We have added healthy food items in school menu. Canteen working hours are from 8:00-11:00 am.  Students of Grade 1-10 can buy these items from canteen during the First Meal Break only.
  • Please note that some parents give far more money/coupons for the canteen and other things than they should.

This sort of parenting is not good for your children and you need to make sure that there is a clear understanding of what is necessary and give only that much coupon. Further, this will also present a problem to other parents who do not give unnecessary money/coupons as their wards will say that their friends are getting a lot more money/coupons. Please note that instead of giving in or complaining about the school's canteen facility, use this opportunity to discuss the importance of money and set essential agreements with your children and discuss with them about how they can avoid falling into the trap of undesirable peer pressure.


Coupon System:

Pantry coupon system has been introduced to avoid loss of cash by the students and also possible misuse by them. Now onward instead of the item mentioned in the coupon along with price, we will have the only price mentioned on the coupon (denomination - Rs. 1/2/5/10/20/30). This will also help whenever there is a revision in the selling price of any item.

The process of coupon system will be as under:

We have introduced a new system for purchasing pantry coupons through online payment.

Step to be followed for Online Payment:

  • Click on the link 'Online Payment Option'
  • Click on 'Pantry Coupon'
  • To confirm, click on 'continue'
  • Enter the Details
  • To confirm, click on 'continue'
  • Confirm and click on 'Pay Now' button
  • Choose the payment option and click on 'Make Payment'
  • After getting the payment confirmation, the coupons will be handed over to your child in a sealed envelope within working days and confirmation will be sent to the parent through communication diary.

Online Payment Charges:

  1. Debit Card Gateway Facility Fee (Visa, MasterCard)

1.00% of Transaction amount for value up to Rs. 2000.00

1.25% of Transaction amount for value above Rs. 2000.00

Will be charged to the customer (parent)

  1. Net Banking Facility Fee

Rs. 35/- per transaction processed

Will be charged to the customer (parent)

  1. Credit Card Gateway Facility Fee (Visa, Mastercard)

1.75% of the Transaction amount

Will be charged to the customer (parent)

Please Note: - * Service Taxes as applicable will be charged on the above

Apart from the online payment option, coupons can also be purchased through cheque payment option.

Step to be followed for Paytm Payment:

  • Click on the link 'Online Payment Gateway'
  • Click on 'Pantry Coupon through Paytm'
  • Scan the Paytm code or enter the mobile no. to make payment. Minimum amount to be paid is Rs. 500/-.
  • After making the payment, click on 'continue'
  • Enter the Details along with 'Paytm Account Name', 'Transaction Date & Time (any format)' & 'Transaction ID' received for the payment made
  • To confirm, click on 'Click on Submit.'
  • After getting the payment confirmation, the coupons will be handed over to your child in a sealed envelope within 3 working days and confirmation will be sent to the parent through communication diary.
  • Return, Refund, and Cancellation policy - https://paytm.com/care/shopping/#payment
    • In case of refund money for canceled / failed payments; the school will not be responsible for the same. Parent has to contact Paytm support directly.

Step to be followed for Cheque Payment:

  1. Parent has to collect the coupon requisition slip from the conductor of the respective bus.
  2. Fill the required information in the coupon requisition slip and put in the envelope along with the cheque.
  3. The cheque has to be drawn in the name of 'Fountainhead Education LLP'.
  4. The envelope has to be submitted to the conductor of the respective bus.
  5. After getting the cheque clearance, the coupons will be handed over to your child in a sealed envelope within 7 working days and confirmation will be sent to the parent through communication diary.

PS:

  1. The minimum limit for coupon purchase is Rs. 500/- for both the options mentioned above.
  2. Senior School students can purchase the coupons through cash from the Pantry In-charge with a note from their parents via Communication Diary. Timings to purchase coupon is 9.00 am to 11.30 am (Monday & Thursday) from the dining area.
  3. Cash will not be accepted for buying pantry items, students have to buy items through coupons only.
  4. The school takes no responsibility for the safekeeping of the coupons by the students.

Since now we do not have item names mentioned in the coupon, the student can buy anything using the required amount of coupon. Hence the parent & student will be responsible for the choice of item.

Consequences: *: NA

Objective:

While we understand that birthday is a special day in child's life, the objective of this policy is to encourage parents to celebrate the birthday of their child in an austere and simple manner.

Applicable to:

This policy applies to all students.

Value (s) guiding policy:

a)Value Term: Fairness, Excellence

b)Why:

  • My action must be not discriminate or give undue advantage to anyone.
  • Always implement practices that continue to produce valued outcomes.

Rationale:

  • Celebrations promote unnecessary competition between the parents and children by giving return gifts, and birthday cake.
  • Due to this competition the children may feel bad or biased if their return gifts or cake were not as good as compared to other children.
  • Celebrations are time consuming, the time which can further be used productively for learning, which is what the school is meant for.
  • In the name of celebration, parents often send unhealthy food items like cakes, chocolates, muffins, etc. which is also not aligned with our school food policy.

Policy Guidelines:

  • Parents cannot send chocolates or gifts for the children or the staff. Any gifts / eatables sent will be collected and given away to needy children.
  • Apart from your child's birthday also, sending of gifts / eatables to any Fountainhead staff member is strongly discouraged for any occasion, reason or purpose.
  • If you want to do something for your child, then the school suggests that you donate a book to the library that every class has.
  • Parents cannot invite teachers or any members of the school staff for birthday celebrations unless they share a personal relationship with the person. Personal relationship is defined as knowing the concerned person in an individual capacity not resulting from interaction in school.
  • Parents cannot request the class teacher to distribute birthday party invitation cards in class or in the bus.
  • Birthday invitations should be made by phone call/sms/email.
  • To be fair to all students, it is advisable that invitations should be given to all the children's in the section.

A NEW PROPOSAL FOR STUDENT-TEACHER GENERAL CELEBRATIONS

  • Students can celebrate on the last day before the 2 major vacations (Diwali and summer) by bringing home-made food (whether junk or otherwise depends on the day on which the last day falls). They can eat it in the classroom. The respective teacher and the students must take responsibility of ensuring that the classroom is cleaned after the meal.
  • Apart from this, the students in agreement with any teacher and after taking permission from the Academic Coordinator can use the following outdoor areas for celebrations with food: the story wells, the amphitheatre, any outdoor area in the school (jungle gym, eucalyptus forest, football ground etc.).

At school, each teacher will make effort to celebrate the birthday of a child special by meaningful celebrations that in fact celebrates the uniqueness of the child and enhances their relationships with those around them.

Objective:

To set clear guidelines for parents on expected behavior with school staff (teachers / admin)

Applicable to:

This policy applies to all parents.

Value (s) guiding policy:*

a) Value Term: Respect
b) Why:

  • Show respect and concern for others.

  • Analyze and evaluate your actions

Rationale:

Considerate behavior and courtesy to others are essential for the success of a child and with the help of this they form relationships in and out of school, to later succeed in life. It is the role of all parents to model the behavior they expect to see in their children. The purpose of this policy is to provide guidelines to all parents of our school, about expected conduct, so that we can work together to ensure a positive school environment for our children.

Policy Guidelines:

As a school value, we place great emphasis on respect for students, parents and the school staff and also expect the same from parents. The school expects high standards of behavior from parents within the schools premises as they are the role models for their children. But it has been observed that in certain situations, parents do not adhere to the values and start misbehaving, with behavior that compromises or demeans the dignity of individuals or groups, including stalking, harassment, discrimination, taunting, ridiculing, insulting, threatening or other acts of violence.

RESPECT AND CONCERN FOR SCHOOL STAFF AND THEIR RIGHTS

This guidance supports the implementation of this policy and we expect parents to show respect and concern for school staff by:-

  • Parents have to present themselves in a lawful, ethical, and responsible manner that recognizes and respects the rights of others.

  • Parents have to cooperate with the school staff to achieve the best outcomes for any related issue.

  • Parents have to treat all individuals and property of the school with dignity, courtesy and respect at all times.

  • Parents have to initiate and maintain constructive communication and relationship with school staff regarding issues/concerns related to their child's learning, well being and behavior or any other related to the school.

  • Parents have to emphasize on the importance of values like respect and cooperation with school staff at any point of time. They can escalate the issue to the higher authority if they feel they are not being heard or are not satisfied with the conversation or decision.

Consequences for Unacceptable Behavior: The school will not accept any unwanted behavior in order to promote peaceful school environment. This follows :

  • Any kind of disruptive behavior which interferes with the school operation i.e. classroom, administration area or any other part of the school.

  • Using loud and/or offensive/abusive language or displaying temper.

  • Threatening or the use of physical aggression towards staff.

  • Threatening to make a police complaint, media or using the name of an authority (school related or outsider) to get their work done.

  • Abusive or threatening emails or phone calls, whether implicit (indirect) or explicit (direct).

  • Damaging or destroying school property.

  • Usage of mobile phones in the restricted areas.

  • Passing derogatory remarks about the school policies in public e.g. to transport staff or other parents regarding transport policy.

  • Arguing with the front desk representative over the phone, insisting to talk to the teacher which is not possible during school time.

The above mentioned behaviors on school premises will be reported to the appropriate authorities, who can take following action(s) based on the severity of the misconduct.

  • If the parent is misbehaving or using bad language (Walk-in or Phone call), they will be given a warning and will be asked to leave.

  • If they continue misbehaving or using bad language, Rs.5000/- fine will be imposed and they will be asked to write an apology letter to the school.

  • In extreme cases, school has the right to issue a Leaving Certificate to the student.

In case of any issue/concern related to academic or administration, we strongly suggest to all parents to write in the Communication Diary or send an email to surat@fountainheadschools.org.

Objective:

The objective of this policy is to establish a safe and positive learning environment for the students in the school, teaching the students appropriate behavior and helping them become independent and responsible people.

Applicable to:

All Students

Value (s) guiding policy:

a) Value Term: Responsible

b) Why: Student will maintain a high standard of behavior by adhering to the values & principles and respecting the rights of others.

Learner Profile Responsible, Balanced

Rationale:

Good discipline is fundamental for the achievement of the school's learning objective and mission statement and smooth running of the school. Students are required to abide by the school's rules and to follow the direction of teachers and other staff members. When a student disregards rules, disobeys instructions or otherwise engages in conduct which causes or may cause harm, inconvenience or embarrassment to the school staff members or other students, then this will lead to disciplinary action taken by the school.

Policy Guidelines:


Coverage of the Policy

BullyingDiscipline
  • All types of bullying (Refer to the Anti-Bullying given below)
  • Junk Food
  • Toys / Gadgets
  • Routines & Procedures*
  • Uniform
  • Being Organized & Work Habits e.g. HW - Refer to the Homework Policy

*Applicable after R&P's have been practiced and only 1-2 students are not following the same (not the entire class).

Nature of Issue/Action

  • Minor
  • Major

Assessment of the issue -

  • If any student is found misbehaving, bullying and practicing indiscipline, this needs to be done first by HRT (if the incident has happened in front of her/him or someone has reported the issue) before applying any consequence.
  • S/he needs to understand the severity of the issue and based on that s/he has to make a judgment about where it stands as per our policy e.g. whether the issue is minor or major, is this the first attempt or has any warning been given in the past, who is required to be informed etc.
  • Record of each issue and action has to be maintained by HRT in Logbook for reference. S/he has to refer to it every time as this will help HRT to get the data about the student, about how many times s/he has breached the policy and what action (consequences) has been taken in the past.

Application of Consequences & Information to be sent -

  • Based on the assessment of the issue (major/minor), HRT/TL has to decide which "Order of consequence" has to be given to the student. S/he also has to send information regarding the same to all concerned e.g. TL, PYPC/MYPC/Principal, and AGM/GM-Admin etc. through email. For each consequence, steps need to be followed as mentioned in the 'Description of the Consequence'. Consequences need to be updated in the logbook regularly and have to be shared with the concerned person.

Further Action to be taken-

  • Apart from consequences applied, HRT has to decide if any further action has to be taken. E.g. if a student needs counseling then speak to the counselor and explain about the issue/problem, parent to be called for meeting or counseling (as per requirement) etc.

Consequence - Cyber Bullying

Ist Instance - Teacher has to get both the parties together to sort out the issue. Faultier has to apologize to the victim.

2nd Instance - Discipline Policy consequences (Major/Minor) has to be followed by the teacher/coordinator / Principal / HOS depending upon the severity of the issue.

Students Behaviors and Work Habits Log Book

 

Expected Details

Comments

Student Name

DateEnter in DD-MMM-YYYY formatEnter the date of the behavior issue 
CategoryHomework, Discipline, BullyingChoose a category for the issue from the dropdown list 
Flag typeGreen / Red  
Infraction IntensityMinor / MajorChoose the type of infraction intensity 
CommentDescriptionWrite your detailed comment here 
Given ByNameWrite your name here 
Consequence Given / Action takenWarning, Detention, Stand-down, Letter to parents etc., Calling parents,Write down the consequences applied / actions taken as well as future actions to be taken 
ORDER OF CONSEQUENCE DescriptionEYLPYUPYMY
MinorWarningIntimation to be given to the student about the possible or impending consequencesvvvv
 TimeoutSending the student to the time out room though not for long periods at a time.vvv 
 Taking away privilegeEntitlements given to the student will be taken away vvv
 Detention to be held outside school hoursThe student will either come one hour early to school or do a stay back for one hour. vvv
MajorReprimand in front of PrincipalWarning given by Principal in his or her room.vvvv
 Detention during school hoursStudent will spend a day (his school hours) in Principal's cabin reflecting upon his actions.  vv
 Stand downsA stand-down is the short-term formal removal of a student from school for a specified period (10 days).  vv

Description of Consequences - MINOR

Warning (Intimation to be given to the student about the possible or impending consequences)

CONFERRED BY TeacherAPPLICABLE TO: Grade Jr.KG- 10Do's -

  • A Log book should be prepared in order to keep a record of the actions of the students.
  • Minimum three warnings to be given to the student before implementing the next consequence.
  • The information regarding the nature of consequence (no. 2) that will be given to the student, on repeating the inappropriate act, should be clearly conveyed at this stage.

CONFERRED BY Team LeaderAPPLICABLE TO: Grade Jr.KG- 10Do's -

  • A Log book should be prepared in order to keep a record of the actions of the students.
  • Minimum three warnings to be given to the student before implementing the next consequence.
  • The information regarding the nature of consequence (no. 3) that will be given to the student, on repeating the inappropriate act, should be clearly conveyed at this stage.

Timeout (Sending the student to the time out room though not for long periods at a time)

CONFERRED BY: TeacherAPPLICABLE TO: Grade Jr.KG to Grade- 6DO's -

  • The students of Jr.Kg & Sr.Kg will be given 'time out' in the respective time- out zone in their classrooms.
  • The students of Gr. 1-6 will be given 'timeout' in the "Chief Librarian's Cabin" in the library.
  • The duration of the timeout should be calculated as 1 minute for every year of his/her life. Thus, a child of 5 years will get a timeout for 5 minutes.
  • During 'time- out' the student is expected to sit idle in the room, without doing anything productive.
  • The student should be praised for behaving better after a timeout.
  • The teacher should check whether there is proper light & ventilation in the time- out room.
  • The information regarding the nature of consequence (no. 4) that will be given to the student, on repeating the inappropriate act, should be clearly conveyed at this stage.

DONT's -

Time- out period should not be for long periods at a time.

Taking Away Privileges (Entitlements given to the student will be taken away)

CONFERRED BY: TeacherAPPLICABLE TO: Grade 1-10DO's -

  • Few examples of the sort of privileges which could be taken away:

-Attending a sports game/P.E.

-Free choice / Play time

-Participating in an event

  • As per the privileges which will be taken away, the concerned person needs to be informed about the same. E.g. In case of attending a sports game/P.E., respective TL needs to be informed, for participating in an event - event coordinator should be informed along with respective grade TL.
  • The information regarding the nature of consequence (no. 5) that will be given to the student, on repeating the inappropriate act, should be clearly conveyed at this stage.

DON'Ts -

  • The student's education should not be affected by removing privileges.

Detention to be held outside school hours

a. after school hours b. before school hours

The student will either come 1 hour early to school or s/he has to do a stay back for 1 hour. During this period the student will either reflect on his behavior or he could do the extra work around the school.

CONFERRED BY: Team LeaderAPPLICABLE TO: Gr 1-6 after school hours, Gr 7-10 before school hoursDO's-

  • Parents should be informed before giving out the consequence and stay back or early arrival. A Note/letter should be sent to parents by HRT informing them about the issue, action taken (previous/current).
  • Front desk and transport dept. should be informed about the stay back or early arrival.
  • Extra work around the school, based on the nature of the consequence selected, for example

1. Glass cleaning (doors, windows). Either Bharti didi or any other didi will be nominated to supervise the student under detention.

2. Bus cleaning. Concerned person-Transport supervisor/ conductor/ someone to be nominated for the same.

3. Ground Cleaning and watering the plants. Concerned person- Mali Kaka

  • Students' safety should be taken into consideration.
  • The information regarding the nature of consequence (no. 6) that will be given to the student, on repeating the inappropriate act, should be clearly conveyed at this stage.

Points to be considered for Extra Work - This has to be applied as per age group. E.g.

  • For EY students, watering plants can be given as extra work.

Glass cleaning can also be an option with no. of glasses to be specified i.e. EY students can clean less no. of glasses than PY students.

Description of Consequences - MAJOR

Reprimand in Front of Principal

Warning is given by Principal in his/ her room

CONFERRED BY: PrincipalAPPLICABLE TO: Grade 1-10DO's

  • Teacher/Team leader will accompany the student to Principal's cabin
  • In extreme cases, and only if the situation demands, the Principal could even talk to a student of Jr.KG and Sr.KG.
  • The information regarding the nature of consequence (no. 7) that will be given to the student, on repeating the inappropriate act, should be clearly conveyed at this stage.

Detention During School Hours

The student will spend the day (his school hour) in Principal's cabin reflecting upon his/her action(s).
CONFERRED BY: Principal APPLICABLE TO: Grade 4-10 DO's -
  • Parents should be informed before giving the consequence. A note/letter should be sent to parents by HRT informing them about the issue, action taken (previous/current).
  • A separate education program should be provided to the student to cover up the educational loss.
  • The information regarding the nature of consequence (no. 8) that will be given to the student, on repeating the inappropriate act, should be clearly conveyed at this stage.

Stand Downs

A stand-down is the short-term formal removal of a student from school for a specified period (10 days). Stand-downs are intended to allow schools, students and their families' time to evaluate the problems that have occurred and to work out how to stop them from happening again.

CONFERRED BY: Principal APPLICABLE TO: Grade 4-10DO's -

  • A student should only be stood-down for continual disobedience or gross misconduct. The behavior must be a harmful or dangerous example to others. A student can also be stood-down if their behavior is likely to cause serious harm to him or her or other students.
  • Only the Principal or acting Principal could stand-down a student.
  • At this stage, the Principal could convey the message to the student that on repeating the inappropriate act, the student could be formally removed from the school.
  • Parents should be informed before giving stand-down. A Note/letter should be sent to parents by HRT informing them about the issue, action taken (previous/current).
  • A daily or weekly report should be maintained.
  • A behavioral contract should be negotiated with the student.

Points to be considered - How many times a student could be stood down?

  • Not more than five days in a school term.
  • Not more than 10 days in a school year (the day that the student was stood-down, and any non-school days, are not counted).
  • The duration of stand down can be extended depending upon the severity of the issue. The extension will be decided on a case to case basis.

Anti-Bullying Policy:

Content: This policy covers details about:

  • What is Bullying?
  • Different types of bullying
  • Possible signs of bullying
  • Why do people bully?
  • Target of bullies
  • How to face bullying?
  • Why not to bully others
  • What actions can be taken if you see others bullying
  • How to handle bully and victim
  • What are the consequences of bullying
  • Anti-bullying policy of FS
  • Steps to be taken in the school for Setting up a bully-free classroom
  • Consequences for the student who bullies others

Objective:

The objective of this policy is to address disciplinary issues of the students in schools.

Rationale:

The aim is to develop self-discipline in students to take responsibility for their own actions. However, the school recognizes that some students will step outside the realm of acceptable behavior. Consequences must be applied against such individuals, but those consequences must be just, fair and appropriate.

Policy Guidelines:

The guidelines given in this policy are to be implemented only after

  • The school and/or the teacher have made the best efforts to implement the right procedures and routines, which ensure that many of the issues don't even arise in the first place.
  • And the student concerned has already been counseled and warned beforehand and this policy addresses those students where regular consequences or talks have not had the desired results.

This policy will be brought into implementation only if a student is found by any teacher/staff/support staff member doing the following things:

1. Bullying in any form as communicated during the class session

2. Using abusive language, gestures and body language

3. Hitting, pushing and beating another student either from his /her grade or any other grade.

What is Bullying?

Bullying is intentionally aggressive behavior that can take many forms (verbal, physical, social/relational/emotional, or cyberbullying or any combination of these); it involves an imbalance of power and is often repeated over a period of time. Bullying is generally unprovoked and can consist of one child bullying another, a group of children ganging up against one lone child, or one group of kids targeting another group.

Bully: A person who threatens, hurts or scares other people so they will do what the bully wants.

Victim: Person who is being bullied.

Bystander: People who watch bullying happen or hear about it but do not play a major role in preventing the bullying.

Types of Bullying:

Bullying types

Possible signs of Bullying

A child might have been bullied if he/she shows some of the following signs.

Adults should be aware of these possible signs and they should investigate if a child:

  • doesn't want to get on the school bus; begs to be driven to school;
  • changes their usual routine;
  • becomes withdrawn anxious, or lacking in confidence;
  • starts stammering;
  • attempts or threatens suicide or runs away;
  • cries themselves to sleep at night or has nightmares/bed wetting
  • feels ill in the morning;
  • begins to do poorly in school work;
  • comes home with clothes torn or books damaged;
  • has possessions end up "missing";
  • asks for money or starts stealing money (to pay bully);
  • has unexplained cuts or bruises;
  • comes home starving (money / lunch has been stolen);
  • becomes aggressive, disruptive or unreasonable;
  • is bullying other children or siblings;
  • stops eating;
  • is frightened to say what's wrong;
  • Gives improbable excuses for any of the above.

These signs and behavior could indicate other problems, but bullying should be considered a possibility and should be investigated.

Why do people bully?

a) People bully to avoid facing up to their inadequacy and doing something about it.

b) A person also bullies others because he may think that he is much superior to them.

c) Some people bully others because they desperately want something they cannot achieve or obtain, something which other individuals have, such as study notes or electronic gadget.

d) To reduce their fear of being seen for what they are, namely a weak, inadequate and often incompetent individual.

e) Many people bully in order to attract attention from others.

Who do bullies target?

  • People who don't stand up for themselves
  • People who are quiet and won't tell on them
  •  People who are on their own away from kids or adults
  • People who get upset easily or cry

What can you do if someone is bullying you?

  • Tell someone you trust or approach the authority. It's not easy to solve the problem on your own.
  • Stay away from the bully as much as you can.

If a bully tries to hurt you, stand up for yourself, but try not to fight. Walk away or yell to get help.

What should you do if you are bullying others?

  • Hurting other people doesn't make you important, it just makes you mean. Think about ways you can be a leader without hurting, like getting involved in sports, school groups and community activities. If you need advice, talk to someone you trust.
  • People who bully often end up in gangs, or having other serious problems. There's nothing good about being a bully.
  • Remember the golden rule; treat others the way you would like to be treated.
  • 'Everyone has the right to be respected and the responsibility to respect others.'

What should you do if you see bullying happen?

  • Go to the person who is being bullied and lead them away, without looking at the bully.
  • Don't make the bully feel important by paying attention to them. When you ignore bullies, you take away their power.
  • Bullies like to look tough in front of others, so they have an audience when they are being mean, if not always.
  • Most of the time the bullying will end if someone like you steps in to stop it.

What to do with the Bully and the Victim?

Minor issues of bullying could be dealt with in the classroom by the respective grade teachers. But if bullying persists and/or you come across serious incidents of bullying the matter needs to be reported to the authority (Head of the school). The victim is sent to the counselor and the bully is dealt with by the school authority. Necessary disciplinary measures are taken as per the severity of the incident.

Consequences of Bullying

Bullying has a destructive and harmful impact on the lives of children and young people, not only on those being bullied but also on those who bully and those who stand by. It can lead to feelings of self-doubt, lack of confidence, low self-esteem, anxiety, depression and sometimes even suicide. It can also affect the ability of a child or young person to enjoy and achieve.

Anti Bullying Policy of Fountainhead School

This policy will be implemented in cases where:

  1. Children are heard using abusive or derogatory words towards others - it could be peers, teachers, support staff or any other person from the school community.
  2. Children are seen hitting another child which could be harmful to that child - on the playground, in the classroom, on the stairs. This could also be extended to pushing or shoving on the jungle gym, on the stairs or a dangerous place.
  3. A group of children is bullying an alone child - either from the same grade or other grades.

The words we will be using often and what they mean is as below:

Complainer (suggest if you have a better word) - The child/didi/teacher who reports the incident

Faultier - the child who has used abusive words or displayed aggressive behavior.

Arbiter - The victim is sent to the counselor and the bully is dealt with by the school authority. Necessary disciplinary measures are taken as per the severity of the incident.

If a child is found in any of the above situations the following steps will be taken:

  1. The incident will be expected to be reported to the Arbiter on an immediate basis. In case there is a 2 working day delay in reporting the incident no attention will be paid to it.
  2. The HRT will record this in the logbook (which will be available as a soft copy on the Gdoc); this will help to establish that the incident did take place. This will also help us to maintain a record regarding which child was reported the most for a particular period of time.
  3. A joint meeting will be conducted between the complainer, faultier and arbiter. During this meeting, the arbiter will try to find out the authenticity of the incident and see if they can find any witness who would support the complainer and help resolve the case.
  4. In cases where clear evidence is found against faultier s/he will bear the consequences. If no such evidence is found then both the faultier and complainer will have to face the consequences. The consequences as mentioned in Order of Consequence in 'Discipline Policy.

Steps forward:

  1. Copies of this policy can be pasted in each classroom and on all the notice boards.
  2. It could also be verbally communicated to all the children.

STEPS TO BE TAKEN IN THE SCHOOL:

Setting up a bully-free classroom

  • Give the students a list of anti-bullying rules that you can also hang somewhere in the classroom
  • Talk and train your students about bullying and how to deal with it.
  • Regular follow up session on bullying should be done during the circle time.
  • Have the students sign an anti-bullying class pledge on a banner and hang that banner in the classroom
  • Do activities that promote class unity
  • Have an anonymous 'notes-to-the-teacher' box
  • Take every student's complaint seriously
  • Get students involved in an anti-bullying campaign
  • Get parents involved

Keep your eyes and ears open at all times!

Consequences: Order of Consequenceas mentioned in 'Discipline Policy'

  • Food Policy 2018-19
  • Food Policy Video
  • Food Policy Repository
"Everytime You Eat Is An Opportunity To Nourish Your Body" (Source: superhealinglife.com) We have revised the FS FOOD POLICY and to put things into perspective we are sharing a video of the policy which will serve as a go-to guide for all of us. We request all the parents to view the video at least once so as to get a clear picture of the FS FOOD POLICY.

Objective: The objective of this policy is to allow students to eat food (as per food policy) in bus but with expected behavior e.g. no littering and spreading dirt. Applicable to: This policy applies to all students Value (s) guiding policy: a) Value Term: Excellence b) Why: Always implement practices that continue to produce valued outcomes. Rationale: We have received feedback from students and few teachers that the students get hungry after the school and therefore wanted permission to be allowed to eat in bus during travel time. Policy Guidelines: We have considered the suggestion and decided to lift the ban of eating in the bus. The students will have to follow rules mentioned below to maintain cleanliness and discipline in bus.

  • Only healthy foods like fruits, peanuts, brown bread items will be allowed in the bus.
  • All junk food like wafers, biscuits, white bread items, chocolates, and liquid items will not be allowed.
  • No sharing of food or passing of dabba in bus
  • No throwing of food at each other or throwing anything out of window.
  • If anything is dropped/spilled then the student responsible has to clean the same
Consequences: Didis will have full authority in the bus to:-
  • If students are found misbehaving, throwing around food at each other, didis will immediately report it to Operation Manager and Home room teacher.
  • Confiscate prohibited items
  • If any student is found doing the above mentioned things, first warning (by driver/didi) will be given and particular student will not be allowed to eat in bus.
  • 2nd warning - Student will be referred to the principal.
  • 3rd warning - Parents will be called and disciplinary action will be taken.

Objective: The objective of this policy is to standardize health related exclusion of students. Applicable to: All students & parents Value (s) guiding policy: a) Value Term: Responsible b) Why: Student will maintain a high standard of behavior by adhering to the values & principles and respecting the rights of others. Rationale: If a child is identified as having any health related condition which requires immediate, temporary exclusion is necessary until student is normal. Policy Guidelines: Certain symptoms in children may suggest the presence of a communicable disease. Children who have the following symptoms should be excluded from the class room setting or from other kids until

  • A physician has certified the symptoms are not associated with an infectious agent or they are no longer a threat to the health of other children at the center,
  • The symptoms have subsided for 24 hours or the treatment has started, using the following guidelines.
If your child develops Then keep him/her home until
FEVER - A temperature of 100 Fahrenheit auxiliary of higher, before fever reducing medication is given The fever is normal for 24 hours without fever reducing medication
RESPIRATORY SYMPTOMS -Difficult or rapid breathing or severe coughing that is constant and prevents the child from participating in activities Coughing, breathing difficulties and/or other symptoms no longer affect normal activity
VOMITING -Vomited two or more times OR any vomiting if it is accompanied by other symptoms such as fever, behavioral changes, abdominal pain, or diarrhea 24 hours after vomiting has stopped
DIARRHEA -An increased number of abnormally loose stools in the previous 24 hours. Observe the child for other symptoms. 24 hours after the last loose stool
RASH or SKIN PROBLEMS - Rash disappears or is diagnosed as not contagious. Impetigo - 24 hours after treatment begins and lesions are dry or can be covered with bandages.Scabies - 24 hours after treatment beginsChicken Pox - until blisters have dried into scabs, about 6 - 10 days after onsetRingworm - 24 hours after treatment begins
CONJUNCTIVITIS (Pinkeye)Tears, redness of eyelid lining, irritation followed by swelling and discharge of pus. 24 hours after treatment begins
HEAD LICE - First treatment is completed, no live lice are seen, and you have removed ALL nits (eggs)
STREP THROAT / SCARLET FEVER - 24 hours after treatment begins AND child is without fever
GENERAL LETHARGY -When a child is not able to participate in activities with reasonable comfort and requires more care than the program staff can provide without compromising the health and safety of other children. Condition improves
Your cooperation in these health matters is greatly appreciated. If all parents keep sick children at home, Fountainhead families and staff will remain healthier and happier. This will mean fewer missed classes/work days and illnesses for parents.

Objective: The objective of this policy is to indemnify parents against any claims made by them from any accident or incident that may occur during the course of normal school activities. Applicable to: This policy applies to all parents and students. Value (s) guiding policy: a) Value Term: Responsibility b) Why: To inform parents beforehand about situations which may arise in future? Rationale: This policy ensures that parents and students are aware of the conditions / expectation from them before any trip/camp/picnic. Policy Guidelines:

  • We agree to my child's participation in all activities in house and outbound field trips for educational purposes, as a part of regular school programme.
  • We understand that adequate and appropriate supervision will be provided. We recognize, however, that unanticipated situations and problems can arise on any trip, where situations or problems are not reasonably within the control of the supervising teacher(s) or staff (including volunteers). We further agree to release and hold harmless the school authorities, staff, teachers and volunteers, & vendors conducting the field trips/ camps from any and all liabilities, claims, suits, demands, judgments, costs, interest and expense arising from such activities, including any accident or injury to the student and the costs of medical services. In the event of an injury requiring medical attention, we hereby grant permission to the supervising teacher(s) or staff (including volunteers) to attend to my son/daughter.
  • For all outbound (out of Surat) field trips /camps/ picnics etc., the school will only seek permission for going to the same from the parents. Once the permission is given, the indemnity clause as stated here in the above will apply to all such trips. No separate consent form /indemnity form will be sent for the same.
  • We agree to all the above points mentioned herein above the indemnity form and school will not held responsible for any loss or damage or injury of whatsoever nature caused to the student in school or during outbound field trips.
We have understood all the sections and points above and we fully agree to abide by the same:
Name of the child:_____________________________
Seeking Admission to class: _____________________ PLACE: __________________________ DATE: ________________ NAME AND SIGNATURE:FATHER'S or GUARDIAN'SNAME AND SIGNATURE:MOTHER'S

Purpose:

In order to maintain a professional atmosphere of learning, mutual respect and safety in school, students should refrain from inappropriate, intimate behaviors on campus or at school-related events & activities. Students are expected to conduct themselves respectfully at all times.

Guidelines:

  • It is acceptable to demonstrate care for each other in physical expressions such as friendly hugs or pats on the back or shoulders. All such contact should be open and inclusive within a social group to be acceptable.

  • Intimate physical expressions of affection (hugging, holding hands, kissing, embracing) are not permitted at school, in the school bus or on any school activity (including the night out, nature camps, field trips, out of school events and competitions).

  • Lying down with another student; hand on another's lap; sitting on another's lap is also not acceptable. Touching in sexual ways either under or through clothing is not acceptable.

Consequences:

Students involved in inappropriate expressions of affection will be spoken to privately and respectfully with a view to modifying their behaviour and educating them. Continued failure will be considered as discipline violation and will result in parent notification and consequences as outlined in the discipline policy.

Objective: The objective of this policy is to make sure that parent and children are familiar with and abide by the code of conduct and bus safety rules. Applicable to: The policy applies to parent and student. Value (s) guiding policy: a) Value Term: Responsible b) Why: I will maintain a high standard of behavior by adhering to the rules & procedures. Rationale: The policy determines the transportation guidelines set by school and behavior expected by students to ensure safe and secure to and fro journey for students. Policy Guidelines:

  • It is compulsory for all students to avail school transport facility. Using mass transport while coming to school means reducing our carbon footprint and instilling in students a sense of equality. At the discretion of the Head of School, students having genuine medical or other concern may opt out of school transport. In all such cases, a written application must be filed with Administrative Department well in advance and approval sought from the Head of School.
  • The other exception to compulsory transportation is for those students who come from such areas where coverage is not being provided by the school. Coverage is defined as a stop not further than 2 km from the student's house. If your house lies outside this coverage definition, then you must get in touch with the transportation officer at the school for options.
  • Routes & stops of the buses or vans have been fixed for all major catchment areas of the city. Since the school wants to ensure that the time taken from the first stop to the last stop is fixed & limited, new stops/routes cannot be added to every request.
  • The school takes no guarantee of the maximum distance from your house to the nearest stop. The list of stops has been given to you. You may take admission only if you find one of the given stops convenient for pick-up & drop.
  • The bus/van will drop and pick up students at the assigned, designated pick-up/drop-off point only.
  • Since the school does not provide gate pick up or drop off facilities, your child may have to walk (and for younger children till age 10 dropped off and picked-up) to and from the common convenient place in his / her residence vicinity. The pickup/drop off timings, as will be communicated before the start of the academic session, will be based on trial / dry runs and therefore may get affected due to traffic situation or restriction in vehicular movements. Students are expected to be at the bus stop ten minutes before their standard bus timings, and if parents/guardians are picking up their child, then they are also requested to be at the stop 10 minutes before the expected arrival time.
  • Students living far away from the school will be picked first and dropped at last. That is how the bus routes are made. It is logical that the students living near the school will have less traveling time.
  • In order to shorten the route/timing; the highway routes will not be added as it has safety concerns.
  • Switching buses/vans on your own are not allowed without prior permission during regular bus/van routes as well as for any after-school activities. Prior permission may be given only if a seat is available on the bus on the requested route. Buses/vans will not stop along the way to pick up/drop off students who have missed the bus/van at the designated stop. Parents cannot stop the bus by honking/overtake etc. on the way to pick /drop their child if they miss the bus. However, a student who misses the bus at a previous stop may be dropped off at a further stop on the same route.
  • Students are not allowed to board the bus other than their regular school timings as the transport staff will not allow any other student who is not supposed to travel in it unless they have a written approval from HRT/Front desk.
  • Before changing your address, please make sure that you identify your stop from all the existing routes and confirm with the school that a seat is available on that route. It is infeasible to create new stops / routes in the middle of the year because the address could be far from the existing routes or else even for a location falling on the route (because every new stop adds to the time taken by the vehicle and we intend to keep a maximum limit for the time taken).
  • The school takes no guarantee of providing service in an area not covered by the given routes.
  • If we receive a request for a change in bus stop after reopening of school then there will be no change in the first 30 days because of operational constraints Thereafter, the request will be processed subject to our transport policy and seat availability. If seats are not available then the request will not be accepted. 
  • Request regarding change of bus stops for few days (up to 4 days) will not be accepted. In case of emergency, you will have to pick-up your child from the school.
  • Year on year, the routes and stops are surely going to change as there are shifts & changes in major residential addresses. Therefore, apart from adding new routes, we may also have to modify existing ones or delete existing ones completely if that is the need. The school will try not to disrupt an existing stop, but please note that under unavoidable circumstances, the school may have to change the stop location. 
  • Bearer card is mandatory for parents when you pick your child from the bus or from school. The school will not be responsible if it is lost. In case the card is lost, you need to report it immediately to the school in writing( email to surat@fountainheadschools.org) and get a new bearer card issued. The cost of the same is Rs. 100/-.  
Bus boarding procedure for senior school: Below given procedure for senior year students for boarding the bus while leaving at 3.15 pm:
  1. Students have to board the bus by 3.13 pm. After that, the bus door will be closed and no student will be allowed to board the bus.
  2. 2 minutes (till 3.13 pm) will be given to students to settle down and fasten their safety belts and conductors will take attendance.
  3. If any student has missed the bus, parents will be called to pick their ward from the school.
Student using own transport:
  • List of students coming on their own transport to be provided to the security staff and they will maintain the record
  • Gate pass will not be issued on daily basis.
  • Bearer card to be carried by parent/guardian.
  • Parent has to provide a letter to the school with the name of the driver name, car number, and any other important detail.
Consequences:*

Violations:*

Students are not allowed to do the following on the bus:

    • Eating junk food

    • Fighting e.g. kicking, punching, beating

    • Any kind of teasing (physical) like pulling hair, snatching/throwing shoes, bags etc.

    • Not wearing seat belt (it is compulsory for all students, irrespective of their grades)

    • Running, standing in the bus

    • Putting hands, head or any body part out of the window

    • Throwing things out of the window

    • Standing on the seats

Any violation of these rules will lead to consequences. In a case of any misconduct by a student in the bus, the didi/ conductor/staff has to inform transport in charge.

Steps will be taken:

1st Instance - Warning to be given by transport in charge to the student.

  • This has to be done on the same day i.e. for morning routes, it has to be done in the afternoon route and for afternoon route, it has to be done in the next day morning route.

2nd Instance - Warning to be given by HOA to the student.

3rd Instance - Parents to be called by HOA to be advised.

4th Instance - HOA has to recommend the case to the HoS and action will be taken on a case by case basis.

  • After each warning, a slip will be given to the student to be countersigned by the parent and submitted to the transport dept. within 3 working days otherwise, it will be treated as a 2nd warning.

  • The data will be recorded in a spreadsheet and notified to the HRT/TL/Coordinator/PSP through automated notification.

  • HRT/TL should make an entry of these instances into the student behavior log for the record.

Objectives:

  1. To ensure that the school gets maximum admissions possible without making a compromise.
  2. To have a fair and transparent policy for all parents.
  3. To make the admission process easy for parents and students.

Applicable to:

This policy applies to all parents seeking admission for their children at Fountainhead School.

Value (s) guiding policy:*

  1. a) Value Term: Fairness, Excellence
  2. b) Why:
  • Every student should get a fair chance to get admission in school.
  • Always implement practices that continue to produce valued outcomes.

Rationale:

Fountainhead School aims to provide high-quality educational experience through a fair and transparent admission system and avoid unfair discrimination on grounds of disability, gender, religion or belief. The policy ensures proper admission procedure with respect to each application received for admission. It also seeks to set selection criteria which is transparent, fair and consistent.

Policy Guidelines:

Eligibility Criteria  

EY & PY

  • Age Criteria – The age criteria are as follows and there is absolutely no relaxation in these dates for Grade 2. Beyond Grade 2 (Annexure 1), only if the child has completed the previous grade and if the child does exceptionally well in her previous classes as well as in the assessment tests, then only he/she will be admitted to the next class.
  • Procedure for admission – Nur, Jr. KG
  • Procedure for admission -Primary Years

Note: Admission in Nursery will open for Staff & Sibling category only. Selection will be through Draw System (In case there are more applicants than the number of seats available). In case of less applications; the admission will be open for external students.

Step 1 : Attending the ‘Education for Tomorrow’ workshop and collection of admission packet

Step 2: Complete the admission process in school (Submission of all the documents, payment of the admission process, submission of the online admission form)

Step 3: Interaction with parent / candidate (if needed)

Step 4: Communication of the admission status Draw System (In case there are more applicants than the number of seats available)

Step 5: Deposit fees (PDC cheque)

Step 6: Confirmation.

Steps:

Step 1. Attending the ‘Education for Tomorrow’ workshop and collection of admission packet:

It is mandatory to attend this workshop (preferably both parents) if you are seeking admission at Fountainhead School, Kunkni.

Please note that If you have not attended the ‘Education for Tomorrow’ (EFT) workshop on any of the above mentioned dates, then you will not be eligible to complete the admission process. The admission packets will be distributed during the EFT workshops and will not be available from the Front Desk.

Details regarding the workshop will be on our website. To register for the workshop, you can fill the EFT registration form from our website (http://www.fountainheadschools.org/admissions/education-for-tomorrow-workshop/) and register for the workshop.

Step 2: Completing the admission process:

  1. Submission of all the documents :

Parents seeking admission for the year 2017-18, need to come to school as per slot and dates allotted to you, along with ‘ALL the documents mentioned below.

What needs to be submitted:

  • Notarized photocopy of your child’s birth certificate
  • Five passport size photographs of the child
  • One family photograph (parents, child & siblings only)
  • Kindergarten recommendation form (only for Nursery, Jr. KG & Sr. KG. applicable for non Fountainhead Preschool students)
  • PDC (post dated cheque) of Rs. 1,00,000/- (One time non refundable admission fee, Rs. 60,000/- and refundable Security deposit, Rs. 40,000/-) when you come for the admission process. Payee name: ‘Fountainhead Education Trust’.

All the documents need to be complete. If any document is incomplete/missing, then you will not be eligible to complete the admission process.

  1. Payment of the Admission process:

Payment of Admission form fees, has to be done once the documents are submitted.

Admission process fees are:

  • Pre-primary (Jr.Kg ) Rs. 2000/-
  1. Submission of Admission Form:

Parents will have to fill up an online admission form in school after the payment of Rs. 2000/- and submission of documents. As a part of admission process, it is MANDATORY to fill up the online admission form.

Step 3: Interaction with parent/ candidate:

You will receive a call for parent / candidate interaction (if needed for Jr. KG) once the admission process (submission of documents and online form) is complete.

Step 4: Communication of the admission status:

After the submission of documents and filling online admission form, communication regarding admission status will be done through our school’s website. If we have more applicants than the seats, a draw system will be used.

For draw system, parents will have to come to school on a pre decided date (20th September 2016).

Step 5: Deposit fees (PDC cheque)

Once the admission is granted, PDC cheque given by you earlier will be deposited in our account (21th September 2016). In case the cheque is returned due to any reason, admission will be cancelled and will be released for the next waitlisted student

Step 6: Confirmation.

Once the fees (admission fees and security deposit) is credited in our account, confirmation of admission will be given through SMS/email and fee receipt will be sent to you.

Admission process for the academic session 2017-18 is as under:

  1. Collection & payment of Admission Packet.
  2. Submission of Documents & Submission of online admission form.
  3. Readiness test.
  4. Communication of the result and admission status/waitlist number.
  5. Deposit fees.
  6. Confirmation.

STEP 1: Collection and payment of the admission packet:

You need to come to school to collect the admission packet.

  • Primary Years (Grades 1- 6) – Rs.2500/-
  • Senior Years (Grades 7, 8, 9 & 11) -Rs 2500/

STEP 2: Submission of all documents and online admission form (hard copy)

*Please submit the following to the school.

  1. Admission Form Request with complete details, signed by the parent.
  2. Attested (notarized) photocopy of Birth Certificate
  3. Five passport size photographs of the child and one family photograph (parents, child & siblings only) in hard copy.
  4. “Parents’ Undertaking” signed by both the parents.
  5. Previous two year’s Report Card (for Grades 1-9 and Grade 11)
  6. Original School Leaving Certificate (Please submit it before 25th May or admission may stand cancelled). 
  7. Parent Evaluation Form.

Please note that the admission process will be treated as incomplete if any of the documents mentioned above are not submitted.

Submission of online admission form

You will be required to fill the online admission form when you come to school to submit the required documents. 

Step 3: Readiness test and ‘Education for Tomorrow’ workshop:

It is mandatory to attend this workshop (preferably both parents) if you are seeking admission at Fountainhead School, Kunkni. If parents do not attend the workshop, then it might lead to cancellation of admission. Parents will have to attend the workshop while the child will be appearing for the test.

Step 4: Communication of admission status:

You will be informed about your child’s admission status through call and email.

If you child is placed in the waiting pool, you will receive a final decision latest by 30th May 2017.

Step 5: Deposit of Fees:

If your child is able to secure admission at Fountainhead School, then you need to pay one time admission fee and security deposit in any of the HDFC Branch by 15th February 2017, through the slip given to you in the admission packet.

Step 6: Confirmation of admission:

We will be sending a confirmation sms/email to you once we receive your child’s admission fees and security deposit.

Selection Criteria

Primary Years

The admission for Grade 1 to Grade 6 will be confirmed only after the assessment tests. These assessment tests are a tool for both the school and the parent to get a genuine assessment where the child stands and if there are any particular areas of weaknesses that need to be focused upon. 

Important Points

  • Please fill up all the details carefully. The name of child and parents should be as per submitted document only.
  • In case of any change, it should be supported by appropriate legal documents.
  • The school will not entertain requests for change in names after the admission is confirmed.
  • The parents must fill in the admission forms themselves.
  • Neither collection of admission form nor its submission is a guarantee of admission to the school.
  • Admission form fees are non refundable.
  • For admissions to Junior KG, we have done away with 80:20 ratio for students of Fountainhead preschool and students from other preschools. We have allocated all the remaining JK seats to FP students (after confirming admission of Cat A & B) and current Nursery admission. This policy has been revised based on the feedback given by many FP parents. However, maintaining gender ratio will be given priority on an overall basis. Hence,based on that , Category C admission seats will be bifurcated as per male /female ratio.
  • While the school already follows a fair and ethical process, to make the process more robust and watertight, a parent committee will oversee and audit the entire admission process to certify that the school conducts admissions as per policy defined and that there is no foul play or scope of influence/ external pressure.
  • The school will not ask for any donation for granting admissions. The fee structure is transparent & all of it needs to be accordingly communicated.
  • The admission process does not ask for any religious/caste/political/social affiliations & is agnostic to this. Parents too must be aware of that same applies to them. We do not want any interference in this matter.
  • Any recommendation or any influence brought from any outside source to secure admission will lead to immediate cancellation of admission.

Rejected Application / Re-admission

  • For already issued forms: If fees is not submitted within the new given deadline, the form will stand cancelled. The parent is welcome to come back and fill up the form as per availability of seats and follow the same procedure as any other parent. However, they will be given lower priority than an altogether new parent, if there’s an issue of seat availability.

Wait list Criteria for Admission:

Admissions will be granted as per below given criteria:

Basic Criteria

1Attended EFT Workshop (compulsory)
2.All Documents signed and submitted (compulsory)
3
  • For Early Years -Recommendation form signed and submitted or Interaction with parents
  • For Primary Years Assessment and interaction with parent.
3.Form taken and submitted within the specified dates or when admissions are open.
4.Students without any special needs.

Categories

1Reserved for staff if any till March
2.Sibling studying at FS
3FP Students – Fountainhead Preschool (for EY Students only)
3.Applied for admission for both sibling
4.Others

For other categories

Early Years (Criterion)Primary and Years (Criterion)
Girls (First preference will be given to girls for admission)Admission dept. will check first that whether candidate has cleared the assessment test with minimum mark set for the specific grades.
Random- candidates will be picked up randomly through chit system in presence of parents.Girls (First preference will be given to girls for admission)
 Random- candidates will be picked up randomly through chit system in presence of parents.
  • Students will be listed as per above given criteria.
  • We can ask parents (max 5 nos, who have already attended EFT workshops) to fill up the form, explain them criteria of admission and where they stand.

Annexure 1 – Age Criteria – 2017-18

Grade

Born in the year

Nursery

2011

Junior Kg

2010

Senior Kg

2009

Grade 1

2008

Grade 2

2007

Introduction

Fountainhead School is an all-inclusive school which aims to provide high-quality educational experience through its IB Middle Year Programme (MYP). The IB Middle Year Programme is an academically challenging and balanced programme of education. The MYP has been designed as a coherent and comprehensive curriculum framework that provides academic challenges and develops the life skills of students between the ages of 11 to 16. Middle Years at Fountainhead school comprise of Grade 7 to 10. The school’s admission policy ensures a fair and transparent admission system and avoids unfair discrimination on grounds of disability, gender, religion or belief. However, if the disability of the candidate hinders his/her ability to effectively cope up with the challenges posed by the programme then the school may deny admission to such students. Further, the policy also ensures that proper admission procedure is followed in respect to each application received for admission.

Objectives of the policy

  • To ensure that the school gets the maximum admissions possible without making a compromise.
  • To have a fair and transparent policy for all parents.
  • To make the admission process easy for parents and students.

Applicable to:

This policy applies to all parents seeking admission for their children at Fountainhead School.

Value (s) guiding policy:*(Please refer http://fountainheadschools.org/aboutus/philosophy)

  1. a) Value Term: Fairness, Excellence
  2. b) Why:
  • Every student should get a fair chance to get admission in school.
  • Always implement practices that continue to produce valued outcomes

Policy Guidelines

Eligibility Criteria for taking admission in  MYP Year 2 & 3 (Grade ­ 7 & 8) & MYP Year 4 & 5 (Grade 9 & 10)

  • The child must have cleared the previous grade.
  • There will be interaction for admissions and Readiness tests for Grades 7 – 10. Please note that admissions for grade 7-10 will be confirmed only after the readiness tests (For grade 10, to be eligible for the MYP Certificate a candidate must participate in the programme for a minimum of one year (MYP year 5). The recommended period is at least two years. Hence, admission will only be granted if the above-mentioned requirement is fulfilled by the candidate). These readiness tests are a tool for both the school and the parent to get a genuine assessment of where the child stands and if there are any particular areas of weaknesses that need to be focused upon.
  • If the child has a known special need (dyslexia, autism, lack of interest in writing, slow learner etc) details of the same should be communicated while applying for admission. Failure to do so will lead to cancellation of admission. Please note that for a candidate with special needs, the admission process is different and maybe lengthier.
  • At this point in time, we have limited capacity to support SEN students and we will take a call on the admissions on a case to case basis.
  • Students with severe special needs are not recommended to do the MYP as the requirements of the program are rigorous. Students with learning disabilities on the lower spectrum may be admitted based on the conditions given in the Annexure ­ 3: MYP SEN guidelines.
  • We will continue to provide Language support to the students coming from PYP. For other subjects, the parents can appoint a support teacher/shadow teacher who will coach the child. School will work in collaboration with the support teacher.

Admission procedure

  1. Collection & payment of Admission Packet.
  2. Submission of Documents & Submission of online admission form.
  3. Readiness test.
  4. Communication of the result and admission status/waitlist number.
  5. Deposit fees.
  6. Confirmation

STEP 1: Collection and payment of the admission packet:

Parent has to come to school to collect the admission packet.

  • Senior Years (Grades 7, 8, 9 & 11) -Rs 2500/

STEP 2: Submission of all documents and online admission form (hard copy)

*Please submit the following to the school.

  1. Admission Form Request with complete details, signed by the parent.
  2. Attested (notarized) photocopy of Birth Certificate
  3. Five passport size photographs of the child and one family photograph (parents, child & siblings only) in hard copy.
  4. “Parents’ Undertaking” signed by both the parents.
  5. Previous two year’s Report Card (for Grades  1-9 and Grade 11)
  6. Original School Leaving Certificate (Please submit it before 25th May or admission may stand cancelled).  
  7. Parent Evaluation Form.

Please note that the admission process will be treated as incomplete if any of the documents mentioned above are not submitted.

Submission of online admission form

You will be required to fill the online admission form when you come to school to submit the required documents.  

Step 3: Readiness test and “Education for Tomorrow” workshop:

It is mandatory to attend this workshop (preferably both parents) if you are seeking admission at Fountainhead School, Kunkni. If parents do not attend the workshop, then it might lead to cancellation of admission. Parents will have to attend the workshop while the child will be appearing for the test.

Middle years programme(Grade 7­ to 10)

  • After the above given procedure is completed readiness test will be conducted for the student to know their capability and if the child will be able to cope up with the school’s methodology.
  • Readiness Test will be given in hard copy.
  • After the child has cleared the Readiness test intimation will be sent via email, phone or sms.

Details of Readiness test

For Internal Candidates : No readiness test is required

For External Candidates : All candidates who have done CBSE, ICSE,  State Boards or have done IGCSE, PYP or MYP have to appear for an readiness test. The readiness test will comprise of the following subject papers (50 marks, 1 hr each)

English: The test paper will be designed to check the student’s ability in successfully meeting the requirements for Language and Literature at MYP.

Math: The test paper will be designed to check the student’s ability in successfully meeting the requirements for Mathematics at MYP level.

Science: The paper will be designed to check the conceptual base of the student.

Hindi: The paper will be designed to check the skill development phase of the student.

Step 4: Communication of admission status:

You will be informed about your child’s admission status through call, SMS or email.

If you child is placed in the waiting pool, you will receive a final decision latest by 30th May 2017.

Step 5: Deposit of Fees:

If your child is able to secure admission at Fountainhead School, then you need to pay one time admission fee and security deposit in any of the HDFC Branch by 15th February 2017,  through the slip given to you in the admission packet.

Step 6: Confirmation of admission:

We will be sending a confirmation sms/email to you once we receive your child’s admission fees and security deposit.

Selection Criteria for admission in MYP

English: 60% minimum score

Maths: 50% minimum score

The candidate may appear for re- assessment if he/she feels that he/she can do better. There will be a gap of minimum two days between two readiness tests. However, if the student is not able to score (as mentioned above) in the re-assessment test then the school might ask the student to register for MYP Course during e-assessment of Year 5 (Grade 10). The requirements of getting admission as MYP course student will be communicated to the candidate and his/her parents and their consent in written form will be taken for the same.

Subject Allocation

For allocation of Extended level in Mathematics: For allocation of Extended level in this subject, a high score in the school’s readiness test and high level of proficiency in this subject (based on previous school’s academic reports). However the student may still go for Extended level in the subject of his/her choice on the condition that a review regarding the progress of student in that particular subject will be done after three months and the student may be transferred to Standard level in that particular level if he/she is not able to meet the expectations of Extended level in the subject.

Waitlist Criteria for Admission

Admissions will be granted as per below given criteria used:

Basic Criteria

Sr. no.Criteria for MYP
1Attended EFT Workshop (compulsory)
2All Documents signed and submitted (compulsory)
3Assessment and interaction with parent (only if required).
4Form taken and submitted within the specified dates or when admissions are open.
5For SEN – Candidates with a special need may be considered in the event if the disability of the candidate does not hinder his/her ability to effectively cope up with the challenges posed by Middle Years Programme and if the right support teacher has been identified by either the parent or the school. The decision of the HOS will be final in this respect.

Categories

1 Reserved for staff if any till March
2. Sibling studying at FS
3. FP Students – Fountainhead Preschool (for EY Students only)
4. Applied for admission for both sibling
5. Others

For other categories

Primary, Middle Years & Diploma Years (Criterion)
Admission dept. will check first that whether the candidate has cleared the readiness test with the minimum mark set for the specific grades.
Girls (First preference will be given to girls for admission)
Random- candidates will be picked up randomly through the chit system in presence of parents.

Students will be listed as per above given criteria.

  • We can ask parents (max 5 nos, who have already attended EFT workshops) to fill up the form, explain them criteria of admission and where they stand.

Important Note:

  • The school will not ask for any donation for granting admissions. The fee structure is transparent and the parents need to meet the requirements.
  • The admission process does not ask for any religious/caste/political/social affiliations & is agnostic to this. Parents too must be aware of that same applies to them. We do not want any interference in this matter.

Rejected Parents/Admission offered

  • For already issued forms: If fees is not submitted within the new given deadline, the form willst and cancelled. The parents will be welcome to come back and fill up the form as per athe vailability of seats and follow the same procedure as any other parent. However, they will be given lower priority than an altogether new parent, if there’s an issue of seat availability.
  • If we have limited seats or no seats availability, students will be in waitlist criteria (to follow admission criteria policy )

Annexures

Annexure ­ 1 : Details of Orientation to Middle Years Programme (MYP)

Knowing MYP

  1. What is the IB education?

An IB education is the result of a dynamic interaction between IB learners (who), teaching and learning in the IB (how), global contexts for teaching and learning (why) and the pursuit of significant knowledge and understanding (what). The IB’s philosophy of education is informed by research and by over 40 years of practical experience in international education. This philosophy remains open to reflection and review; the IB has always championed a stance of critical engagement with challenging ideas, one that both values the past and remains open to innovation.

IB programme models highlight important shared features of an IB education.

  • Developing the attributes of the learner profile
  • Approaches to teaching and approaches to learning
  • Age-appropriate culminating experiences
  • An organized and aligned structure of subject groups or disciplines
  • Development of international-mindedness as a primary aim and context for learning

Source: www.ibo.org. (2017). MYP: From principles into practice For use from September 2014/January 2015. [online] Available at: https://2014edl664.files.wordpress.com/2014/10/myp-principles-into-practice-assessment.pdf [Accessed 10 Apr. 2017].

  1. What board is offered in Middle Years at Fountainhead school?

Middle Years at Fountainhead comprise of Grade 7 to 10. Currently (Academic year- 2016-17), the school offers Middle Years Programme (MYP) of International Baccalaureate (IB) in grade 7 and  CIE- IGCSE programme for grade 8 to 10. Next year (Academic Year- 2017-18) the school will offer Ma YP in grade 7 & 8. CIE- IGCSE programme will gradually be phased out and the school will offer Middle Years Programmes (IB-MYP) in Middle Years. Right now, the school is a Candidate school and is eligible to implement the Middle Years Programme (MYP) of International Baccalaureate (IB). The MYP has been designed as a coherent and comprehensive curriculum framework that provides academic challenges and develops the life skills of students from the ages of 11 to 16.

  1. What is e assessment?

MYP eAssessment offers students opportunities to demonstrate disciplinary and interdisciplinary understanding, international-mindedness, critical and creative thinking, problem-solving skills and the ability to apply knowledge in unfamiliar situations. On-screen examinations and ePortfolios provide a balanced model of assessment for schools seeking IB-validated grades. Official IB recognition of achievement in the MYP is only available for students who participate in and successfully complete the required e-Assessments.

  1. What are the requirements to get IB MYP certificate?

The IB MYP certificate will be awarded when all conditions have been met in compliance with the General regulations: Middle Years Programme and as described below.

A candidate may register for any number of subjects (including language acquisition, arts, physical and health education, and design), but only six subjects contribute to the award of the certificate. A candidate must also register for the personal project and an interdisciplinary on-screen examination. If a candidate takes more than one subject from the same subject group, the highest grade from all the subjects in that subject group will count towards the certificate. Where a candidate chooses to take multiple subjects from arts, physical and health education or design, the highest single grade from these subject groups will count towards the certificate.

A grade from at least one subject from each of the following six subject groups must contribute to the award of the certificate.

  • Language and literature
  • Language acquisition (or a second language and literature)
  • Individuals and societies
  • Mathematics
  • Sciences
  • Arts  OR Physical and Health Education OR Design

The IB will award an IB MYP certificate to each candidate who has:

  • gained a grade total of at least 28 from six subject groups, the interdisciplinary on- screen examination and the personal project combined, out of a possible maximum of 56.
  • gained at least a grade 3 in at least one subject from each subject group
  • gained at least a grade 3 for the personal project
  • gained at least a grade 3 for the interdisciplinary on-screen examination
  • completed the school’s requirements for community service.

Source:

occ.ibo.org. (2017). Handbook of Procedures for the Middle Years Programme: Assessment 2017. [online] Available at: http://occ.ibo.org/ibis/occ/Utils/getFile2.cfm?source=/ibis/occ/home/subjectHomeMYP.cfm&filename=dSpace%2Fen%2Fm_0_mypxx_coh-nc_1609_2_e%2Epdf [Accessed 20 Mar. 2017].

Easy interpretation of the passing criteria

The minimum requirement to get a grade total of at least 28 from six subject groups, the interdisciplinary on- screen examination and the personal project combined.Other essential requirements to get IB MYP certificate
Gained at least grade 3  in any 4 subjects.Gained at least grade 4  in any 4 subjects.gained at least a grade 3 in at least one subject from each subject group.Gained at least a grade 3 for the personal project.Gained at least a grade 3 for the interdisciplinary on-screen examination.Completed the school’s requirements for community service.
  1. Is e-assessment compulsory for all?

E assessment in MYP is optional. However, the school recommends all students to go for e assessment. Option will be provided on a case to case basis. Final call will be taken by MYPC. If students don’t opt for e assessment then they will get MYP pass certificate from the school recognized by IB after successful completion of the programme requirements. In this case, the result will be given based on the performance exhibited during school examination which will be assessed by school faculties.

Annexure ­ 2 : Format for Letter of Recommendation

Date :______________

Admissions, Fountainhead School

Middle Years Programme

Surat, Gujarat

Dear MYP Coordinator,

I am writing to recommend (Name of the candidate) for admission into the Fountainhead

school’s MYP Programme. I have known (Name of the candidate) for___________months /years, and he/she has studied in my school for __________months/years.

Please include here your views about the candidates on : Sincerity level, Timely Submissions, Active participation in school’s activities, discipline record, Academic performance, Ability to work independently and in teams and any other relevant information.

Name of the Person (Writing recommendation)____________________________

Designation_________________________

Contact No._________________________

Annexure­ 3: Format of consolidated report on each student

Criteria1234
Overall conduct /behaviour    

Leadership Qualities displayed (including team working,

role modelling, fthe ollowing 7 habits etc.)

    
Display of IB learner profile    
Rapport with friends/peers and teachers    
General Punctuality and dressing up    

Grade :

1 -­ Not Satisfactory

2 ­- Average

3­ – Good

4 ­- Very Good

The Grade descriptors for the above purpose are as follows:

GradeDescriptor
1Overall conduct needs improvement, rarely displays leadership qualities & IB learner profile attributes, poor rapport with friends, peers and teachers, punctual and well dressed only on few occasions.
2Average overall conduct, sometimes displays leadership qualities, average display of IB learner profile attributes, average rapport with friends, peers and teachers, on an average he/she punctual and well dressed.
3Good overall conduct, often displays leadership qualities & IB learner profile attributes, maintains good rapport with friends, peers and teachers, often punctual and well dressed.
4Excellent overall conduct, excellent display of leadership qualities & IB learner profile attributes, maintains excellent rapport with friends, peers and teachers, always punctual and well dressed.

Annexure ­ 3 : MYP SEN guidelines

Introduction

At Fountainhead School (henceforth to be addressed as FS) we acknowledge that at any stage in his/her school life the child may have Special Educational Needs. Here it is necessary that school should make special educational provisions for meeting the needs. SEN provisions should be in addition to or otherwise different from, the educational provision made generally for children having common educational needs.

Criteria to admit  / recommend SEN students in the MYP

If the SEN student’s disability  doesn’t affect his/her ability to meet the demands of the program then the school will admit the student. In addition, the following two conditions need to be fulfilled for granting admission.

  • The school and/or the parents are able to find a trained teacher with specific needs (who is able to provide support as listed later in this document) for the same, if a special educator is necessary. The school will try its level best to explore options for providing support to the student.
  • The parents are willing to bear the complete expenses of any such support provided.
  • The student have the aptitude to meet all curriculum and assessment requirements but require support to reach their full potential in learning and assessment.

If the above criteria are met and the admission is granted to the student then the school will use the following approaches and strategies for meeting the needs of the SEN students:

  • To focus on student’s key strength areas so as to build confidence in him. Also ensuring that he/she is motivated to learn.
  • Using multi sensory approach for each student so as to customise the opportunity for effective learning.
  • Assisting students in surpassing their learning difficulties through providing special assistance like giving spoken instructions for students with reading difficulties.
  • Ensuring that students get first hand learning experience by implementing active learning strategies.
  • Provision of a range of activities so as to ensure differentiation in learning.
  • To match the demand or expectations to the level of attainment.
  • To provide similar work to the group and adjusting criteria for allowing different outcomes.
  • To adopt a step by step approach for development of concepts and skills.
  • Using simple and clear language by starting with student’s mother tongue or the language he/she is most familiar with.
  • Using new words gradually and then repeating them daily so that the student gets familiar with it.
  • Customising the pace of lessons by taking into consideration the difference among individual learners.

Other strategies

  • Provision of extra times for completion of class assignments and assessments
  • Oral assessment in case the child is unable to express himself/ herself in writing.
  • Ongoing activity like morning reading session etc.

Assessment

  • Early detection and identification is vital in such cases. The respective Mentor teachers informs the parents so as to alert them regarding his/her concerns and also encourages them for their  active help and participation.
  • The SEN teacher and the Mentor teacher assess and monitor the children’s progress in line with existing school practices. This is an ongoing process.
  • The SEN teacher plans an appropriate programme of support.
  • As far as possible the assessment should reflect participation in wthe hole curriculum.
  • Also ,the Mentor teachers along with SEN teacher breaks down the assessment into smaller steps in order to assist the progress and provide detailed indicators of progress.

Introduction

Fountainhead School is an all inclusive school which aims to provide high-quality educational experience through its IB Diploma Programme.The IB Diploma Programme is an academically challenging and balanced programme of education. It is normally taught over two years and has gained recognition and respect from the world’s leading universities.The school’s admission policy ensures a fair and transparent admission system and avoids unfair discrimination on grounds of disability, gender, religion or belief. However, if the disability of the candidate hinders his/her ability to effectively cope up with the challenges posed by Diploma programme then the school may deny admission to such students. Further, the policy also ensures that proper admission procedure is followed in respect to each application received for admission.

Objectives of the policy
  • To ensure that school gets the maximum admissions possible without making a compromise.
  • To have a fair and transparent policy for all parents
  • To make the admission process easy for parents and students.
Applicable to:

This policy applies to all parents seeking admission for their children at Fountainhead School.

Value (s) guiding policy:*(Please refer http://fountainheadschools.org/aboutus/philosophy)

  1. a) Value Term: Fairness, Excellence
  2. b) Why:
  • Every student should get fair chance to get admission in school.
  • Always implement practices that continue to produce valued outcomes
Procedure for admission
Admission process for the academic session 2015-16 is as under
StepsAction
1.To meet admission counselor for an orientation of Diploma Programme and watch IBDP orientation videos.
2.Student will do research on Why to do IBDP? , Why at Fountainhead?, How IBDP will be useful for their career?. Students will be provided with links to IB website, IBTV, Student service site. Students will be required to mail/or bring a hard copy of their response in not more that 100-150 words. Students will be given one week time to do research and respond to the question.
3.If required, then the parent along with the student will meet the DP Coordinator
4.Submission of online inquiry form
5.Payment for admission process and collect admission packet from school.
6.Submission of online admission form
7.Submission of all documents (hard copy).
8.Entrance test & formal interaction with the IBDP Coordinator. This will also include subject selection by the student. Communication of the results; admission status and subject recommendation. Also after confirmation of admission, the student and his parent will be given hard copy of General Regulations: (DP(link:http://goo.gl/6BkvLR))
9.Deposit fees and collect receipt.

Note : Please note that in case students fails to submit(inspite of several reminders) the documents(academic related documents such as Grade 10 mark sheet, pass certificate from the board etc) then the school will not give Grade 11 second/final term result to the students. Please note that the student will not be promoted to Grade 12 if he/she does not receive the report card of second/final term.

Eligibility Criteria:

For External Students

In case of candidates who have done their MYP he/she must possess certificate of completion of MYP (issued from their respective school).

For the above categories of candidates, the following criteria will be applicable:

  1. Candidate must show consistency in his academic performance over the years. It is desirable although not mandatory for the candidate to submit a letter of recommendation from the HOS/ Principal or Coordinator / Vice principal of his/her previous school. To see the format for the letter of recommendation please click on the link below: Appendix 5  

http://tinyurl.com/nesnyd2

and/or

  1. The academic performance of candidates will be judged on the basis of the mark sheet for those students who have completed grade X or equivalent from any recognized board of education and have obtained the mark sheet. In case, the students are yet to appear for the exams or receive the mark sheet, the internal examination results and/or the last two year’s academic reports will be asked for.

and/or

  1. For candidates who have done MYP and do not have any internal examination in their school, they must have satisfactorily completed their individual/group MYP personal project (as per the report of their school’s internal supervisor)

and/or

  1. In case of candidates who have done MYP and have appeared in their school’s final internal examination then they must have shown decent academic performance.

and/or

  1. Candidate has shown active participation in extracurricular activities such as dance, drama, sports or any other form of art and has been recognised at the school or state or National or International level or at all the four levels and/or has received awards for the same. 

and

  1. Candidate must have satisfactory behavioural record and should not have been expelled from any Indian or foreign schools.
  2. Candidate must not have been charged on any criminal offence in the period before joining Fountainhead school.

Assessment details:

For Internal Students :

There will be no assessment for internal students. For admitting internal students in to the DP & for subject allocation, the Consolidated report on each student prepared by the school and the recommendation of concerned subject teachers (based on the internal assessment conducted in Grade IX and X) will be taken as a basis for final decision. Please visit Appendix 6(link mentioned below) for the format of consolidated report along with Grade descriptors.

http://tinyurl.com/pyghzqy

Based on the recommendations students will be offered admission as either:

  1. As full fledge Diploma Programme student
  2. or DP Course student

Also in some cases based on the needs of the students, the school may counsel the student to explore other options available outside the school for various reasons.

For External Candidates

All candidates who have done their Grade X from an Indian Board (CBSE, ICSE & State Boards) or have done IGCSE or MYP have to appear for an entrance test. The entrance test will comprise of the following subject papers:

English – The test paper will be designed to check the student’s ability in successfully meeting the requirements for SL level Language and Literature at DP

Maths – The test paper will be designed to check the student’s ability in successfully meeting the requirements for SL level Mathematics at DP level

and

Any one of the Group 4 subjects based on student’s preference. For example if the student wants to opt for Physics at HL level then he has to give entrance test in Physics. The paper will be designed to check the conceptual base of the student.

Each of the above mentioned papers will be of 25 marks and the duration of the each paper will be 45 minutes.

Selection Criteria:

For Diploma:

English: 70% minimum score

Maths: 60% minimum score

The candidate may appear for re- assessment if he/she feels that he/she can do better. There will be a gap of minimum two days between two assessment test.However if the student is not able to score(as mentioned above) in the  re – assessment test then the school will offer the option of Diploma Course for such students.The consequences of getting admission as Diploma Programme (DP) course student for IBDP will be communicated to the  candidate and his/her parents and their consent in written form will be taken for the same.

Note : Please note that in order to qualify for admission to DP the child must show excellent performance in previous grades(Grade 8,9 & 10) on a consistent basis.

Subject Allocation:

  1. For allocation of HL level in English, Maths & Group 4 subjects : For allocation of HL in these subjects a high score in the school’s assessment test and high level of proficiency in these subjects (based on previous school’s academic reports). However the student may still go for higher level in the subject of his/her choice on the condition that a review regarding the progress of student in that particular subject will be done after three months and the student may be transferred to SL level in that particular level if he/she is not able to meet the expectations of HL level in that particular subject..
  2. The Diploma Programme course students can either register for one, two or all three core courses (TOK, EE and CAS). However the final decision regarding the same will be made by the school on the basis of student’s ability and performance in the entrance test or his/her subsequent progress during the initial period of three months from the date of admission. The progress of the candidate will be determined solely based on DPC’s report on student’s progress and the report will be considered as full and final in this case.
Appendices
Appendix 1 Details of Orientation to IBDP

Knowing DP

 

  • What is the Diploma Programme?
    • The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme, has gained recognition and respect from the world’s leading universities.
  • Understanding the Diploma Programme core
    • The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects.
    • Theory of knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.
    • Creativity, action, service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.
  • Details of the DP curriculum
    • IB Diploma Programme students must choose one subject from each of five groups (1 to 5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the social sciences, the experimental sciences and mathematics. Student may choose either an arts subject from group 6, or a second subject from groups 1 to 5.
    • At least three and not more than four subjects are taken at higher level (240 teaching hours), while the other subjects are taken at standard level (150 teaching hours).
  • Quick glance at the assessment in DP
    • Students take written examinations at the end of the programme, which is marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.
    • The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points.
    • Assessment is criterion-related, which means student performance is measured against pre-specified assessment criteria based on the aims and objectives of each subject curriculum, rather than the performance of other students taking the same examinations. The range of scores that students have attained remains statistically stable, and universities value the rigour and consistency of Diploma Programme assessment practice.
  • Why to opt for DP?
    • The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they:
      • develop physically, intellectually, emotionally and ethically
      • acquire breadth and depth of knowledge and understanding, studying courses from 6 subject groups
      • develop the skills and a positive attitude toward learning that will prepare them for higher education
      • study at least two languages and increase understanding of cultures, including their own
      • make connections across traditional academic disciplines and explore the nature of knowledge through the programme’s unique theory of knowledge course
      • undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essay.
      • enhance their personal and interpersonal development through creativity, action and service.
Appendix 2 Interaction with DP Coordinator

The DP Coordinator will interact with the student and/or parents and will ask the following questions:

Q.1 Are you aware of the expectations regarding IBDP programme?

Why to do IBDP? , Why at Fountainhead?

Q.2 What are your career plans?

Q.3 What are your interest areas? Do you wish to elaborate about any achievement(s) of yours?

Q.4 Which field would you like to excel in?

Based on the above interaction the student will be suggested about the possible combination of subjects for IBDP.

Please visit the following link for experiencing the reach and recognition of IB

http://ibo.org/recognition/documents/IBRecognitionbrochure_FinalV2.pdf

Appendix 3 Stepwise detailed description of Admission process

Admission process for the academic session 2015-16 is as under:

Step 1: To meet admission counsellor for an orientation of Diploma Programme and to watch DP Orientation videos

The parents along with candidate will be required to meet admission counsellor . The purpose of this meeting will be to understand parent’s view regarding their child’s admission in Fountainhead School & also for an orientation to the Diploma Programme. After orientation candidate along with parents will be watching few videos related to IBDP (this will ensure better understanding of the programme)

Step 2: Student will do research on Why to do IBDP? , Why at Fountainhead?, How IBDP will be useful for their career?.

Students will be provided with links to IB website, IBTV, Student service site.Students will be required to mail/or bring a hard copy of their response in not more that 100-150 words.Students will be given one week time to do research and respond to the question

Step 3: Submission of online inquiry form:

  • As a part of online admission process, it is compulsory to fill up the online I a query form.
  • You need to log on to our website www.fountainheadschools.org and click Admissions=> Admissions=> Inquiry Form.
  • Fill up the complete inquiry form with all the details and submit online.

Step 4: Payment for admission process and collect admission packet from school

Make the payment for admission process at the schools front desk and collect your Admission packet.

The Admission Packet contains the following:

  1. Admission Process (that you are reading)
  2. Fee Structure
  3. Admission Form Request
  4. Parents Undertaking Handbook
  5. Parents Undertaking
  6. Bank Slip

Step 5: Submission of online admission form

A – Submission of online admission form – Grade Nu – 9

  • A username and password will be generated after 24 hours. This username and password will be sent to you through SMS and email.
  • After receiving the user name and password please log on to the school website www.fountainheadschools.org and click Admissions=> Admissions=> Admission Form OR on the top right corner there is a select box from which you need to select Inquiry/Admission Login. A new window will open in which you will have to enter the username and password given to you.
  • Without the username and password, admission form cannot be accessed.
  • Fill the complete admission form with all the details and submit online.

B – Submission of online admission form – Grade 11

  • Link to fill up online admission form will be forwarded on your email id.
  • Fill the complete admission form with all the details and submit online.

Step 6: Submission of all documents (hard copy)

*Please submit the following, back to school in the same envelope given to you:

  1. Admission Form Request with complete details, signed by parent.
  2. Attested photocopy of Birth Certificate
  3. Four passport size photographs and one family photograph (parents, child & siblings only)
  4. Parents Undertaking signed by both parents.
  5. Previous two year’s Report Card/mark sheets (G 9 & 10)
  6. Original School Leaving Certificate (Please submit it before 30th April).

Step 7 : Entrance test & formal interaction with the IBDP Coordinator. This will also include subject selection by the student. Communication of the results; admission status and subject recommendation.

Candidate will be required to give an entrance test.The candidate will receive a call for entrance test within 7 working days, after submission of all documents. After the test the candidate will have a formal interaction with DP Coordinator (Please see Appendix 3 for details). Candidate will also have one to one interaction with the DP subject teachers. On the basis of interaction with DP Coordinator and feedback from DP teachers, candidate and his/her parents will be assisted by DP Coordinator in making an appropriate subject choice which will best suit his/her potential, level of interest and also help him/her in progressing towards a right career path.

The students can select from the following subject groups:

GroupSubjects Offered
Group 1 - LANGUAGE & LITERATURELanguage A: Language and Literature both at SL and HL level

Language A: Hindi Language and Literature both as SL and HL level

GROUP 2: LANGUAGE ACQUISITIONLanguage B – Hindi at SL & HL level

Language ab initio – French ab intio

GROUP 3: INDIVIDUALS & SOCIETIESITGS – at SL & HL level

Business Management at SL and HL level

Economics – at SL & HL level

Psychology – at SL & HL level

Global Politics – at SL and HL level

GROUP 4: EXPERIMENTAL SCIENCESBiology at SL & HL level

Chemistry- at SL & HL level

Environmental systems and societies – SL level

Physics- at SL & HL level

Computer Science – at SL & HL level

GROUP 5: MATHEMATICSMathematics  – Both at HL and SL level

Mathematical Studies – SL level

GROUP 6: THE ARTSVisual arts – SL & HL level

Step 8: Deposition of fees & Confirmation of admission and collection of fee receipt

After the announcement of results payment of one time admission fees and security deposit to be done within 5 working days of announcement of result. After this parents will deposit fees.HDFC bank deposit slips will be given to the form itself to ensure that parents need not come to school more than twice.

Appendix 4 Waitlist Criteria for Admission

Admissions will be granted as per below given criteria

Basic Criteria

1.All Documents signed and submitted (compulsory)
2.Assessment and interaction with parent.
3.Form taken and submitted within the specified dates or when admissions are open.
4.Candidates with special need may be considered in the event if the disability of the candidate does not hinder his/her ability to effectively cope up with the challenges posed by Diploma programme. The decision of the HOS will be final in this respect.

Categories

1.Reserved for staff, if any, till March
2.Sibling studying at FS or FS Preschool
3.Applied for admission for both sibling
4.Others

Important Note:

The school will not ask for any donation for granting admissions. The fee structure is transparent & all of it needs to be accordingly communicated.

The admission process does not ask for any religious/caste//political/social affiliations & is agnostic to this. Parents too must be aware of that same applies to them. We do not want any interference in this matter.

Appendix 5 Format for Letter of Recommendation

Date :______________

Admissions, Fountainhead School

Diploma Programme

Surat, Gujarat

Dear DP Coordinator,

I am writing on this day(Day, Date, Year) to recommend (Name of the candidate) for admission into the Fountainhead school’s Diploma Programme. I have known (Name of the candidate) for _____________months /years, and he/she has studied in my school for __________months/years.

Views about the candidates on Sincerity level, Timely Submissions, Active participation in school’s activities, discipline record, Academic performance, Ability to work independently and in teams and any other relevant information.

Name of the Person(Writing recommendation) :

Designation_________________________

Contact No._________________________

Appendix 6 Format of Consolidated Report on each student

Criteria1234
Overall conduct /behaviour    
Leadership  Qualities displayed(including team working, role modelling , following 7 habits etc.)    
Display of IB learner profile    
Rapport with friends/peers and teachers    
General Punctuality and dressing up    

Grade :

1 – Not Satisfactory

2 – Average

3- Good

4 – Very Good

The Grade descriptors for the above purpose are as follows:

GradeDescriptor
1Overall conduct needs improvement, rarely displays leadership qualities & IB learner profile attributes, poor rapport with friends, peers, and teachers, punctual and well dressed only on few occasions.
2Average overall conduct, sometimes displays leadership qualities, average display of IB learner profile attributes, average rapport with friends, peers, and teachers, on an average he/she punctual and well dressed.
3Good overall conduct often displays leadership qualities & IB learner profile attributes, maintains good rapport with friends, peers and teachers, often punctual and well dressed.
4Excellent overall conduct, excellent display of leadership qualities & IB learner profile attributes, maintains excellent rapport with friends, peers and teachers, always punctual and well dressed.

Middle School Report Card ___________

Student’s Name:Grade:

 

Subject: EnglishEffort :
Subject Teacher:Grade:

Subject Teacher Comments:

Grade Range:

A*ABCDEFGU
        Exam Not Given

 

Teacher’s Sign:Parent’s Sign:
©Fountainhead School 

Effort Grading

Grade1234
Timely Submissions(including projects, homework etc)    
Class Participation(including participation in class discussion, class activities etc)    
Interest in the subject (Asking questions, taking initiatives    

Grade :

1 – Not Satisfactory

2 – Average

3- Good

4 – Very Good

The Grade descriptors for effort grading is as follows:

GradeDescriptor
1Needs reminder for meeting deadlines, Participates in class only on few occasions, Rarely displays interest in the subject as he/she never ask questions and takes no initiatives.
2Sometimes meets deadlines, sometimes participates in class. Displays interest in the subject on few occasions by asking questions and taking initiatives.
3Often meets deadlines, Often participates in class discussions. Displays interest in the subject by taking initiatives and asking questions.
4Always meets deadlines, participates actively in class discussions.Displays deep interest in the subject by asking questions and taking initiatives on a regular basis.

Objective:

  • To give parents clarity on the systems set in our administrative work including office policy, timings, and responsibilities of people.
  • To give clarity on how the communication process works with the school with various stakeholders including teachers, administrative staff, and management.

Applicable to:

This policy applies to all students, parents.

Value (s) guiding policy:*

a) Value Term: Responsible

b) Why: Gives clarity about the communication process to all concerned for better and effective system in place.

Work Days:

The admin office works from Monday to Saturday except on public holidays and Diwali vacation. All Sundays are holidays.

Timings:

  • Office working hours: 7:15 am to 3.15 pm
  • For queries over the telephone: 7:25 am to 2.55 pm (please note that school phones may be answered at other times also, but the school cannot give assurance for the same). Please note that no phone calls will be entertained regarding:

any belongings left

to discuss your child’s progress

whether your child has settled in class or not

Whether the food has been eaten or not. Only in case of emergency

For medical reasons, the message to respective teachers will be passed on.

  • For school tour and admissions inquiries: Admission Enquiries and school tour will be Conducted from Monday to Saturday from 9:00 am to 1:30 pm
  • For Emergency situations including delays in transportation, in case an SMS does not reach you in time, you should contact the school number 8000130031 and emergency number 9327089891 

Guidelines for School-Parent Communication

The Daily Diary /Nucleus

  • This is the best way to get in touch with the class teacher.
  • Kindly go through the blog/daily diary on nucleus every day for all circulars, notices, newsletters or homework. As far as possible file the policy/circular / academic paper in the relevant section in the parent’s file that has been given to you.
  • You may put any academic or nonacademic query (related to I-Card, change of address etc.) in the daily diary.
  • Parents are advised not to send the communication on chits and paper as these can be displaced easily. Please communicate only through the daily diary. In case you want to send a confidential note (to anyone in the school), then put the same in a sealed envelope and mark a reference to it in the daily diary so that it does not get misplaced.
  • The School does not take any responsibility for any miscommunication of information if parents don’t use the daily diary on the nucleus.

Phone Calls

  • Please go through the daily diary on nucleus and circulars regularly before making any inquiries over the phone. Please avoid unnecessary phone calls to the school when information has already been provided to you.
  • In case you want to talk to the respective class teacher over a phone call or meet them one to one, then a prior appointment should be taken at least 2 days in advance either through school diary or from the front desk.

SMS service

  • Check your SMS regularly. We will try and send as much information through circulars in advance as far as possible, but sometimes we may have to send SMS at the last minute, especially related to transportation.
  • On a regular basis, only one of the parent (the mother by default, unless changed by request) will be sent an SMS for all information. Only in a case of an emergency, both the parents will receive SMS.
  • Keep your inbox empty so that the SMS does not bounce back.

Email

  • The School encourages parents to use as much email as possible for communication with the administrative department.
  • Any general/administrative complaints or queries (mentioned below) can be e-mailed at surat@fountainheadschools.org
  • E-mail to teachers may also be sent at surat@fountainheadschools.orgor teachers email id, however, this cannot be used for any communication which requires immediate response or action, as teachers have busy schedules. Any point requiring immediate attention must be communicated through the diary only or can send an email to the teacher’s email ID.

Administrative Office: People and Responsibilities

QueriesDesignationCommunication ModeContact Person

Contact No. 8000130031

For all appointments, inquiry, and complaintsPublic Relation Officer (PRO)Phone, Email or Walk-inMs. Mena Maniar

Email-mena.maniar@fountainheadschools.org

For any admission related queriesPublic Relation Officer(PRO)Phone, Email or Walk-inMs. Zainab Cinemawala

Email-zainab.cinemawala@fountainheadschools.org

For all fee related queriesChief AccountantPhone, Email or Walk-inMr. Chetan Shah

Email-chetan.shah@fountainheadschools.org

For all IT related queriesIT Administrator

Senior Manager Software

Phone, Email or Walk-inMr. Kalpesh Prajapati

Email – kalpesh.prajapati@fountainheadschools.org

Ms. Ashlesha Dhaundiyal

Email – ashlesha.dhaundiyal@fountainheadschools.org

For all Career Counseling related queriesHead Career Counseling DepartmentPhone, Email or Walk-inMs. Ritu Khanna

Email ritu.khanna@fountainheadschools.org

For all transport related queriesOfficer on Special DutyPhone or Email; meeting with prior appointment onlyMr. Parth Kharwar

Email-parth.kharwar@fountainheadschools.org

For all food related queries.Food ManagerPhone or Email; meeting with prior appointment onlyMr. Bhavik Nayak

Email-bhavik.nayak@fountainheadschools.org

For canteen related queriesCanteen In chargeE-mailMs. Deepa Patel

Email-dipti.patel@fountainheadschools.org

For all nonacademic issues including transportation, infrastructure, I-card, fee-related issues in which no response has been received within 3 working days time. Any other complaints /suggestions /

concerns related to administration at the school

Asst. General Manager-Administration (AGM)Phone or Email; meeting with prior appointment onlyMs. Falguni Jariwala

Email- falguni.jariwala@fountainheadschools.org

For all the above issues where the response is not received within 5 working days.Chief Manager – OperationsPhone, Email or Walk-inMr. Nirav Shah

Email-nirav.shah@fountainheadschools.org

Academic Issues: Whom to get in touch with?

Step 1: Any academic issue regarding your child should first be addressed to the homeroom teacher as given below

Step 2: In case your issue is not resolved or else if the issue is sensitive in nature, please contact the team leader or PSP/HOS/MYPC/DPC/PYP-VP/SSP as per the responsibilities are given below.

QueriesContact PersonNameCommunication Mode
For child-specific academic or behavioral issueHome Room teacher or single-subject teachers as per needEither telephonic conversation or face-to-face meeting with prior appointment through the daily diary, through the PRO or teachers email id.
For major concerns related to curriculum behaviour issue and methodology for Primary Year.
You can also e-mail specific queries/complaints where response has not been received by you within 5 working days
Primary School Principal (PSP)
Deputy HoS
Ms. Ankita Diwekar KabraEither telephonic conversation or face-to-face meeting with prior appointment only ankita.kabra@fountainheadschools.org
QueriesContact PersonNameCommunication Mode
For all academic related queries (Grade 7 & 8) and any student-specific issue in which response has not been received by you within 3 working daysMiddle Year Programme Coordinator

(MYPC)

Ms. Chinki Chappia

Ms. Hasina Saifee

Either telephonic conversation or face-to-face meeting with prior appointment only

chinki.chhapia@fountainheadschools.org

hasina.saifee@fountainheadschools.org

For all academic related queries (Grade 9 & 10) and any student-specific issue in which response has not been received by you within 3 working daysMiddle Year Coordinator

(MYC)

Ms. Bhumika ParmarEither telephonic conversation or face-to-face meeting with prior appointment only

bhumika.parmar@fountainheadschools.org

For all academic related queries (Grade 11 – 12) and any student-specific issue in which response has not been received by you within 3 working daysDiploma Programme Coordinator

(DPC)

Mr. Bhargavi BergiEither telephonic conversation or face-to-face meeting with prior appointment only

bhargavi.bergi@fountainheadschools.org

For all behavior and academic issues related to Middle Years, Senior Years and major school issues.

You may also e-mail specific queries/complaints where the response has not been received by you within 5 working days

Senior School Vice Principal (SS-VP)Ms. Bhumika ParmarEither telephonic conversation or face-to-face meeting with prior appointment only bhumika.parmar@fountainheadschools.org

Each Grade level and Single Subject teacher have a Coordinator who will address specific queries/issue addressed to the teacher.

For meetings with teachers, Team Leaders, Asst. GM, PYPC, MYPC, DPC, Vice Principal-PYP, PSP, SSP or HOS, please follow these guidelines:

Guidelines:

  • Please take the appointment at least 2-3 days in advance at a mutually convenient time to avoid disappointment.
  • Appointments will be given at the discretion of the Front Desk based on the availability and the nature of the query or problem.
  • For the HOS/PSP, you will have to either give full details of the nature of your query to their Executive Assistant on the phone, or you can fill up a form which will be available at front desk, or you can email the same to the PSP or the HOS.

Behavior with Staff:

  • We request you to treat all the school staff including the support staff (didi’s, bus drivers, conductors, and attendants) with courtesy at all times. Please note that inappropriate tone or language or behavior will not be tolerated. Please refer to the Code of Conduct for Parents policy.

Objective:

The objective of this policy is to protect school’s assets by ensuring that every student should take reasonable care of school property.

Applicable to:

This policy applies to all students.

Value (s) guiding policy:

a) Value Term: Responsibility

b) Why: Be responsible for your behavior attitude, discipline etc. and think before you act and consider the consequences.

Rationale:

Sometimes students accidently or deliberately destroys or damage or misuse school property i.e. books, lab or other equipments, furniture, building etc. and some of the equipments are very expensive.

Guidelines for Students:

  1. School property especially equipments are for ACADEMIC use only and not for personal or other use. Anyone who uses equipment for other than academic use shall be fully liable for their loss, theft or damage.
  2. Our School encourages students to use all the science aids and equipments liberally but under the supervision of the concerned teacher. This prevents breakage and damage to the costly equipments.
  3. However, any student found mishandling the equipments by himself without the supervision of the teacher/without authorization of teacher, which he is not supposed to do so would be penalized.

Guidelines for Science aids taken by teachers for Classroom:

  1. To ensure that science aids are being utilized properly with minimal damages for which the teachers must take all necessary precautions.
  2. Encourage use of science aids by the teachers in class without the fear of paying for damages in case of any damage occurring during the normal course of teaching.
  3. It would be the primary responsibility of the teacher who takes the science aids like toys, prisms, globes etc to the classroom.
  4. The concerned teacher would take all required precautions for the safety of such aids till the time it is returned to the stores. This includes proper storage, handling and educating the students how to use it.
  5. It is the duty of the concerned teacher to report to the stores / lab in charge if any damage occurs to the item .
  6. In the event of any unintended damage to the science aid and if the value is below Rs 500/-, then no charges will be recovered from the concerned teacher till the third instance. The teacher concerned will be the person who has to decide whether the damage was caused due to her negligence (carelessness) or in the course of normal teaching.
  7. If the science aid is damaged by the student unintentionally, then also no charges will be recovered from the student / teacher. However the teacher must be aware that the damage done by the student was unintentional. If the teacher feels that the student has broken the item intentionally then and then only should we recover the charge from the student.
  8. The stores incharge will be maintaining a data of the damages and will bring it to the notice of HOS / PYPC. In case of repeated instances of damage / loss by the same teacher / grade level, the reasons for the same will be inquired into. If a clear pattern of lack of care taken by the responsible teacher(s) emerges, then the consequence will be full payment of the damaged equipment by the concerned teacher(s).
  9. In case of any item above Rs 500/- the consequence will be decided on case to case basis by GM-A/ PYP-C and HOS.

In any case of the teacher having been asked to pay, please submit a request to HOS stating the amount and why you believe that this was a natural damage and not due to your carelessness or intentional damage by a student.

Consequences:

  1. Full replacement costs price of new item to be charged from respective student being the cost of the damaged equipment.
  2. Admin department will inform parent about the amount needs to be paid against the damage.
  3. The amount needs to be paid by cash/cheque within the specified time limit given by school.
  4. In case of non-payment the amount will be adjusted form the imprest amount/security deposit.

Objective:

The objective of this policy is to provide specific and clear instruction to all parents about the school fees payments.

Applicable to:

This policy applies to all parents and students.

Value (s) guiding policy:*

  1. Value Term: Fairness
  2. Why: My action must be not discriminate or give undue advantage to anyone.

Rationale:

The school has the responsibility to inform parents enrolling their child’s about the fee charges and related procedures.

Policy Guidelines:

Please note that the admission and tuition fees once paid are refundable under below-mentioned circumstances only.

  • Admission Fees: It is refundable as per refund policy.
  • Refundable deposit: The refundable deposit becomes refundable only when the child leaves the school. It is refundable given that all fees have been paid in full – subject to deductions for replacement, repair, and damage to school property including library books, computers etc.

Fee Payment:

  • Fee payment has to be done in 2 half-yearly installments.
  • A request for monthly installments needs to be made in writing to the Head of administration/Head of School.
  • The monthly installment will be charged with interest (1.5% on annual fees).
  • If approved, parents will need to give post-dated cheques or enable ECS payment to the school’s bank account.
  • Student joining midterm will have to pay a fee on pro-rata basis i.e. fee for the balance months remaining in the term.

Late Fees: In a case of late payment of fees, after the given deadline, the following late fee charges will be applicable:

Late Fee Charges 
AmountDay
100 Rs.Per day (after the last date of submission)

In case not paid by the parent at the time of depositing the fees, the same will be deducted from the student’s Imprest or/ and refundable deposit.

  • In case the fee is not paid by 30th April along with the applicable late fees for the next session, the school, using its discretion, will issue a Leaving Certificate for the student. Prior intimation will be given and confirmation will be taken for the same from the parent. In case the LC is issued by the school, the student will be treated as a new student applying for admission. Admission Fees will be charged as per prevailing admission policy.
  • If the parents fail to pay the fees within the due date and even after sufficient reminders by the school, the school has the discretion to stop transport facility to the student. Then the parents would have to make their own arrangements for transport to the final cut off date for the fee payment which they agreed on and after that, the student will be given LC.
  • Failed Payments: In case your cheque bounces, the school will charge Rs. 500 as administrative charges for every payment instrument.(It is only applicable for tuition fee payments)
  • Annual Fee Increment: The school reserves all rights to increase the fees up to 10% per annum under a normal economic scenario without any consultation.
  • Fee coverage: The annual education fees do not cover the following:
  • In the case of any external medical attention given to the children (inside or outside school premises) then primary first aid expenses up to 500/- can be borne by school and rest will be borne by the parents and the school takes no responsibility towards the same.
  • Anything not mentioned in the “Fee Details” in the inclusions section but necessary for the school to implement will be charged extra.
  • There may be optional expenses which if the parents opt for their child, will be charged extra.

List of Optional Expenses:

 Fees IncludeFees does not Include (additional expenses)
TransportBus fees cover pick-up and dropping off the student from a designated location as detailed in Transportation Routes.Transportation may not be provided for a location falling outside of the planned route. If the school offers transportation to such a location, then additional fees will be charged
(Transportation expenses are covered only for the given routes)Transport for early morning sports/arts camp, out of town trips/ sports camps and picnics.
Daily Healthy MealOne fresh and nutritious mini-meal will be provided to students everydayA meal from home
School EssentialsNotebooks, Limited Stationery & Educational Supplies, Library & Computer UsagePrescribed text books (as applicable) and Readers for all Grades (Nursery G11) which is a part of the course work (not optional)
Library charges for late deposit or lost / missing book, late fees on account of a delayed deposit of tuition fees, recovery of any damages. (not optional)
Bag, shoes, school uniform, sports uniform, sports-related materials/ music instruments
AS (Arts Special) Classes – Charged (when external faculty is called) e.g. Guitar, Keyboard, Tabla, Percussion etc. (Optional but highly recommended)
Cocurricular and Extracurricular ActivitiesAll essential field trips, in-house visits (not including camps or other out of town trips whether educational or essential)All out of town education trips/Nature camps/ Picnics (Day trips, 3-4 days trips or longer duration camps)
Sports Camp for Football, Basketball, Volleyball, Karate, Athletics, Frisbee and Art camps.
(Trips, Events, Competitive Exams)All extracurricular activities offered by the school (within regular school timings & days)Material charges, books and examination fees for ASSET, Olympiads, etc
All internally held examinations (not including external examinations whether compulsory or optional)Charges for expenses incurred for Interschool Events in the Sports & Performing Arts areas i.e. Compulsory – CIE Check Point, ASSET
Optional – Olympiad, NTSE, Intermediate Exam Of Drawing, Elementary Exams, IYF Exams or any other diagnostic tests.
All events including the sports day, annual day performance & other special daysRegistration & Examination Fee for IGCSE, DP or any Board Exams – Charges as per the choice/number of subjects.
Annual Performance costumes, AS Performance (props, rental expenses) (not optional until not participating)
Charges for expenses incurred in Interschool events in sports & performing Arts. (optional)
Additional learning support provided to the student from Special Educational Needs (SEN) cell or Additional English Language Support (AELS) cell.
PortfolioAll observation records and worksheets, photos to be a part of the portfolioEnd of year memories, CD’s, yearbook, videos, annual day performance CD’s etc.
MiscellaneousOasis Valley Leadership Camp, Aero-modeling Camps, Robotics Camps, any other workshops etc. (optional)
  • This imprest deposit is to be paid in a single installment along with the 1st installment of the academic fees due on March 31, 2014.
  • The school will ask for approval wherever the expense to be incurred is optional. The school will send you the actual expense details at the end of each term.
  • At the end of the academic session, remaining balance (if any) will be carry forwarded to next academic session. In the case of any shortfall during the year, the school may ask for more imprest deposit as per the requirement.
  • Transportation Fee: Transportation expenses are covered only for the routes & timing given by the school. Transportation may not be provided for a location falling outside of the planned route. If the school offers transportation to such a location, then additional fees will be charged. Refer to “Transportation Policy” below for more details.
  • Special Needs Educational Fees: The Annual Education Fees does not cover any special attention necessary whether the need is realized prior to admission or anytime during the child’s academic career at the school. The parents will be consulted for their consent before resources are allotted to special needs students. Special needs fees will be 20-40% or more in some cases than the annual fees depending on their needs. The fees applicable will be decided on a case-to-case basis only, but will not exceed the annual education fees.

Collecting money from Students for Additional Expenses other than tuition fee (Imprest Details):

The objective is to define a system for money collection to avoid misplacement. The system of cash collection from students for various events has been discontinued as there are chances of misplacement/getting lost etc.

Payments other than Imprest, above Rs.300/- would be accepted by cheque only and the same has to be submitted to the PRO who will hand over the same to Accounts dept and keep necessary records. The parents will write the name and grade of the student on the backside of the cheque. Payments below Rs. 300/- will be adjusted from the imprest amount.

Accounts dept. will ensure that the receipts for such payments received are issued within 2 days of receipt and same-handed over to the PRO and will be sent to parents for reference.

Imprest:

‘Imprest deposit’ is collected from the students at the starting of every academic year along with fees. The objective is to avoid cash transaction between student and school for various activities conducted in the entire academic year.

Guidelines

All charges which are optional would be incurred on account of activities and will be deducted from the respective imprest deposit amount of the student with prior consent/information to the parents. This imprest deposit is to be paid in a single installment along with the 1st Installment of the Academic fees irrespective of the mode of payment of the academic fees.

Imprest Deposit covers the following expenses:

  • All outstation educational trips / Nature camps / Picnics (optional but highly recommended)
  • Library charges for late deposit, lost book, Late Fees on account of delayed deposit of Tuition Fees, recovery of any damages (not optional)
  • Prescribed textbooks (Grade 7, 8 & 9) (not optional)
  • Readers for the other classes (Grade 1 to Grade 6) (not optional)
  • Charges for expenses incurred for Interschool Events in the Sports & Performing Arts areas (optional)
  • Annual Day Rental expenses (not optional unless not participating)
  • Competitive Exam & Material charges for ASSET, Olympiads etc. (optional)

Key Points

  • Full amount to be paid along with 1st installment.
  • The school will ask for approval wherever the expense to be incurred is optional. The school will send you the actual expense details at the end of the academic session as per (Annexure-2).

At the end of the academic session, remaining balance (if any) will be carry forwarded to next academic session. In the case of any shortfall during the year, the school may ask for more imprest deposit as per the requirement.

IMPREST DEPOSIT:

Imprest deposit is collected to avoid cash transactions through the student for various activities mentioned below during the entire academic year. Charges which are optional will be deducted from the respective imprest amount of the student only with prior consent/information to the parents. 

GradeImprest AmountCost incurred on Educational trips in 2016-17
Nursery & Junior KG1,000None
Senior KG2,000None
Grade 17,500Kevdi – 3000/-
Grade 210,500Zainabad – 5500/-
Grade 3*10,500Jambughoda – 4500/-
Grade 4*10,500Mahal – 2500/-
Grade 511,000Dholavira -“ 7000/-
Grade 614,000Durshet/Imagica – 7000/-
Grade 720,000Gir Beyt Dwarka – 14600/-
Grade 820,000Delhi, Amritsar, Agra – 17000/-
Grade 920,000Madhya Pradesh -“ 19000/-
Grade 1020,000Jayalgarh – 23500/-
Grade 1125,000Dharamshala – 17500/-
Grade 1210,000Kerala – 37000/-

These amounts have been estimated as per the actual expenses incurred in this academic year. Details of expenses for the grades are given below for better appreciation.

School Leaving Certificate:

Objective:

To get early information about students who want to leave school early/mid of the session.

Rationale:

Fountainhead School has developed a Leaving Certificate to ensure that we get information about students terminating admission early enough so that those students who wish to get admitted are not denied.

Guidelines:
Application for Leaving Certificate

The application should be given 1 week in advance by filling up the LC Application form available at front desk. LC will be issued if and only if all dues are cleared. This includes tuition fees, late fees, other fees, any damages, library fines, and outstanding amounts for any events, activities, camps, etc. In case the dues are not paid, then the same sum will be deducted from the security deposit if the student is eligible to get the security deposit. The effect on the fee & security deposit on the day of application is given here:

LC Application Period

Current Academic Session (Term-1)

1 June – 30 October

Current Academic Session (Term-2)

1 November – 30 April

After the Current Academic Session

1 May to 31 May

Leaving Certificate will be givenWithin 5 working daysWithin 5 working daysWithin 5 working days
Fee Refund (1st & 2nd Installment)

Tuition fee will be refunded on the pro-rata basis. Pro-rata basis should be calculated on a monthly basis. i.e. if a student leaves in between the month, then it will be considered as a full month

Tuition fee will be refunded on the pro-rata basis. Pro-rata basis should be calculated on a monthly basis. i.e. if a student leaves in between the month, then it will be considered as a full month

Not applicable
Security DepositTo be refunded along with the LCTo be refunded along with the LCTo be refunded along with the LC

Please note:

  1. LC will be given to parents as per the request.
  2. LC can be issued automatically under following conditions:
    1. If the parent has not deposited the fee till the time given to them, it will be adjusted from the security deposit and LC will be issued.
    2. 2 reminders will be sent to the parent to collect the LC from school after that it will be sent to their address through registered post.
    3. If a student is absent for more than 15 days without information then the school will send 2 reminders to submit application mentioning the reason for absence after that LC will be issued.
    4. If a student has left the school without giving information to school and the school has got the information from other sources then LC will be issued to the student.
    5. After issuing LC to the student and informing the parents about the same, the records will be deleted from the nucleus.  
  3. Once the LC is issued and you decide to readmit the child, then we will consider it as a new admission.
  4. Leaving Certificate will not be issued with a counter sign of the District Education Officer (DEO) since the school does not fall under the purview of district/state education authority.
  5. No Objection Certificate (NOC) issued by Government of Gujarat, which allows us to run a primary school with an IBO affiliation, will be given along with the Leaving Certificate.
  6. Copy of PYP Authorization Certificate endorsed/attested by a government authority will be given along with Leaving Certificate. For the Middle Years (Grades 7 onwards), attested copy of the CIE authorization certificate (Cambridge board) will also be given.
  7. Admission Fees: It is refundable as per refund policy.
  8. Refundable deposit: The refundable deposit becomes refundable only when the child leaves the school. It is refundable given that all fees have been paid in full – subject to deductions for replacement, repair, and damage to school property including library books, computers etc.
  9. Security deposit will be deposited in parent’s account by 30th April.
  10. For Grade 12th deposit will be done by 10th July as results are declared on 5th July.

Important Points:

  • For Existing students – if parents do not apply for LC until June / July or have not paid the fee without any valid reason informed before hand or do not give any information about withdrawal of admission, then after giving them verbally and written (both email and letter) intimation, we will strike off their admission if there is another student waiting. This case can be considered if the parent has informed us about the delay – because of possible transfer/delay in the decision but they have to send a written communication to school in the form of email/letter.
  • In case the fee is not paid by 30th April along with the applicable late fees for the next session, the school, using its discretion, will issue a Leaving Certificate for the student. Prior intimation will be given and confirmation will be taken for the same from the parent. In case the LC is issued by the school, the student will be treated as a new student applying for admins: The refundable deposit becomes refundable. Admission Fees will be charged as per prevailing admission policy.

Refund of Security Deposit:

  1. Security deposit cheque will be given to parents along with L.C and other documents so cheque has to be signed before that.
  2. While handing over the cheque; signature of parents has to be taken on receipt. It will also state that it is against full & final settlement of his / her ward & hand over the cheque to parents.
  3. In case, if parents are unable to come & send their authorised person then the cheque will be handed over to that person only if he/she have authorised letter from parents which has parents signature as well as collecting person’s ID proof and signature.
  4. This cheque is valid for only three months from the date of cheque mentioned on it. If parents do not deposit this cheque within 3 months then school will not be liable for any further payments.

Fee Refund (New Admission):

1st Installment- If 1st installment for the new academic session is paid and then student withdraws admission, the following conditions will be applicable for fee refund:

  • If a student withdraws admission before 1 month of the starting of an academic year – entire fees except for registration amount (application form fee) will be refunded.
  • If a student withdraws admission within 1 month of the starting of an academic year – 50% of admission fee will be forfeited and balance fee will be refunded.
  • If a student withdraws admission before 1 month of the starting of an academic year – entire fees except for registration amount (application form fee) will be refunded.

Re-admission Terms & Condition (Fee for Student Joining back after 1 Year):

  • This policy will be applicable only for those students who were shifted outside the city due to transfer of their parents but not within the city and come back after one year and wants to join school e.g. if a student leaves school in 2010-11 and does not attend school for the year 2011-12 but again applies in 2012-13 then this policy will be applicable to him/her and if the same student applies in 2013-14 instead of 2012-13 then this policy will not be applicable to him/her).

  • If the Child leaves the school and comes back after one year than s/he will have to pay the fees as per current academic session but he will get a discount in the admission fees. They will have to pay the difference of admission fee paid earlier e.g. If admission fee is 50000/- and the student had paid 15000/- as admission fee previously than s/he will have to pay Rs. 35000/- admission fees at the time of admission

  • If the child has not taken back the security deposit then s/he will have to pay the current amount of the deposit after deduction of the previous amount paid earlier e.g. If the security deposit is 30000/- and student had paid security deposit Rs. 15000/- earlier and did not take it back at the time of withdrawal the s/he will have to pay Rs 15000/- at the time of admission.

  • If the student was from 2008 batch previously then too he will have to pay as per the current year’s fees.

  • All other admission processes apply as for any other students.

Note:

1. Security deposit is refundable in all cases. Please refer to the fee payment schedule for more details.

2. The school management has the right to implement changes to the fee structure. If the government brings in any new regulations or introduces some new taxes or change the existing one (e.g. service tax on tuition or transportation fee etc.) then the same will be passed on to parents and is applicable from whichever date is passed on.

3. Please note that the admission and tuition fees once paid are refundable as per policy only.

Scenarios for Re-admission/LC:

ScenarioParent Communication
Case 1: LC issued to the student but wants to join again.

If a student applies for leaving certificate, leaves the school, but wants to join back again for the current academic session.

Student can start the school immediately from next day. Fees for the current annual academic fees will have to be paid within 2 working days.

The admission will be granted only if seats are available.

While the student need not go through the admission process, they will need to pay the admission fees / Security deposit as for new admissions.

The fees to be paid will be from the month of joining.

Case 2: Student leaves the school after attending first few days of the new academic session.

If a student attends school in new academic session for first few days/ one week and after that s/he doesn’t come to school for more than one week without any information.

Confirmation call for the issuing of LC will be given to the parent if we come to know from hrt/mentor teacher that the child is leaving.

LC will be issued and emailed to the parent on personal / school mail id.

Case 3: Does not attend the school from 1st day

If a student doesn’t attend the school for 1 week after the start of the new academic session (July in case of G11) and we have not received any LC request

Confirmation call for the issuing of LC will be given to the parent if we come to know from hrt/mentor teacher that the child is leaving.

LC will be issued and emailed to the parent on personal / school mail id.

Case 4: (Especially for G11) (new admission or readmission)

For Grade 11 the school starts in the month of July but the students join the school in the month of July or August

The first quarter fees applies to everyone, no matter whether they start school in July or Aug.

If joining is from September then fees to be paid will be from the month of joining.

Case 5:

If for some reason a student wants to retain admission but can’t attend school, the parents may apply for the same with the reasons by emailing it on surat@fountainheadschools.org

(One of the students had taken admission in some other school but also wanted to continue his admission in FS for 2-3 months as the new school had given a conditional admission. They would finalize it after the board results were out (Aug). The parents wanted to on a safer side and requested an extension for LC).

1. If the extended leave is approved by the school management:

The seat will be retained for a maximum for one year after which a leaving certificate will be issued unless the student attends school. (in case where we have a spare seat and no waitlisted students)

Fees will be charged as for any other student during this period.

If the parent has paid fees for the next term but have requested to retain their child’s seat till August as they might not continue after that and also the student does not attend school (to avail full refund), then the fees will be charged as per pro rata basis till the LC application date from the parent, whether the student attends school or not.

2. If the extended leave is not approved by the school management or if the student hasn’t attended school without any information,

The school can issue a leaving certificate (even if the parent has not applied for it) and it will be emailed to the parent.

If the student wishes to rejoin school, then it will be treated as a new admission according to the standard admission policy of the academic year.

Annexure:

FEE STRUCTURE FOR THE ACADEMIC SESSION 2018-19


Authority Letter Format for Security Deposit

Date: 22.03.2017.

To, 

Sub.: Authority letter for collecting LC & Security deposit & balance imprest if any. 

Dear sir, 

With reference to the above-said subject, we are hereby authorized Mr. _____________ for collecting of LC & security deposit cheque of my ward, whose signature is appended below for your reference. 

Please handover the same to the bearer of this letter. 

Regards, 

For << Parent’s Name >> 

Authorized Signatory. 

__________________________

Signature of Mr.


NO DUE CERTIFICATE

Dated:

Dear Sir,

We hereby confirm that, there are dues pending / not pending pertaining to ____________________________________________Grade______Section_________________ Student Id:___________________________account.

Description

Amount (Rs.)

Authorized Signature

Tuition fees / Late fees / Imprest

  

 

Storeroom (Communication diary, I cards, Sports Wear etc.)

  

Class Readers

  

Class Library

  

Library books

  

Damage to school Property

  

Class Readers books

  

 

Last working day of the student is ____________________________.

Recommended to issue L/C

Signature of AGM (ADMIN)

NOTE: Accounts to issue Security Deposit refund cheque only when this sheet is signed by AGM – Admin.

Received full and final payment

Parent Signature:

__________________________________

Date: ___________________

Back

Objective:

To provide access to student and teachers to variety of resources i.e. books, Journals, PD etc.

Applicable to:

This policy applies to all students and teachers.

Value (s) guiding policy:*

a) Value Term:

b) Why:

Rationale:

Library provides access to printed and online resources which are helpful and supportive for school’s learning and teaching program.

1) Students –

Library Routines and Procedures:

This will include Routines and procedure including the following quantity of books they can issue.

Books to be issued to students against their card.

PYP Student: English Hindi and Gujarati books for 1 Week

MYP Student: English Hindi and Gujarati books and 1 Magazine for 1 Week with subject to reissuing and 1 CD for 3 days.

DP Student: English Hindi and Gujarati books and 2 Magazines for 1 Weeks with subject to reissuing. They can even issue reference books in category of English book and 2 CD for 3 days.

Process of Issue and Deposit (self-Check in / Checkout)

There is a self-Check in / Checkout counter in the Library. Teachers have to check in /out their own books. the Library team is always there if you require assistance. Please follow the step by step procedure given below:

EY – Books will be issued to them through class library

PY – Student has to choose book for issue with ID card. At the end of the class the student has to come and pick up the issued books. While returning, student has to put books in tray one.

MY & DP – Students have to follow the (self-Check in / Checkout) system . Their I card will be required for book issuing. Library staff wil be there to guide them.

A. Procedure: Checking out books. (Issuing books)

1. Click on ‘Check Out to’ Tab.

2. Scan your I- Card

3. Check the name to ensure that you are logged in.

4. Your account is now open. ( If you have overdue books, then your account will be blocked automatically)

5. Slide the book under the scanner, making sure that you scan the library barcode sticker and not the printed ISBN code.

6. Each book scanned will appear as a list in the window.

7. Cross check the number of books you have scanned in the list appearing at the bottom of the window.

8. Click on ‘home’, you have now exited from your account.

B. Procedure: Checking in books. (Depositing / Returning books)

1. Click on ‘Check In’ Tab.

2. Slide the book under the scanner, and scan the library sticker bar code.

3. The book has now been deposited.

4. Place the book in the basket.

5. Cross check the number of books you have scanned in the list appearing at the bottom of the window.

6. Click on ‘home’, you have now exited from your account.

Important Instructions:

  1. In case the child does not return the book in the time allotted s/he will not be issued another book.
  2. Reference books will not issued to any students to carry out of the library.

Categories of Books: (Applicable for Junior Library)

Sr. No.

Categories of BooksCategories

1

Non Chapter books

Read-Aloud Books
Board Books
Pop-up Books
Anthology (Story Collection)
Rhymes / Poems

2

Chapter Books

Young Fiction
Classics
Biography

3

Reference Books

Encyclopedias
Computer science
Religion
Science & Technology
Zoological Sciences
Medical Science
Dictionaries
Activities, Puzzles, and Facts
Music
Art
Stage Presentation (Dance & drama)
Sports
History, Geography
Graphic Representation of Earth (Atlas)

4

Other Languages

Hindi
Gujarati

Categories of Books: Senior Library

Books classified according to the Dewey decimal system / Includes separate sections for ToK books.

CategoriesCode
Generalities000
Philosophy & Psychology001
Religion002
Social Sciences003
Language004
Natural Sciences & Mathematics005
Technology (Applied Sciences)006
The Arts007
Literature & Rhetoric008
Geography & History009

2) Parents

Category which they can issue: Adult fiction, Movie CD and Literature Books and maximum of 2 books for a fortnight, and 1 DVD for a period of 1 week subject to re-issue.

Procedure of Issue and Deposit:

  • If a parent is interested to get access to school library, they have to send a consent email to library@fountainheadschools.org.
  • After getting confirmation, library will issue an ID card to the parent.
  • Parents have to submit Rs. 100/- as security deposit.
  • The ID card will be sent to the parents through their child.
  • After issuing ID card, parents will be given access to KOHA.
  • The user ID and password of will be sent to them on their school email ID.
  • For issuing a book they need not to come to school. They can search and order books through KOHA.
  • After ordering a book online through KOHA, they can ask their child to collect it from the library.
  • To return a book, parent need to send book with their child along with their ID card.

Educational Aids Policy:

I-Pad

Routines & Procedure:

Class Use –

  1. The use of iPad is only as per the booking.
  2. I-Pad will not be issued to students.
  3. HRT will be responsible for iPad if their class requires. The HRT need to make sure that students use it with care.
  4. Teacher will check iPad before and after issuing whether the iPad is in working condition or not and students have to return it in the same condition.
  5. There are 20 I-Pad for students and 1 for teacher so please ensure that it is used by 1 person at a time.
  1. Do not use I-Pad by taking it out of the box.
  2. It should be used with clean hands.
  3. Keep food and beverages away from my I-Pad.
  4. Running with the I-Pad s not allowed as it can be slip out of a child’s hands.
  5. Use I-Pad screen as ‘Touching’ and not by ‘punching’ on the screen.
  6. Do not place any decorations (such as stickers, markers, etc.) or deface the serial number or SUHSD label on the iPad.
  7. Do not leave your iPad in an unsafe place or unattended.
  8. Send the ipads back once the slot is over.

Board Games

Student has to issue and use it in library itself.

ID Card Practices:

  1. Temporary ID card will be generated once information of new students is shared by the front desk
  2. This temporary card will be valid till permanent one comes.
  3. Same will be applicable in case of loss of permanent ID Card.
  4. Within a day Temporary ID Card will be processed.

Instruction For Searching The books online – Koha:

Brief Description:

1.) Circulation:

It includes 2 things:

  • Check in – means return of books to the library. for that we have to scan the school barcode and later place the books as per the shelving location.
  • Check out – means issuing of books from the library. For that we need to first scan the id-card of the patron and the school barcode.
Note : If the a/c is blocked of any patron then we can’t issue books to them in any case till the a/c is unblocked. A/c gets blocked if the due date of the book is over and the books have been not returned or reissued.

2.) Patrons:

Patrons are the users of koha which includes the students at fountainhead school , staff members [ teachers and admins ] who use koha.

you can search for a patron using their name , surname or ID number.

In case of new admissions we can create new patrons for them .

Consequences

Students:

  • If the book is not returned on time, the first time new books will not be issued till the 1st lot is returned.
  • If the same happens the 2nd time we will think of fines or replacement costs as consequences.
  • If a book is lost replacement cost will be charged.
  • Lost book found later- In case the book is found later and submitted to the library, the replacement cost charged earlier will be returned with a deduction of 10% penalty of the current market price.
  • When teachers use the library please follow the essential agreements displayed on the wall.
  • In the case of class library book & readers, if the reason for not returning is due to noncompliance by student, please follow the same rules as above, for the students, also.
  • Class library books are not included in the consequences.

Parents:

  • There would be fines for late deposits.
  • Replacement cost will be taken from the student imprest deposit in case of loss, theft or damage.

Objective:

The objective of this policy is to ensure that school is providing sufficient instruction time to students.

Applicable to:

This policy applies to all stake holders i.e. parents, students and staff.

Value (s) guiding policy:*

  1. Value Term:
  2. Why:

Rationale:

School timings and duration have been fixed to keep learning / working smooth and ongoing.

Policy Guidelines:

  • The school duration has been decided on taking into consideration the academic & extra-curricular needs of the children. However, changes in the duration for different years may happen over the years as the needs of the children evolve and as our understanding of their needs gets better.
  • Mid-year changes in timings, though unlikely are not completely ruled out, but will be done only if there are compelling reasons for the same.
  • Timings for the school will also change over the years as per the needs of the children as well as the need to optimize the transportation costs incurred by the parents. There will be consultation with the parents if major changes happen in the timings (of more than 30 minutes, changes minor than that will be communicated with sufficient notice).

School Timings (Winters) – School timings will remain the same during the winter. We understand that in winters, the sun rises late and hence its quite dark at the time of bus pickup for some students. We have explored the option of a delayed start by 20-30 minutes in winter. However, the bus schedules are back to back so if there is any delay in the morning slot, it will mean a subsequent time delay for every morning and afternoon route. Change in timings will disturb the routine for everyone since many students attend classes and extra-curricular activities after school hours etc. Though we do not have extreme winters in Surat, we also think that leaving for school from home in winters when it is dark will help the students to understand seasons, day and night cycles in an experiential manner and also helps them to face their fears of darkness (if any).

Long working Hours for MY/DP:

    • Long school hours are necessary as the MY has more subjects along with many extra-curricular activities. Please note that as a school we follow a day boarding model which means that the students get an exposure to a wide range of activities along with academics within the school hours itself. We spend almost more than 6 hours each cycle on extra-curricular activities. Other than that we have many special classes such as life classes, student parliament, LEAP, which are necessary for the overall development of the students. Regular subjects in MY are English, Hindi / French, Math, Combined Sciences, ICT, Arts Appreciation and Social Studies.

    • Late start to school is necessary so that we are able to optimize our bus usage. As the primary years come in at 7:15 it’s not possible for the senior school too to come at the same time. And also there are few evidences that suggest that late timings are better for teenage students as they tend to sleep late.

      • Students shifting from Grade 6 (PYP) to Grade 7 (Senior School) do find it more difficult in the first 2-3 months as there is a major change both in the timings and the duration. It is possible that they find it difficult to adjust, especially in the first few months. Later they might adjust to the schedule.

      • Students who are physically very active and are engaged in other activities such as sports practice etc. both before and after the school, will find it tiring. And this may be in addition to the PE / PS / Playtime slot in school. So parents are requested to re-look their child’s schedule and see whether this is sustainable for their child or not.

Learner Profile – Communicator
Objective of the Language Policy Document

The language policy document aims to consolidate ideas and beliefs at Fountainhead School regarding language and language teaching and outlines systems and strategies in place to support the development of English as a lingua franca as well as development and maintenance of mother tongue in the school community.

This document also seeks to ensure that, as an authorized IB World School, compliance with IBO Standards and Practices are met.

This document should be referred to when planning for language teaching, curriculum planning and professional development.

The audience for this document also includes the parent community at Fountainhead School as well as new and interested parents seeking admission in Fountainhead School.

Fountainhead School : Background and context

Fountainhead School is a K-12 school located in Surat, Gujarat. The school offers the following pathways of education:

* We are considering the IB MYP for the future.

The pathways of education boards that Fountainhead School has offered for its students is a tried and tested model which a number of other schools in India are also applying to provide both the best quality of education while fully addressing the necessities of Board Examinations and local university recognition issues in India.

The school has 1236 students as of 31st August 2013. The division across students is as follows:

ProgrammeNo. of Students
EY342
PY722
MY172

Majority of the student population resides in Surat. Students mostly come from middle class or affluent families. The parent community is a mix of entrepreneurs, family managed businesses, teaching professionals, serviced professionals in banking and finance, oil and gas or telecom industry and other industries.

Student Mission Statement

To nurture leaders through primary greatness

Primary greatness is the greatness that each individual can attain by achieving both competence and character. Greatness as defined normally, is based on name, fame, money, acts etc. This greatness is secondary greatness and not everyone may achieve it, and primary greatness may not be necessary to achieve this. Primary greatness, on the other hand, is something that each child and adult can achieve through their actions.

To become leaders, students are expected to take responsibility of their own lives, learn to work more effectively with others and to do the right thing even when no one’s watching. This is how we define leaders. Not everyone may want to or can become business or political leaders or leaders in sports or arts, but becoming a leader as defined above is the kind of leader that everyone can become.

The school’s mission is therefore “To nurture leaders through primary greatness” or in other words, to nurture leaders who have both character and competence.

Organizational Mission Statement

Fountainhead believes that learning is a lifelong process and we therefore seek to inculcate in students, parents, teachers & the society at large, the sheer sense of joy of the learning. We will provide a happy, purposeful, safe and nurturing environment to help our learners develop skills, attitudes & character to achieve sustainable success in life. We aim to scale newer heights in terms of curriculum innovation and teaching methodologies and build an institute of excellence.

Language Profile of students at Fountainhead school

The following points summarize the language profile of students currently studying at Fountainhead School:

1. Majority of the students (92%) have Gujarati or Hindi as their mother tongue/ native language.

2. A small percentage of students (4.5%) have other Indian languages as their mother tongue.

3. Almost all students (97%) are second language learners of English.

4. Around 30% of students studying at Fountainhead School are first generation learners of English.

5. English is the medium of instruction and is commonly acceptable to all.

6. All parents want their children to learn English as the main language in school.

(Detailed data analysis of the school language profile is available in Appendix B)

Fountainhead’s beliefs about language and language learning

Fountainhead School believes that language fulfils three fundamental, compelling human urges- to connect with others, to understand our world and ourselves in it. Language is fundamental to learning, thinking and communicating.

Language is socially constructed and depends on the kind, nature and the frequency of one’s social interaction in the community. Fountainhead School believes that language is acquired and not learnt. We believe that learners acquire language by first listening to it and understanding it, then speaking it, then reading and finally writing it.When an understanding of the world, language and print act together as a team, reading happens. All three go hand in hand, like inseparable friends. One assists the others. On their own they function badly. Children develop language through interaction, not action. They learn to talk by talking to someone who responds. They learn to write by writing to someone who responds. (Fox Mem 1993, 2001).

The learning process simultaneously involves learning language as learners listen to and use language with others in their everyday lives; learning about language as learners grow in their understanding of how language works; and learning through language as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980). These three aspects are best thought of as linked processes.

Language plays a vital role in the construction of meaning. It provides a framework to support conceptual development and critical thinking. Fragmenting teaching language into isolated skill sets can create difficulties for learners. Their needs are best served when they have opportunities to engage in learning within meaningful and authentic contexts.

Language involves learning, in both the affective and effective domains. Through language, students understand feelings and thoughts of people from contexts very different from theirs and learn to express their own emotions in various creative forms. They learn to communicate their ideas effectually. Language provides a vehicle for inquiry. Teachers and students enjoy using language, appreciating it both functionally and aesthetically.

Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts. There are opportunities for students to negotiate their roles as learners, teachers, reflectors, thinkers and Inquirers.

The school recognizes that a majority of our learners are additional language learners of English and we see the school playing a pivotal role in providing an enriching environment and support for language development so that all learners are empowered to participate fully in the school’s academic programme, social life as well as to develop as individuals. The school believes that building a caring language community with participation from parents, students, teachers and the wider society will go a long way in developing confident language learners.

The school believes that acquisition of more than one language will enrich personal development of a child and also facilitate international mindedness.

Language at Fountainhead School

English is the medium of instruction at Fountainhead School and is taught as the primary language. It has priority in the school’s language programme.It is also the preferred language of communication in the school and is acceptable to all.

Languages used in daily functioning

English is the preferred language of communication at Fountainhead School. It serves as the school’s official language for purpose of operations, communication and management.

However, it is acknowledged that the school community is multilingual and members function in their everyday lives in more than one language.

All school-wide written communication with parents is done in English although individual parent and teachers may communicate (written and oral) in a common language of their choice. (this is typically done as per parent’s preference).

The administration department and the support staff (transport, food, housekeeping) typically use Gujarati (the local language of Surat) in their daily interactions with other members of the school community.

Language in the Primary years Programme

Language is the most significant connecting element across the school’s curriculum, both within and outside its transdisciplinary programme of inquiry. Language at Fountainhead in the PYP is seen as permeating the whole curriculum. Language learning is spread across subject areas and through the programme of inquiry and all PYP teachers at Fountainhead are viewed and view themselves as language teachers. English is the primary language taught at the Primary years and also the language through which the students access the PYP curriculum.

The school offers Hindi (one of the official languages of India) as an additional language from the age of 5 and Gujarati (the regional language of the state Gujarat) as a 3rd language from the age of 6.

Teachers plan learning experiences in language within meaningful and enjoyable contexts and learners are able to make connections, apply their learning, and transfer their conceptual understanding to new situations. This progressive conceptual development, together with an enjoyment of the process, provides the foundation for lifelong learning.

The school also acknowledges that learning to comprehend language through listening, reading and viewing and to express through speaking; writing and presenting go hand in hand and hence, promotes integrated language development. The three strands of communication: oral, written and visual are interwoven and interrelated and not taught in isolation.

Fountainhead believes that literature plays a very important role in language development. Literature helps to reconnect feeling and thinking. It expands our life spaces and takes us outside the boundaries of our life experiences to other places, time periods and ways of living. It also stretches our imagination and invites us to consider what if. Above all, it is a very powerful tool to transform children’s lives as children carry these literary experiences back into their own worlds and view their lives differently. Students at Fountainhead are involved in a book study of minimum 1 book every year in the PYP as per their age and readiness level.

The school also sees culturally diverse literature as a powerful means to develop international mindedness and attributes of the learner profile in all learners. The library collection reflects this belief in its collection of picture books, folk tales, bilingual books etc.

The learner profile, together with the five essential elements of the programme knowledge, concepts, skills, attitudes and action informs planning, teaching and assessing language at Fountainhead School.

Approaches to teaching and learning in the PYP:

Fountainhead School endeavours to make students proficient and fluent in usage of all forms of English language by the end of the PYP years, by:

  • promoting integrated language development
  • using language as a transdisciplinary element throughout the curriculum
  • using a literature-based approach to learning language
  • encouraging appropriate cooperative discussion in the classroom
  • encouraging reading for meaning
  • using differentiated reading engagements selected according to interest level, readiness, proficiency.
  • using a variety of scaffolded learning experiences with the teacher providing strategies for the student to build on his or her own learning
  • viewing writing as a process
  • teaching students to read and research using multimedia resources
  • using language for creative problem solving and information processing
  • using a range of appropriate assessment methods such as portfolios, conferencing, writing sample analysis, response journals.

The school has developed a language scope and sequence document for the primary years. This document is a work in progress and we intend to align it with the the PYP Language scope and sequence document.

Language in the Middle years

In the middle years, it is acknowledged that with more specialized and complex areas of knowledge, literacy skills also need to be built further. Therefore, students continue to build on the language skills acquired in the PYP.

Also, English being the preferred language to access the Diploma Programme, there is a conscious attempt to develop English as the best language of the student, develop greater proficiency in it through sustained language learning and achieve their full linguistic potential in the same.

The school continues to offer Hindi as an additional subject in the Middle years. The school also offers French in the middle years as an alternative to Hindi. In addition to the approaches to teaching and learning in the Primary years, approaches to teaching and learning in the middle years include but are not limited to:

  • Exposure to quality literature across a variety of periods, cultures and genres.
  • Inquire into, analyse and reflect upon a variety of literary and non literary works.
  • Using ICT to explore, respond to and critique language
  • Use and interpret language in a variety of contexts including real life situations.
Language in the Diploma Programme

Students entering in the Diploma Programme from Fountainhead School are expected to have English as their best language as a result of sustained instruction in English over the primary years and the middle years. Thus, English is established as their preferred language, Language A, through which they access the curriculum.

Group 1:

Fountainhead School has mandated English language and literature (HL and SL) as Group 1 choice. The choice between HL and SL for each student will be made on the basis of candidate’s preference and school recommendation.

Group 2:

Hindi being the host country language is strongly recommended to students as a group 2 course selection in Grades 11 and 12. The school recommends that all students who have had 4-5 years of experience in learning Hindi study HL / SL as per the student profile.

French ab initio is the other subject the school offers as a Group 2 subject choice.

The school may consider offering Spanish ab initio and Mandarin ab initio through Pamoja Education for students who may be interested in studying these languages.

Provision for students who do not have English as their best language for the Diploma programme:

If there is a candidate who is not proficient in English seeking admission to the Diploma programme, the school will recommend hiring a shadow teacher/ interpreter who is comfortable with the best language of such a student. The student can choose a group 1 language as per his best language and the school will offer it as a school supported, self taught subject choice.

Mother tongue programme at Fountainhead School

Fountainhead School recognizes that mother tongue is an integral part of an individual’s identity and it is important to affirm, value and promote students mother tongues. It also recognizes the need for developing and maintaining students mother tongues. This belief encourages the attributes identified in the IB learner profile, as well as promotes responsible action and international-mindedness.

The school has students of over 12 different mother tongues studying in the school. Hindi and Gujarati account for the mother tongue of more than 90% of our student population and the school teaches both these languages. The school is considering offering Hindi and Gujarati at two levels (beginner and standard level) to further enhance the strength of the mother tongue programme.

The school recognizes that multilingualism is an essential aspect of the typical classroom at Fountainhead. Teachers are encouraged to use this in the best way possible without undermining the importance of development of English as a lingua franca*.

The school views all teachers in the school throughout all programmes as language teachers. It is acknowledged that some teachers are more proficient in their mother tongue than in the language of instruction in the school. The school takes responsibility for ensuring that such teachers are appropriately trained to teach in the language of instruction.

Further, they are encouraged to use their mother tongue in interaction with students where there is a wealth of relevant background knowledge encoded in their (the teacher’s) mother tongue.

The mother tongue programme plays an important role in developing and affirming the student’s personality and identity.

Adhering to the belief that when a language one uses in daily communication is denigrated, a part of him or her is also being denigrated, there are no discipline procedures that impact on student or teacher use of their mother tongues in classes. However, there is a danger of using the mother tongue as a crutch while expressing and in the process, suppressing the development of English language fluency. Therefore, the guideline for use of mother tongue in the classroom is that it should be used as a support language –interlingual translation should be used wherever the teacher feels the need and sees value in its useAn example of this could be: activating prior knowledge of students, recording anecdotes of students in Early years verbatim, exploring cultural beliefs and values etc.

Whole school strategies for developing mother tongue:

  • The school library has bilingual books as well a variety of books and periodicals in Hindi, Gujarati and other regional languages of India. Students are encouraged to issue books from library on a regular basis.
  • Fountainhead School conducts a Hindi Mela and a Gujarati Mela which are week- long celebrations of the richness of these languages. A variety of games, quizzes, skits etc are organised in the school in this week.
  • The school also has presentations in the school assembly on various regional languages of India. These presentations showcase the richness and culture of the language through music, dance etc.The linguistic diversity of the school community is a rich resource for the mother tongue programme and the school makes active use of it in such opportunities.
  • The parent community is also actively advised to develop and maintain the mother tongue of their child and encouraged to view English as an additive and not a subtractive language.
Role of the library at Fountainhead School

The library is central to the language programme at Fountainhead School. The library provides a learning space and an environment to promote love for reading, books as well as a place for research.

The library is resourced with fiction, non-fiction, picture books, chapter books, board books, pop-up-books, big books, multicultural books, world classics, autobiographies, multilingual books, reference books, encyclopaedias and media that are accessible to all students and staff. The school sees the library as a valuable resource to promote the international mindedness aspect of the IB programmes.

The library is also seen as a place which makes a strong statement that all languages are celebrated and supported. The library has a collection of bilingual books, books in regional languages of India and the school continues to add to to this collection.

The library also provides resources for collaborative planning, researching and teacher professional development. Our school board is aware of our need to expand these resources and there are plans to continually add the same.

The school is in the process of developing an information literacy and media literacy curriculum that will support the language curriculum of the school and help develop research skills in students.

At the PYP level, there is a library period every week. Teachers can also conduct classes in the library with prior information. The librarian teacher as well as homeroom teachers conduct book discussions, read aloud, help conduct research and help students browse and pick up books. In addition to using the school library, every class also has a class library.

At the middle years and the Diploma programme level, teachers and students use the library for conducting classes, working individually or in groups, researching etc.

The library team also conducts various events through the year like author week, poetry month, celebrating an author’s birthday etc to promote reading as a school culture.

Additional English Language Support (AELS) at Fountainhead School

As stated earlier, almost all students at Fountainhead School are second language learners of English. The school recognizes that learning a second language is a developmental process that occurs over time. Hence, the school does not have an ESL or an EAL programme for students. Instead, from Early years onwards, a lot of focus is laid on understanding English through listening and speaking exercises. In this context, the school is in the process of developing a listening and speaking curriculum for primary years.

However, there are some students who meet 1 or more than 1 of the following conditions:

  1. Are first generation learners of English
  2. Have zero support for English language learning at home
  3. Come from schools where the language of instruction is not English.
  4. Are admitted in Fountainhead School at a higher grade and have poor foundation skills in English.

These students require additional support to enable them to access the school curriculum in a manner that allows them to reach their full potential.

The school has designed an AELS program for such students. The programme is a combination of classroom support and pull out programme of intensive English for a stipulated time period. The process of shortlisting a student for AELS involves a series of steps like informal screening, observations, feedback given by the previous grade’s teacher, assessment reports of previous year/ previous school, feedback about student’s home environment etc.

As of now, the AELS programme is only at the PYP level. The school may explore options of extending it to the Middle years and the Diploma programme if a need for the same is felt.

Process of development of the whole school Language Policy

The current policy has been written in October 2013. The pre-work for this policy started in April 2013. A language policy steering committee was formed which included the academic leadership team (Head of School, Primary School Principal, PYP Coordinator, Assistant PYP Coordinator, Middle years Coordinator, DP Coordinator designate and Teacher librarian) and the grade level coordinators (also known as Team leaders in Fountainhead School).

The following key steps have been undertaken in the development of this policy:

1. Brainstorming with the school community about their beliefs regarding language learning including collecting data via questionnaires and focused discussions.(Appendix D gives a list of the questions used in this exercise)

2. Study of literature related to language and language learning.

3. Construction of language profile of student community by collecting data from parent community.

4. Preparation of 1st draft of the policy.

5. Presentation of draft to the Academic leadership team.

5.Incorporating changes and finalizing the Language Policy.

6. Publishing the language policy to all stakeholders.

Language Policy Revision

The language policy will be reviewed after a period of 3 years. (Next review: October 2016). The review committee will be led by a member of the academic leadership team and will include librarians, teachers, students and parents of the school. The review committee will make sure that any revision to the policy is coherent with the beliefs and values of the IBO, the school’s philosophy towards language and language teaching, changes in student and community demographics or other circumstances which justify the need for revision.

Works Consulted
  • Fox, Mem. Radical Reflections: Passionate Opinions on Teaching, Learning, and Living. San Diego: Harcourt Brace &, 1993. Print.
  • Fox, Mem. Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever. New York: Harcourt, 2001. Print.
  • Halliday, M 1980. Language of Early childhood. Three aspects of children’s language development. Ch 14.
  • Guidelines for developing a school language policy, Language and learning in IB programmes, 2011, Â©International Baccalaureate Organization.
  • Language Scope and sequence, International Baccalaureate Organization 2003
  • Language scope and sequence, International Baccalaureate Organization 2009
  • Language and learning in the IB programmes, International Baccalaureate Organization. September 2011
  • Learning in a language other than mother tongue in IB programmes. International Baccalaureate Organization, April 2008
  • Lindfors, Judith Wells. Children’s Inquiry: Using Language to Make Sense of the World. New York: Teachers College, 1999. Print.
  • Making the PYP Happen, International Baccalaureate Organization 2009
  • Short, Kathy Gnagey. Literature as a Way of Knowing. York, Me.: Stenhouse, 1997. Print.
  • Short Kathy Gnaney.Theory Into Practice, The Search for Balance in a Literature- Rich Curriculum. Volume 38. Number3. Ohio State University.1999. Print.
  • Sridhar, Manaswini. “Thinking about Language.” Editorial. Teacher Plus May 2012: 4-5. Print.
  • Syal, Pushpinder. “Interview of M.L. Tickoo.” Language and Language Learning 1.1 (2012): 60-64. Print.
  • Tooms, Autumn K., Nancy Padak, and Timothy V. Rasinski. The Principal’s Essential Guide to Literacy in the the Elementary School. New York: Scholastic, 2007. Print.
  • Wells, John. “International education, values and attitudes: A critical analysis of the International Baccalaureate (IB) Learner Profile.” Journal of Research in International Education 10.2 (2011): 174-188.
Appendices
Appendix A: Language profile of students at Fountainhead School- Questionnaire
Language Profile of students at Fountainhead School, Surat – The purpose of this form is to build a language profile of the student community at Fountainhead School.Please take 2 minutes to fill up this form.

 

Q1 – What is the language spoken at your home? (Choose only 1)(This will normally be the mother tongue or the native language, which the child also knows or is learning. For homes where more than 1 language is spoken frequently, choose the one which is the preferred language of communication by the family members.)
Hindi [ ]Gujarati [ ]Marathi [ ]Marwari [ ]Sindhi [ ]English [ ]Punjabi [ ]
Bengali [ ]Malayalam [ ]Telugu [ ]Tulu [ ]Tamil [ ]Kannad [ ]Others:

 

Q2 – Which other languages does your child know reasonably well? (You can choose more than 1)Please choose the languages which your child can understand and speak with some proficiency
Hindi [ ]Gujarati [ ]Marathi [ ]Marwari [ ]Sindhi [ ]English [ ]Punjabi [ ]
Bengali [ ]Malayalam [ ]Telugu [ ]Tulu [ ]Tamil [ ]Kannad [ ]Others:
Q3 – Is your child a first generation learner of English?Please answer yes if one or both parents have studied in a language other than English and are not very proficient in English.
Yes [ ]No [ ]
Q4 – Which is the language that you want your child to learn at school the most?(Choose only 1)
English [ ]Hindi [ ]Gujarati [ ]Others:

Why?

Q5 – What is your preferred language for communicating with the school?
English [ ]Hindi [ ]Gujarati [ ]Others:
Q6 – Did your family (your parents or grandparents) speak some other language (in the past/ few decades ago) but over a period of time, this language has been replaced by another language?
[ ] Yes. If Yes, which language has been replaced/ lost over a period of time –
[ ] No

Appendix B: Language profile of students at Fountainhead School- Survey Results

Q:1 What is your child’s native language/ mother tongue/ language spoken at home?

Bengali2
English19
Gujarati293
Hindi361
Hindi, Marwari1
Katchhi1
Malayalam1
Marathi2
Marwari13
Punjabi2
Sindhi4
Tamil4
Telugu1

Q2: Is your child a first generation learner of English?

No491
Yes213

Q3: In what language do you prefer that your child studies in?

English- 100%

Appendix C: Pathways of language at Fountainhead School
Grades and ProgrammesLanguage of instruction and learning/ Language ALanguage B/Language acquisition3rd language
PYP (Nursery to Grade 6)EnglishHindiGujarati
Grade 7 and Grade 8EnglishHindi/ French * 
CIE Grade 9 and Grade 10EnglishHindi 
IBDP Grade 11 and Grade 12EnglishHindi #/ French ab initio/ Spanish ab initio**/ Mandarin ab initio** 

* indicates tentative

# Hindi being the host country language is strongly recommended to students as a group 2 course selection in Grades 11 and 12. Hindi will be offered at both SL and HL levels (subject to approval from IBO)

** The school is considering offering Spanish ab initio and Mandarin ab initio through Pamoja Education) for students who may be interested in studying these languages.

Appendix D: Questions used as provocations with school community

Section 1: Who should teach English and when?

  • Is teaching of English language the responsibility of all teachers at school or some teachers – HRTs, language teachers?
  • Are all teachers capable of teaching English correctly? If not what are the implications on their teaching the language?
  • Should English be used in all classes or in selected ones?
  • If English were used consistently in the homeroom, starting from the Early Years, would it ensure a decent level of learning?
  • Would subjects such as Math & UOI suffer if interlingual translation isn’t allowed?
  • In Arts & PE, should language of exchange be enforced as English?
  • Do all Single Subject Teachers (SST’s) have to be English language teachers? Or can they choose to be? For those who don’t choose to be, how should we view them? What about MY SSTs – since they are all SSTs there?
  • How much impact does a SST speaking in English have in the language acquisition process (EY/PY/MY)? If they don’t speak English very well, what could be possible impact on students?
  • Should one to one conversations also be in English between teachers & students? Should the counselor also talk only in English and listen to students only if it is English?

Section 2: Who should speak in English?

  • Should teachers be expected to talk to each other at all times in English only?
  • Should students be expected to talk to each other at all times in English only?
  • Why should casual conversations also be in English?
  • If casual conversations are in English then wouldn’t it have a deleterious effect on the language being used inside the classroom?
  • Are we taking away their “mother tongues” from them?
  • Does it help us to continue to speak in English in the hope that it will improve, unless it is corrected, unless we read / listen to good English?

Section 3: How should be improve English language levels of students & adults?

  • Should we correct the English errors made by children then and there?
  • Should we correct the English errors made by adults then and there?
  • Should children be empowered to correct teachers’ English if they are wrong?
  • How about language enhancement sessions? How about taking up one aspect of language learning in every assembly, every public meeting, putting up tons of posters and messages?
  • Should the school be able to accommodate students who don’t have English / Hindi / Gujarati backgrounds?

Section 4: Our explicit / implicit attitudes towards languages other than English

  • Should we view students / teachers / parents coming from Hindi / Gujarati background as people who are less capable of learning than others?
  • How can we make English an additive language rather than subtractive?
  • How can we promote English without making it a burden? Without demeaning Hindi / Gujarati / other mother-tongues?

Section 5: Teaching and learning of English language for those who aren’t fluent in it.

  • What strategies and support systems do we have to be able to cater to such students (and adults – to the extent necessary)?
  • What do we know from research and experience about children’s capability of picking up a new language? How much time would it take them if they were getting the right exposure at school alone?
  • For children with no exposure at home, should we have the same expectations or a different programme?
  • Why are we so focused as a school and as a society on writing and reading even before children can start speaking good English?

Section 6: Official preference and support for languages.

  • How do we define the Language of instruction, the preferred language and the Mother tongue?
  • What importance should we be giving to the Mother-tongue?

Philosophy of Assessment

To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now, so that the steps you take are always in the right direction.

Stephen R. Covey, The Seven Habits of Highly Effective People

Assessment is an integral part of teaching and learning process. Assessment policy informs the importance of assessments to all the stakeholders involved. Being an inclusive school which aims to cater to the individual needs of the students, it becomes important to have a comprehensive assessment policy which is inline with IB assessment philosophy and requirements.

We need to move away from the concept of assessment as judgement & competition or as a way to obtain grades. We need to move towards a vision of assessment as reflection that can improve classroom instruction.

Applies to To entire teaching staff at Fountainhead School

Learner Profile Knowledgeable, Thinkers , Reflective

Values guiding the policy Learner, Fairness

Purpose of Assessment

Assessment is an integral part of teaching and learning process.To ensure the effectiveness of students educational experience, it is important that varied assessment techniques be used at regular intervals. Fountainhead school has defined the following objectives for assessment:

  1. To provide quality feedback to students so as to ensure growth in learning of students.
  2. To effectively guide students through the five essential elements of learning: the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action..
  3. To provide feedback to parents regarding students progress through grades.
  4. To ensure that the assessment process is aligned with IB assessment objectives.
  5. To ensure that the assessment process is reliable and trustworthy.
  6. To ensure that everyone concerned with assessment, including students, teachers, parents and administrators, have a clear understanding of the reason for the assessment, what is being assessed, the criteria for success, and the method by which the assessment is done.
Connection with School’s Mission Statement:

Fountainhead Student Mission Statement:

To Nurture leaders through Primary Greatness

Primary greatness is the greatness that each individual can attain by achieving both competence and character.To become leaders, students are expected to take responsibility of their own lives, learn to work more effectively with others and to do the right thing even when no one’s watching. This is how we define leaders. Not everyone may want to or can become business or political leaders or leaders in sports or arts, but becoming a leader as defined above is the kind of leader that everyone can become.

When we say that one of the purpose of the assessments is to effectively guide students through the five essential elements of learning: the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action & also to develop internationally minded people, we thereby nurture students to develop competence and character leading to Primary greatness.

Connection with the other policies: The assessment policy should be read in conjunction with the schools language policy, admission policy, ICT policy and Special Needs Policy.

Learner Profile – Knowledgeable, Thinkers , Reflective
Assessment at Fountainhead School

The assessment component in the schools curriculum is divided into three closely related areas:

  • Assessing
  • Recording
  • Reporting
All about Assessing:
Why do we assess

The prime objective of assessing students learning and performance is to give feedback to:

  • Students:

-to encourage the start of lifelong learning

-to identify strengths and areas of improvement for each student

-to provide regular opportunities for students to reflect on their own learning

  • Teachers:

-to support their reflection on what to teach and how to teach

-to instruct and guide teaching and learning in the classroom

  • Parents:

-to highlight their childs learning and development

-to show students progress over time & support them in their learning

What do we Assess
  1. The five essential elements of the PYP :
  • Understanding of concepts (big ideas that transcend traditional subject areas)
  • Acquisition of knowledge
  • Mastering of skills
  • Development of attitudes
  • Decision to take action
  1. Demonstration of the Learner Profile attributes
  2. Student progress and performance in the following subject areas:
  • Languages: ( English, Hindi, Gujarati)
  • Mathematics, Social Studies, Science,Personal, social and physical education
  • Arts: Visual Arts, Performing arts ( Music, Dance & Drama)
  1. Work habits & Behaviour
When do we Assess

Student learning is promoted through planning and refining the teaching & learning process to meet the individual or group needs. Assessing students prior knowledge, their experiences during the teaching period enables the teachers to plan & refine their teaching accordingly.

We at Fountainhead School assess the students on the following :

Pre-Assessment

Following the constructivist approach of teaching, teachers assess students prior knowledge and experience before embarking on new learning experiences.

Pre- assessments are conducted;

  • at the beginning of a new academic year to assess their Literacy & Numeracy skills, which provides feedback of all the students to their teacher.
  • at the beginning of any new topics under different disciplines ( refer, What do we assess, record & report)
  • Prospective students interested in enrolling in Fountainhead School also give a pre-assessment test to inform the school about their learning stage.

Formative Assessment

Formative assessment is interwoven with the daily teaching and helps teachers and students find out what the children already know in order to plan the next stage of learning. Formative assessment serves as a feedback to teachers about the learning process. Formative assessment occurs throughout a learning unit or process.

Summative Assessment

Summative assessment takes place at the end of the unit of inquiry or the process. It gives the students opportunities to demonstrate what has been learned. Even giving opportunity to the teachers and parents to evaluate progress over a period of time. The summative assessment can assess several elements of, What do we assess simultaneously. It is a formal ending point to a taught unit or of a process, but not necessarily the end of student’s learning in the areas being assessed.

Authentic Assessments:

An assessment requires students to use the same competencies, or combinations of knowledge, skills, and attitudes, that they need to apply in the criterion situation in professional life or real life situation.

These dimensions can vary in their level of authenticity (i.e., they are continuums). It is a misconception to think that something is either authentic or not authentic (Cronin, 1993; Newmann & Wehlage, 1993), because the degree of authenticity is not solely a characteristic of the assessment chosen; it needs to be defined in relation to the criterion situation derived from professional practice. (Refer Appendix 1)

Five dimensions of authentic assessments are:

(a) the assessment task

An authentic task is a task that resembles the criterion task with respect to the integration of knowledge, skills, and attitudes, its complexity, and its ownership. Furthermore, the users of the assessment task should perceive the task, including above elements, as representative, relevant, and meaningful.

(b) the physical context

The setting in which the assessment takes place needs to be as authentic as in real life.The physical context also includes the time authenticity of the resources as well as the time taken in real life to solve the problem.

(c) the social context

If the real situation demands collaboration, the assessment should also involve collaboration, but if the situation is normally handled individually, the assessment should be individual. When the assessment requires collaboration, processes such as social interaction, positive interdependence and individual accountability need to be taken into account (Slavin, 1989).

(d) the assessment result or form

The assessment result is related to the kind and amount of output of the assessment task, independent of the content of the assessment. In the framework, an authentic result or form is characterized by four elements. It should be a,

  • Quality product or performance that students can be asked to produce in real life (Wiggins, 1989).
  • This product or performance should be a demonstration that permits making valid inferences about the underlying competencies (Darling-Hammond & Snyder, 2000).
  • Since the demonstration of relevant competencies is often not possible in one single test, an authentic assessment should involve a full array of tasks and multiple indicators of learning in order to come to fair conclusions (Darling- Hammond & Snyder, 2000).
  • Finally, students should present their work to other people, either orally or in written form, because it is important that they defend their work to ensure that their apparent mastery is genuine (Wiggins, 1989).

(e) the assessment criteria

Setting criteria and making them explicit and transparent to learners before- hand is important in authentic assessment, because this guides learning (Sluijsmans, 2002) and, after all, in real life, employees usually know on what criteria their performances will be judged.

Assessment criteria can also be based on the above 4 dimensions of the framework. For example, if the physical context determines that an authentic assessment of a competency requires five hours, a criterion should be that students need to produce the assessment result within five hours.

All about Recording
What do we record:

Assessment at Fountainhead School is designed by teachers to incorporate a variety of methods/strategies which are relevant and motivating for the students. It is essential that they be seen as a package since they have been selected in order to provide a range of approaches and therefore to provide a balanced view of the student.

Assessment strategies

Observations

All students are observed often and regularly, with the teacher taking a focus varying from wide angle (E.g. focusing on the whole class) to close up ( focusing on one student or one activity), and from not being a non participant ( outside the group) to being a participant ( within the group)

Performance Based Assessments:

Performance based Assessment provides authentic and significant challenges and problems. In these tasks, there are numerous approaches to the problem and rarely only one correct response. They are usually multimodal and require the use of many skills. Audio, video and narrative records are often useful for this kind of assessment. In broad terms, there are three types of performance-based assessments: performances, portfolios, and projects.

Some examples of performance based assessments are;

  • Demonstrations ( Science,sports, dance etc)
  • Role plays
  • Designing & conducting experiments
  • Expos- Exhibiting work to others
  • Community action
  • Story illustrations
  • Model construction
  • Oral reports

Process-Focused Assessment

Students are observed often and regularly, and the observations are recorded by noting the behaviours, collecting multiple observations to enhance reliability, and synthesizing evidence from different contexts to increase validity. A system of note taking and record keeping is created that minimizes writing and recording time. Checklists, inventories and narrative descriptions (such as learning logs) are common methods of collecting observations.

Some examples of process focused assessments are;

  • Reflection Journals
  • Graphic organizers after different learning engagements

Open-ended tasks:

These are situations in which children are asked to communicate an original response to a given stimulus. The answer might be a brief written answer, a drawing, a diagram or a solution.

Some examples of open ended tasks are;

  • Class charts
  • Model constructions
  • Photographs & video presentations
  • Illustrations, comic strips

Selected Response

Single occasion, one-dimensional exercises. Tests and quizzes are the most familiar examples of this form of assessment.

Some examples of selected response assessments are;

  • Multiple choice tests
  • Cloze passages
  • Tests & quizzes like true-false, multiple choice & fill in the blanks

Constructed response assessments

Graphic organizers, mind-maps, templates, etc.

Some examples of constructed response assessments are;

  • Data graphs
  • Flow charts
  • Concept maps
  • Venn diagrams

In a particular grade, it is recommended that a variety and range of assessment strategies and methods are used.

How do we record:

The previously identified Assessment strategies are put into practice using the following assessment tools to report to the parents:

  • Checklists- These are lists of information, data, attributes or elements that should be present.
  • Exemplars- Samples of students work that serve as concrete standards against which other samples are judged.
  • Rubrics- An established set of criteria for rating students in all areas. The descriptors tell the assessor what characteristics or signs to look for in students work and then how to rate that work on a predetermined scale.
  • Anecdotal records- Brief written notes based on observations of students.
  • Continuum’s- These are visual representations of developmental stages of learning. They show a progression of achievement or identify where a student is in a process.
All about Reporting

Reporting on assessment is about communicating what students know, understand and can do. Reporting may take many forms including conferences and written reports. Effective reporting should:

  • involve parents, students and teachers as partners
  • reflect what the school community values
  • be comprehensive, honest, fair and credible
  • be clear and understandable to all the parties
When do we report

Fountainhead school has 4 parent teacher conferences in a year to inform parents about the progress of each student. These conferences are 20 minutes face to face conference amongst the homeroom teacher, the student and the parents. These conferences take place in the following forms:

Goal setting conference

A three way goal setting conference at the beginning of each academic year where the parent, the student and the homeroom teacher confer to understand expectations and set broad goals for the student. The student, parents and the teacher collaborate to establish SMART goals, identifying students strengths and areas of improvement which are reviewed in the later conferences. From Grade 1 onward, students are also involved in the goal setting process.

Three-way parent teacher conference

These are thrice in a year for Early years and Primary years and twice in a year for senior years. These conferences are in a formal setting where students discuss their learning & understanding with their teachers and parents.

Student-led conference

A student-led conference is held twice in a year. Here the students are responsible for leading the conference and also take the responsibility of their learning by sharing the process with their parents. During a Student-led conference, the teacher ensures that;

  • The students follow the road map for the SLC
  • The students discuss and reflect upon the samples of work they have previously chosen to share with their parents. These samples can be part of the Portfolio or Gallery walk
  • The teacher helps the students out whenever they need prompting
  • Hear the conversation between the parents and students
  • The teacher writes anecdotes on students performance and their contribution
Guidelines for SLC (Student Led conference)

We have designed a set of checklist and guidelines for the SLC from the point of students, parents & teachers.

  • The checklist for teachers-SLC (Refer Appendix 2) gives detail about the preparation a teacher needs to ensure before the conference.
  • From the students perspective, this checklist (Refer Appendix 3) will help them to be prepared for the Student Led Conference
  • There are certain guidelines (Refer Appendix 4) for parents which gives them the idea of the SLC & also guides them about their role as parents.

Apart from the above conferences, we do have the following:

Teacher-Student conference:

  • Assessment without feedback is merely judgement; feedback is the component of assessment that let us interpret the judgement and improve our work (Making the PYP Happen; A curriculum framework for international primary education)
  • According to C4.4 the school provides students with feedback to inform and improve their learning (Programmes Standards and Practises 2011)

Based on the above two references, the student-teacher conferences are designed to give students feedback so they can reflect on their work and further refine and develop their skills. These conferences happen frequently in an informal setting usually in the classrooms.

Open house (Optional for the parents)

At Fountainhead School, we have open house days. These are scheduled thrice a year. Following are the highlights of the Open house day:

  • These days are designed to give parents information about the students development needs, behaviour, progress, work habits in an informal setting.
  • It is optional for the parents to attend these meetings and if the parents want to meet the teacher they have to take a prior appointment from the teacher.
  • In some cases, the parents can fix an appointment with the teacher in advance whereas in some cases the teacher calls the parents of student/s with whom she wants to discuss about the students needs and progress.
  • Such meetings provides opportunities to the teachers to gather the background information, to answer parent’s questions, to address their concerns and help to define their role in the learning process.
Written reports:

Written reports include the summative records of the students, to be reported to the parents. Reports clearly indicate the areas of strengths, areas for improvement, participation and overall progress of the student in the school.

Guidelines followed by Fountainhead School for reporting:
  • The report is given as a hard copy to the parents. In future we plan to send the e-reports to the parents.
  • Following is the frequency of the reporting cycle for different disciplines:
Transdisciplinary units & subject specific teaching ,all essential elements, Learner Profile attributesThrice in an academic year
MathematicsThrice in an academic year
Language ( Hindi, Gujarati)Twice in an academic year
PSPEThrice in an academic year
Work habits, AttendanceThrice in an academic year
Arts(Music, Dance, Drama, Visual Arts)Twice in an academic year

Essential agreements in case of reporting:

  • The written report for any assessment taken ( Math, Language, Unit of Inquiry etc) should be prepared within a week’s time after the assessment is taken.
  • The assessment reports of each term should be sent to the parents a day before the Parent teacher conference or Student led Conference( PTC/SLC) so that they can go through it in detail.
  • The sequence in which the assessments of different disciplines should be compiled is Unit of Inquiry 1, Unit of Inquiry 2, Language, Maths, PSPE, Arts ( Music, Visual arts, Dance, Drama), Languages ( Hindi & Gujarati) Overall comments, work habits and attendance.

Portfolios :

A portfolio is a collection of student work and other assessment records that provides a broad picture of a student’s progress over time. Schools has a responsibility to show evidence of student learning. A portfolio is a work in progress and not a product.

Portfolios are effective in following ways:

  • A portfolio is a record of students involvement in learning which is designed to demonstrate success, growth, higher-order thinking, creativity, assessment strategies and reflection. A portfolio is a celebration of an active mind at work.
  • It provides a picture of each student’s progress and development over a period of time both as individual and group learners.
  • It enables students to reflect with teachers, parents and peers in order to identify their strengths and growth as well as areas for improvement, and then to set individual goals and establish teaching and learning plans.
  • Evidence of learning in a portfolio are from a range of experiences and curriculum areas. The portfolio is used to show the development of knowledge, conceptual understanding, transdisciplinary skills, attitudes and the attributes of the learner profile over a period of time. It may also be used to document student action.
  • Portfolio entries document both the process of learning and the product, including images and evidence of students in the process of constructing meaning.
  • Portfolios are often used as a means of reporting to caregivers and/or used as a part of the three way conference approach.
  • Students are involved in the selection and annotation of their work samples, which encourages ownership of and the responsibility for learning.
  • Portfolios allow for a more individual, differentiated approach to assessment -no two portfolios look the same.
  • There is no need for a fixed structure, so portfolios are more flexible than traditional reports.

Essential agreements for the use of a portfolio:

  • Every student has a portfolio.
  • Portfolios are kept in the homeroom.
  • Portfolios are shown to parents during PTC but can be taken home only at the end of the year.
  • The reports show the level of achievement reached.The portfolios show the journey towards those levels of attainment.
  • Teachers should help students learn, how to thoughtfully choose which items to include/keep in their portfolios and provide students opportunities to thoughtfully remove items also.
  • Portfolios should be easily accessible to students. Students should understand the purpose of portfolios, the process used to compile them, and be able to explain why specific materials are there in their portfolios.

A portfolio can include:

  • Introductory cover page. (Name, Grade, section & year) This page can be made creatively with child’s inputs.
  • Content list or checklist of the items
  • Goal sheet with the action plan
  • Work samples from the beginning, during and end of a sequence of learning to show development
  • Work samples of students in the form of writing pieces, photographic evidences of individual & group work, models.
  • Students reflection on two or more of the attitudes and attributes of the Learner Profile from each term
  • Certificates & awards
  • Social & personal learning profiles (Multiple intelligences survey, Learner profile attributes and attitudes)
  • Work samples from specialist areas
  • Student’s self and peer assessment sheets, reflective statement rubrics, checklists sheets to support work samples.
  • Parent reflections/ comments/ feedback
  • Portfolio tags to help student’s reflection or explain certain pieces
  • The work pieces selected need not be the best piece of the child, but pieces that show his prior knowledge & progress can also be a part of the portfolio
  • Student chosen pieces are accompanied by a student reflection / self-assessment page
  • Teacher chosen pieces are accompanied by a teacher reflection / assessment page.
  • There are a range of assessment tools represented.
  • Final drafts of writing process include first draft and edited versions ( Grades 3-6 only)
  • All work is marked, dated, legibly signed and commented on. Full name of the teacher must be on the accompanying rubric or reflection sheet. This applies to both the Homeroom as well as the single subject teachers
  • Written comments are addressed to the student. E.g. Julia, you have demonstrated…
  • Work chosen will be neatly presented, legible and relevant
  • Landmark moments of the student

Checklist of the contents to be included in the portfolio :

Each term the following process has to be followed for selection of pieces:

DisciplineSelection
Cover pageOnce in the beginning of the Academic year
Checklist of all the itemsOnce in the beginning of the Academic year
Language Arts1 student chosen piece and reflection, 1 teacher chosen piece and evaluation/reflection
Maths1 student chosen piece and reflection, 1 teacher chosen piece and evaluation/reflection
Unit of inquiry1 student chosen piece and reflection, 1 teacher chosen piece and evaluation/reflection
Languages: Hindi & Gujarati1 student chosen piece and reflection, 1 teacher chosen piece and evaluation/reflection
Music1 piece chosen either by the student or the teacher with reflection
Personal & Physical educationStudent piece with reflection
Arts ( Visual arts, Dance & Drama)1 piece chosen either by the student, commented by the student & signed by the teacher OR 1piece chosen either by the teacher, commented & signed by the teacher
(P.S. – Choice should be given to the students to select the pieces)
Personal & Physical education1 piece chosen either by the student, commented by the student & signed by the teacher OR 1 piece chosen either by the teacher, commented  & signed by the teacher
(P.S. – Choice should be given to the students to select the pieces)
Learner ProfileStudent reflection, Teacher reflection
  • Format & Types of Portfolio maintained at Fountainhead School:

At Fountainhead School, we have two types of the portfolios:

  1. The grade level portfolio: The grade level portfolio represents the journey of a the student in a particular grade.This portfolio is in a form of a folder with numerous sheets. The students enter the pieces of the particular grade he/she is in, over the period of one year. At the end of a particular grade, the students, in total select 10 pieces from the grade level portfolio, annotate them & add it in the PYP portfolio. After this process, the student is given this portfolio during the last Student Led Conference of that respective academic year.
  1. The PYP portfolio: The PYP portfolio represents the entire journey of the student/s across the PYP years. This means that this portfolio moves with the students every year and is passed on to the next grade level teacher.This portfolio is also in a form a folder with multiple sheets. When the student leaves the school for whatsoever reasons, he/she gets to take this portfolio.

Both the portfolios are housed in the students classroom. They ultimately belong to the students.

  1. The E-portfolio: Grade 6 has been using the e-portfolios to share their learning in the Unit of Inquiry, Math & Language.

The school is working on an action plan where in the future the portfolios will be digitized across grades.

The challenges of using portfolios:

Like all assessments and reporting, portfolios are not without their challenges and potential problems.Following are the DONT’s while preparing the portfolios:

  1. Falling into the trap of doing it for the portfolio or selecting a piece/activities that would look good in a portfolio. A portfolio should reflect what has been done in a classroom, not determine what is done.
  2. Preparing the portfolio towards the reporting time. If systems are not set up for collecting evidences , annotating records then the portfolio work becomes time consuming.
  3. Keep on adding the pieces or activities which do not match with what is to be demonstrated.
  4. Adding the pieces that do not have a description, are not annotated by the students and pieces that are not signed by the teacher.
The PYP Exhibition as a Summative Assessment

Purpose:

The Exhibition is the culminating experience for the IB Primary Years Program. It requires students to synthesize their prior knowledge and to apply it in a self-directed manner. The Exhibition provides an authentic summative assessment for the PYP years. The subject of the Exhibition is a student-selected, real-world problem which warrants an extended investigation. It is a celebration which unites students, teachers, and families in an activity which represents the essence of PYP.

The essential elements; Knowledge, Concepts, Attitudes, Transdisciplinary skills are embedded with the IB Student Profile. This is a great platform where they get to demonstrate all the above in a true sense.

The sixth grade Exhibition is undertaken by students in their final year of the PYP. The Exhibition represents a significant event in the life of our school, encapsulating the essence of the PYP and encouraging younger students to look forward to their final year of the program and their future participation in the community at large.

Essential Components:

  • incorporates application of all key questions
  • uses all transdisciplinary skills
  • display of attitudes
  • engaged in action plan
  • application of all PYP theme
  • involves self, peer, teacher & parent assessment.
Role of ICT in Assessments:

ICT in the PYP encompasses the use of a wide range of digital tools, media and learning environments for teaching, learning and assessing, The Role of ICT in the PYP.

We at Fountainhead School integrate ICT in the teaching and learning as well as assessment. Following are a few examples of ICT tools which we integrate in assessments:

Reflection: Today’s meet, padlet,

E-Portfolios:Weebly, Blogger, Google sites etc

Formative assessments: Online google forms, quizzes,

Summative assessments: Google slides, Powtoon, Prezi, Emaze etc.

Differentiated Assessments:

We at Fountainhead School strive to have differentiated assessments in the following ways:

  • The Summative assessment of each unit of Inquiry involves differentiated assessment task which is added in the planner.
  • The formative assessments are taken through various engagements like Learning centres/Exploration tables that involves activities planned according to different intelligences and learning styles.
Mandatory Assessments:

ASSET:

ASSET is a diagnostic test which actually helps students improve. Unlike regular tests which only try to find out how much a child knows (or has memorized), this test measures how well a student has understood concepts and gives detailed feedback on the same, to help him/her improve.

Role of a teacher in assessments:

At Fountainhead School following is the Role of a teacher in Assessments:

  • Planner:

Teacher plans for quality assessment to occur. This requires careful thinking about:

    • what we want students to understand and be able to do
    • what tasks and contexts will help students to demonstrate their learning
    • how will we record evidence of progress
    • how will we involve students in making the decisions about their learning
    • how will we use assessment data to improve learning
  • Observer:

Teachers who have strong,learner-centred assessment in their classrooms are skilled observers.They take the time to carefully watch students at work, monitoring their behaviour, interactions with others and the way they approach tasks.

  • Listener:

Listening to students is also critical for the teachers who engage in quality assessment.What students reveal through their dialogue with each other & with us can be an excellent source of assessment.

  • Analyst:

Unfocused observation and random gathering of work samples can lead to poor judgements and misleading reporting. While assessing students learning, we use higher-level analytical thinking. The teachers keep the following in mind while analysing students work:

  • Talk to students about their view on their learning
  • Analyse student’s work in collaboration with the colleagues to help clarify and moderate your judgements.
  • Look for evidence of the idea or skill that has developed over time.
  • Reporter:

Our role in listening, observing and analysing students learning is only of value if it regularly informs our teaching and reporting. Reflection is an important tool that we follow at Fountainhead to inform the child about their progress.

  • Supporter:

Learner-centered assessment cannot occur in a climate of fear and intimidation.The students will willingly involve themselves only if they feel they are supported in taking risks and admitting to what they find challenging.

  • Strategist:

The teacher has strategist plans to cater to differentiated needs of the students, continually processing the information gathered from the students and using it to inform the next experience.

Assessment Review:

Procedure for review of this policy is as follows:

  • The Assessment Policy is reviewed once in three years
  • For the purpose of review, a copy of the last reviewed policy is shared with the the teaching community for their considerations & suggestions wherever required.
  • The Academic leadership team is the core team for the review. Taking into consideration the suggestions given by the teaching staff the core team makes essential amendment that are further incorporated in the policy.
  • The next review is scheduled in September 2017.
Works consulted:  
  • Guidelines for developing a school assessment policy in the Diploma Programme,

International Baccalaureate Organization 2010

  • Making the PYP Happen, International Baccalaureate Organization 2009
  • Murdoch Kath, Jeni Wilson. How to succeed with Learner-centred Assessment. Australia, Curriculum Corporation 2006. Print.
  • W.Harlen, Sandra Johnson, A review of current thinking and practices in assessment in relation to the primary years programme. Europe. January 2014 @ International Baccalaureate Organization
  • Continuum of International Education: The Principles of IB Assessment © International Baccalaureate Organization
  • Judith T. M. Gulikers, Theo J. Bastiaens, Paul A. Kirschner, A Five-Dimensional Framework for Authentic Assessment, Educational Technology Research and Development, Vol. 52, No. 3 (2004), pp. 67-86, Print.
Appendices:
Appendix 1 : Five dimensional framework for Authentic assessments

 Authentic Assessment

Appendix 2 : Checklist for Teachers’ SLC 
Sr NoTaskTicks
     1. Displays 
 Put up the central ideas, LOIs and key concepts of the units covered.(at least last 3 units, if possible then with evidence) 
 Learner profile, attitudes 
 Setting up the class for SLC table arrangement and displays. 
  1.  
Prepare samples of students work to show evidence of growth and goal progress (portfolio). 
 Choose 2-3 written pieces from each unit of inquiry 
 Choose 2-3 math work 
 Choose 1-2 Language work 
 Choose 1-2 Single subject work 
 Table of content 
 Introduction and description of the student on the front page. 
  1.  
Ask students to explain and reflect upon their choices 
 I put this in my portfolio because 
 I feel good about this piece because 
 If I did this piece again, I would improve it by 
  1.  
Goal setting 
 Help students to review the old goals and help them to identify the evidence 
  1.  
Behavioral and self analysis 
 Review the list of the things students do well. 
 Help them in pointing out the areas where they need to improve 
  1.  
Provide opportunities for students to practice 
 Model of the process- teacher to teacher 
 Student to student / student to teacher 
  1.  
During conference 
 Hear the conversation between the parents and students 
 Make anecdotes on students performance and their contribution. 
 Help students out whenever they need probing. 

Appendix 3 : Checklist for Students’ SLC “

Before the conference

Sr NoTaskTicks
  1.  
Prepare Portfolio 
 Choose 2-3 written pieces from each unit of inquiry 
 Choose 2-3 Math work 
 Choose 1-2 Language work 
 Choose 1-2 Single subject work 
 Table of content 
 Introducing or describing you on the front page. 
  1.  
Reasons for selecting each written piece 
 I put this in my portfolio because 
 I feel good about this piece because 
 If I did this piece again, I would improve it by 
  1.  
Goal setting 
 Review the old goals set by you and show evidence for them 
 Show evidence for the goals you had set in the previous goal setting meeting 
  1.  
Behavioral and self analysis 
 List things you do well behaviorally 
 Point out areas you need to improve 

During the conference

Sr NoTaskTicks
  1.  
Introduction 
 Introduce parents to teacher 
 Find portfolio and lead parents to available area 
 Discuss the purpose of Student Led Conference 
  2. Portfolio Organizer 
 Go over your introduction and content page 
 Show examples of quality work
 Explain what makes it a quality work 
 Tell what makes you especially proud 
 Discuss what needs to be worked upon and what you can do to improve 
 Explain, if needed why there are no samples of quality work 
  1.  
Goals 
 Discuss your previously set goals to the parents and show evidence 
 Set new goals for the upcoming year with parents 
  1.  
Behavioral Self Evaluation 
 Show the list of things you do well 
 Show the list of the areas where you still need to improve and discuss with your parents on the ways to improve 
  1.  
PYP – UOI 
 Show the parents around and tell them the central idea of the units covered 
 Explain the lines of inquiry and the key concepts 
  1.  
Visual art and music 
 Perform any new technique you’ve learnt in music or art 
 Teach your parent the new technique 
  1.  
Self Evaluation 
 Show parents question for which you have prepared answers 
 Answer other questions parents have for you 
 Hand parents Parent Conference Evaluation sheet to complete 
 Fill your reflection sheet 

Appendix 4 : Guidelines for Parents

Parent Guidelines for Student Led Conferences

The purpose of student-led conferences is to open the eyes of students to their own learning and to help them take personal responsibility for their progress. In the traditional parent-teacher conference, students are third parties to assessment, hearing about their progress through the grapevine of teachers and parents. Teachers and parents do play a vital role in assessment but students must also take an active role in this area to maximize their potential for success. In preparing for a Student Led Conference, students see how their strengths, weaknesses and behavior can affect them as learners, thus allowing them to take more responsibility for, and control over their achievement in school. Student-Led Conferences are an experience that can improve the communication patterns of both students and parents. In a Student-Led Conference, students learn how to reflect on their learning, evaluate their progress and communicate this information to their parents. Parents learn how to listen to their children, how to encourage growth and how to best help their child with specific problems.

  1. The role of the child  

Your child will be in charge of leading you through the student-led conference. It is important that you follow their lead as the timing of Student-Led Conferences is very exact. The children will have a roadmap to guide you through your conference. They will be responsible for telling you about his or her learning in each subject area.

  1. The role of the parents

This is the most exciting part, you are not in charge! As soon as the student signs in at the classroom and picks up his or her roadmap from the classroom, the student becomes the teacher and you become the student! Please respect the timing of this presentation and save socializing for after the student-led conference! There is a lot for you to see and experience and we wouldn’t want you and your child to miss out on any part of this special day!

HINTS FOR PARENTS

A few hints to help you along the way of the conference:

  • Express positive interest and anticipation about the upcoming conference.
  • Be on time.
  • Listen and respond to the student (not the teacher)
  • Express pride in growth and progress.
  • Ask questions (see below for samples)
  • Be positive, offering to help in areas where improvement is needed.
  • Recognize that students need to develop independence in communicating progress“ the teacher will be there to facilitate and answer specific questions but will not take charge of the conference.

POSSIBLE QUESTIONS TO ASK DURING THE CONFERENCE

  • Can you explain this to me?
  • How did you come up with this idea?
  • How have you grown in this area?
  • How can you improve in this area?
  • How can we help you at home?
  • What was important to you about this?
  • If you could do this work over again, how would you change it?
  • What future goals do you have as a student?
  1. The role of the teachers

During your student-led conference, the teachers will be stationed in their classrooms. They will be there to support students during their conferences, and to share a few brief words with you at the end of the conference. This is really a chance for teachers, as well as parents, to see and hear how much the students have learned during the year!

  1. What you will see and hear

Your first stop will be your childs classroom. You will need to sign in and pick up the roadmap for your Student-Led Conference. From this point, your child will be leading you through your conference. As appropriate for your child, you will learn about library, music, SEN, IT, Art and their classroom work! You will hear your child describe how he or she is doing in each area of study. You will also be viewing a portfolio of work during that particular year that will show you progress, strengths and challenges of your child. You may see lot of smileys in your child’s portfolio and hear many positive comments from the teacher!

Purposes of assessment at Fountainhead School

Assessment is an integral part of teaching and learning process. To ensure the effectiveness of the student’s educational experience it is important that varied assessment techniques should be used at regular intervals. The following are the objectives for assessment which we at Fountainhead school would be targeting as part of IB global community.

  1. To provide quality feedback to students so as to ensure growth in the learning of students.
  2. To prepare students so that they can meet the assessment requirements of MYP assessment.
  3. To provide quality feedback to teachers regarding learner’s stage in the learning process, level of knowledge acquired and the extent of skill development.
  4. To provide feedback to parents regarding student’s progress through grades.
  5. Ensuring that assessment is criterion-related and not norm-referenced.
  6. Ensure that the assessment process is aligned with the school’s assessment objective.
  7. Ensuring that the assessment process is reliable and trustworthy.

Continuous assessment as an indicator of effective assessment and assessment practice

To measure the knowledge, understanding, and skills attained by students, it is necessary that continuous assessment should form an integral part of the MYP. The school provides ample opportunities for continuous assessment through varied assessments. The faculty at Fountainhead school will assess the student continuously over a period a time through his / her performance in group projects, activities (individual or group activities). The students will be receiving feedback from teachers at regular intervals which will enable them to focus on their areas of improvement and consolidate on their strengths. Through continuous assessment, the teachers will over a period of time ascertain the level of student’s progress and will be able to plan their teaching strategies so that effective learning takes place.

Assessment details:

All students will appear for three types of assessments:

  • Formative assessment (During the unit)
  • Unit Summative assessment (End of the unit)
  • Term Assessment (End of each Term)

Formative assessment

  • Formative Assessments are Checks For Understanding to inform teaching and learning practices. It allows teachers to monitor the progress of each student through the unit so as to be able to counsel them and to give advice.
  • Formative Assessment, which takes place during each unit and may be repeated many times over.
  • Formative assessments can be taken by teachers in different formats(Pen Paper, Performance, reflection, oral presentation, quiz) at any point of the plan as per requirement in the flow of teaching in the regular subject slots
  • Information about formative assessments will not be given prior to the students or parents.
  • Task-Specific Clarification, Assessment rubric along with the achievement levels will be prepared and shared with the students specifically for the formative assessment (at least 1) which the teachers choose to report to students and parents.
  • Checking of formative assessments will be based on MYP assessment criteria which will be modified as per the need of the unit.

Summative Assessment:

  • It takes place at the end of each unit of work and provides an indicator of student achievement in the particular unit against the MYP objective and the Assessment criteria for that particular subject.
  • The subject teachers should post information on the blog; at least one week in advance regarding the upcoming end of unit summative assessment for all non-process based assessments. Teachers need to ensure that they fill up Assessment form available on FSApps .
  • Process-based assessments which are ongoing or require 3 or more slots during the course of the unit- will not be announced in advance, since these form of assessments happen through continuous evaluation.
  • The teachers should schedule summative assessments as per their teaching plan.
  • The teachers should also post the content that will be covered in the summative assessment with the assessment objectives in focus.
  • The duration of the summative assessment can be decided by the teachers as per the task.
  • Task-Specific Clarification should be mentioned in all Summative Assessment/s.
  • Assessment rubric along with the achievement levels should be prepared and shared with the students.
  • Summative Assessment will be rescheduled only for the students who miss this task on account of a school event.
  • In case of any casual leave/sick leave, the summative assessment will not be rescheduled. Student will get the summative assessment task sheet. Student can choose to attempt the task from home and get the feedback from the respective teacher. Student will not get achievement level and marked as “Absent” for this assessment.

Preparation & Checking of Formative and Summative assessment papers/task and updating achievement levels.

  • The assessment papers should be prepared using the program MYP assessment format shared on FS curriculum site, same as the one shared below.
  • The assessment papers should be prepared by the subject teachers and checked by Curriculum Manager / Asst TLs / TLs before taking prints.
  • Mark scheme should also be prepared beforehand.
  • After the assessment is conducted, the assessment papers should be checked by the subject teachers within 6 working days and if a teacher has to check papers of 3 or more sections of the same grade at the same time only in that case it will be 8 working days.
  • After the assessment is conducted, the assessment papers should be transferred to the “Assessments done” folder.
  • The teachers should mention comments in the assessment papers wherever required so that the students get effective feedback on their performance.
  • After all the papers are checked, the teachers can handover the assessment papers to the students and also discuss the same in the class.
  • Thereafter the levels should be updated in the assessment log on the Senior School Assessment Reporting and the email will be sent to parents.
  • The levels should be sent to the parents within 6 working days (if a teacher has to check papers of 3 or more sections of the same grade at the same time only in that case it will be 8 working days) of conducting the assessment. Working days can be counted from the following day of assessment.
  • The log will reflect the assessment levels of the current test as well as the topics and the levels of the tests conducted earlier for the same subject.

Process to be followed for absentees for Formative and Summative Assessment

  • Formative Assessment- Student to be marked as absent. If it’s a pen-paper test- the assessment paper can be given to the child for reference or completing from home once he/she joins.
  • Summative Assessment:- Summative Assessment will be rescheduled only for the students who miss this task on account of a school event.

In case of any casual leave/sick leave, the summative assessment will not be rescheduled. Student will get the summative assessment task sheet. Student can choose to attempt the task from home and get the feedback from the respective teacher. Student will not get achievement level and marked as “Absent” for this assessment.

Term Assessment:

To prepare students for final e-assessment, Term assessments will be organized twice in a year (Term 1 in October and Term 2 in April).

Term 1 exam

The syllabus covered before term 1 exam will be covered in the Term 1  examinations. The students are expected to prepare for the curriculum that is covered before the exam. The syllabus will be posted on the blog well in advance for the reference.

Level of each criterion from each component will be added to calculate the Suggestive grade for the year.

Term 2 exam

The syllabus of the whole year will be covered in the final examinations at the end of the year. The students are expected to prepare for the curriculum that is covered in both the terms. Unit Summative assessment achievement levels will be considered while giving professional judgment of all the units done in a year will be considered in term 2.

Assessment cycle

For the purpose of assessment, each academic year will be divided into two terms. The assessment cycle will comprise of:

Assessment Cycle
Term 1Tem 2
Formative assessment-
  • Will be taken during the unit.
  • Will be assessed based on MYP assessment criteria.
Formative assessment-

Same as Term 1.

Unit summative assessment-
  • Will be taken at the end of each unit.
  • Will be assessed based on MYP assessment criteria.
  • Achievement level obtained in each unit during Term 1 will be included while calculating the final achievement level and the suggestive grade of the student in each subject during Term 1 assessment.
Unit summative assessment-

Same as Term 1 except:

  • Achievement levels obtained in all the units done in the year will be considered while calculating final grade at the end of the year.*Term 1 Exam performance will not be considered while deciding the final grade for the year for the subject
Term Exam-:
  • Will be conducted towards the end of Term 1.
  • The following subjects will be included in the assessment- Language & Lit, Language acquisition, Integrated Humanities, Integrated Sciences, Mathematics.
  • Syllabus completed in this term will be included in Term 1.
  • Will be assessed based on MYP assessment criteria.
  • Achievement level obtained in the paper will be included while calculating the final achievement level and the suggestive grade of the student in each subject during Term assessment.
Term Exam-

Same as Term 1 except:

  • Will be conducted towards the end of Term 2.
  • Entire year’s syllabus will be included.
Weightage system

For the purpose of calculation of overall grade of a student, the following calculation will be applicable.

Suggestive grade that the student is likely to get after term 1 exams- Achievement level of Unit summative assessments + Achievement level of Term summative assessmentEnd of the Year final grade- Achievement level of Unit summative assessments of all units + Achievement level of Term 2 summative assessment (Term 1 assessment /examination not given weightage for deriving end of the year final grade)

Marks from each component will be added to calculate the final achievement level and grade.

MARKING & GRADE BOUNDARIES

In the Middle Years Programme, all students are assessed against a prescribed set of criteria, which align with the objectives of each subject group. Just as each subject group has four objectives, so student work will be evaluated in each subject under four criteria. The following table gives an overview of the criteria for each subject group. Further information regarding the objectives from which criteria are derived can be found in the section containing course descriptions.

The MYP assessment criteria across subject groups

 ABCD
Language & LiteratureAnalysingOrganizingProduct textUsing Language
Language acquisitionComprehending spoken & visual textComprehending written and visual textCommunicatingUsing Language
Individual & SocietiesKnowing & understandingInvestigatingCommunicatingThinking critically
SciencesKnowing & understandingInquiring & designingProcessing & evaluatingReflecting on the impacts of science
MathematicsKnowing & understandingInvestigating patternsCommunicatingApplying mathematics in real-world contexts
ArtsKnowing & understandingDeveloping skillsThinking creativelyResponding
Physical & Health EducationKnowing & understandingPlanning for performanceApplying & performingReflecting & improving performance
DesignInquiring & analyzingDeveloping ideasCreating the solutionEvaluating
MYP ProjectInvestigatingPlanningTaking actionReflecting
InterdisciplinaryDisciplinary groundingSynthesizingCommunicatingReflecting

All criteria receive a score from 1 to 8 points which represent the level of achievement for that subject.

To decide the final grade of students in each subject, their summative assessment performance, as well as Term assessment performance, will be considered.

For the purpose of giving a clear outline of student achievement that can be easily understood by all the educational institutions regardless of their academic programmes, as well as to offer an indication of student achievement comparable to that of the IB Diploma, all the level of achievements for each criterion can be added up to obtain a score between 0 and 32. Each score is then reduced to a 1-7 grade using the following table. Also, note that IBDP follows the same grade range as MYP.

GradeBoundary guidelinesDescriptor
11–5Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
26–9Produces 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.
310–14Produces work of an acceptable quality. Communicates the basic understanding of many concepts and contexts, with occasionally significant misunderstandings or 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.
415–18Produces good-quality work. Communicates the basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
519–23Produces generally high-quality work. Communicates the secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in the familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
624–27Produces high-quality, occasionally innovative work. Communicates an extensive 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 situations, often with independence.
728–32Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently 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.

Steps followed before giving the final grade to the students in each subject:

  • Creation of  Summative assessment/ Term assessment task by teachers
  • Performing the assessment task by teachers
  • Making of marking scheme/Task specific clarification rubric
  • Sharing of rubric with the students
  • Students appearing for assessments
  • Benchmarking of students’ work by all the teachers teaching that subject in that grade
  • Checking of papers by individual teachers
  • Moderation process is followed
  • Professional judgement is taken together by all the teachers teaching in that grade.
  • Final grade is awarded to the students

Process of Standardisation of assessment and awarding of the final grade for the subject:

Having collected evidence of judgment based on a range of formative and summative assessments, term assessments and carefully considering the patterns in the data, the knowledge, concepts and skills consistently demonstrated by the student, teachers use their professional judgment in determining the final levels of achievement in each criterion. Internal standardization occurs before formally reporting the levels.

When using criterion-related assessment, student answers are placed where the majority of descriptors correspond to the student’s work. If the descriptors include many strands of an objective and student performance is at a high level on most of the strands but not all of them, teachers adopt a “best-fit” model.

Assessing the Interdisciplinary Unit, will require teachers from different subjects to work together to produce rubrics and to co-grade each assessment. As noted in the MYP Guide to interdisciplinary Teaching and Learning, there are four key areas for teachers to ground their assessments: Purpose, grounding, integration and thoughtfulness. IDU teachers must take all four areas into account when assessing student performance in IDU’s.

Decision regarding promotion of the student to the subsequent grade:

The final decision regarding promotion of the student will be taken by HOS/Coordinator in consultation with the mentor teacher and subject teachers.

Exceptional Circumstances

Students who require additional support

In such cases, the authorities discuss with the mentor teachers, subject teachers and the counsellor and provide access arrangements to the students, which may be in terms of giving extra time to the candidate, usage of word processor and  / or others as prescribed by IB. While taking the decision on this, student’s’ past record / performance and psychologist’s report (if any) will also be taken into consideration.

Absenteeism during term assessment

For a candidate who misses his/her examination, this means that the students’ performance through the year will be taken into consideration while taking a decision regarding promotion for the next year. Performance includes – feedback by the teacher, formative assessment, summative assessment (end of the unit) levels.  

The school will not reschedule exams under the following circumstances, even if the prior information has been given about  the same.

  • Family function
  • Out of town
  • Death in the family
  • Missed the bus

Instructions for students during internal as well as external examinations

  1. Students are expected to report (10 minutes before the start of the examination) at the examination venue.
  2. Students are not expected to talk or create any disturbance during the conduct of the examination. Not adhering to these instructions will be considered as malpractice  and consequences as mentioned below shall apply.
  3. Students are expected to carry their own stationery. Borrowing of stationery during the examination is not allowed and will be considered as malpractice  and consequences as mentioned below shall apply.
  4. Students are expected to check their pockets & pencil boxes for any extra academic related papers before entering the examination hall. Not adhering to these instructions will be considered as malpractice  and consequences as mentioned below shall apply.
  5. Students who do not have any examination are not expected to come to school.(Applicable to students who have not opted for “Extended Subjects” having exams in G9 and G10)
  6. Students who are free in between two examinations (on the same day) are expected to be seated as instructed.
  7. Students are permitted to use their chromebooks in the Senior library only during the transition time between 2 examinations.
  8. Students are not allowed to play or go to the grounds, after the examination is over.
  9. The students have to sit in the examination hall for at least 60 percent time of the total duration of the paper. For eg., if the duration of the paper is 1 hour, the students are expected to sit in the examination hall for at least 36 minutes. They can then leave the examination hall if they have finished writing the paper.
  10. Students are only allowed to bring transparent bottles, transparent pencil boxes and transparent writing pads. (applicable to all grades) Not adhering to these instructions shall be considered as malpractice and consequences as mentioned below shall apply.
  11. Students need to keep their bags outside the examination wing. They are not allowed to keep it outside their examination classrooms. Students pockets will be checked by invigilator / support staff before they enter the examination wing.
  12. Students cannot carry any material in the examination hall other than the required stationery. Not adhering to these instructions will be considered as malpractice  and consequences as mentioned below shall apply.

Guidelines for malpractice during assessments(including Term examinations) and its consequence:

Malpractice consists of those acts which undermine the integrity and validity of exams and /or damage the authority of those responsible for conducting the assessment and certification. This refers to acts and omissions made by staff  or students involved with the assessment process.

An act of misconduct by a candidate in relation to the examinations must be reported to MYP Coordinators, Senior school Principal or Head of School.

Academic misconduct constitutes a breach of regulations that, if confirmed by the final award committee, will result in no grade being awarded in the subject and level concerned.

The following actions are examples of misconduct relating to the written examinations:

  • stealing examination papers/ copying online assessment questions/documents
  • failing to obey the instructions of the coordinator/invigilator
  • communicating with another candidate
  • borrowing or lending resources in the examination room without permission from the invigilator
  • helping or receiving help from another candidate in any form(no virtual communication allowed)
  • impersonating another candidate
  • possession of unauthorized material
  • consulting material outside the examination room during a period of absence
  • behaving in a way that may disrupt the examination or distract other candidates
  • submitting work for assessment that is not authentic
  • removing or attempting to remove from the examination room examination material, such as answer booklets or examination papers, exe files/pen drive/ device given by school (if any)
  • leaving the examination room without permission
  • continuing to answer an examination paper when told to stop by an invigilator or the coordinator

The coordinator/ invigilator has the right to expel from the examination room any candidate whose behaviour is deliberately interfering with the proper conduct of the examinations.

Procedure

  1. The student’s assessment work will be marked with the remark “Academic Misconduct” with one line about the type of misconduct by the invigilator.
  2. Parents will be informed regarding this malpractice and the consequence (will be decided by the Senior school leadership team comprising the MYP coordinators) which will be applied.
  3. Details to be mailed to the parents  regarding the instance after verbal communication
  4. Subject teachers will have to mention the details in their comments and the same will be reflected in the reports.
  5. Procedure for the level deduction from the overall grade of that particular subject will be done through Nucleus (reporting software)
  6. Malpractice instance to be mentioned in the Coordinator’s comments.
  7. POs have to fill the observation form for students who are involved in Malpractice.
  8. A meeting to be scheduled of the students involved in malpractice with SSP / HOS.

Bibliography:

  • Organization, I.B. ( pub. May 2014) MYP: From principles into practice. Available at:

https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_0_mypxx_guu_1409_

_e&part=1&chapter=1 (Accessed: 17 June 2016).

  • Fountainhead School, Middle School Assessment Policy (Grade 8 to 10), Web, N.P.,

Accessed: 17 October 2016,

http://www.fountainheadschools.org/academic-policy/assessment-policy-middle-years

/

  • International school Milan, Middle years programme handbook for Parents and

Students, pub. 2014-15

Purpose of Assessment

Assessment is an integral part of teaching and learning process. To ensure the effectiveness of students educational experience it is important that varied assessment techniques should be used at regular intervals. The following are the objectives for assessment which we at Fountainhead school would be targeting as part of IB global community.

  1. To provide quality feedback to students so as to ensure growth in learning of students.
  2. To prepare students so that they can meet assessment requirements of IBDP and Universities in future.
  3. To provide quality feedback to teachers regarding learners stage in the learning process, the level of knowledge acquired and the extent of skills development.
  4. To provide feedback to parents regarding students progress through grades.
  5. Ensuring that assessment is criteria related and not norm referenced.
  6. Ensure that the assessment process is aligned with IBDP assessment objective.
  7. Ensuring that the assessment process is reliable and trustworthy.

Assessment at Fountainhead School

Nature

Fountainhead school will be assessing students through formative, summative and continuous assessments. The approach of school towards each type of assessment is covered under the subsequent heading. The weightage for examination is given under the heading: Assessment weightage and cycle. It should be noted that formative will not contain any weightage as its purpose is to make teachers aware of the progress of the student on a continuous basis. Also, the student may be given a chance to rewrite or attempt again his/her formative assessment as the purpose is to improve the student and not to assess him or her.

School’s approach towards assessment

Formative assessment

The school believes that formative assessment is an integral part of teaching learning process. To this end, the school promotes and fosters the use formative assessment as part of day to day teaching practice. The school recommends its teachers to divide the content to be covered in summative assessment and conduct a regular formative assessment on the same.

Summative assessment

The school believes that summative assessments are essential for preparing students for the final examination at the end of two years in the case of DP. The final examination will be based on the entire syllabus and not just parts of it. The school has allocated weightage (as per IB guidelines for a particular subject groupfor summative assessments with a purpose of giving students the exposure to the final examination.

Continuous assessment

To measure the knowledge, understanding, and skills attained by students, it is necessary that continuous assessment should form an integral part of the DP. The IB provides ample opportunities for continuous assessment thorough internal assessment components. The DP faculty at Fountainhead school will assess the student continuously over a period a time through his/her performance in internal assessment components for different subjects groups. For example, the lab reports in Science, Research project and written commentary in Business Management etc. The students will be receiving feedback from teachers at regular intervals which will enable them to focus on their areas of improvement and consolidate on their strengths. Through continuous assessment, the teachers will over a period of time ascertain the level of student’s progress and will be able to plan their teaching strategies so that effective learning takes place.

The school has allocated weightage (as per IB guidelines) to the continuous assessment. The main purpose of continuous assessment is to develop the various skills of the students (like team working, research skills etc) and help him/her in understanding that learning is not only limited to the classroom but is an integral part of life.

Homework for IBDP students

Fountainhead school believes that homework is an integral part of the teaching process and leads to enhancement in assessment results of students.The following are expected from teachers:

  • Students should be given homework in every subject to facilitate overall development.
  • Students should be provided with quality homework.
  • Always implement practices that continue to produce valued outcomes
  • Homework task must be differentiated on the basis of learners readiness, interests, learning styles, organizational skills, the amount of difficulty so that each student can benefit.

Further, the teachers must do the following to ensure timely submissions

  • Discuss homework and make sure the student has understood the task
  • Enforcement of time management skills in class
  • Establish discontinuous due dates for long projects
  • Specific guidelines to be given for challenging tasks
  • The assessment of student’s work including homework should be based on the above standards and practices. The DP teachers are expected to communicate this to students through class interactions and also through formative assessments
  • The school expects that assessment expectations, standards and practices are made clear to the students from the beginning of the session

Assessment practices: Expectations from Teachers

The teachers are expected to ensure students academic progress through formative, summative and continuous assessment strategies. As stated above that the summative assessment has been assigned weightage (as per IB guidelines for a particular subject group) which indicates the significance attached to summative assessment within the overall assessment framework. However, this certainly does not undermine the importance of formative and continuous assessment which are and will remain crucial for students overall learning growth.

The teachers as an integral part of the IB community are expected to include in their formative assessments the following practices:

Use of detailed assessment descriptors (rubrics and matrices)

Teacher guided self-assessment

Peer evaluation through blog or other ICT resources

Few types of Formative Assessments

Formative assessment includes:

  • Class discussions
  • Group and individual oral presentations
  • Historical investigations
  • Individual oral commentaries
  • Investigation workbooks
  • Multimedia presentations
  • Multiple-choice style quizzes and tests
  • Short and extended responses
  • Skits and performances
  • Studio work etc.

Also, Fountainhead school believes in team work. We would always prefer to have two teachers for the same subject, however, it may vary according to the circumstances.

In case there are two teachers in the same subject, the final internal assessment will be sent to IB subject wise and not teacher wise. The school will provide slots in the DP timetable for collaborative planning where teachers teaching the same subject can share ideas.

Assessment period, weightage and cycle

For the purpose of assessment, each academic year will be having two examinations (conducted at the interval of five months each). The first examination will be held in the third and fourth week of October. The second and final examination will be held in the third and fourth week of March. Entire syllabus including first examination syllabus will be assessed in the second and final examination. As a school, we believe in the policy of latest and fullest. Hence only the second and final examination grade will be considered while computing the final grade of the student. The weightage of summative and internal(continuous) assessment will be as per the IB guidelines.However keeping in mind the content covered (till the date of assessment) the teacher can customize the weightage so as to ensure the balance in assessment. However, it is to be kept in mind that teacher, in any case, should not exceed the maximum weightage for Internal assessment as prescribed by IB for that particular subject. The summative assessment will be in the form of an examination at the end of each semester. The continuous assessment will include internal assessment like lab reports in Science, a of :research project in Business Management etc. The assessment cycle will comprof:

Assessment PeriodWeightage of Internal (Continuous) AssessmentWeightage of Summative Assessment
First ExaminationAs per IB guidelines for a particular subject groupWill vary as per changes in internal assessment
Second & Final ExaminationAs per IB guidelines for a particular subject groupWill vary as per changes in internal assessment

How to mark Internal Assessment

The teachers are expected to mark the internal assessment on the basis of internal assessment criteria given for each individual subject (in the respective IB subject guide). However, the teacher may use his/her judgment regarding whether to apply all the criteria or some of them. The teacher is expected to consult and take approval of respective HODs before finalizing on the criteria to be applied.

Grade Descriptors

Fountainhead school believes in a transparent and fair assessment system. To this end, the grade descriptors for individual subjects will be provided to the students beforehand. The reason for having separate grade descriptors for each subject is the varied level of difficulty of each subject. For example, a subject like Business Management from Group 3 cannot be judged at the same level to that of Group 5 subject like Mathematics. Further, the grade boundaries will be as per the IB pattern with points starting from a maximum of grade 7 to a minimum of grade 1. However, the teacher can customize the grade boundaries and descriptors as per the difficulty level of the question paper and coverage of syllabus (till the assessment date).

The IB Grade descriptor for each of the subject group is unique and is given on the subject page on OCC.

Each subject will be having their specific grade boundaries. For the purpose of summative assessment, the teachers are expected to follow IB grade boundaries(taken from last IB examinations in that subject) for their respective subject groups. However, the teacher can customize the grade boundaries and descriptors as per the difficulty level of the question paper and coverage of syllabus (till the assessment date).The grade descriptor for each IB grade is given on respective subject page of OCC. Also, the grade boundary will differ as per the SL and HL level for the same subject. The marks of the students will be converted as per the IB grade boundaries for that group for previous examination session. Also, it is to be noted that each subject groups grade boundary will have its own grade descriptor(for that specific subject group). The teacher is expected to communicate the grade descriptor to the student beforehand so that he/she understand the meaning of 5 or 7 grade.

Recording and Reporting

Recording

The school in alignment with IB emphasizes on criterion-related (as opposed to norm-referenced) assessment. This method of assessment judges students works in relation to identified levels of attainment, rather than in relation to the work of other students. The school will also ensure through meetings within departments and interdepartmental meetings that all its teachers are well aware of the DP assessment principles. The school will report students performance at the end of each examination. The school will use Managebac for the purpose of recording and reporting students performance. In addition to that teachers will be maintaining the record of marks on Google Drive. The teachers will be grading students on the basis of individual subject group grade boundaries. Also, the grade boundary will differ as per the SL and HL level for the same subject.

Reporting

The school will be reporting the performance of students through Parent Teacher Conference (PTC) held thrice a year. (Refer appendix 2 for information regarding assessing and reporting of DP core components)

Parent-teacher conference

To be held thrice in an academic year. It is there in the month of July beginning(Current year)/ mid – November end(Current year), and April end(next year).

Parent-teacher conferences are short (10 Minutes) one to one session between parent and teacher that are formally arranged by the school thrice in a year after school hours usually on Friday and Saturday.

The PTCs are a valuable tool to help a parent and child’s teacher(s) work together for child’s success. This is a great opportunity for parents to ask questions and gathers information that will help them to encourage their children to achieve success.

Common agenda points to discuss in PTCs will include going through the important achievements, goals set, issues with academics or behavior etc.

+

The decision to promote/retain the student, to the next grade will be taken by HOS (on a case to case basis), based on his/her performance in the retake examination.

Conduct of Retake Examination & Modification in report card

The retake examinations will be held in the last week of May; the results of which will be declared in a weeks time. The dates for the retake examination will be given at the time of PTC.

It is mandatory for the parents and students to meet the DPC on PTC when student scores are matching the failing conditions (as mentioned in the examples stated in Appendix 3).

The highest score out of the 2 examinations taken will be considered, and the final end of the year report card will be modified accordingly.

Exceptional Circumstances

Absenteeism

For a candidate who misses his/her examination due to reasons like sickness or any other event beyond his/her control, will be given an opportunity to appear for the retest. However, no candidate will be allowed to exploit this privilege given by the school and punitive action will be taken. The decision of the HOS regarding the action to be taken in case of such violation will be final and no further request whatsoever will be entertained in this regard.

Further, the parent of the candidate may request the school for an arrangement of retest one day prior or one day later to the date of that specific examination paper(missed by the student). If the school does not receive any such request within the aforesaid time period then no retest will be taken and the student will be awarded marks on the basis of his/her performance in the previous examination in that particular subject. The decision of HOS will be considered as final in such cases.

It is mandatory for the student to appear for the retest latest within three working days from the date of the last examination. However in extreme cases like accidents or any form of physical injury to the candidate the school may take his/her previous examination score in that particular subject/s as a base for calculation of grades.

Further, in case the student has missed the examination in multiple subjects then the same rules will apply as in the case of a single subject.However, if the student neither gives the examination nor appears for the retest(due to extreme circumstances) then he will award marks in those subjects(in which failed to appear) on the basis of previous examination performance. For example, a student got 40/80 marks in the previous examination and was not able to appear for current examination or retest then he will be given 50/100(assuming the current paper to be of 100 marks).

Also, the school may or may not give the same paper for such retest. It is mandatory for the student to sign an undertaking before appearing for the retest that the student was having no access to the examination paper/s of that/those specific subject/s in which he/she has missed the examination/s and has not seen or heard about the content of the examination paper/s . In case the student is found guilty of misrepresentation of facts then appropriate punitive action will be taken against him/her which may include awarding zero marks or marking the candidate absent for that particular examination. Also in extreme cases, HOS have the right to expel the student from the school. The decision of HOS will be considered as final in this case and no subsequent request will be entertained whatsoever.

Note: The above policy is only applicable for an examination conducted by the school. In the case of IBDP examination or any other examination conducted by an external body, the above provision related to absenteeism will not be applicable.

Instructions for students during internal as well as external examinations

  1. Students are expected to report (10 minutes before the start of the examination) at the examination venue.
  2. Students are not expected to talk or create any disturbance during the conduct of the examination. Not adhering to these instructions will be considered as malpractice andconsequences as mentioned below shall apply.
  3. Students are expected to carry their own stationery. Borrowing of stationary during the examination is not allowed and will be considered as malpractice and consequences as mentioned below shall apply.
  4. Students are expected to check their pockets & pencil boxes for any extra academic related papers before entering the examination hall. Not adhering to these instructions will be considered as malpractice and consequences as mentioned below shall apply.
  5. Students who do not have any examination are not expected to come to school.
  6. Students who are free in between two examinations (on the same day) are expected to be seated as instructed.
  7. Students are permitted to use their Chromebooks in the Senior library only during the transition time between 2 examinations.
  8. Students are not allowed to play or go to the grounds after the examination is over.
  9. The students have to sit in the examination hall for at least 60 percent time of the total duration of the paper. For eg., if the duration of the paper is 1 hour, the students are expected to sit in the examination hall for at least 36 minutes. They can then leave the examination hall if they have finished writing the paper.
  10. Students are only allowed to bring transparent bottles, transparent pencil boxes and transparent writing pads. (applicable to all grades) Not adhering to these instructions shall be considered as malpractice and consequences as mentioned below shall apply.
  11. GDC covers are not allowed in the examination hall (Grade 9 to 12). Not adhering to these instructions will be considered as malpractice and consequences as mentioned below shall apply.
  12. Students need to keep their bags outside the examination wing. They are not allowed to keep it outside their examination classrooms. Students pockets will be checked by invigilator/support staff before they enter the examination wing.
  13. Students cannot carry any material in the examination hall other than the required stationery. Not adhering to these instructions will be considered as malpractice andconsequences as mentioned below shall apply.

Guidelines for malpractice during examination and its consequence:

Malpractice consists of those acts which undermine the integrity and validity of exams, the certification of qualifications and/or damage the authority of those responsible for conducting the assessment and certification. This refers to acts and omissions made by staff or students involved with the assessment process.

  1. If a student is found talking or disturbing the class during the time of exam
  • 1st instance – Warning will be given by the invigilator
  • 2nd instance – Minus 5 percentage will be deducted from the final marks of the subject (invigilator has to update on the paper and inform the Process Organizers about the same).
  • 3rd instance – students will have to leave the examination hall

2) Students will be marked failed for particular instance like

If a student is found with a chit/book during the exam, or has hidden it somewhere and tries to access

3) The above consequence of “Fail” will also be applied if the student is arguing with the invigilator on instructions or warning being given in the examination hall. This incident will be added as a comment in the Term report.

Procedure

  1. Minus marks for that particular students will be deducted from the overall grade of that subject.
  2. Parents will be informed by the POs regarding this malpractice and the consequence applied.
  3. Details to be emailed to the parents by the POs regarding the instance after verbal communication
  4. Subject teachers will have to mention the details in their comments and the same will be reflected in the reports.
  5. Procedure for the marks deduction from the overall grade of that particular subject will be done through nucleus by the POs.
  6. Malpractice instance to be mentioned in the Coordinator’s comments.
  7. POs have to fill the observation form for students who are involved in Malpractice.
  8. In Nucleus Reporting for that component Marks should be 0 instead of selecting dishonesty option.
  9. A meeting to be scheduled for the students involved in malpractice with SSVP / HOS.

Review of Assessment Policy: Roles and Responsibilities

DP Coordinator along with Heads of Departments will be collectively responsible for annual review of the assessment policy for the first three years and after that, the review will be done every two years. After review, the recommendation will be sent to HOS and after the approval of HOS, the suggested changes will be incorporated in the policy. The link to the revised policy will be given on the school’s website and all the stakeholders will be notified regarding the same through mail and blog.

Internal Calendar for meeting DP deadlines

Fountainhead believes in the system of having internal deadlines well before time so as to meet DP deadlines effectively. For this purpose, the DP Coordinator is entrusted with the task of framing internal deadline calendar keeping in mind the deadlines set by IB for external assessment and moderation.

Training of new teachers

The HODs of respective departments will have the responsibility to train the new teachers. For this purpose, the HODs are expected to assign the new teachers to experienced DP teachers within the Department.

Monitor the progress through feedback from the senior teachers.

Also, the school has initiated a system of instructional rounds where a specific teacher invites his/her colleagues to observe the class of that specific teacher and learn from it. The purpose of the instructional round is to develop an environment of learning without any fear of consequences. Also, a suggestion for improvement will be provided on the request of the teacher whose class has been observed.

Works Consulted

  • Guidelines for developing a school assessment policy in the Diploma Programme, 2010, International Baccalaureate Organization
  • Diploma Programme assessment: principles and practice, 2004, International Baccalaureate Organization
  • Fountainhead School CAS Handbook, 2013, Fountainhead School

Appendices

Appendix 1: Group 3 Grade Descriptors

Grade 7 Excellent performance

Demonstrates: conceptual awareness, insight, and knowledge and understanding which are evident in the skills of critical thinking; a high level of ability to provide answers which are fully developed, structured in a logical and coherent manner and illustrated with appropriate examples; a precise use of terminology which is specific to the subject; familiarity with the literature of the subject; the ability to analyse and evaluate evidence and to synthesize knowledge and concepts; awareness of alternative points of view and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions; consistent evidence of critical reflective thinking; a high level of proficiency in analysing and evaluating data or problem solving.

Grade 6 Very good performance

Demonstrates: detailed knowledge and understanding; answers which are coherent, logically structured and well developed; consistent use of appropriate terminology; an ability to analyse, evaluate and synthesize knowledge and concepts; knowledge of relevant research, theories and issues, and awareness of different perspectives and contexts from which these have been developed; consistent evidence of critical thinking; an ability to analyse and evaluate data or to solve problems competently.

Grade 5 Good performance

Demonstrates: a sound knowledge and understanding of the subject using subject-specific terminology; answers which are logically structured and coherent but not fully developed; an ability to provide competent answers with some attempt to integrate knowledge and concepts; a tendency to be more descriptive than evaluative although some ability is demonstrated to present and develop contrasting points of view; some evidence of critical thinking; an ability to analyse and evaluate data or to solve problems.

Grade 4 Satisfactory performance

Demonstrates: a secure knowledge and understanding of the subject going beyond the mere citing of isolated, fragmentary, irrelevant or common sense points; some ability to structure answers but with insufficient clarity and possibly some repetition; an ability to express knowledge and understanding in terminology specific to the subject; some understanding of the way facts or ideas may be related and embodied in principles and concepts; some ability to develop ideas and substantiate assertions; use of knowledge and understanding which is more descriptive than analytical; some ability to compensate for gaps in knowledge and understanding through rudimentary application or evaluation of that knowledge; an ability to interpret data or to solve problems and some ability to engage in analysis and evaluation.

Grade 3 Mediocre performance

Demonstrates: some knowledge and understanding of the subject; a basic sense of structure that is not sustained throughout the answers; a basic use of terminology appropriate to the subject; some ability to establish links between facts or ideas; some ability to comprehend data or to solve problems.

Grade 2 Poor performance

Demonstrates: a limited knowledge and understanding of the subject; some sense of structure in the answers; a limited use of terminology appropriate to the subject; a limited ability to establish links between facts or ideas; a basic ability to comprehend data or to solve problems.

Grade 1 Very poor performance

Demonstrates: very limited knowledge and understanding of the subject; almost no organizational structure in the answers; inappropriate or inadequate use of terminology; a limited ability to comprehend data or to solve problems.

Appendix 2: Assessing and Reporting of Core Components of IBDP – CAS, TOK and EE

Assessing and Reporting of CAS

The progress of the student in CAS related activities will be reported in each term on the basis of advisors evaluation report, student self-reflection and evidence in any form(like video, photograph etc). The advisor evaluation report will comprise of students progress in view of 7 learning outcomes, three strands, and time commitment. It will also include students Managebac for anecdotal comments.

On Creativity/Action/Service related project/s:

Total Time Committed(In hours):

Creativity – _______hrs

Action – _______hrs

Service –  _______ hrs

Advisor’s Evaluation Report

Please evaluate the students learning outcomes and performance throughout the project –

Please tick in the appropriate box.Thank you!

Learning OutcomesBarely meets expectationsMeets expectationsExceeds expectationsNature/Location of evidence
Increased their awareness of their own strengths and areas for growth    
Undertaken new challenges    
Planned and initiated activities    
Worked collaboratively withothers    
Shown perseverance and commitment in their activities    
Engaged with issues of global importance    
Considered the ethical implications of their actions    
Developed new skills    

COMMENTS

I have read his/her self-evaluation report and honestly evaluated his/her performance.

 

Date:

Signature

 

Approved by CAS Coordinator _______________________ Date______________

Assessing and Reporting of TOK

TOK one of the components of the DP will be assessed by TOK teacher who will be writing individual comments on the performance of each student. The report will be part of the report card to be handed over to parents at the end of each semester. However, during the third and fourth semester, the student will be marked as per the IB criteria for these components along with the report.

Assessing and Reporting of EE

The progress of the student in the extended essay will be reported in each term on the basis of the EE supervisor evaluation report and student self-reflection. The advisor evaluation report will comprise of students progress in view of EE assessment criteria and level of commitment. The supervisor will write a report on each student individually.

EE Supervisor Evaluation Report

Please evaluate the student’s performance in the Extended Essay process

Please tick the appropriate box.Thank you!

 AlwaysOftenSometimesNever
Planned and systematic approach towards the research    
Range of sources used for research    
Respect Deadlines    
Adheres to academic honesty guidelines    

The student has completed 500/1500/2500/4000 words. The essay is the result of student’s own effort and hard work.

COMMENTS

I have prepared the above report to the best of my knowledge and ability and have sufficient evidence to justify my observation.

Date:

Signature

 

Approved by EE Coordinator _______________________ Date______________

Appendix 3 : Possible Scenarios for retest/repeat in Subject Groups/DP Core

 Example 1Example 2Example 3Example 4
Total points less than 24 with 01 points in a subjectTotal points less than 24 and Grade 3 or below has been awarded four or more times (HL or SL).Total points equals to 24 however the total of HL is less than 12Total points greater than 24 but candidate has gained fewer than 9 points on SL subjects
1342
3254
4365
5346
4533
5626
    
22Less than 24(Equal to 24)Greater than 24
Recommendation(Retake in 02 subjects with point 1 &3)but not repeat. Student must ensure that total point is greater than 24Repeat grade 11Retake in 02 subjects with points 02 and 03Retake in 02 subjects with points of 02 and 03

Further please note that it is not necessary that students score same points as mentioned in the above examples. Students performance might be meeting the failing conditions (in spite of student scoring different points in each subject when compared to the above-mentioned example).

Note: Students & parents must be aware that if students don’t reach a satisfactory level of performance with respect to DP core (EE,CAS,TOK) then they will not be promoted unless and until they reach a satisfactory level of performance in DP Core. The satisfactory level will be determined by respective in charge of EE/TOK/CAS. 

Appendix 4: Illustration for retest timings

Suppose X(a student) has missed his/her examination on 25th April. Now as per the policy the parent can inform one day prior ie., either on 24th April or one day later i.e., on 26th April. Now suppose that the last paper is on 30th April then the student has to appear for the test within three days after the last examination(30th April). So the student has to appear until 03rd May. After 03rd May the school will not be responsible for taking the retest.

Objective:

The objective is to ensure that there is a systematic schedule for homework, that there are certain guidelines in place regarding frequency and amount of homework, homework is turned in regularly and that there are pre-set guidelines or procedure in place for teachers while checking the HW/CW of the students.

Applicable to:

All teachers, students and parents.

Value (s) guiding policy:*

  1. Value Term: Responsible, Excellence, Learner
  2. Why:
  • Being responsible for accomplishing HW with discipline (timely).
  • Strive for the highest personal achievement in all aspects of academics.
  • Monitor individual’s performance and progress provide feedback for improvement

Learner Profile: Responsible, Reflective

Rationale:

Homework is important to know what is happening in the class and review the learning progress of every individual. Thus teacher can focus on students who may be having problems with homework. Homework enables parents to involve themselves directly in the learning program, to work with them and help their children in their lessons. This is also a set of instructions for all teachers regarding how to check/correct HW/CW, how to give feedback and how to check if the feedback is being worked upon.

Policy Guidelines:

General Instructions:

  • Homework is important and related to what is happening inside the classroom. Homework needs to be discussed before being given and the link between what is happening inside the classroom and the homework itself needs to be clearly established.
  • For any homework given, clear instructions must be given for accomplishing the homework successfully. In case there is something new, an exemplar of what is expected should be shown and discussed with the student.
  • When homework that is time-consuming is given, then it is important to take into consideration the total amount of homework that student is getting from other teachers also. HRT need to coordinate it with the other teachers and/or with the student also. Take into consideration the overall amount of homework and revise your timelines if needed. All grades should have a homework schedule in place.
  • When giving homework that involves a group, then you must give very clear instructions as to how the grouping has to be done. You must take into consideration the convenience of the parents if they are expected to provide transport to the children from other children’s houses. Sufficient time must be given for the homework. In cases where children are not adept at reading written instructions, oral instructions must be given in a language that the student understands and is able to follow.
  • Homework timings should be increasing:
    • EY – 20 – 30 Minutes
    • PY (Grade 1-3) – 30 -45 Minutes
    • PY (Grade 4-6) – Not more than one hour

Communication of the homework: Communication of the homework needs to be done through the blog.

  • When teachers give daily or weekend homework, make it clear that you expect it first thing in the period. In case the homework is expected over a period of time (such as project, a survey, an essay etc.), then discuss progress with the students in your class. Do not expect students to fail, because if you do, that is what they are going to do. They will fail. Help them succeed by giving them reminders and tips. This holds true especially for the subject teachers who meet their students less often. Make it a point to meet that class which is expected to turn in homework and reminds them. Establish clear homework leaders who will give reminders, help others when they are not clear with the instructions and even collect the homework. The same homework leaders can work across homerooms and single subjects.
  • Give homework from DAY ONE so that clear expectations are set. The homework can be very simple, but the idea is to make it a procedure for them at home, thereby making it a routine of a habit. Your first few homework assignments can be given for the sole purpose of making it a habit from day one. The size of the homework may be very small. Help children become confident by giving them very small and simple assignments that they can easily do and turn in.

For Senior School: Homework will be assigned through google calendar. Calendar link will be shared with the parents and students at the beginning of the year. Once the link is shared, student needs to add it to their calendar.

Type of Homework: Worksheet, Assignments, Online, notebook, written piece, projects etc.

  • The quality of the homework has to be good. It should be something that children find exciting and interesting. If the majority of students do not turn in the homework, first look at the quality of your homework and then whether there was a lot of other homework also at the same time. Then look at whether you have made the homework important by discussing it in class before and after. If you do not have exciting homework to give for a particular topic on a day, then be prepared with some contingency homework assignments which can be assigned at any time of the year irrespective of the topic that you are doing. However, this can be used only once or twice a year. You need to be prepared normally. The basic guideline is that it is better not to give boring or useless homework just for the sake of giving it.
  • Choices in HW can be given to students to make them responsible towards their learning. Ideal situation where the content is the same but children can work around the same concept in different ways. E.g. Online links, Khan Academy, Pen, and paper tasks etc)
  • In case online assignments are given (such as Khan Academy) then also the teacher must clearly discuss the homework in class before assigning it. The teacher should also follow up with the online HW and give feedback on the same. Homework should ideally be the practice of what is already been done in theory in the class. It should not be a new concept unless you are flipping the classroom. Also in cases where you know that a few children (or one child) do not understand a particular concept, then to send the homework for that particular topic is only going to be discouraging. You will need to help the student in the school itself to understand the concept and then practice the problem. The teacher should give mixed bag problems so that the taught concepts are revised.

Collection of Homework:

  • Homework needs to be collected the first thing in every class. It must be checked, discussed and/or commented upon within 24 hours or by your next class.
  • Collection and Storage of Homework: Parents can view the homework when the child is doing the homework before submitting the homework to school. Once the child brings the homework back to school and submits it, then the teacher must check it and return it to the students as soon as it gets checked so that parents can see the checked homework. The corrected homework can be kept at home
  • As a part of the 7 Habits training and discussion, every teacher needs to encourage the student to practice Habits 1, 2 and 3.
    • Habit 1 will make them be proactive and take charge of their HW.
    • Habit 2 will help them see the importance of overall learning and of homework within that.
    • Under Habit 3, you can discuss putting the doing of homework as an important priority, not to be left as the last thing at night.
    • Remember putting first things first means Organize and execute around your priorities. For that, you need to help the children understand that homework is a priority for them. Homeroom Teachers must especially in the first 8-10 days itself help their students establish a schedule at home that takes care of their homework and other important needs such as play, spending quality time with family and friends, reading and doing other important things. In putting first things first, you also need to discuss that students must not only do their homework early in the day but also pack their bag early in the evening or at night and to remember to pack their homework every day (so that homework is not forgotten at home).
  • In the MY & DP, a homework bonus policy is being followed to incentivize the students to complete their homework on time and with quality. Details of this policy are given in Appendix 2. However, if a student fails to submit homework more than 2-3 times, then please follow the process given below.

When homework is not turned in then follow these steps:

For the PYP this can be the starting point:

  • In case a student does not turn in the homework, then from day one take this step: the child has to miss their play time during the school meal break and finish the homework. Practice this as many times as needed to ensure that the student is able to follow the schedule.

For the Senior School this can be the starting point:

  • In case a student does not turn in the homework, then from day one take this step: the child has to miss their play time and finish the homework. Practice this as many times as needed to ensure that the student is able to follow the schedule.

Follow these steps otherwise:

  1. First look at whether this has happened for a large number of students – if yes, then the issue is probably either with the quality of the homework (over ambitious, boring etc.) or lack of importance given to the homework or else the instructions may not have been given clearly. Once you are sure that the problems are not on your end and if the problem is with a few students then apply the following steps:
    1. Day 1 (of missed homework): Do you know what the procedure is? The procedure is that you are expected to turn in the homework every day first thing. Can you do that? Student says: Yes, I can.
    2. Day 2 (of missed homework): Do you know what the procedure is? The procedure is that you are expected to turn in the homework every day first thing. Can you do that? Okay – let me also understand when and where you will do the homework today. Also explain to me what today’s homework is about. Will you now be able to do it? Student says: Yes, I can. Write a note to the parents what you have talked to the student.
    3. Day 3 (of missed homework): Do you know what the procedure is? The procedure is that you are expected to turn in the homework every day first thing. Can you do that? You discuss if the child is facing any problem is doing the homework. Discuss with the child about parental support or any other reason for not being able to submit homework. And write a note to the parent if the child mentions some specific issue at home (possible list of reasons given below).
    4. Day 4 (of missed homework): same as above. Also, ask the parents to meet the teacher on an early morning slot in the next 3 days.
  2. For each day to ensure that learning is not missed out on: If the homework is the kind that can be done within 20 min (all your first few days homework should be of that kind), then ask the student to do it in the recess by missing out on play time. Please note that checking the homework is is the job of the respective teacher.
  3. Repeat the process as many times as needed to ensure that turning in homework becomes a routine for the student.
  4. Homework tracking should be done through charts put up on the notice board or by maintaining a spreadsheet (same as attendance sheet)
  5. There could be genuine reasons on some days for homework not being turned in – for e.g. a marriage, birth / death in the family or an emergency. However such cases can only be rare. You just need to understand the situation and let it be – however you still need to make sure that the student does the homework in school.
  6. Homework which is long and cannot be finished in recess, you first need to talk to the student and find out the reasons and then give him/her an extension for submitting the homework. If the student still does not submit then apply the four steps as outline above. Instead of the recess, for completing of the work, use stay back – but only as per the steps. The 3rd time you have to use a stay back, you need to write that note to the parent. 4th time, talk to the parents to identify the reasons for regular delay / lack of submitting of homework.
  7. Appreciation/consequences to be given should not be waited for the month end. Feedback should be given by Subject teachers / HRT on weekly / fortnightly basis. Appreciation may be given in class, or in common forums such as assemblies. Appropriate notings regarding the homework should be mentioned in the homework log as per the prepared format.
  • If the student is not making the homework a priority frequently. The possible reasons can be:
  1. Parental support not given as outlined earlier. Common problems include parents not having agreed upon a schedule for homework, over scheduling of the child’s day, parents not showing any interest in the child’s learning, a very busy household with no one in particular responsible for the child’s learning.
  2. Lack of motivation for the child in homework specifically or learning as a whole.
  3. The child is facing some problem not related to the above two – such as concentration etc.
  4. Child is unable to understand instructions or has not understood the concepts and is therefore unable to do the homework despite trying.
  5. Child doesn’t have a good relationship with the teacher and therefore does not do the homework for that reason.

Bottom-line: In cases of regular tardiness in doing homework or lack of submission of homework, it is important you understand and find Helping Solutions to resolve the issue rather than applying any consequences. Make sure that the problem is not at your end. Helping Solutions may be in the domain of 7 Habits, practice of procedures, talking to parents etc.

Correction Guidelines :

Points to consider while correcting the student’s work:

  • While checking the student’s work, the teacher needs to point out the errors/mistakes the student has committed. This can be done with a pen of any non-red ink which is different from the color of the pen used by students.
  • Follow up work is very important. The teacher should keep a track of it. If required, then make the students write 2-3 drafts of the same till they understand where they have gone wrong. Do not take the follow up work lightly or the students will not take your instructions seriously.
  • While correcting the students’ work, teachers should ensure that the student has followed the school’s academic honesty policy as per the program (PYP / MY / DP). Please refer to the school website regarding policy on academic honesty

Language:

  1. Do not give correct answers to the students in their notebooks directly (Applicable for Grade 4 onwards). Write provoking questions or underline the areas where the mistake is committed. e.g.: If a spelling is wrong, instead of giving correct spelling, circle the wrong one and write down sp over there. Ask the student to find out the right spelling from the dictionary and instruct them to write it 5 times in the notebook. For Grade 1-3, the teacher has to give direct answers in the notebook.
  2. Common spelling mistakes being committed by a number of students should not be ignored and a follow up dictation should be taken.
  3. Teachers are expected to take note of the following things while checking the notebooks:
  1. Point out the spelling mistakes
  2. Point out any grammatical mistakes.
  3. Point out any punctuation errors.
  4. If the content is wrong, do not give direct answers. (Applicable for Grade 4 onwards)
  1. For long answers or essays, students should organize their thoughts in form of a mind map or pointers before they compose their final piece of work. This has to be taught to students through the writing process. Teacher should model the same for students several times.
  2. After correcting the notebook and putting a remark, make sure that the student is doing a follow up work.
  3. If the student is consistent in follow-up work then teacher can acknowledge/appreciate him/her by an appreciation sticker or a star in appreciation chart.

Math:

  1. In math, if the calculation is wrong, write hints for the error e.g., check regrouping or check position of decimal point and emphasis on the steps and the working. Insist students to make a right column to show working. Remember we are preparing them for IGCSE/DP too. Also make sure that students do mention formulae and units wherever needed.
  2. If any mistake is committed by the student, then do not give direct answer. E.g. if student has missed out any step, then give hint or circle the question and ask them to revise it. You can ask them to recheck the calculation or revise the multiplication table.
  3. While solving a math problem, mention the data given in the question, then show a stepwise procedure of solving it. In the end, make sure the students are writing the statement with the answer.

Peer Correction Guidelines:

  1. While conducting peer checking, post the peer assessment, teacher should check the notebooks since the students themselves are highly prone to overlook mistakes. It has been observed that in peer corrections a lot of mistakes go unnoticed. So the students are not getting to know what mistake they have committed. This may be due to reasons like: the assessment was not suitable for peer correction or the peer himself was inept. Few examples of the work which can be given as peer correction are as follows:
    1. Dictations
    2. Checklist (objective questions)
    3. Mathematical sums with direct answers where no steps are involved
  2. After the peer correction, give time to the student for self correction and reflection. The dictation words or the mathematical calculation should be solved on the whiteboard so that the students have a sample in front of them for correction.

Online Assignments:

  • Online assignments must be checked by the teachers and give feedback if there Is any area of improvement.
  • The homework can be in the form of writing assignments on the drive, flubaroo, online forms, projects, assignments etc. The teacher should check the homework in the suggesting mode, or comment, so that the students can review their work.

Review by TL

  • TL should regularly check copies of students across grades to ensure that teachers are checking notebooks regularly.
  • TL should enter observations for the Team Members (TM) in nucleus if homework copies are not being checked regularly and give a suggestion to improve on the same. If there is no improvement, a red flag should be given.
  • TLs should also review the online homework at regular intervals with the teachers and ensure whether feedback is being given to the students.

Parental Support Expected:

  • Space & Time: Parents are expected to provide the right space and schedule time early in the day for their children so that they can focus on their homework.
  • Resources (a computer with a reliable internet connection)
  • Interest & Support: Parents must take an active interest in what their child is learning. When needed parents are expected to support the child in doing the homework for tasks such as surveys, visits, interviews etc.
  • Read to / with them regularly.

Appendix 02

MY & DP Homework Bonus Policy

MY & DP Homework Policy

5% additional bonus marks will be given to the students on the final marks scored for completion of homework. After adding the bonus, the total cannot exceed 100%. So if the student gets 75% out of the regular 100%, and get 4% as the homework bonus, s/he will have a total of 79%. If the student has already scored, 98%, then the total will be capped at 100%.

For this, the teachers maintain a homework log on a regular basis. A student gets 1 mark for submitting homework on time, 0.5 for late submission, and 0 for not submitting homework.

Conditions for Submission completion (below)Score to be awardedScore to be awarded
Submission fully done0.51
Submission partially done00.5
Conditions for Submission with respect to time –>Submission not timelySubmission in time


The amount of homework done (in the previous month) is also reported by the subject teacher in the beginning of each month through a mail.

Policy for Usage of Chromebook, laptop & internet in school

Why IT devices are needed in school?

Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting. Technology enables students to learn in ways not previously possible. Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. We at Fountainhead believe that technology should become an integral part of the classroom.  Students will have to use computers for research/projects/collaboration for various subjects and so we expect students to bring their own IT devices to school i.e. Chromebook & laptops

Acceptable Use

  • School defines acceptable use as activities that directly or indirectly support the academics of students.
  • Students are blocked from accessing certain websites during school hours such as Facebook, Twitter and other social networking sites. Though, Google Plus is acceptable for sharing within the school(Only for SS students).
  • Usage of devices will be recommended by the respective teacher for their classrooms. Students may also use these devices at times for research work, report writing, making a presentation during their breaks or free periods (if any) by the permission of the respective teacher.
  • Devices may not be used at any time to:
    • store or share illicit materials
    • harass others
    • download or view/listen/play music, games, movies and any material which is not related to academics.
  • Students will be provided individual lockers and they should keep their devices in their lockers, when not in use.
  • Students are expected to bring their devices fully charged from home.

Devices and Support

    • It is mandatory for all students to purchase Chromebook immediately after joining school and carry Chromebook to school regularly. Any student without a Chromebook will be put on detention until they bring one. In case a purchase of Chromebook has been made but delivery is taking time then student is required to produce a proof of purchase e.g. receipt of purchase, email or note from the vendor. After submitting the proof student will be exempted from detention.
  • Students will not be allowed to appear for any test (formative, summative assessments, Naviance test etc.) if they do not have their Chromebook or it is not charged. Chromebook will be provided by school only to those students, whose devices are in repair or have ordered for a new device.
    • In case of Chromebooks purchased from outside, if the warranty is not accepted by the local service dealer, then the school is not responsible.
    • In case of a new purchase, students need to submit the Chromebook to the IT department and get the CMC installed.
      • Surprise Chromebook checking will be done in class from time to time and if a Chromebook  without CMC is detected, then it will be confiscated for seven working days. If a student removes CMC by mistake, then s/he needs to immediately contact IT team and get it re-activated otherwise the same consequence will be applicable.
      • Chromebook without CMC will be treated as student hasn’t brought a Chromebook to school. In this case the student will be put on detention until CMC is purchased.
      • CMC needs to be purchased for every new device. If a student decides to purchase a new Chromebook then CMC is to be installed in the new Chromebook.
  • If a student uses parent ID, then the Chromebook will be confiscated. Parents will have to come to school, change parent ID password, sign the undertaking and take the Chromebook.
  • The Chromebook will be retained in school until parents complete the formalities.
  • Parents can access school mail id from their child’s Chromebook but it is essential that they log out after use and also do not share parent id password with your child at any cost.
  • IT will not give any support unless and until the students have a CMC and sensor installed on their devices.
  • Device must be presented to IT for configuration, before student accesses the network.
  • Students are not allowed to bring USB/data card/dongle to access internet within school premises. If students are found possessing any of these in the school premises then it will be immediately confiscated. Internet should be accessed using school wifi connection only.
  • Special software(s) required for senior year students e.g. for IGCSE Art & Design and Visual Arts in the DP:
  • Students can buy licensed software if they wish to but they must only have legitimate software.
  • They can use free tools or paid tools on the cloud, if needed. In this case students can also use the school PCs as that will offer better computing power than their own devices.
  • Students have to bear all the costs for such software and the school will not bear these costs.

Security

  • Student device may be remotely disconnected from the network if 1) the device is lost, 2) IT detects a data or policy breach, a virus or similar threat to the security of the school data and technology infrastructure.
  • In addition, the IT Dept. reserves the right to scan the network to assist in identifying and protecting against exploitable security vulnerabilities (e.g., viruses or worms) in efforts to preserve network integrity. Information gathered in such scans will be used only for the explicit purpose of monitoring network security.
  • The school uses a firewall system, which will be protecting student devices and will also prevent students from accessing inappropriate content within as well as outside the school premises.
  • Please refer following table to check blocked / unblocked internet categories at home.
    • If a student wants to access anything from the blocked categories (website / Youtube) from home; they can do it from any other device available at home but not from their Chromebook. If a blocked category is being accessed from home then parent supervision is recommended.
Website categories

 

Youtube categories
Blacklisted CategoriesSubcategoriesWhitelisted CategoriesSubcategoriesBlacklisted CategoriesWhitelisted categories
Academic DishonestyArchivesEntertainmentAction/Adventure
Aggressive BehaviorGunsNewsFilm & AnimationAnime/Animation
Intolerance & HateReligiousGamingAutos & Vehicles
ViolenceShoppingCell Phones And Add-OnsHorrorClassics
WeaponsClothingMoviesComedy
BusinessBankingE-CommerceSci-Fi/FantasyDocumentary
BitcoinOnline AuctionsShort MoviesDrama
Job SearchSocialTwitterShowsEducation
Online PaymentSportsThrillerFamily
Personal FinanceTranslatorsTrailersForeign
Controlled SubstancesAlcohol SaleTraveling Howto & Style
Drugs Music
TobaccoNews & Politics
EntertainmentAudio/Video DownloadsNonprofits & Activism
Celebrity GossipPeople & Blogs
MagazinesPets & Animals
Movie TicketsScience & Technology
Movies And TelevisionShorts
MusicSports
RadioTravel & Events
GamesGamblingVideo Blogging
Gaming Information 
Online Games
Malicious SitesAdd-Ons
Adware
Dialers
File Hosting
Fraud
Hacking
Infected Sites
Phishing
Piracy
Proxy
Spam
Spyware
Pornography
SexualNudity
Sexuality
SocialChat Rooms
Dating
Instant Messaging
Social Networking
Time WastingFan Fiction
Humor
Manga
Photography
Web Comics

 

Risks/Liabilities/Disclaimers

  • School reserves the right to disconnect devices or disable services without notification.
  • Lost or stolen devices must be reported to the Coordinators as soon as possible.
  • Student is expected to use his or her devices in an ethical manner at all times and adhere to the school’s acceptable use policy as outlined above.
  • Student is personally liable for all costs associated with his/her device.
  • Student assumes full liability for risks including damage (partial or full), theft or loss. We advise parents to ensure that devices are covered by insurance to cover the risk of damage, loss or theft.

Expectations and Consequences

  • School  has a zero-tolerance policy for violation of the above rules.
  • Students found using their personal devices in school for games, music, movies unless permission has been given, the following  process shall be followed.
Violation of Policy as stated aboveConsequenceParents’ InvolvementRationale
First InstanceA gentle reminder of the IT usage policyNo intimationFirst step will remind the student of the necessity of the policy.
Second InstanceReading / watching a resource on discipline and reflectionNote will be sent to ParentsSecond step will let the student understand the importance of discipline.
Third InstanceReading / watching a resource on Integrity and making a presentation of  the sameParents are called to school for a counseling session along with the studentThird step should let the student understand the value of integrity
Repeated InstanceOne of the above, plus action as decided by the Coordinator and/or HOSParents will be informedFor this level of issues, case to case basis action plan is necessary.

 

For additional information related to Chromebook usage guidelines, please refer to Parent Undertaking – Chromebook

———————————————————————————————————————————————————–

I Mr./Mrs. ___________________________, parent of ___________________________ have read the Policy for Usage of laptops & internet in school and agree to abide by the same.

 

Date:________________ Parent’s sign:______________

 

I  ___________________________, Grade________________________ have read the Policy for Usage of laptops & internet in school and agree to abide by the same.

 

Date:________________ Student’s sign:______________

Introduction

At Fountainhead school, the academic honesty policy is designed keeping in mind the attributes of learner profile such as ‘Principled’ which means that candidates act with integrity and honesty, 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. Also, the values of the school are focusing on the honesty expected from the students in specific and the school community in general in the field of academic research. It also ensures that the student community as a whole display the respect for the integrity of all forms of assessment in MYP and DP. The expectations and practices of Fountainhead school community are guided by its values. Values arise out of what we believe to be important about people, society and about learning and knowledge.

Fountainhead values

    • Fairness: I am fair and just to all & I expect to be treated the same.
    • Responsible: I fulfill the roles entrusted to me with complete responsibility.
    • Respect: I accord respect and dignity to all including myself.
    • Learner Profile  Principled

What is ‘Academic Honesty’?                                        

It refers to:

  • a set of values and skills that promote personal integrity and good practice in teaching, learning, and assessment.
  • display of respect and protection of intellectual property in all forms which include creative expression, as well as patents, registered designs, trademarks, moral rights and copyright and ensuring authenticity.
  • Promoting the use of the student’s own language, expression and, ideas & appropriate acknowledgement in case the ideas or work of another person are represented.

Objectives of Academic honesty policy at Fountainhead School

  • To ensure that all students understand what is academic honesty.
  • To develop respect among the students for the integrity of all forms of assessment for the DP.
  • To provide guidelines to students on study skills, academic writing.
  • To provide guidelines to students on how to conduct research and how to acknowledge resources.
  • To make students understand what constitutes malpractice.
  • To make them aware of the consequences of malpractice.
  • To foster a school culture that promotes good the academic practice and actively encourages academic honesty.

What is ‘Academic Dishonesty’ or malpractice?

According to Article 27: Definition of malpractice

The IB Organization defines malpractice as behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment components. Malpractice includes the following.

  1. Plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own.
  1. Collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another.
  1. Duplication of work: this is defined as the presentation of the same work for different assessment components and/or IB diploma requirements.
  1. Any other behaviour : that gains an unfair advantage for a candidate or that affects the results of another candidate (for example taking unauthorized material into an examination, misconduct during an examination, falsifying a CAS record, disclosure of information to and receipt of information from candidates about the content of an examination paper within 24 hours after a written examination).

Systems, processes, and policies at Fountainhead school to avoid academic dishonesty

At Fountainhead school the HOS along with academic team ensures that any form of malpractice to be prevented in any circumstances. To this end the following steps are taken at Fountainhead school:

  • At Fountainhead School, the management is committed to ensure that academic honestypolicy iss not just applicable for Middle Years and Diploma Programme but should be followed as a ‘whole- school policy’. This fosters the culture of academic honesty among students from a tender age.  
  • The school will ensure compliance to academic honesty (through various measures like anti plagiarism website, student undertaking etc.) that none of the student is allowed to violate the academic honesty policy in any form. Als,o there will be anti plagiarism committee to be formed at school consisting of members of the ALT (Academic leaders team) .The HOS, PSP (Primary School Principal), SSP (Senior School Principal), the programme coordinators are members of this group. The committee members will discuss specific academic dishonesty cases and will decide on the punitive action. Apart from this, the committee member will be reviewing the academic honesty policy per year so that changes can be incorporated into the policy.
  • The candidate and their guardians are given access to ‘Regulations’ section on IB public website. This is done by placing a link to the Regulations on the Fountainhead school’s website.
  • At Fountainhead, the  school librarian is an integral part of the academic honesty exercise and plays a pivotal role in helping students in locating, evaluating and using information. The librarian also helps students find and use authoritative and reliable information from a variety of sources, print, online, people, and more.
  • Fountainhead school recognizes the support of student’s legal guardian in promoting the good academic practice. In view of this, the school communicates to the legal guardians about the standards the school is trying to uphold. This ensures the cooperation and support of parents in encouraging academic honesty among their children.
  • At Fountainhead school every candidate studying the Middle Years Programme and Diploma Programme, regardless of their registration category, are required to sign a declaration form at the time of admission stating that all work they submit for assessment will be their own authentic work. This would effectively cover all class assignments, homework assignments and work undertaken for IB assessments and during the final IB submission will sign required consent forms made by the school and given by IB.

Role of MYPC and DPC in maintaining academic honesty at Fountainhead School

The MYPC and DPC  has a significant role in maintaining academic honesty. These are as follows:

  • Organising collective and individual awareness sessions with students in order to ensure that the student community understands what constitutes academic honesty, what is an authentic piece of work and intellectual property.
  • Organising interactive sessions with senior members of the academic team and also individual subject teachers for guiding students on areas like study skills, academic writing, how to conduct research in a specific subjects and how to acknowledge resources.
  • At the time of admission to the MYP and DP programme, the MYP and DP Coordinator ensures that the student and his or her legal guardian(s) receive a copy of the General Regulations: Diploma Programme/ General regulations: Middle Years Programme – First assessment 2016 and understand its content. Further, each candidate’s attention is drawn to the provisions relating to malpractice and its consequences.
  • The DPC shares the academic honesty policy of Fountainhead school with the candidate and also ensures through various collective and individual sessions that the policy is clearly and effectively communicated to the student community as a whole. Also, continuous reinforcement through regular guidance from subject-specific teachers is done so as to ensure that the culture of academic honesty is developed at Fountainhead School.
  • Making students understand and continuously reinforcing on what constitutes malpractice (particularly plagiarism, collusion and misconduct during an examination). Also making them aware of the consequences of being found guilty of malpractice.
  • To provide guidance to the academic team so that it can act as a role model. In this, the MYP and DP Coordinator ensures that the teachers at Fountainhead school should observe the same procedures as students because the student will find it difficult to follow the teacher who does not observe it himself/herself. At Fountainhead school,  teachers are advised to provide candidates with examples of how to acknowledge sources. The examples must include a variety of sources (including CD-Rom, DVD, photographs, illustrations, artwork and data) in addition to journals, books and websites.
  • To empower the academic team with resources to detect any form of malpractice.
  • To ensure that all members of the academic team understand and realize their individual responsibility in their specific subjects  for ensuring to the best of his or her knowledge, all candidates’ work accepted or submitted for assessment is the authentic work of each candidate.

Internal processes for ensuring academic honesty at Fountainhead school in relation to student work on TOK, EE, IA, ePortfolio for different subjects like Language acquisition, Design, PHE, Arts and Personal Project

The school will ensure that all submissions to IB should abide by academic honesty norms. In this context, the school will ensure that each draft submitted by the student for TOK, EE, IA and ePortfolio is verified through

  • The use of Google Doc (Mandatory)
  • Viva-voce of the student (Mandatory)
  • Use of google doc Explore tool on a google doc for MYP and Anti-plagiarism software – Turnitin for DP.

Step1 :

Fountainhead uses Google Apps for Education (GAFE) as a school and all staff and students are familiar with the usage of tools such as gmail, google drive, calendar etc. which will enable this step.

School is making it mandatory for all students to do their work (related to TOK, EE, IA, ePortfolio or any similar nature work) on Google Doc. Further, the student concerned needs to share the google doc(at the time of creation of the google doc and not later) with the supervisor or the teacher. The condition for sharing the google doc must be clearly communicated by the supervisor or teacher. In case of breach of the above condition, the supervisor should immediately call the student and instruct him/her to share the google doc(related to TOK, EE, IA or any similar nature work) in front of the supervisor.

Step 2:

It will be the responsibility of the supervisor to check the student’s work on a regular basis

(weekly, fortnightly etc) so as to identify specific students with whom the supervisor or teacher needs to work immediately.

Step 3

For checking whether the work has been plagiarized or not, the teacher or supervisor concerned needs to check the revision history of a particular google doc(File/Revision History). If a student has copied a large amount of text from another source then the academic dishonesty committed by the student can easily be identified as google doc provides the facility of minute to minute updates. The supervisor can see the minute to minute updates from “show more detailed revisions button.”

Step 4

Also if the supervisor or teacher notice that a student is writing far above than their usual level then they should check the vocabulary. The teacher or supervisor should select a sentence from the paper and paste it into the Google search bar. As we are aware that Google limits the number of characters it will search, but a sentence fits perfectly. Also, it is advisable to put quotation marks around the sentence so as to find a closer match.

Step 5

Generally, students use the same sources in their assignments. It is very important that various subject teachers or supervisors should collaborate much more closely on assignments of students. If the teachers suspects plagiarism then he/she should email a sentence from the assignment paper to his/her colleague/s and ask them to search for it within their own Google Docs.    If the sentence also appears in one of my colleague/s students’ papers then the concerned teacher should investigate further.

Step 6

The teacher or the supervisor will be conducting viva-voce of the student so as to ensure that the work submitted by the student is his/her own. The details of the viva- voce will be kept safely with the school and will be provided to the IBO (if requested).

Step 7 (Mandatory)

MYP: The teacher will check student work using explore tool of google doc. (Select the content to be checked , right click and go to explore tool which opens google where web results are shown and can help in checking plagiarism.

DP:T he teacher will put student work through anti plagiarism software (Turnitin) so as to detect plagiarism in DP.

During Examinations

For Internal Examinations

All the internal examinations are conducted by ethe xamination committee. To avoid any sort of academic dishonesty, all the examination material will be kept in a separate room (dedicated for exam purposes). Also ,it will be ensured that nobody will be allowed to enter the room without the permission of the examination committee members. The examination committee will be allocated an assistant who will be helping them for photocopy & printing. All the examination material will be stored in the examination room. The teachers will be submitting their papers and marking schemes to the respective HODs or Coordinator (in case of absence of HOD) for approval. After approving the question papers and marking schemes the HODs/Coordinators will forward the paper to the examination department for printing.

For External Examinations

The school’s examination committee for internal examination will also take responsibility for external examination. All the external examination material will be kept in the examination room. No academic or admin staff will be allowed to enter the examination room without the permission

Academic Honesty Practices recommended across the school community

Academic Honesty for teachers – Fair use guidelines for teachers

Rationale: Fair use guidelines for teachers to promote academic honesty.

Policy Guidelines:

Using digital resources e.g. movies, songs and other digital media:

  • Look up for resources which are available freely and legally online.
  • Avoid using latest resources which are unavailable for legal  purchase.

Movies –

  • Downloading from torrent is strictly prohibited.
  • Request library to purchase/rent the movie/documentary online from google play / iTune. If it is not available online then request to purchase the DVD.

Process:

  • To request to purchase any movie or to get it on rent, staff needs to fill Book/Audio Visual Resources Purchase form.
  • Chief Librarian will check that whether we have any alternate movie which can used in place of the movie requested by the teacher.
  • If not, she will approve the movie purchase request and the library will buy/rent it online from the school’s google play/ iTune account, if it is available. If it is not available online then the library will process the DVD purchase request. In this case, teacher has to plan in advance as a DVD purchase will take 7-10 days.
  • Library has to prepare a list of movies that we have purchased (DVD/Online) and enter the details in Koha.
  • Put up Apple TV in the library so that it can used for watching movies

Books –

  • They can request for purchasing the book.
  • Scanning can only be done for only those books which we have purchased and which we intend to use for read alouds in class as the scanned copy facilitates a group read aloud better than  the smaller book. (book should be available in the library). Scanned copies can’t be shared with parents / students through any means. Often many popular read alouds are available on youtube – those links can be shared by teachers.

Songs –

  • Preferably listen/play from youtube.
  • Download it from iTunes or gaana.com at a nominal price.

In practice by staff members:

  • Any work done for the school is school’s property.
    • This means that the school’s coordinators or leaders need not take the permission from the teachers to share it further.
  • Credit will be given to the teacher who has prepared it for 1 academic  year. In the following years the documents can be used by others as then it’s school’s property.
  • If any document which has been created collaboratively and uploaded on any official site like OCC etc. then the credit has to be given to all the people involved stating that it is being posted on the behalf of the following staff members.
  • Most of the work should be represented as collaborative work if presented to any external body.
  • If we are sharing student/teacher work within school or also outside school, please acknowledge them.
  • Everyone has to learn and use the same type of citation -i.e  MLA 7 and apply to all official documents sent out of the school or posted on school website or curriculum site.  Documents to be submitted to IB should be cited using MLA 7 citation.
  • Teachers need to paste the link of the website used for making worksheets/preparing presentation/preparing formative or summative assessments/term papers.
  • All images should be cited on the same slide in case of presentation or under the image in docs used. Image link should not be added in the speaker notes.
  • Report card comments can be used by others after each Academic Year without any acknowledgement.
  • The citation of resource book or textbook used from the library should be added at the end of a doc or presentation in form of bibliography.

Use of MLA citation

The use of MLA citation is recommended for all assignments/research work of students and academic work of teachers .The reason for choosing MLA citation is as follows:

MLA 7 is user-friendly and will ensure that students are able to add the citation quickly and easier.The seventh edition is a comprehensive, up-to-date guide to research and writing in the online environment. It provides an authoritative update of MLA documentation style for use in student writing, including simplified guidelines for citing works published on the Web and new recommendations for citing several kinds of works, such as digital files and graphic narratives.

Reason : Using MLA Style properly makes it easier for readers to navigate and comprehend a text by providing familiar cues when referring to sources and borrowed information. Editors and instructors also encourage everyone to use the same format so there is consistency of style within a given field. Abiding by MLA’s standards as a writer will allow you to:        

  • Provide your readers with cues they can use to follow your ideas more efficiently and to locate information of interest to them.
  • Allow readers to focus more on your ideas by not distracting them with unfamiliar or complicated formatting.
  • Establish your credibility or ethos in the field by demonstrating an awareness of your audience and their needs as fellow researchers (particularly concerning the citing of references).

In addition to the above Google docs provide the option of citing the sources through MLA & APA citation styles. This will make it convenient for students to cite the sources.

Plan for teaching MLA 7 citation to students gradewise:

Grade 7 :Using MLA 7 to cite weblink and images.

Grade 8: Using MLA 7 to cite videos.

Grade 9: Using MLA 7 to cite Scholarly articles.

Grade 10: Using MLA 7 to cite books.

Grade 11 and 12: Revision of citation learnt in MYP and application of it in all IB submissions.

Refer Appendix 2 for detailed Training Plan of teaching Citation skills for students and teachers

Note: Students should use MLA 7 citation for referencing when doing IB submissions. It is mandatory to add in text citation and bibliography in the document or presentation they are submitting.

Citation examples for students to refer:

Refer Appendix -11 Citation samples for students to refer when they are citing sources.

Consequences of Academic Dishonesty

It is not sufficient for students to only understand academic honesty at the conceptual level but they should be able to apply the same in their work. As an important stakeholder of the Fountainhead school, students are ethically responsible to report any incident of violation of Academic Honesty Policy to MYPC/DPC/SSP or HOS. It is important to mention here that Fountainhead school community shows no tolerance for any form of malpractice. The following steps will be taken in case of detection of academic dishonesty by students.

Severity and previous record will be taken into consideration.

Step 1 : Firstly, the student will be given written warning through mail (both to student and parents).

Step 2: If the student repeats the same mistake again then the school will call the parents and anti- plagiarism committee members will discuss the matter with parents (in the presence of student) along with the consequences that follows such an action. The student and parent will be strictly communicated that repetition of any such action in future will lead to suspension from school. In addition to this the school will be keeping record of the student on individual basis with details of the incident and action taken by the school.

Step 3: If the student repeats the same mistake again then the school has full right to suspend the student for a maximum period of seven  days. The action taken by the school will be decided by anti-plagiarism committee and the same will be communicated to the parent (along with justification for such an action) through mail. During the suspension period the student will not be allowed to enter the school premises and attend any of the classes or take part in any activity related to the school. The HOS and MYPC/DPC in consultation with anti- plagiarism committee members will have full right to revoke the suspension or extend the period of suspension, if the need arises. The decision taken by the HOS and DPC will final in this regard.

Step 4: If the student keeps on repeating the same mistake then the school will have full right to expel the student from the school. Such decision will be taken by HOS and MYPC/DPC in consultation with the anti plagiarism committee members. For being given such a severe punishment, the student must have been suspended at least  twice previously in context of academic dishonesty.

Revision of Academic Honesty Policy

DP/MYP Coordinator along with Heads of Departments and teacher librarian, will be collectively responsible for annual review of the Academic Honesty Policy for the first three years and after that the review will be done every two years. After review the recommendation will be sent to HOS and after the approval of HOS the suggested changes will be incorporated in the policy. The link to the revised policy will be given on the school’s website and all the stakeholders will be notified regarding the same through mail and blog.

Works Consulted

Appendices

Appendix 1.1 : Declaration of Originality

This declaration covers all class assignments, homework assignments and work undertaken for IB assessments while you are a student of the Fountainhead School, located at Surat, Gujarat, India.

Further, no written work/CD-Rom or in any other form will be accepted unless the declaration has been completed and attached.

 

Name of the student:                         ……………………………………………………

IB Candidate No. /School Roll No. ……………………………………………………

Topic of work:                            …………………………………………………..

Type of work:                                          ……………………………………………………

 

Declaration of Originality

 

  1. I declare that this ……………………………………… (eg essay, report, project, assignment, CD -ROM, audio visual material etc) is my own original work. Where other people’s work has been used (either from a printed source, Internet or any other source), this has been properly acknowledged and referenced in accordance with school’s Academic Honesty Policy requirements.
  2. I have not used work previously produced by another student or any other person to hand in as my own.
  3. I have not allowed, and will not allow, anyone to copy my work with the intention of passing it off as his or her own work.
  4. I understand that the above written work may be tested electronically for plagiarism.

 

SIGNATURE :         .………………………………………………………………………………

 

Appendix 1.2 : Candidate consent form for eCoursework upload

 

Candidate Consent

By signing this declaration you understand and consent to

1) the programme coordinator or another authorized school staff member uploading your work to the IB’s eCoursework system and

2) the IB’s processing, use, disclosure, and transfer of your personal data, including without limitation any sensitive personal data and/or education records, as described in the IB’s privacy policy and the Privacy Supplement, including worldwide cross-border transfers (including storage and access of such data outside of your country of residence).

You also confirm that you are at least 15 years old and that the version of any materials you pass to your programme coordinator or another school staff member is the correct and final version, is your own work and that you have correctly acknowledged the work of others. Failure to do this will be investigated as a breach of IB regulations.

Signature…………………………………………………………………………………..

 

Print name………………………………………………………………………………..

 

Date……………………………….

 

Note: We have made changes to the student undertaking template as available on IB information system (ibis.ibo.org)

Source: ibis.ibo.org

Appendix 1.3: Sticker for IB submission on hard copy before submission (School process)

Appendix 2: Plan of teaching citation to students & teachers

Teachers are trained prior to citation training sessions with students as a continous practice.

Academic honesty and citation session plan
Citation guidelines document for students to refer tohttps://docs.google.com/document/d/1bfr56FwTDs6vslNbvW-WDaSlq6IQJKBZr91EaWy50nA/edit#  
Grade 7 : Using MLA 7 to cite weblink and images.   
Task 1Read /Show a well-known story or an inspirational story with your class. Ask students, in turn, to make a comment on it. Every comment has to be something no one has said before. Students will have increasing difficulty finding original ideas, experiencing that originality is virtually impossible if something has already been discussed extensively. Comments will necessarily include the opinions of others. The student’s original contribution will often rest on a critical and informed evaluation of sources, selecting and combining material to shape a new product. The teacher should emphasize that effective use of sources, when properly cited and referenced, will always count in the student’s favour.https://www.youtube.com/watch?v=fXbf0QSiLv45 -6 mins- watching video
 Reflection questions 15 mins – Reflection
 1. What is the one most important learning?  
 2. One thing you like to change  
 3. One thing you can connect with.  
Task 2Video on Plagiarismhttps://www.youtube.com/watch?v=Pmab92ghG0M2 mins
Task 3   
CitationHow to cite a web link and image 10 mins
Citation Tool (Cite this for me)http://www.citethisforme.com/ 10 mins
Teacher demoMentor teacher should show demonstrate citation of one weblink and one image on screen before students start citing.The school uses MLA 7 citation method. The author’s surname is used first and then the first name for citation. The year of publication and the accessed date is very important. 
Steps to be followed for citationRefme is now called “Cite this for me”

http://www.citethisforme.com/

Steps:

1. Login through google account.

2. Second tab: Citation style: Go for MLA 7

3. Click on website symbol with plus sign and add url. It will autocite.

4. Go to final step.

5. Add reference.

  
Students need to cite the following websites as a practice.Website  
1Search for a weblink which gives you information about industrial revolution  
2http://history-world.org/Industrial%20Intro.htm  
3http://www.innerbody.com/  
 Image  
1http://www.rajivvij.com/wp-content/uploads/2017/03/Mahatma-Gandhi.jpg  
2Search for mitocondria image and cite it  
    
Grade 8: Using MLA 7 to cite videos.   
Task 1Show this video clip  
 https://www.youtube.com/watch?v=o0wsiLdPVWQExspyda. MUSIC PLAGIARISM: The Most Obvious Song Copies! (46 SONGS!) Biggest Plagiarism Claims. 2014. Web. 13 July 2017 . <https://www.youtube.com/watch?v=o0wsiLdPVWQ>. 
 Ask them to reflect what they have heard in the video. Use Think, Pair and Share strategy  
Task 2Why citations are important? Students need to watch this video after their reflection.  
 https://www.youtube.com/watch?v=dtxOKWRIJpk  
Task 3Teaching them to cite videos  
 Refme is now called “Cite this for me”

http://www.citethisforme.com/

Steps:

1. Login through google account.

2. Second tab: Citation style: Go for MLA 7 and further MLA7 with url

3. Click on Other symbol beside website symbol with plus sign and click on onlie video option.

4. Add data manually.

4. Go to final step.

5. Add reference.

Example:

RefMe. Why Citations Are Important?. 2016. Web. 12 July 2017 . <https://www.youtube.com/watch?v=dtxOKWRIJpk>.

 
Practice links   
Link 1https://www.youtube.com/watch?v=bk7McNUjWgwBBC Earth. Flying Fish Picked Off From Above And Below – The Hunt – BBC Earth. 2017. Web. 12 July 2017 . <https://www.youtube.com/watch?v=bk7McNUjWgw>. 
Link 2http://natgeotv.com/in/secrets-of-the-king-cobra/videos/secrets-of-the-king-cobraNational Geographic. Secrets Of The King Cobra. 2011. Web. 12 July 2017 . <http://natgeotv.com/in/secrets-of-the-king-cobra/videos/secrets-of-the-king-cobra>. 
Link 3https://ed.ted.com/lessons/how-to-spot-a-misleading-graph-lea-gaslowitzGaslowitz, Lea. How To Spot A Misleading Graph. 2017. Web. 12 July 2017 . <https://ed.ted.com/lessons/how-to-spot-a-misleading-graph-lea-gaslowitz>. 
    
Grade 9 and  10 : Using MLA 7 to cite booksDistribute describing wheel handout in groups assignedRefme is now called “Cite this for me”

http://www.citethisforme.com/

Steps:

1. Login through google account.

2. Second tab: Citation style: Go for MLA 7 with url

3. Click on the more symbol and select book or directly book with plus sign and add url. if it is online book or add details manualy if it is a hard copy.

4. Go to final step.

5. Add reference.

 
Task 1. Have students place the words “giving credit” in the center of the Describing Wheel. then ask following questions. 
Source of idea: http://mytpl.org/wp-content/uploads/TFT-LP-8-When-and-Why-to-Cite-Sources1.pdf1. Could anything bad happen to you if you copied someone else’s idea or words and didn’t give them credit? (bad grade, suspeneded from school/college, lose your credibility, pay a fine, go to jail)

2. How would you feel if someone stole your idea and didn’t give you credit – what do you think should happen to them if they do?

3. Why might it be unfair to use someone else’s work without giving them credit?

4.How does it help YOU when you cite sources? (shows you know what you are talking about, credible sources give you authority)

5. How might it help your reader if you cite sources (can learn more from the books you read, know if they can trust your arguments)

6. How would you feel if you posted something really cool on Facebook and a bunch of people shared it as if it was their own witty comment, not giving you credit?

 
Task 2Take students to senior library and divide them into group.  
 Demonstrate them how to cite a book first.  
 Give students 3-4 books on the table and tell them to cite on their own.  
example   
BookThe Lost Symbol by Dan BrownBrown, Dan. The Lost Symbol: Special Illustrated Edition. 1st ed. Doubleday; Spl Ill edition: Knopf Doubleday Publishing Group, 2010. Print. 
Grade 11   
FocusScenarios for Academic misconduct  
20 minutes- preparation timeScenarios for Academic misconduct – Teachers to collect print of scenarions from Bhargavi Ma’am. Teachers to divide (group wise) students. Students will read the scenarios and will prepare for role play.  
30 minutesRole play  
Grade 12Idea source: McClain, Rachel. “Cite Your Sites!”. The Learning Network., 2017. Web. 6 June 2017.  
FocusWhat is internet plagiarism? Time alloted
Task 1Students respond to the following scenario in a post it (written on the board or handed out prior to class): “You and a friend have been working on your final research papers for one of your classes for the past month. The night before the papers are due, you get together for an all-night editing session. At 1 a.m., your friend’s computer dies, and he loses his entire paper. He has no back-up disk. Your friend is devastated, and he decides to download a paper off of an Internet term paper site. How do you respond to his actions?” After giving students a few minutes to write, have some students share their responses with the class. Then, develop a class definition of plagiarism. 10 minutes
Task 2As a class, read the article “Lessons in Internet Plagiarism,” focusing on the following questions:http://www.nytimes.com/learning/teachers/featured_articles/20010629friday.html20 minutes
 a. How did Ms. Prestebak discover that the high school student had taken his paper off the Internet?Worksheet link:https://drive.google.com/drive/folders/0B0cP4OjOEyKzOVd2aENRMXpSTEE 
 b. How has the temptation to cheat been increased by access to the Internet?  
 c. What happened at the University of Virginia with regards to this topic?  
 d. What did Donald McCabe’s survey reveal?  
 e. According to Cathy Aubrecht, what is a sign that a student has plagiarized?  
 f. What are some of the consequences for plagiarism?  
 g. What are some resources that schools can use to find out if students are plagiarizing materials?  
Task 3Citation task using cite this for me 15 minutes
Blog posthttp://www.greenpeace.org/india/en/Blog/Guest-blog/powering-ecological-agriculture-in-india/blog/57130/Refme is now called “Cite this for me”

http://www.citethisforme.com/

Steps:

1. Login through google account.

2. Second tab: Citation style: Go for MLA 7

3. Click on website symbol with plus sign and add url. It will autocite.

4. Go to final step.

5. Add reference.

Singhal, Prateek. “Powering Ecological Agriculture In India”. Greenpeace India 2017. Web. 13 June 2017 . <http://www.greenpeace.org/india/en/Blog/Guest-blog/powering-ecological-agriculture-in-india/blog/57130/>.
Imagehttp://www.silverdoctors.com/gold/gold-news/jim-willie-extreme-gold-market-supply-vs-demand/Jim Willie: Extreme Gold Market: Supply Vs Demand. 2013. Web. 13 June 2017 . <http://www.silverdoctors.com/gold/gold-news/jim-willie-extreme-gold-market-supply-vs-demand/>.
Videohttps://www.ted.com/talks/emily_oster_flips_our_thinking_on_aids_in_africaOster, Emily. Flip Your Thinking On AIDS In Africa. 2007. Web. 13 June 2017 . <https://www.ted.com/talks/emily_oster_flips_our_thinking_on_aids_in_africaTed>.
Scholarly articleshttp://www.currentscience.ac.in/Volumes/111/02/0243.pdfRAJPUT1, KISHORE S. et al. “Relocation Of Ophioglossum Gramineum Willd (Ophioglossaceae)”. Current Science 111.2 (2017): 242-243. Web. 13 June 2017 . <http://www.currentscience.ac.in/Volumes/111/02/0243.pdf>.
BookThe Lost Symbol by Dan BrownBrown, Dan. The Lost Symbol: Special Illustrated Edition. 1st ed. Doubleday; Spl Ill edition: Knopf Doubleday Publishing Group, 2010. Print.
social mediaHttps://t.co/a5N61F9LvR 
News articlehttp://www.economist.com/news/finance-and-economics/21703263-stress-test-results-do-little-dampen-worries-about-italys-lenders-still 
   

 

Appendix 3 : Advantage and examples of Intellectual property

 

  1. What are Intellectual property rights?

 

Ans.The intellectual property rights are rights granted in relation to the use of intellectual property. There are many different forms of intellectual property rights, such as patents, registered designs, trademarks, moral rights and copyright. It is important to understand that these rights(related to works of literature, art or music)  are normally protected by law and hence must be respected.

 

Benefits of respecting intellectual property rights

 

  1. The most obvious benefit is that a student can avoid legal implications which might affect his/her career in the long term.
  2. Second obvious reason is that the result of the student will be adversely affected in case they are caught by IB for academic dishonesty.
  3. Thirdly the social implications attached in terms of insult of being labelled in society as academically dishonest student.

Appendix 4 : Advantages and examples of authentic authorship

 

Advantages of authentic authorship :

 

  • The clear benefits of authentic authorship is that student takes pride in his/her own work(irrespective of whether he/she score high grades or not). At least he/she is clear in conscious that he/she has not done anything wrong.
  • Also the student can save himself/herself from the legal implications of being academically dishonest.
  • Further authentic authorship leads to increase in knowledge base which is not the case in case of plagiarism.

 

Example: A candidate could provide a footnote or endnote in the following manner if an idea emerged as a result of discussion with, or listening to, a fellow student, a teacher or any other person: “The basis of this idea was originally expressed by a fellow student during a theory of knowledge seminar”.

Appendix 5: Guidance on distinction between legitimate collaboration and unacceptable collusion

It is very important to understand the difference between legitimate collaboration and unacceptable collusion.

  1. What is legitimate collaboration?

Any constructive educational and intellectual practice that aims to facilitate optimal learning outcomes through interaction between students.

Examples of legitimate collaboration include project work(where each students provide his/her own contribution and if any content has been taken from other source then the same is fully acknowledged)            

  1. What is collusion?

Ans. Collusion occurs when, unless with official approval (e.g. in the case of group projects), two or more students consciously collaborate in the preparation and production of work which is ultimately submitted by each in an identical, or substantially similar, form and/or is represented by each to be the product of his or her individual efforts. Collusion also occurs where there is unauthorised co-operation between a student and another person in the preparation and production of work which is presented as the student’s own.

The above mentioned collusion is unacceptable

Appendix 6 : Article 28 –  Applicable procedure for malpractice

Concerned Individuals/Communities :

  • Head of the school, Academic Coordinator and Teacher community.
  • Student and Parent community

28.1 The school’s Diploma Programme/Middle Years Programme  coordinator must inform the IB Organization if he or she identifies any malpractice (for example, plagiarism) in relation to a candidate’s work after the candidate has signed the cover sheet to the effect that it is his or her own work and constitutes the final version of that work. In such cases, or when an examiner or the IB Organization suspects malpractice, the school will be required to conduct an investigation and provide the IB Organization with relevant documentation concerning the case. If questions arise about the authenticity of a candidate’s work before the cover sheet has been signed, that is, before the work has reached its final stage, the situation must be resolved within the school.

28.2 Candidates suspected of malpractice will be invited, through the school’s Diploma Programme coordinator, to present a written explanation or defence.

28.3 Cases of suspected of malpractice will be presented to the final award committee, or a sub-committee of the final award committee. After reviewing all evidence collected during the investigation, the committee will decide whether to dismiss the allegation, uphold it or ask for further investigations to be made.

Malpractice explained in detail :

Malpractice generally includes the following elements:

    • Plagiarism
    • Collusion
    • Duplication of work
    • Any other behaviour that gains an unfair advantage for the candidate or that affects the results of another candidate.

Plagiarism:

It is defined as the representation of ideas or work of another person as student’s own works.

Some common types of Plagiarism are :

Copying of information from Internet :

It is the widespread belief in student community that the internet is in the public domain and the information can be taken from the websites without any acknowledgement. However this is an incorrect perception and needs to be rectified. It is essential for candidates to record the addresses of all websites from which they obtain information during their research, including the date when each website was accessed. The requirement to cite the source of material includes the copying of maps, photographs, illustrations, data, graphs and so on.

Copying from another form of electronic media

In order to prevent plagiarism, it is of utmost significance that the CDRoms, DVDs, email messages and any other electronic media must be treated in the same way as the internet, books and journals.

Plagiarism in Group 6

The issue of plagiarism is not limited to subjects in groups 1 to 5 of the Diploma Programme. It must be noted that the copying works of art, whether music, film, dance, theatre arts or visual arts, without proper acknowledgment, may also constitute plagiarism. While accepting the creative use of the work of another artist it is significant to acknowledge the original source. Candidates must understand that passing off the work of another person as their own is not acceptable and constitutes malpractice, regardless of whether the act was intentional.

Copying text, or other material

Although not always a deliberate attempt, but if a candidate presents the ideas or work of another person as their own, this is will be considered as plagiarism.

Collusion:

It is important to understand the difference between collaboration and collusion. Collaboration is a term used for working together on a common aim with shared information. In collaboration there is open and cooperative behaviour that does not result in copying one’s work. On the contrary collusion is defined as supporting malpractice by another candidate in terms of allowing one’s work to be copied or submitted for assessment by another.[taken from IB guide on Academic honesty]

Duplication of work: this is defined as the presentation of the same work for different assessment components and/or diploma requirements. ).

Any other behaviour that gains an unfair advantage for a candidate or that affects the results

of another candidate (for example, taking unauthorized material into an examination room,

misconduct during an examination, falsifying a CAS record).

Appendix 7 : Malpractice during assessment

  • leaving and/or accessing unauthorized material in a bathroom/restroom that may be visited during an examination
  • misconduct during an examination, including any attempt to disrupt the examination or distract another candidate
  • exchanging information or in any way supporting the passing on of information to another
  • candidate about the content of an examination.
  • failing to comply with the instructions of the invigilator or other member of the school’s staff responsible for the conduct of the examination
  • impersonating another candidate
  • stealing examination papers
  • Using an unauthorized calculator during an examination, or using a calculator when one is not permitted for the examination paper
  • disclosing or discussing the content of an examination paper with a person outside the

immediate school community within 24 hours after the examination.

Appendix 8 : Scenarios  for malpractice cases

Some scenarios  for Plagiarism

Scenario 1 :There is clear evidence in the form of source material to support a decision that the candidate has plagiarized text without any attempt to acknowledge the source(s). This includes the use of unacknowledged text in oral examinations and the use of other media, such as graphs, illustrations and data.

Principle:If there is clear evidence of plagiarism with no acknowledgment of the source(s), the candidate will be found guilty of malpractice without regard for any alleged lack of intent to plagiarize. A statement from the candidate, teacher or coordinator stating that the copying was the result of an oversight or mistake by the candidate will not be considered as a mitigating factor.

PenaltyNo grade will be awarded in the subject concerned

Scenario 2 : A candidate takes text from the Internet and translates it into another language for use in his/her work without acknowledging the source.

Principle Regardless of whether text has been translated by the candidate, the ideas or work of another person must be acknowledged. This is still plagiarism.

PenaltyNo grade will be awarded in the subject concerned.

Scenario 3 : A candidate copies a work of art without acknowledging the source.

Principle —Plagiarism as a breach of regulations includes all media and is not confined to text.

PenaltyNo grade will be awarded in the subject concerned.

Scenario 4 —A candidate submits a piece of work with the coversheet signed to the effect that it is his/her authentic work and is the final version of that work. There is clear evidence of plagiarism. The candidate claims in his/her statement that the wrong version was submitted by mistake.

Principle—By signing the coversheet the candidate has declared the work to be the final version of the work, therefore it is that work which will be considered and not another version. However, if the school was able to provide compelling evidence to prove it was a genuine mistake by the candidate, the correct work would be accepted and no further action taken.

Penalty If the candidate is found guilty of malpractice no grade will be awarded in the subject concerned.

Scenario  for Collusion

Scenario — A candidate allows another candidate to copy all or part of his/her work. The candidate who copies the work then submits that work as his/her own.

Principle — A candidate who allows his/her work to be copied constitutes behaviour that results in, or may result in, another candidate gaining an unfair advantage, which constitutes malpractice.

Penalty— Both candidates will be found guilty of malpractice and no grade awarded for the subject concerned.

Scenario  for Duplication of work

Scenario — A candidate hands in work that is the same or substantially similar for two different

assessment components.

PrincipleDepending on the specific requirements of a subject, a candidate may use the same

topic for different assessment components, but that topic must be researched, written or otherwise presented using an entirely different approach. Using work that is the same or substantially similar for two different components is not acceptable.

PenaltyNo grade will be awarded in the subjects concerned.

Some scenarios  for Misconduct during an examination

Scenario The candidate is found to be in possession of unauthorized material during a written or oral examination (for example, a cell/mobile phone, textbook).

Principle – Possession of unauthorized material is sufficient reason to find a candidate guilty of

malpractice. Whether or not a candidate did gain, could have gained, or intended to gain, an

advantage by using the unauthorized material will not be taken into account.

Penalty No grade will be awarded in the subject concerned.

Scenario 2 A candidate disobeys the instructions of the invigilator. The instructions are in compliance with the IB regulations for the conduct of examinations.

Principle  If the conduct of the candidate is such that he/she gains an unfair advantage (for example, continuing to write answers to questions when told to stop) or may affect the results of another candidate (for example, behaviour that is a distraction to other candidates), this will constitute malpractice.

Penalty No grade will be awarded in the subject concerned.

Appendix 9 : Action taken by IB if a candidate is found guilty of academic dishonesty.

  • The IB committee will impose the penalty  according to the nature of the offence. However, the committee will take into consideration all the information presented by teachers and the coordinator in their statements on the case.
  • When judging a case of alleged malpractice the committee will disregard the registration category of the candidate. If a candidate is found guilty, the aim is to penalize the candidate only for the subject in which he or she has been found guilty of malpractice.
  • Work submitted by a candidate for assessment may contravene standard academic practice by failing to acknowledge the ideas or words of another person using quotation marks (or some other accepted practice). However, if there is some attempt by the candidate to acknowledge the source in the bibliography or in a footnote, the final award committee may designate a case of this type an academic infringement and not malpractice.If the final award committee decides that an academic infringement has been established, no mark will be awarded for the component or part(s) of the component. The candidate will still be eligible for a grade in the subject or diploma requirement concerned.
  • If the final award committee decides that a case of malpractice has been established, no grade will be awarded in the subject concerned. (No lesser penalty for malpractice is available to the final award committee.) In the case of a Diploma Programme candidate the consequence is that no diploma will be awarded to the candidate. However, a Diploma Programme courses results will be awarded for other subjects in which no malpractice has occurred.
  • If a candidate is found guilty of malpractice in his or her third attempt at achieving the diploma or improving the number of points for the diploma, the candidate will not be permitted a fourth examination session in which to achieve the diploma or improve the number of diploma points.
  • If a candidate is found guilty of malpractice the candidate will be permitted to register for future examinations sessions in which malpractice was established, including the session that follows six months later (subject to the provisions of sections 11.7 and 11.10, and other restrictions stated in the Regulations or Handbook of procedures for the Diploma Programme).
  • If a candidate is found guilty of malpractice in the production of one (or more) of several assignments required for a component, the candidate is not eligible for a mark based on his or her performance in the remaining assignments for the component; no grade will be awarded for the subject.For example, the internal assessment requirement for a subject may require a portfolio of four separate assignments. If a candidate is found to have plagiarized all or part of one assignment, a mark for his or her internal assessment

will not be based on the remaining three assignments: no grade will be awarded for the subject.

  • If a case of malpractice is very serious, either because of its nature or because the candidate has already been found guilty of malpractice in a previous session, the final award committee may decide that the candidate will not be permitted to register for examinations in any future session.
  • An IB diploma, or a certificate, may be withdrawn from a candidate at any time if malpractice is subsequently established. This includes the enquiry upon results service when, for example, a senior examiner may identify plagiarism in a piece of work that previously went unnoticed by the teacher or other examiner.

Appendix 10 : Objectives of imposing penalties by IB

  • To ensure that the candidate does not gain an unfair advantage
  • To maintain the integrity of the examination session by excluding those candidates who    
  • have abused the system.
  • To deter other candidates from taking the same action.

Appendix 11 : Citation Samples

Category 1: Citing printed sources

1a: Citing a book

Example 1:

AuthorDan Brown
TitleThe Lost Symbol
Publisher / SponsorTransworld Publishers
Date or Year when it was published/ modified2010
Medium of publicationPrint
In text citationBibliography
(Brown, 2010)Brown, Dan. The Lost Symbol. London: Transworld Publishers, 2010. Print.
AuthorCarl Sagan
TitleThe Demon- Haunted World
Publisher / SponsorRandom House Publishing group
Date or Year when it was published/ modified1996
Medium of publicationPrint
In text citationBibliography
(Sagan, 1996)Sagan, Carl. The Demon-Haunted World: Science as a Candle in the Dark. 1996. New York: Random House Publishing Group, 2000. Print.2016.

1b  Citing a magazine ( Print)

AuthorGothekar Pada
TitleChild Malnutrition in India
Publisher / SponsorThe Economist
Date or Year when it was published/ modified25th September – 1st October 2010
Medium of publicationPrint
In text citationBibliography
(Pada,2010)Pada, Gothekar. “Child Malnutrition in India.” The Economist 2010: 5–110. Print.2016.

Category 2: Citing non-print electronic sources

2a: Citing a website

Website (Example 1):  News article (Digital edition)

AuthorIf no author, keep the field blank
Title

European bank   Still stressed out

Web site (in italics)economist.com
Publisher / SponsorThe Economist Newspaper Limited
Date when it was published/ modifiedAug 6th 2016
Medium of publicationWeb
Accessed dateAug 5th 2016
URLhttp://www.economist.com/news/finance-and-economics/21703263-stress-test-results-do-little-dampen-worries-about-italys-lenders-still
In text citationBibliography
(“European Banks Still Stressed out”)“European Banks Still stressed out.” economist.com. The Economist, 6 Aug. 2016. Web. 5 Aug. 2016. <http://www.economist.com/news/finance-and-economics/21703263-stress-test-results-do-little-dampen-worries-about-italys-lenders-still>.

Website (Example 2):  Blog posts

Author

Prateek Singhal

Title

Powering Ecological Agriculture in India

Web site (in italics)greenpeace.org
Publisher / SponsorGreenpeace India
Date when it was published/ modified27 July , 2016
Medium of publicationWeb
Accessed date5th August, 2016
URLhttp://www.greenpeace.org/india/en/Blog/Guest-blog/powering-ecological-agriculture-in-india/blog/57130/
In text citationBibliography
(Singhal)Singhal, Prateek. “Powering ecological agriculture in India.” greenpeace.org. Greenpeace India, 27 July 2016. Web. 5 Aug. 2016. <http://www.greenpeace.org/india/en/Blog/Guest-blog/powering-ecological-agriculture-in-india/blog/57130/>.

Website (Example 3):  Journal article in pdf format

When there are more than three authors

AuthorKishore S. Rajput, Ronak N. Kachhiya Patel , V. M. Raole and Anirudh Pratap Singh

(Kishore S. Rajput et al)

EditorR. Srinivasan ( This information will be at the bottom of the website
TitleRelocation of Ophioglossum gramineum Willd (Ophioglossaceae)
Web site (in italics)currentscience.ac.in
Publisher and Place of PublicationCurrent Science, Madras

(Check for this information at the bottom of the website)

Date when it was published/ modified25 July 2016
Medium of publicationWeb
Accessed date5th August,2016
URLhttp://www.currentscience.ac.in/Volumes/111/02/0243.pdf
In text citationBibliography
(Rajput et al.)Rajput, Kishore, et al. Relocation of Ophioglossum Gramineum Willd (Ophioglossaceae). 111 vols. Madras: Current Science, 25 July 2016. Web. 5 Aug. 2016. <http://www.currentscience.ac.in/Volumes/111/02/0243.pdf>.

Website (Example 4):  Research paper in pdf format (Google scholar)

AuthorNeeraj Sharma and Rashmi Vamil
EditorP. Muthuprasanna
TitleEffect of different heavy metals and ph on α-amylase production from Bacillus amyloliquefaciens.
Volume no. / issue no.Vol 3/ Issue 2
Web site (in italics)ijpbs.net
Publisher and Place of PublicationInternational Journal of Pharma and Bio Science, India
Date/Year  when it was published/ modified2012
Medium of publicationWeb
Accessed date5th August,2016
URLhttp://www.ijpbs.net/vol-3/issue-2/bio/61.pdf
In text citationBibliography
(Sharma and Vamil)

 

Sharma, Neeraj, and Rashmi Vamil. “Effect of Different Heavy Metals and Ph on α-Amylase Production from Bacillus Amyloliquefaciens.” International Journal of Pharma and Bio Science, India 3.2 (2012): B–545 – 550. Web. 5 Aug. 2016. <http://www.ijpbs.net/vol-3/issue-2/bio/61.pdf>.

Website (Example 5):  General Information

SourcePorsche
TitleThe Porsche Principle
Web site (in italics)porsche.com
PublisherPorsche Centre Mumbai
Year  when it was published/ modified2016
Medium of publicationWeb
Accessed date5 th August,2016
URLhttp://www.porsche.com/middle-east/_mumbai_/aboutporsche/principleporsche/
In text citationBibliography
 (“The Porsche Principle”,2016)“The Porsche Principle.” porsche.com. Porsche Centre Mumbai, 2016. Web. 5 Aug. 2016. <http://www.porsche.com/middle-east/_mumbai_/aboutporsche/principleporsche/>

Category 3: Citing online video clip

Example : TED video

Author/ SpeakerEmily Oster

(Go to video option in Refme)

TitleFlip your thinking on AIDS in Africa
Web site (in italics)ted.com
PublisherTED
Year  when it was filmed2007
Medium of publicationWeb
Accessed date10th August 2016
URLhttps://www.ted.com/talks/emily_oster_flips_our_thinking_on_aids_in_africa
In text citationBibliography
Oster, 2007.Oster, Emily. “Flip Your Thinking on AIDS in Africa.” TED, 12 July 2007. Web. 10 Aug. 2016. <https://www.ted.com/talks/emily_oster_flips_our_thinking_on_aids_in_africa>.

Example : You tube  video

Author/ Speaker(Go to video option in Refme)
TitlePavlov experiments in conditioning
Web site (in italics)YouTube
PublisherYouTube
Year  when it was filmed2010
Medium of publicationWeb
Accessed date10th August,2016
URLhttps://www.youtube.com/watch?v=N5rXSjId0q4
In text citationBibliography
(“Pavlov Experiments in Conditioning”,2010.“Pavlov experiments in conditioning.” YouTube. YouTube, 2 Nov. 2010. Web. 10 Aug. 2016. <https://www.youtube.com/watch?v=N5rXSjId0q4>.

Category 4 : Citing a DVD

AuthorDan Clifton
TitleAttack on Pearl Harbor
Web site (in italics)
Publisher / SponsorBBC / India Today Group
Date when it was published/ modified2010
Medium of publicationDVD
Accessed date10 August 2016
URL
In text citationBibliography
(Clifton,2010)Attack on Pearl Harbor. By Dan Clifton. Dir. Dan Clifton. 2010. The India Today Group, 2010. DVD.2016.

Category 5: Citing social media

Example : Twitter

Author/ SpeakerVicki Davis
TitleEvery child needs a champion. Awesome graphic from Sylvia Duckworth!
Web site (in italics)
Publisher
Year  when it was filmed
Medium of publicationWeb
Accessed date10th August,2016
URL/HandleHttps://t.co/a5N61F9LvR
In text citationBibliography
(Davis, 2016).“Vicki Davis on Twitter: “Every child needs a champion. Awesome graphic from Sylvia Duckworth! Https://t.co/a5N61F9LvR”” 9 Aug. 2016, Web.

Category 6: Citing an image

Example : Graph

Graph : Demand and Supply curve for gold market

Author/ SpeakerJim Willie

(Go the website where the image is given)

TitleJim Willie: Extreme gold market: Supply vs demand
Web site (in italics)Silver Doctors
Publisher
Date and Year29th July,2013
Medium of publicationWeb
Accessed date20, Aug 2016
URLhttp://www.silverdoctors.com/gold/gold-news/jim-willie-extreme-gold-market-supply-vs-demand/
In text citationBibliography
(Willie,2013)Willie, Jim. “Jim Willie: Extreme gold market: Supply vs demand.” Silver Doctors. 29 July 2013. Web. 20 Aug. 2016. <http://www.silverdoctors.com/gold/gold-news/jim-willie-extreme-gold-market-supply-vs-demand/>

Work cited: https://app.refme.com/home#/project/2397338

Objective:

  • To provide adequate facilities for all children to be attended to following accident or sickness at school.
  • To ensure that a basic first aid training is made available for all staff.
  • To maintain a record of all injuries and the attention given.
  • To establish a telephone contact network for all parents so that attention (doctor/hospital) can be given to all the students without undue delay.
  • To ensure that a medical profile is kept for each child.
  • To ensure students with identified health risks have an up to date medical profile. A copy of extreme cases will be kept with the sick bay in charge.

Applicable to:

This policy applies to all school employees.

Value (s) guiding policy:*

a) Value Term: Responsibility

b) Why: To ensure safety of the students at all time.

Rationale:

The school is responsible for all the students from the time of arrival at school to the time of departure.  This ensures adequate procedures are developed for the care of children, in all aspects of pupil safety and health while they are at school.

Policy Guidelines:

The following guidelines detail procedure for the use of Fountainhead School sick bay. These guidelines are to be adhered by all staff and students. Teaching staff must ensure that their students are familiar with the procedures.

General Instructions:

  • The teachers on duty (HRT/SST) are responsible for ensuring that all accidents/injuries in the class/playground or any other area are attended and recorded in the log book.
    • In a case of injury to an early years student, HRT has to accompany him/her to the sickbay.
  • In a case of any injury/sickness (even minor bruise), the parent has to be informed immediately.
    • All students who have used sickbay facility for any sickness/injuries has to be recorded in LOG OF STUDENTS WHO USE THE SICK BAY.
    • The staff nurse will call the parents and inform about the injury/sickness happened to the student immediately.
    • Automated email of LOG OF STUDENTS WHO USE THE SICK BAY should also be marked to the HRT. The HRT / SST / Mentor teacher in case of PYP, MY and DP should also convey to the parents telephonically immediately in addition to the staff nurse. This will eliminate any human lapse and the student will not suffer.
    • Automated email of LOG OF STUDENTS WHO USE THE SICK BAY should also be marked to the front desk. PRO has to call and confirm from the parent whether they have received the information from the staff nurse / HRT / SST / Mentor teacher. If they have not been informed about it, she should transfer the call to the sickbay and ask staff nurse to talk to the parent.
    • If sick or injured students are taken by parents the Homeroom teacher/PRO will be notified by the staff nurse.
      • In a case of sickness/injury (fever, dizziness, stomach ache, vomiting, unbearable pain in any body part ) up to a point where the student is unable to walk or carry his/her own school bag; sickbay staff/didi has to accompany them, carrying their bag till the front desk.
  • If any teacher is reporting the sickness of any student to their parents directly and asking them to pick their child; they will inform the front desk also.
  • All head and spinal injuries are regarded as serious in the first instance. Serious harm injuries must be informed to parents immediately and notification to HOA/CMO. The HOA/CMO will ensure that specialized aid is made available to the students
  • The Sickbay in charge is responsible for the care of students in the sickbay. Students are to be monitored frequently and serious cases must not be left unattended.
  • If parents cannot be contacted in the first instance and a child has or is thought to have a serious injury or broken limb, an ambulance shall be called and inform immediate family member as per health form submitted
  • The school will bear a financial limit of Rs 500/- per student.
  • In a case of injury, SOP for First Aid – Injury to students to be followed and after the treatment, the report has to be filled in ‘Injury Reporting Form’ which is shared with HOS, PSP, HOA, CMO, AGM-Admin.
  • First Aid supplies are regularly monitored and record to be maintained for all medical supplies.
  • A record of children with special medical needs or medication requirements will be kept in the sick bay.
  • Teachers should exercise control over the use of dangerous objects in class like cutters, scissors etc.

Specific Instructions:

A: Injury

  1. The child will be given immediate basic first aid. The parents will be informed immediately over the telephone. If the parents desire to go for further treatment, they should immediately come to the school and pick up their ward. If it is an emergency, the school will arrange for transportation to the hospital suggested by the parents over the telephone and hand over the student to the parents. In case the parents are not contactable, then the school will take the student to our nominated hospital (BAPS) or any specialized hospital.

B: Sickness

  1. No oral medicine will be given to the student in case of illness in school.
    1. Exception – In case of fever, 100 degree and above; sickbay in charge should call the parent and confirm to give medicine (Calpol or some basic medicine with parent consent) because it will take minimum 30 mins for parent to reach school and if fever is more than a certain degree, first body should be cooled else the fever can cause damage.
  2. The student will be asked to rest in the sick bay and if required ORS / water would be given.
  3. Parents will be informed immediately and asked to come to school with the medicines prescribed by their family doctor or take the student home.
  4. In the case of emergency, the school will arrange for transportation till the hospital/home as suggested by the parents over the phone. In case the parents are not contactable, then the school will take the student to our nominated hospital (BAPS) or any specialized hospital.

C: Outstation Field Trips

  1. Parents should send the necessary medicines for the student as prescribed by their local doctor.
  2. If required basic first aid will be given.
  3. In case of sickness/injury to students outside school (field trips, outstation trips, tournaments etc.) then the teacher should take the student to the nearest hospital and get the treatment done. Inform to the parents and also to the PRO in school about the injury to the student.
  4. In case the injury is severe, the teacher should hire an ambulance and take the student to surat in consultation with the parents.
  5. Once the child has been handed over to the parents, the teacher should inform the PRO / PYPC/MYPC/DPC/Vice Principal (Senior School).

Insurance Policy for students:

The school has taken an insurance policy (under Commercial General Liability Schedule) for students & staff members. It covers the school liability for any mishap involving students and staff members, whether in school or outside (school trips/camps).

In a case of an injury to a student while in school/bus, then Rs. 10000/- (maximum per year) will be reimbursed by the insurance company for the medical expenses incurred by the parents.

Examples:

Case 1 – A student has fallen on the ground while playing and got a fracture in his/her arm. The total expense incurred in the treatment at the hospital is Rs. 15000/-. In this case Rs. 10000/- will be reimbursed to the parents by the insurance company on the basis of original bills submitted by them.

Case 2 – A student has fallen in the corridor while running and got stitches on his/her forehead. The total expense incurred in the treatment at the hospital is Rs. 5000/-. In this case Rs. 5000/- will be reimbursed to the parents by the insurance company on the basis of original bills submitted by them.

Process for the claim:

  • The school will certify to the insurance company that the injury has happened in school or during the school trip.
  • Insurance Claim form has to be collected and submitted (filled) to the school by the parent.
  • All bills have to be submitted in original along with the claim form.
  • The entire process will be managed by school’s accounts department. They will follow up with the insurance company for the form submission and claim amount to be reimbursed. The amount will be handed over to the parent once received from the Insurance company (approx 30 days).

Conclusion:

The school will give the students the care and attention that a prudent parent would.

Student:

The locker will be assigned to a student for use during the school year based on the following rules and conditions:

  • The locker will be compulsory for the Senior Student and will not be chargeable.
  • These lockers are made available to the student for storing school supplies such as sports equipment, extra books, an extra pair of clothes, jackets during winter, V.A. resources (for Senior school student’s – Chromebook/laptop only during school hours).  They are not allowed to keep any eatables or other resources except the items mentioned above. The student needs to empty the locker at the end of the school year.
  • Permission to use the locker may be terminated if the student does not comply with the conditions/rules of using the locker.
  • The student cannot put their own lock in addition to the lock provided by the school. The school authorities will remove the extra lock without notice.
  • A student cannot write their name/ draw any symbols/ put any stickers etc. in their locker for identification. Every locker will have a unique locker number and that alone shall be the identification criteria.
  • If the student damages or defaces the locker, then a penalty of Rs. 500/- will be recovered from their imprest amount.

 General Rules:

  • The student is responsible for their assigned lockers. The locker is not to be used by any unauthorized person(other than the student assigned with that locker). Concerned staff/student will be given an individual key while the 2nd key will be with the school administration.  
  • The school is not responsible for loss or theft or damage of material stored in the student’s locker.
  • No illegal substances, weapons or other prohibited or offensive materials are to be placed in the school lockers.
  • The school retains the right to inspect the locker and its contents (without the student’s knowledge/surprise checking) to ensure that the locker is being used in accordance with its intended purpose, and to eliminate fire or other hazards, to maintain sanitary conditions, attempt to locate lost/ stolen and unauthorized materials such as weapons, drugs or alcohol, or any other material forbidden by school rules.  
  • If a student has a reason to believe that any locker contains material that may threaten the safety of other people, that student is expected to immediately report the information to the teacher or the school administration. The name of the student making the report will be kept confidential.
  • If the keys are misplaced, the student will have to pay Rs. 450/- for the replacement.

Important Note:

  • The students should be asked to take all his/her belongings from their lockers and submit the keys by the given date (Annexure-1).
  • If they don’t submit the keys by the given date then parents should be informed of a final submission date.
  • If the keys are not submitted by this date, then an amount of Rs. 750/- will be deducted from the respective student’s imprest account in case of failure for depositing the key on time.
  • In case if there is anything left in the locker; it will be handed over to the student.
  • The school will not be responsible for any loss/theft for their belongings in this case.
  • All this should be done before students break for the vacations.

(Annexure-1)

Locker Key submission Dates:-

GradeStudents to submit the locker key on the given datesDate on which parents will be informedFinal Deadline
Grade 72nd April & 3rd April 20184th April 20186th April 2018
Grade 82nd April & 3rd April 20184th April 20186th April 2018
Grade 92nd April & 3rd April 20184th April 20186th April 2018
Grade 102nd April & 3rd April 20184th April 20186th April 2018
Grade 112nd April & 3rd April 20184th April 20186th April 2018
Grade 122nd April & 3rd April 20184th April 20186th April 2018

Purpose:

The purpose of this policy is to set guidelines to disseminate the information (through Google + or other means) about the achievements gained by students apart from the events participated in school; specifically, national and international achievements.

Process:

When a student achievement is shared the parent or student – either in school or outside the school, the following process will be done.

Authentic information/certificates to be seen by the respective mentor teacher / HRT / Process Organiser.

Once the correct information is received:

  • The mentor teachers / HRT should appreciate the student in the class.
  • The Process Organisers will display it on the school notice board.
  • The information should also be posted on the teacher’s community as well as student community on Google plus.
  • Based on the achievement, we may also post it on:
    • Newsletter
    • School’s Facebook page / Twitter account (PO’s will discuss it with the coordinator to confirm whether it should be posted here or not and do the needful)
  • Achievements in any Sports tournaments/sports related events can be directly posted by the PE Process Organiser.

Objective:

To allow the students to use Laptop/computing device in class.

Applicable to:

This policy applies to Senior School students.

Rationale:

Today we find that some students in the middle school dealing with certain difficulties in writing so the school has decided to allow them to use iPad, laptop in the class (under certain guidelines) While this policy is applicable only for few students right now, but the usage will increase in future so this policy has been devised for much larger usage of IT devices – including the internet by students.

Policy Guidelines:

Students –

  • This concession is applicable for only students who face serious difficulties in writing tasks, for example, spelling mistakes, grammatical error, poor handwriting and unable to manage time due to these limitations.
  • This concession can be given only if the parent/guardian of the child could produce a formal testing report (Psychoeducational Test Report), preferably conducted by a Psychologist, stating the need to provide alternative measures other than manual writing.
  • This concession is available in grade 10 (students appearing for Board exam) but only for those students who have diagnosed with Learning disability. But in grade 7,8 and 9. This concession could be given to a student, only if s/he is facing serious writing issue.
  • In the class, a laptop should be used for typing class notes, completing classwork and assignments only but with permission from subject teachers.
  • The laptop shouldn’t have an Internet connection. The school wi-fi network login and password will not be given to the student. And parents must ensure that they don’t send any wi-fi attachment along with the device. For any research work, the child needs to go to the ICT.
  • Any games should not be on the laptop/iPad
  • Only the Counselor, Special Educator with approval from the respective Principal have the right to confer the concession to any particular child with similar needs.
  • The HRT, Counselor, Vice Principal, PSP or HOA needs to sensitize the class for the same in advance as and when required.  
  • The laptop can be opened in class only with the teacher’s permission
  • The laptop cannot be used in the bus or free periods.
  • The laptop can be charged in the class or in the special education cell within the presence of the student.
  • The school takes no responsibility for the safety of the laptop. It is entirely the student’s responsibility. The respective students must, therefore, take a locker in school so that they are able to store the laptop.
  • Each laptop must have a user login – with a proper password (to be checked by the IT team).
  • Student carrying laptop need to follow certain process in daily routine to avoid theft/damage / misuse or any other issues i.e.
    • To keep the laptop in their bag/class or in any other place when they are around but they will be responsible for the same.
    • To keep the laptop in the locker in between classes or during breaks.

Standard Operating Procedure:

  1. The device must be checked by the school’s IT team for games, objectionable content. Further once in a while, IT team will do the audit for the same (apart from regular checking by the teachers).
  2. Parents will be informed by the teacher for the problem faced by student and the concession policy.
  3. The teacher will provide a hard copy of the policy to the parent and student so that they read and understand it.
  4. Both (Parent & Student) must sign this policy as undertaking then they will be given one copy of the signed undertaking and school will keep one copy for our record.

Consequences: *:

  • The laptop may be checked from time to time by the school ICT team for objectionable content,
  • If the student is found misusing this concession, this concession/ privilege will be taken away from the student. And further, if a seriously objectionable content is found, then disciplinary action may also be taken on the student.

Students are responsible for the general care of their Chromebook and also the Chromebook issued by the school.

General Precautions:

  1. No food or drink item is allowed next to your Chromebook while it is in use.
  2. Cords, cables, and removable storage devices must be inserted carefully into the Chromebook.
  3. Never transport your Chromebook with the power cord plugged in. Never store your Chromebook in your carry case or backpack while plugged in.
  4. Students should never carry their Chromebooks while the screen is open.
  5. Chromebooks must remain free of any writing, drawing, or stickers UNLESS the Chromebook is protected with removable skin. An identification label with the student’s name is acceptable on the Chromebooks.
  6. Chromebooks must have a School asset tag on them at all times and this tag must not be removed or altered in any way. If the tag is removed disciplinary action will be taken.
  7. Chromebooks should never be left in a class or any unsupervised area.
  8. Students are responsible for bringing completely charged Chromebooks for use each school day.
  9. For screen adjustment do not grasp screen by wrapping the hand around the screen, your thumbs will shatter the screen.

Carrying Chromebooks:

  1. Transport Chromebooks with care.
  2. Chromebook lids should always be closed and tightly secured when moving.
  3. Never move a Chromebook by lifting from the screen. Always support a Chromebook from its bottom with the lid closed.
  4. Case use is encouraged.

Screen Care:

The Chromebook screens can be easily damaged! The screens are particularly sensitive to damage from excessive pressure on the screen.

  1. Do not lean or put pressure on the top of the Chromebook when it is closed.
  2. Do not store the Chromebook with the screen in the open position.
  3. Do not place anything near the Chromebook that could put pressure on the screen.
  4. Do not place anything in a carrying case or backpack that will press against the cover.
  5. Do not poke the screen with anything that will mark or scratch the screen surface.
  6. Do not place anything on the keyboard before closing the lid (e.g. pens, pencils, or disks).
  7. Clean the screen with a soft, dry microfiber cloth or anti­static cloth.
  8. Be cautious when using any cleaning solvents some individuals may have allergic reactions to chemicals in cleaning solvents and some solvents can even damage the screen. Try to always use a water dampened towel or a highly diluted solvent.

Using your Chromebook at School:

  1. Chromebooks are intended for use at school each day.
  2. In addition to teacher expectations for Chromebook use, school messages, announcements, calendars and schedules may be accessed using the Chromebook but not during ongoing class.
  3. Students must be responsible for bringing their Chromebook to all classes unless specifically advised not to do so by their teacher.

Storing Your Chromebook:

  1. When students are not using their Chromebook, they should store them in their locked locker.
  2. Nothing should be placed on top of the Chromebook when stored in the locker.
  3. Students are encouraged to take their Chromebooks home every day after school.
  4. Chromebooks should not be stored in a student’s vehicle at school or at home for security and temperature control measures.

Chromebooks left at home:

  1. If students leave their Chromebook at home, they will be allowed to phone their parent/guardian to bring it to school.
  2. If unable to contact parents, the student will have the opportunity to use a replacement Chromebook from the school buffer Chromebooks if one is available.
  3. Repeat violations of the above will result in disciplinary action.

Chromebooks under repair:

  1. Loaner Chromebooks may be issued to students when they leave their Chromebook for repair at the school IT department/Service center.
  2. Students using loaner Chromebooks will be responsible for any damages incurred while in possession of the student. The student will pay full replacement cost if its lost or stolen.

For more details – please read the Parent Undertaking for Chromebook.

Purpose:

In order to maintain a professional atmosphere of learning, mutual respect, and safety in school, students should refrain from inappropriate, intimate behaviors on campus or at school-related events & activities. Students are expected to conduct themselves respectfully at all times.

Guidelines:

  • It is acceptable to demonstrate care for each other in physical expressions such as friendly hugs or pats on the back or shoulders. All such contact should be open and inclusive within a social group to be acceptable.
  • Intimate physical expressions of affection (hugging, holding hands, kissing, embracing) are not permitted at school, on the school bus or on any school activity (including night out, nature camps, field trips, out of school events and competitions).
  • Lying down with another student; hand on another’s lap; sitting on another’s lap is also not acceptable. Touching in sexual ways either under or through clothing is not acceptable.

Consequences:

Students involved in inappropriate expressions of affection will be spoken to privately and respectfully with a view to modifying their behavior and educating them. Continued failure will be considered as discipline violation and will result to in parent notification and consequences as outlined in the discipline policy.

Event Objective: 

We all want to our children to become independent, to be able to take care of themselves, to become good decision-makers, to have the right self-discipline, to be able to take measured risks, to overcome their fears, to be adaptable to new conditions and environments, so that they can take up challenges and risks with confidence and enthusiasm. We also want them to make deep relationships with their friends and teachers, become open-minded, get close to nature and appreciate the wonder and beauty of nature.

As many of us know that these are the very qualities that will serve the students the best as they grow up in today’s complex and fast-changing world. They need skills, attitudes and habits that will help them succeed no matter what situations they are in, no matter what careers they take up. Nature camps are truly leadership camps which help students develop these qualities mentioned above.

Nature camps will take the students out of their comfort zones, and present to them with an environment where they are forced to respond to these challenges which develops their personal leadership muscle! They are forced to work with each other, develop empathy and understanding for the perspectives of others. And you know what the best part is, when students go to camps with an open mind, they also have a lot of fun! The camp location, facilities and activities are planned to provide such opportunities. So don’t expect luxury – expect a lot of mosquitoes and insects, tiring treks, and challenges, basic food – because that’s the whole idea of the camp! Leadership is not going to be learnt in the comfort of your homes – but in the jungles and forests!!!

Nature Camp / Educational & Field Trips:

Safety and other Important guidelines:

  • Teachers will counsel all the students about good touch and bad touch beforehand.
  • Students have to inform immediately to the HRT or any other teacher/staff present there If such things happen.
  • Students should avoid talking to the strangers.
  • Students should not be on their own. Always remain in a group of 2-3.
  • All students have to ensure that they should not isolate any student.
  • Bedtime/ lights out timings have to be followed by all. All students have to be in their rooms by then and light off.
  • No alterations by the students will be entertained for room allotment.
  • In public places, stay safe.
  • Students should go to use the washroom in groups of 2-3.
  • Students are advised to carry healthy food only (Annexure-1).
    • It is better to stick to healthy food – but while traveling if it is not always possible, then they can eat junk food. If food is not available then teachers will talk to the vendor to provide an alternative and as per request vendor may provide junk food or teachers will arrange it themselves. But students are not allowed to carry or purchase junk food during these trips. The teacher can negotiate and have an understanding with the students beforehand.
      • Junk food includes all packaged food, chocolates, soft drinks and all other junk food as we normally use.
      • Non-veg food: The students are allowed to eat non-veg food during the trip. The vendor is not supposed to provide non-veg food to the students. As per availability; the vendor may provide non-veg food only if students request for it. It should not be asked for explicitly. The students are free to buy non-veg food for themselves if they wish to.
  • Students must only wear full school uniform where they are representing the school. The only concession can be given in the brand of shoes. They can wear shoes of any brand, provided they are black. This will not be the case if the event demands so – such as MUN etc. This is not applicable for nature camps.
  • Grade 1-9 students are not allowed to carry gadgets (cameras, tablets, iPods, music player, mobiles) in outstation trips. Grade 10-12 students can carry iPods, music player (with no other functions) and earphones.
    • If it is required to carry any of these things in some events where gadgets have a purpose then they can carry it but at their own risk. However, this call will be taken before every event, depending on the nature of the event. Kindle is allowed for students to carry on their own risk. Students can also carry a camera.
    • Grade 7-12 – 1/2 student volunteers can carry small speakers. They can submit the speaker to the teachers beforehand. The teacher will then decide to play music considering place and time at his/her own discretion.
  • Students are not required to carry cash, as food and all other things are already paid. Students may carry cash for shopping or otherwise. The amount can be decided by mutual consensus between the parent and the child (Rs. 500-1000). The student is responsible for the amount of cash s/he carries.
  • Parents will be informed about the venue details (address and contact details).
  • Students should know their parent’s name & mobile numbers by heart.
  • Student joining late / leaving early from a field trip/nature camp:
    • If any student wants to join any outstation field trip/nature camp, late or wants to leave early, he/she is allowed to do the same. In such a case, the parent has to take the responsibility of escorting the child later/ allowing her to travel unaccompanied.
    • The same policy will be applicable for swapping of trip slots. If a student wants s/he can exchange his/her trip slot with another section but in this case ticket, cancellation/ fresh booking charges will be borne by the parent. Ticket booking and other logistics will be taken care by the school. The amount will be deducted from the imprest account.
    • The rationale is that, sometimes, some family functions are important and a great learning experience too, so it may be a tough decision to make. By doing this, a student will not miss the entire trip and will also be able to meet his/her family commitment. So it is a win-win situation.

Birthday Celebration:

    • If any student has their birthday during the nature camp, they cannot have a cake cutting ceremony or get any cake/cupcake/treat for the entire grade.
    • Birthday’s can be celebrated as per the celebration policy. The teacher will lead it and make the birthday of the student a special day by a meaningful celebration in whatever ways they can e.g. by giving a birthday card to the student, other students singing a birthday song for the student etc.
    • Parents are requested not to send cake/any treat (for the entire grade) to celebrate birthdays during nature camp.

Safety Monitors:

The objective of having safety monitors is primarily to look after the safety of girls (sexual molestation). The safety monitors will be over and above the normal HRT’s accompanying the students and will be selected from Acad + Admin team / TL / SST/ admin department. Their prime responsibility is to ensure the safety of girl students; to see that the policies are followed and report by SMS during/end of the trip. In all nature camps/outstation events/night outs, one safety monitor will be assigned by AGM Admin (Ratio should be 1: 60) to take care of the following points:

  • To ensure that the safety process should be followed and s/he should be vigilant and take care of the students.
  • To ensure that HRT’s should brief all the guidelines once again to the students in the bus before/during the journey.  
  • S/he has to ensure that attendance/headcount should be taken every time students board the bus e.g. loo break, visit to any place etc.
  • The Room allocation plan will be made beforehand.
    • Room allocation should be done in such a way that an accompanying teacher’s/safety monitor can keep an eye on all the students, since teacher can not be present in each of the rooms e.g. room allocation for girls and boys should be done separately and teacher should be in such a location where s/he can stay in with all the students.
    • Vendor/ volunteers should be allocated room separately.
  • Carry the event mobile to send updates and SMS about the trip twice in a day.
    • At least 2 messages per day need to be sent to parents about camp updates. 
  • Carry along first aid box and sanitary napkins.
  • Ensure that teacher/other staff should remain with the students in a group all the times.
  • In case of any issue is reported:
    • Minor issues:
      • Information to be sent to HOA/HOS/AGM-Admin, authorized person (vendor/volunteer) and parents immediately.
      • Warning to be given to the accused person.
      • Action to be taken by the school after returning from the trip/event.
    • Major Issues:
      • Information to be sent to HOA/HOS/AGM-Admin, authorized person (vendor/volunteer) and parents immediately and they should be asked to visit the place.
      • Accused to be detained.
      • The first information to be lodged in the local police station (only with parental consent).

Vendors are also instructed about the following points:

  • Vendor staff should not be over friendly with the students. Be professional.
  • Vendor staff should not be rude to the students.  
  • Adhere to the given itinerary.
  • The safety of the students should be of prime importance.

Event Specific Guidelines:

The following guidelines need to follow before and during outstation events, e.g. competitions, lectures, workshops, MUNs, etc.

  1. In case of any event where teachers need to accompany students, e.g. science fair, conferences, workshops, MUN etc., all the expenses, e.g. travel, stay, compensatory pay, food etc. for the teachers need to be borne by the students.
  2. Total approximate expense (from min to max range) for the event will be calculated beforehand and will be informed to the students/parents e.g. if min cost is going to be 10000-/- and due to any possible uncertainty the cost of travel or stay goes up to 20000/- then the students/parents have to be informed that min range will be 10000/- and max would be 20000/-.
  3. The balance amount of the advance payment will be adjusted to the imprest amount after deducting the actual expenses of the event.
  4. Conditions for cancellation by the student:

Opt-Out Policy for PYP:

  • The cost for the educational trip (Nature camp) in the Imprest deposit. This was taken separately by Cheque from the parents till now which is a tedious process both for the parents and the school. This cost is added based on historicals for the past two years.
  • We have started opt-out system instead of an opt-in system. By default, all the students will be confirmed for the trip. In case you want to opt out for any reason, you will have to inform the school by sending mail on events@fountainheadschools.org latest by 10th August. After this date, we will go ahead with travel and accommodation bookings for respective trips.
  • This amount will be refunded only in case you opt out by the given deadline. After the deadline, if the student wants to withdraw his/her name (for any reason) following cancellation policy will be applicable.

Opt-Out Policy for SS:

  • Partial cost i.e. Rs 5000/- for the educational trip (Nature camp) is included in the Imprest deposit. The additional amount will then be asked to be paid through cheque.
  • We have started opt-out system instead of an opt-in system. By default, all the students will be confirmed for the trip. In case you want to opt out for any reason, then you will have to inform the school by sending mail to events@fountainheadschools.org latest by the deadline. After the deadline, the school will go ahead with travel and accommodation bookings for respective trips and opt out after this date will attract applicable cancellation charges.
  • This amount will be refunded only in case you opt out by the given deadline. After the deadline, if the student wants to withdraw his/her name (for any reason) following cancellation policy will be applicable.

Cancellation Policy:

Please refer to given below table to know the cancellation charges.

Final cancellation chargesbefore 60 daysBefore 30 daysBefore 15 daysLast 14 days
% on the Trip cost  –>15%30%50%NO REFUND

Cancellation from parent side:

  • Vendor charges (if applicable) will be charged from the parent irrespective of the circumstances for the cancellation request.
  • If the vendor agrees not to charge (in case of illnesses, with clear evidence) and for event participation from the school side, the school will not levy charges.
  • But this facility will not be extended for any other reason.

In case any student wants to join the trip at the last minute, the school may accept the request on case to case basis considering the following points;

  • Such requests shall be first consulted with the Vendor if any. If the Vendor permits, then and only then will such request will be accepted.
  • Also, such requests will be allowed only if any last moment entry can be made in Safari trips/ Accommodation, otherwise the requests will not be allowed.
  • If at all the above scenario is favorable, and if the parent manages to book a confirmed railway ticket for the child and if it happens to be in another compartment, then considering the group size and number of safety monitors (adults), the request for joining the trip may be accepted.
  • In case of bus travel, the request may be accepted if there is a seat in the bus and provided the vendor confirms that last minute addition of a person can be done for accommodation and other activities.

Conditions for cancellation of the event/camp/trip:

  • In case of the event/camp/trip gets canceled, the entire amount paid by the students after deducting the cancellation charges for travel/stay etc. will be refunded.
  • The coordinator of the event has to explain the entire policy to the student’s/parents in details at the time of the planning of the event.

Annexure – 1

List of Food Items to be brought during nature camps:

  • Khakra
  • Mamra
  • Popcorn
  • Chivda
  • Any kind of dry snacks
  • Homemade Sweets / Baked items: Cream less cakes or muffins of any flavor, Laddoos, Halwa, chikki, sukhri, sheera, salam pak, methi pak, cookies.

Event Objective:

Every Grade gets an experience of spending a night out at school doing different activities like-: Bonfire, Dance, Playing Games, etc…

We are organizing night camp so that children learn to be independent, bond well with their peers and educators and also enjoy new activities. We encourage every student to be present for the night out, it’s an event that children really enjoy and savor.

To address why it is being insisted that we sleep in the open at night, even when it’s cold.

The Night out is meant to be an event which is fun & adventure and encourages bonding.

For the youngest kids, even sleeping away from their parents is an adventure (and an exercise to build independence).

The original night-out concept came from Eklavya school’s Night out – where students probably don’t have a dance party at night, but they certainly camp out in tents on the ground. When we brought the night-out to school, we wanted to encourage sleeping outdoors – but we were short on tents; which is why the option of sleeping in a more comfortable environment was latched on to by some people.

In fact, when sleeping in the tents, there aren’t mattresses either. Just sleeping rolls which are used during camping. And that’s because “night-out” is meant to be a simulation of a camping experience! I regret that over the years, we have allowed the “night-out” to become primarily a fun event which is comfortable.

However, that’s not the original concept. “Night-out” by name and definition means an experience of outdoors at night. And while I have been insisting that even the younger children should sleep in the open, but there has been resistance to that. At least this year, what has been done is that sleeping in the classroom has been stopped completely. All grades till now have slept in the Assembly, which is almost as cold as the Skating rink – the venue for today’s night out.

We have also made it clear that it is colder at school than in the city, and perhaps 7-10 degrees colder from the warm room at home when sleeping outdoors. It means that students and teachers have to be physically and mentally prepared for this. You need to have thermals, warm jackets & sleeping bags / thick blankets. And once everyone’s clearly aware of this, it’s a choice that students & adults make when they come for the night out.

Being an adventure, the night-out is meant to take you outside your comfort zone. It isn’t meant to be a warm cozy homely experience. And fortunately, the temperatures is Surat are not at all severe that a night-out can’t be done. If we were in Ahmedabad, Delhi or Kashmir, then it would be a different matter. In fact, we would still want to sleep outdoors, just that it needs to be better protection and preparation.

We need to redefine the night-out as purely a fun and bonding experience. It is very much an adventure with uncomfortable parts (mosquitoes, cold, dew, darkness etc.). And this has a lot of learning value for students (and adults). And we must ensure the same.

Guidelines for Night Out:

  • All staff members are responsible for the students during the night out, not only the HRT’s.
  • Safety monitor is assigned who will ensure that the safety process should be followed and should be vigilant and take care of students. The ratio should be 1: 50, The objective is primarily to look after the safety of girls. The safety monitors will be over and above the normal HRTs accompanying the students and will be selected from Acad + Admin team / SST/ admin department – their prime responsibility will be to ensure safety of girl students and see that the policies are followed and it is reported by SMS and also on the end of the trip.
  • Only allocated staff will be allowed to stay for a night out. No one else will be entertained.
  • Visiting faculty is not permitted to attend the night out.
  • The adult student ratio will 1:10. This is inclusive of HRT, SST, Admin and support staff.
  • Up to grade 4, the sleeping area is assembly. beyond grade 4 it will be in skating rink. If the temperature drops below 12 degrees, event in charge can take a call and sleep indoors
  • Classrooms or any other place will not be allowed to be used for sleeping.
  • Staff members (including admin) should be accompanying students for sleeping.
  • No Junk food is allowed to be carried in the night out.
  • Students are not allowed to join the night-out late evening/night. In case any student was out-station and came directly to school then it is acceptable. But other than that, late joining is not allowed otherwise many parents will be tempted to use this for various reasons.
  • Students leaving early in the morning can be acceptable in some cases: medical, emergency, or if they have a train etc. to catch.
  • Leaving early in the night is not allowed it’s a genuine case.
  • Students have to spend the night in school otherwise, they will not be included for evenings too.
  • No last minute requests for leaving early for attending functions etc. not to be entertained.
  • Students are responsible for discarding the disposable glasses and plates (if it is used) and not leave it on the table after having their meal.

Birthday Celebration:

  • If any student has their birthday during thenight out they cannot have a cake cutting ceremony or get any cake/cupcake/treat for the entire grade.
  • Birthday’s can be celebrated as per the celebration policy. The teacher will lead it and make the birthday of the student a special day by a meaningful celebration in whatever ways they can e.g. by giving a birthday card to the student, other students singing a birthday song for the student etc.
  • Parents are requested not to send cake/any treat (for the entire grade) to celebrate birthdays during night out.

Tent Allocation:

  • Tents will be placed on grounds
  • Allocation of tents to be done by Tl’s and Hrt’s
  • One adult should be there in each tent
  • Students can carry a sleeping bag for tents.

Safety monitor will ensure:

  • Driver is on call
  • 2 SMS to be sent to the parents (night / next morning)
  • Emergency vehicle is available
  • Visitors / Parents not allowed.
  • Staff on duty not allowed to go out during the night out.
  • Areas/rooms/venues which are not being used should be locked
  • Security guard on move during night out (all sleeping areas)
  • Attendance by teachers at frequent intervals
  • Staff/nurse who is trained to give first aid should be available (if possible)
  • Students/staff not allowed to wander in school premises
  • Staff/ teachers to sleep with students during night out and accompany students to washroom during night
  • Fogging before dinner in case of mosquitoes/insects
  • Students to remain in groups at all times
  • Morning walk has to be done.

Objective:

  • To provide safe and secure working environment for all students.

  • To provide forum for all students against any kind of harassment, discrimination or abuse in our school

  • To provide guidelines for action when dealing with such incidents.

Applicable to:

All students

Value (s) guiding policy:*

a) Value Term: Respect, Responsibility

b) Why:

  • Regard everybody in a lawful and just manner and diversity within the society and do not demean the dignity of the individual.

  • It is the responsibility of the school to be proactive and report if students encounter any kind of abuse and harassment.

Rationale:

All students have a right to be treated with dignity and respect and to have their needs met within a safe environment.

Any kind of harassment takes away from the student equal learning opportunities, by creating an environment in which that student’s ability to perform is impaired. Sexual, physical or any kind of abuse creates a barrier to their learning and ability to perform competently.

Policy Guidelines:

All students/parents are advised to raise complaints to the committee members (Annexure – 1) against any staff member of Fountainhead family or any student regarding abuse, use of bad language, inappropriate touches or any harassing calls or SMS through written or oral communication.

  • This is to ensure and provide safe working environment for the students. No personal complaints or complaints of any other nature will be entertained by this cell which is not related to protecting the dignity of individuals (staff/students) at the school.

  • Any kind of above-mentioned complaints should be forwarded without any hesitation and it will be dealt with keeping the due respect of the person complaining.

  • Any such matter will not be disclosed to anyone other than the committee members.

Process

  • Any student who feel that they are being harassed directly or indirectly or have seen any such issue may submit a complaint of the alleged incident to any member of the Committee or anyone whom they trust by any of these medium immediately during or after the incident has occurred.

    • Verbally

    • In writing through email or worry box placed in all the corridors of the school.

  • Parents can also forward their complaint if they feel that their child is being harassed by staff member/student.
  • Committee members will be receptive and sensitive to the student/parent so that they feel listened to and believed.

  • The identity of the student/parent will remain confidential and will not be disclosed to anyone other than the committee members and school management.

  • Any complaint brought forward will be discussed immediately by 2 or more committee members and they may contact the two parties for details or clarifications. The committee will then decide the future course of action and communicate the same to the complainant.

  • Any action (or a decision to take no action) must be made within 5 working days of receipt of the complaint.

Consequences:

The consequences to be given to the accused for violation of this policy will depend on the severity of the issue. Consequences can range from:

  • Verbal warning

  • Salary deduction

  • Suspension for a limited period of time

  • Immediate termination of employment

  • Police complaint

For any false complaints, severe action will be taken.

The final decision will be that of committee members and the decision should be respected by all.

PURPOSE – This consent assists students, parents so that they understand what are they responsible for providing the services during the event.

GUIDELINES:

You must know the following information in order to be a part of an on-campus or off-campus event:

  • The student volunteer has to take the responsibility of the event by his/her own will.
  • The student volunteer will have to manage his/her time effectively as all events related work will be apart from their regular academic and extracurricular schedule. Students will need to balance all their activities appropriately.
  • The student volunteer will not miss classes unless absolutely unavoidable/urgent for any event-related work. They can use HRM slots unless there’s an important agenda e.g. XBox. They should use their breaks for the meetings as they have a good 40-50 min of break which can be used productively.
  • It is a student-led event and they need to conduct those meetings themselves. Teacher monitoring of meetings is neither possible nor required.
  • The student volunteer can not use event-related work as a reason to not do homework, assignments or examinations.
  • The school will not be held responsible for any meetings that the students hold outside of school related to events.
  • The student volunteer is not expected to use event-related work as an excuse for unnecessary meetings with friends in public places or otherwise.
  • The student volunteer cannot use cell phones for event-related work in school. It can be used only if there is an urgent requirement with prior permission with staff event in charge. Also for bringing gadgets like I pad, I phone, cameras and desktops(CPUs) prior permission is needed.
  • It’s a school event so it has to be of great quality. Whatever work is required must be done in time and with quality.
  • The school’s reputation is in the hands of the student volunteer. So s/he must act, behave and talk appropriately and responsibly at all times.
  • Any promises that student volunteer makes must be well-considered and cleared with the teacher mentor beforehand.
  • The student volunteer will need to work with other students and teachers effectively.
  • In short, the student volunteer needs to practice the school mission statement, showing primary greatness through the practice of the 7 Habits.
  • The student volunteer must get parental consent for the event volunteers and submit the signed document to the teacher mentor.
  • Once the parent and the student volunteer have signed the consent, they can not withdraw from it. If the student withdraws from the event at the last minute, s/he will be barred to participate in any other event for the academic year.

 

EVENT INFORMATION:

Name of the Event:________________________________________________________________________

 

Dates & Timings of Event: ____________________________ Event Location: _________________________

 

STUDENT VOLUNTEER DECLARATION:

Name of student: ______________________________________ Grade & Section: _________________________

 

I ______________________, agree to abide by the school guidelines and accept responsibilities of the position of

 

________________________ for this event.       Signature of the Student: ___________________________

 

PARENT DECLARATION:

I ____________________________, have read and understood school guidelines and as a parent, approve my

child’s volunteership for the above mentioned event.  Signature of the Parent: ____________________________

Last updated: July 10, 2018

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