Tis Myp LGHB 2022 - 2023

MYP Learner/Guardian Handbook
2022-2023
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Table of Contents
Letter from the Head of School...................................................................................................... 12
Letter from the MYP Coordinator ................................................................................................. 13
TIS Vision, Mission and Objectives .............................................................................................. 14
IB Mission Statement ................................................................................................................. 14
Our Vision: ................................................................................................................................. 14
Our Mission: ............................................................................................................................... 14
Our Objectives:........................................................................................................................... 14
Reflection ................................................................................................................................ 15
The International School's Academic Calendar 2020-21............................................................... 16
August 2022 ............................................................................................................................... 16
September 2022 .......................................................................................................................... 17
October 2022 .............................................................................................................................. 18
November 2022 .......................................................................................................................... 19
December 2022........................................................................................................................... 20
January 2023............................................................................................................................... 21
February 2023............................................................................................................................. 22
March 2023................................................................................................................................. 23
April 2023................................................................................................................................... 24
May 2023.................................................................................................................................... 25
June 2023.................................................................................................................................... 26
July 2023 .................................................................................................................................... 27
August 2023 (New academic session starts) .............................................................................. 28
Organizational Chart ...................................................................................................................... 29
Roles and Responsibilities of Parents and Students....................................................................... 30
The International School's Information Technology Policy: ..................................................... 30
The International School's Language Policy: ............................................................................. 30
Role of Parents ........................................................................................................................ 30
Role of Students ...................................................................................................................... 31
The International School's Inclusive Education Policy .............................................................. 31
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Responsibilities of Parents ...................................................................................................... 31
The International School's Assessment Policy ........................................................................... 31
Purpose of Effective Assessment for Parents .......................................................................... 31
Role of Effective Assessment for Students ............................................................................ 32
The International School's Academic Honesty Policy ............................................................... 32
Responsibilities of Parents ...................................................................................................... 32
Responsibilities of Students .................................................................................................... 32
Administration Details and Procedures.......................................................................................... 33
First day/week of school............................................................................................................. 33
Parent-Teacher Meetings ............................................................................................................ 34
Appointments with TIS Faculty Members ................................................................................. 34
Orientation Sessions ....................................................................................................................... 34
Programme Orientations............................................................................................................. 34
Subject Selection ........................................................................................................................ 34
Personal Project Orientation ....................................................................................................... 35
MYP Criteria Sessions ............................................................................................................... 35
Who to go if I: ................................................................................................................................ 35
Weekly Schedule............................................................................................................................ 36
Overview of the Programme .......................................................................................................... 43
Learner Profile ............................................................................................................................ 44
Key and Related concepts .......................................................................................................... 45
Global Contexts .......................................................................................................................... 45
Identities and relationships: .................................................................................................... 45
Orientation in space and time ................................................................................................. 46
Personal and cultural expression ............................................................................................ 46
Scientific and technical innovation ......................................................................................... 46
Globalization and sustainability ............................................................................................. 46
Fairness and development....................................................................................................... 46
Approaches to Teaching and Learning ....................................................................................... 46
Interdisciplinary teaching and learning ...................................................................................... 47
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Service as Action ........................................................................................................................ 47
The Personal Project ................................................................................................................... 48
International Mindedness ........................................................................................................... 49
International Days Committee ................................................................................................ 49
Curriculum on ManageBac ............................................................................................................ 51
Activating Your New Account ............................................................................................... 51
Setting the Password:.............................................................................................................. 51
Logging in to ManageBac: ..................................................................................................... 52
Accessing your Account after Activation: .............................................................................. 52
Navigating your ManageBac Account: .................................................................................. 53
IB Parents Association:........................................................................................................... 59
Resetting Your Password:....................................................................................................... 61
TIS Policies: ................................................................................................................................... 62
Assessment ..................................................................................................................................... 62
Effective Assessment ................................................................................................................. 62
Role of Effective Assessment for Students ............................................................................ 62
Purpose of Effective Assessment for Parents .......................................................................... 62
Types of Assessment .................................................................................................................. 62
Forms of Assessments ................................................................................................................ 63
Class & Home Assignments ................................................................................................... 63
Tests & Quizzes ...................................................................................................................... 64
Examinations .......................................................................................................................... 64
MYP Exams/ eAssessments.................................................................................................... 64
Culminating Project ................................................................................................................ 65
MYP Personal Project ............................................................................................................. 65
Excused and Unexcused Absences............................................................................................. 66
MYP Absences........................................................................................................................ 66
Minimum Tasks Each Bimonthly............................................................................................... 67
Progress Reports ......................................................................................................................... 70
MYP Reports .......................................................................................................................... 70
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MYP First Term Progress Report ........................................................................................... 77
MYP Final Progress Report .................................................................................................... 78
MYP Report Legend ............................................................................................................... 78
Analysing Assessment Data ........................................................................................................... 78
Parent-Teacher-Student Conferences ......................................................................................... 78
MYP Conferences ................................................................................................................... 78
Student Reflections..................................................................................................................... 79
MYP to DP Promotion Policy .................................................................................................... 79
Description of Programme for Students Graduating From The Middle Years Programme ... 81
Academic Honesty ......................................................................................................................... 82
Convention ................................................................................................................................. 82
Understanding Academic Honesty and Misconduct .................................................................. 82
Collaboration vs. Collusion ........................................................................................................ 84
Responsibilities of Students ....................................................................................................... 85
Responsibilities of Parents ......................................................................................................... 87
Support for Students to Practice Academic Honesty ................................................................. 87
The Role of the Teacher-Librarian ............................................................................................. 87
Prevention of Academic Misconduct ......................................................................................... 88
Use of Turnitin ........................................................................................................................ 88
Use of Viva Voce.................................................................................................................... 88
Use of Authentication Forms/Coversheets ............................................................................. 88
Procedure of Investigation.......................................................................................................... 88
Internally Administered Assessments..................................................................................... 88
Final Assessments Submitted to IB Organization .................................................................. 89
Consequences of Academic Misconduct .................................................................................... 89
Internally Administered Assessments..................................................................................... 89
Final Assessments Submitted to IBO: .................................................................................... 90
Misconduct During Examinations .............................................................................................. 91
Misconduct Pertaining to Service............................................................................................... 91
Notification of Decisions............................................................................................................ 92
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Rights of Students ...................................................................................................................... 92
Appeals ................................................................................................................................... 92
Exclusive Copyright ................................................................................................................... 92
Information Technology ................................................................................................................ 92
Restricted Accounts ................................................................................................................ 93
Sharing Accounts .................................................................................................................... 93
Determining Account Misuse ................................................................................................. 94
Security ....................................................................................................................................... 94
Selecting a Password .............................................................................................................. 94
Changing Your Password ....................................................................................................... 94
Sharing and Protecting Data ................................................................................................... 94
Access Restrictions ................................................................................................................. 94
Access Request ....................................................................................................................... 94
Rights and Responsibilities of Users .......................................................................................... 95
Abuse of Computing Resources ............................................................................................. 95
Responsibilities and conduct of students during Online Classes ............................................... 95
Responsibilities of Parents during Online Classes ..................................................................... 96
Reporting Abuse or Violations of Policy ................................................................................... 97
Security ................................................................................................................................... 97
Theft and Vandalism............................................................................................................... 97
Electronic Security.................................................................................................................. 97
Inoperative and Malfunctioning Equipment ........................................................................... 97
Software Problems .................................................................................................................. 97
Programme-Specific IT Requirements ....................................................................................... 98
Middle Years Programme ....................................................................................................... 98
Laptops ................................................................................................................................... 98
TIS eClinic .............................................................................................................................. 98
Calculators .............................................................................................................................. 98
eAssessments .......................................................................................................................... 99
ePortfolio .............................................................................................................................. 100
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Inclusive Education ...................................................................................................................... 101
Responsibilities of Parents ....................................................................................................... 102
Admission of Students with Learning Support Requirements ................................................. 102
Inclusive arrangements for MYP students on-screen examinations: .................................... 103
Supporting Documentation ................................................................................................... 103
Language ...................................................................................................................................... 104
Terminology ............................................................................................................................. 104
Role of Parents ...................................................................................................................... 104
Role of Students .................................................................................................................... 105
Role of the Library................................................................................................................ 105
Language of Instruction............................................................................................................ 105
IB Response Languages ........................................................................................................ 106
Facilitating Language Learning and Development .................................................................. 106
Language Support Through Environment ............................................................................ 106
Language Support Classes .................................................................................................... 106
Mother Tongue Support ........................................................................................................ 106
Bilingualism and Language Acquisition .............................................................................. 107
Languages in the Programmes ................................................................................................. 108
Admissions: Determining Language Needs ............................................................................. 108
Middle Years Programme ..................................................................................................... 108
Spelling Protocols..................................................................................................................... 108
Inclusive Education in Languages ............................................................................................ 108
School Language Profile .......................................................................................................... 108
The TIS Code of Conduct ............................................................................................................ 109
Attendance and Punctuality ...................................................................................................... 109
Attendance Requirements ..................................................................................................... 109
Excused Absence .................................................................................................................. 109
Unexcused Absence .............................................................................................................. 110
Absence from Class .............................................................................................................. 110
Late Arrivals to School ......................................................................................................... 110
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Late Arrivals to Class ........................................................................................................... 110
Appointments During School Hours .................................................................................... 110
Preparation for Class ................................................................................................................ 110
Honesty and Respect ................................................................................................................ 111
Academic Honesty ................................................................................................................... 111
Notification of Decisions.......................................................................................................... 111
Cell Phones, Other Devices ...................................................................................................... 111
Storage of Devices in Lockers: ................................................................................................ 112
Respect for School Property ..................................................................................................... 112
Respect for the School Name ................................................................................................... 113
Social Network sites ................................................................................................................. 113
Extra-Curricular Activities ....................................................................................................... 113
Behaviour Outside the School Premises .................................................................................. 113
Field Trips or CAS activities ................................................................................................ 113
Specific rules for TIS sponsored field trips include the following: ...................................... 114
Responsible Use of Information Technology ........................................................................... 114
User Account Restrictions ...................................................................................................... 114
Restricted Accounts ................................................................................................................ 115
Sharing Accounts .................................................................................................................. 115
Determining Account Misuse ................................................................................................. 115
Abuse of Computing Resources .............................................................................................. 115
Reporting Abuse or Violations of Policy ................................................................................. 116
Security ................................................................................................................................. 116
Theft and Vandalism............................................................................................................. 116
Electronic Security................................................................................................................ 116
Prohibited Items ....................................................................................................................... 116
Food and Beverages ................................................................................................................. 117
Break Times and Free Periods.................................................................................................. 117
Dress Code ............................................................................................................................... 117
BOYS: ................................................................................................................................... 117
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GIRLS ................................................................................................................................... 118
Dress Code for extended PHE classes: ................................................................................. 118
Penalties for violation of the dress code are as follows: ....................................................... 119
Mufti Days (Non-Uniform Days) / ....................................................................................... 119
Bullying .................................................................................................................................... 119
Bullying And Cyber bullying .................................................................................................. 119
Fighting .................................................................................................................................... 120
Sexual harassment .................................................................................................................... 120
Prohibited conduct.................................................................................................................. 121
Where to go for help. ............................................................................................................ 121
Written Referral:....................................................................................................................... 121
Disciplinary actions .................................................................................................................. 121
INVESTIGATIONS AT SCHOOL.......................................................................................... 122
Administrative ...................................................................................................................... 122
Victim or Witness ................................................................................................................. 122
Criminal ................................................................................................................................ 122
Confidentiality. ......................................................................................................................... 123
Appeal ...................................................................................................................................... 123
Rules for IB World Schools ......................................................................................................... 124
Glossary and commonly used abbreviations ................................................................................ 141
Commonly used MYP abbreviations ........................................................................................... 145
References .................................................................................................................................... 147
Appendix 1 ................................................................................................................................... 149
Appendix 2 ................................................................................................................................... 150
Appendix 3 ................................................................................................................................... 151
Appendix 4 ................................................................................................................................... 152
Appendix 5 ................................................................................................................................... 153
Appendix 6 ................................................................................................................................... 154
Appendix 7 ................................................................................................................................... 155
Appendix 8 ................................................................................................................................... 156
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Appendix 9 ................................................................................................................................... 158
Appendix 10 ................................................................................................................................. 160
Appendix 11 ................................................................................................................................. 163
Appendix 12 ................................................................................................................................. 164
Acknowledgement ....................................................................................................................... 166
Signatures of understanding: .................................................................................................... 166
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Letter from the Head of School
Dear TIS Community,
As pioneer of IB Education in Pakistan, together we continue to move from strength to strength in
providing the leading international education by engaging the mind of students, teachers and
parents through inquiry and research.
Contrary to the prevailing traditional education systems in the country, our environment
encourages measuring the quality of education not by teaching and learning based on rote learning,
but by the ability to apply conceptual understandings onto past and current global issues in an
interdisciplinary approach. Beyond rhetoric, our environment meaningfully attains and exercises
analysis and synthesis.
Our policies and annual practices of staff development and training are globally second to none.
TIS' Professional Development Committee comprises of coordinators and teachers, which has been
fully empowered to allocate the annual professional development funds for the growth of the
programmes and staff. Every year, new and returning staff are enrolled in inset or IB professional
development opportunities in Europe and Asia-Pacific. In addition to the single role of delivery of
programme for teachers in traditional education systems, they develop, review and revise the
curriculum in our institution. Once exposed to the community of TIS, new teachers are invaluable
with their fresh ideas and thoughts in the dynamic evolving curriculum. This greater involvement
in institutional development attract professionals that are truly and sincerely committed to
education. It is no wonder that the year after year our own graduates join as teachers as well.
We recently moved into a new secondary campus which will be fully develop as a purpose-built
campus in the years to come. Besides the physical brick and mortar structure, we are fully
committed to enhancing our online resources to include online library and resources facilities. We
want to provide a virtual learning environment that allows our students and teachers to connect and
draw on international resources, wherever and whenever they want.
Although we are an institution which values learning more than mere grades, our graduating classes
continue to attain global IB average scores. Our average IB Diploma score was 33 points, 3 points
higher than the IB Diploma World Average of 30 points, matching the 33 points Asia-Pacific
average.
We are an excellent institution, striving to be better. This would have not been possible or
achievable without the support and dedication of our students, staff and parents.
Thank you for your continued support.
Best and regards,
Taymur Mirza
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Letter from the MYP Coordinator
Dear TIS Parents and Students,
Welcome to The International School’s MYP academic year 2022-2023. The previous Academic
Year was a tremendous joint effort on the part of parents, teachers, students and the school
administration, as we became accustomed to a post-COVID world. We are in awe of the resilience
showcased by the entire TIS Community.
The TIS Middle Years Programme brings together the IB principles of concept-based teaching and
learning, International mindedness and the development of essential skills in order to ensure that
our students develop into balanced, principled and knowledgeable members of society. The
Interdisciplinary method allows students to make the essential connections between different
subject areas thus elevating their overall understanding of the world we live in. The Service
component rounds things off by making a real-life connection with the knowledge acquired.
This Learner Guardian Handbook (LGHB) serves as a handy reference for better understanding of
the implementation of the IB Middle Years Programme at TIS by sharing policies. It is also a
ready source for important information related to day to day events, such as the academic calendar,
and disciplinary guidelines. Please go over it in detail, and do not hesitate to contact us if you have
any questions or suggestions; our e-mail is [email protected].
With your help, we look forward to making 2022-2023 another exceptional year!
Best regards,
Muzna Akbar
MYP Coordinator
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TIS Vision, Mission and Objectives
IB Mission Statement
The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world through intercultural understanding
and respect.
To this end the organization works with schools, governments and international organizations to
develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.
Our Vision:
A professional and learning community with open minds, to feel the world.
Our Mission:
We prepare our children for the greatest challenge in their life: to make informed decisions. For
this, purpose as leaders of tomorrow they need to be knowledgeable in various disciplines and
skilled in communication and analysis. Only such individuals will be best equipped to engage with
people and issues from all over the world.
The International School (TIS) recognizes and addresses these needs by fostering a dynamic,
nurturing environment for the personal development of each student through an internationally
acclaimed balanced curriculum.
Our Objectives:
• To be an environment to inspire learners to live a sincere and responsible life
• To expose learners to a broad based and balanced curriculum
• To develop learners to analyze data and express their thoughts in clear and coherent manner
• To connect learners with the historical development of humanity with focus on cultures and
religions from around the world for developing tolerance and acceptance of differences in
thought
• To develop an understanding of learners responsibilities as guardians of their local and
global communities
• To adopt teaching, learning and assessment methodologies based on curiosity, imagination,
self-knowledge and reflection
• To encourage collaboration of all stakeholders for continued development of our
community
• To address the needs for learners with challenges
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• To provide a platform for the student voice
Reflection
The TIS mission aims to engage minds through their curiosity, imagination (O6) and reflection
(O9) to be knowledgeable and skilled for them to make informed decisions in their role as
guardians of their world (O5). The school selected IB education to achieve this for it offers a broad
based and balanced curriculum (O2). This education system curriculum encourages students to
read languages, mathematics, sciences, arts and social sciences for the duration of their secondary
education for knowledge. The combination of conceptual learning, Approaches to Learning skills
and Learner Profile equips the students with key skills to be life-long learners, and better people
who are tolerant and accept differences in thought (O4, IB Mission). The dynamism of this
curriculum requires for the entire community to be united in collaboration (O7) for effective,
meaningful delivery of it. The learning environment created at TIS is accepting of those students
with learning challenges and works to overcome them (O8).
It is through informed decisions that they can make this world a better place (IB Mission) for
themselves and others.
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The International School's Academic Calendar 2020-21
August 2022
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September 2022
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October 2022
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November 2022
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December 2022
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January 2023
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February 2023
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March 2023
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April 2023
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May 2023
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June 2023
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July 2023
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August 2023 (New academic session starts)
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Organizational Chart
ACADEMIC ORGANIZATIONAL CHART

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Roles and Responsibilities of Parents and Students
The following are roles and responsibilities set out for parents and students within The
International School community, as per the school's various policies.
The International School's Information Technology Policy:

Parents must:
• use ManageBac to view curriculum and monitor their child's assessment details and deadlines
• acknowledge all email correspondence from the Coordinators’ office and administration
Students must:
• safeguard all account details including passwords
• responsibly use all IT and multimedia facilities provided by the school
• browse the internet for appropriate academic purposes only during school hours
• use ManageBac to upload assessments, download/view resources and tasks
• use ManageBac for maintaining records and submitting all work pertaining to their
Culminating Projects
• use email facilities and download/upload documents
• acknowledge all email correspondence from teachers and Coordinators’ office
• create their Zoom accounts using school email ID for online classes
The International School's Language Policy:
Role of Parents
Parental actions will facilitate linguistic and academic success for students. Parents are encouraged
to:
● support the use and development of both English and other languages in the school
environment
● promote the advantages of learning other languages
● practice mother tongue literacy skills after school
● participate in the school’s mother tongue support sessions/ activities
● encourage and support their child’s additional language acquisition
● support the expectation that students use English as the language of learning and social
interaction on campus
● supply multilingual materials at home
● be knowledgeable about language-immersion in order to support the school’s efforts
● make the commitments that success requires, inclusive of enrolling in extra classes and
follow up on attendance
● familiarize themselves with the school's Language Policy and support it in every way
possible
● discuss the curriculum and language learning strategies and complement them at home
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Role of Students
Students are expected to:
● use respectful and appropriate language for communication with all members of the school
community
● strive to develop their language skills and utilize all the resources in the school
environment, inclusive of extra classes
● have an all-inclusive attitude towards language for effective communication
● take responsibility of their language learning
● use the language of instruction for social interaction in the school environment
● be a resource of language development for their peers and enhance their language
development (peer learning, mentoring)
● continue to attend extra-classes if nominated for the same
The International School's Inclusive Education Policy
Responsibilities of Parents
In order to allow for the necessary arrangements for student(s) learning support requirements,
parents must:
• be absolutely honest about their child's learning support requirements at the time of
admission and throughout the duration of the child's education at The International School
• be open to recommendations given by the school regarding their child's possible need for
learning support requirements
• provide updated (6 months - 1 year), relevant documentation in order for the school to
provide the necessary arrangements that the students may need
• meet the Inclusive Education Coordinator or Programme Coordinator when required
• be up-to-date with The International School's Inclusive Education Policy as outlined in the
Learner Guardian Handbook
The International School's Assessment Policy
Purpose of Effective Assessment for Parents

Effective assessments allow parents to:
a) understand the learning process
b) actively monitor and support their child’s education
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Role of Effective Assessment for Students
Effective assessment allows students to:
a) establish knowledge and understanding of the objectives and criteria (as applicable) in
advance
b) analyse and evaluate learning and understand what needs to be improved
c) demonstrate/develop/share a range of conceptual and contextual understandings,
knowledge and ATL skills
d) synthesize and apply learning
e) base their learning on real-life experiences and inquiry
f) highlight their strengths and demonstrate progress in learning
g) build self-esteem
h) explore/express different points of view and interpretations
i) develop skills in reflection, self and peer-evaluation
j) share their learning and understanding with others
k) use a variety of learning styles, multiple intelligences and abilities to express their
understanding
The International School's Academic Honesty Policy
It is the responsibility of all parents or guardians to:
● understand and honour the boundaries of legitimate collaboration

● attend the yearly academic honesty session, as applicable, in order to familiarize
themselves with the procedures and stay updated with any new developments
● review their child's deadlines on ManageBac and encourage their children to honour
deadlines, thus reducing the students need to resort to academic misconduct
● encourage thorough preparation of assessments to reduce chances of collusion
● read, understand and encourage the implementation of the school’s published Citation
Guide (the exCiting Guide) for Students
● support opportunities for primary and secondary research
Responsibilities of Students
It is the responsibility of the student to:
● produce original work

● use information technology and social media in a responsible manner
● seek feedback from teachers regularly about their work and show drafts of it at various
stages in the development process
● maintain and submit drafts of work for externally administered assessments. Failure to do
so will result in non-submission to IB
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● ask teachers for advice or assistance in referencing sources
● refer to the TIS Citation Guide (the exCiting Guide) for examples on referencing
● fully and correctly acknowledge the work or ideas of others according to the school's
chosen convention
● view the license of any stock image website being used to refrain from using images that
have copyrights, and submit the license/s as appendices to their work, as applicable
● ensure that acknowledging sources extends beyond text on the internet, including CD-
Roms, books, magazines, journals, audio/video recordings (including songs, Podcasts,
YouTube videos) etc.
● acknowledge as honestly and accurately as possible the ideas and work of others; when the
source cannot be stated with absolute accuracy, the candidate must declare this in an
appropriate way, such as in a footnote
● track use of resources and others’ work by applying their developing Approaches to
Learning skills
● be careful of academic infringement, i.e., being careless when recording sources or
displaying a disregard for the origin of material within their work (Appendix 1)
● honour the boundaries of legitimate collaboration
● comply with all school deadlines which allows time for revising work that is of doubtful
authorship before the submission of the final version.
● ensure that all work submitted for assessment is authentic when applicable, complete and
sign IB authentication form/cover sheets declaring academic honesty (for the Personal
Project and ePortfolios)
● in cases of suspected misconduct, prove that all pieces of work are his/her own, and have
not been plagiarized
● observe and adhere to ethical and honest practice during examinations
● ensure that they follow the instructions given to them by the invigilator during the conduct
of examinations.
Administration Details and Procedures

First day/week of school
New admissions must contact MYP Centre for their: -
• TIS email account

• Access to Managebac
• ID cards
Class teachers will give out the following: -
• Weekly Schedule
• Homework Schedule
• Test Schedule
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Parent-Teacher Meetings
Formal parent-teacher meetings take place thrice annually and provide with a forum for parents,
teachers and students to discuss the progress of each student. It is strongly recommended for
parents and students to attend these regularly.
Appointments with TIS Faculty Members

Parents are always welcome to meet with Coordinators or faculty members on other occasions
than the formal parent teacher meetings. In order to meet TIS faculty members regarding your
child’s academic progress or other concerns, it is necessary to schedule appointments with the
relevant persons.
Unscheduled arrivals at the school may prove to be a wasted journey if the relevant faculty member
is absent or unavailable at that time.
Similarly, if a faculty member or Coordinator wishes to schedule an appointment regarding your

child's progress, the MYP office will contact you for an appointment.
In the interest of security, your original CNIC must be submitted at the gate in order to enter the
school premises at all times.
Please note that the email address of contacts for all appointments:
Head of School & Principal: [email protected]
MYP Coordinator & MYP Faculty members: [email protected]
Orientation Sessions
MYP Centre holds orientations for parents, students and teachers in order to facilitate
understanding of various aspects of the programme:
Programme Orientations
Parent orientations take place twice a year, once in April for the class graduating from PYP 5 to
MYP 1 and once in August for students who are new admissions to the school in any year of the
programme. During these orientations, parents and students are presented with a clear overview of
the Middle Years Programme.
Subject Selection
Subject selection for the MYP certificate takes place in year 4 of the programme, when subject-
group flexibility comes into play and students make choices regarding Sciences, Individuals and
Societies, Design, Arts, and PHE. Parents and students are given an orientation session to discuss
not only MYP subject selection but also those subjects (Urdu, Islamiyat, Pakistan Studies) which
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are required for equivalency and admission into local universities, as per Ministry of Education.
At this time students are also given information regarding subject choices in the Individuals and
Societies (History and Integrated Humanities) and Sciences (Biology, Physics, Chemistry).
Personal Project Orientation

A Personal Project orientation also takes place in March to introduce students to the Personal
Project classes (MYP 4) and Personal Project (MYP 5). This orientation gives students an
overview of the timeline, objectives and other aspects of the project.
MYP Criteria Sessions

Sessions may be conducted to help parents understand the assessment criteria for selected subjects,
as per need.
Who to go if I:
Students:
Lose my ID Card TIS Admin
Need medical aid/am feeling sick School Nurse
Need help with a subject Subject Teacher
Do not understand my grades Subject Teacher
Need help with citation/ academic honesty Any Subject Teacher/ Teacher Librarian
Need to find resources for research Teacher Librarian
Want to report a need for repair MYP Centre
Think my locker has been tampered with MYP Office / Disciplinary Committee
Want to report misbehaviour Subject Teacher/ Class Teacher/ MYP Centre/

Disciplinary Committee
Am being bullied Subject Teacher/ Class Teacher/ MYP Centre/

Disciplinary Committee
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Have problems with ManageBac Subject Teacher/ MYP Centre
Want to report academic misconduct (copying, Subject Teacher/ Class Teacher/ MYP Centre/
plagiarism, collusion, etc.) Disciplinary Committee
Have problems with my email MYP Centre
Someone has hacked my account MYP Centre/ Disciplinary Committee
Want to submit a note of excuse for absence Class Teacher/ MYP Centre
Have lost my belongings Class Teacher/ MYP Centre
Need to call home After taking permission from MYP Centre,

proceed to reception
Am in an emergency Nearest TIS faculty/admin/MYP Centre
Parents:
Want an appointment to discuss my child’s MYP Centre

progress
Want to report an issue MYP Centre
Want to submit a note of excuse for absence Class Teacher/ MYP Centre
Have issues accessing ManageBac MYP Centre
Have a query regarding fee payment Accounts Office
Have a query about university requirements or Registrar

IGCSE examinations
Weekly Schedule
At TIS, each period is for 40 minutes, with 40 school weeks during each academic session.
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Subject allocation in any given week is as follows:
MYP 1 & MYP 2
5 periods for Language & Literature: English
5 periods for Language Acquisition: Urdu
4 periods for Individuals & Societies
4 periods of General Science
4 periods for Mathematics
4 periods for Design
4 periods for Arts
3 periods for Physical & Health Education
2 period of Robotics
2 periods of History of Islam
2 periods of Drama
MYP 3
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5 periods for Language Acquisition: Urdu
5 periods for Individuals & Societies: Pak Studies - (History and Geography of Pakistan)
3 periods for Individuals & Societies: Islamiyat
4 periods of General Science
4 periods for Mathematics
4 periods for Design
4 periods for Arts
3 periods for Physical & Health Education
2 period of Robotics
4 periods for Individuals & Societies
1 periods of Drama
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MYP 4
4 periods for Language Acquisition: Urdu/French
4 periods for Individuals & Societies: History/Integrated Humanities
4 periods of Biology
4 periods for Chemistry
4 periods for Physics
5 periods for Mathematics*
5 periods for Design/Arts/PHE
4 periods for Pakistan Studies**
4 periods for Islamiyat**
1 period of IDU
1 period for Personal Project
* Students opting for additional mathematics sit for additional classes

** These are optional courses, in MYP 4, for students with foreign passports, who do not plan
to attend universities in Pakistan. Exemption from these classes is based on a letter of
confirmation from parents.
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MYP 5
5 periods for Language Acquisition: Urdu/French
4 periods for Individuals & Societies: History/Integrated Humanities
4 periods of Biology
4 periods for Chemistry
4 periods for Physics
5 periods for Mathematics*
5 periods for Design/Arts/PHE
1 period of IDU
1 period of Personal Project
* Students opting for additional mathematics sit for additional classes
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Class teachers
Class Class Teacher

MYP 1 Ms Sidra & Ms Aqsa
MYP 2 Ms Anam
MYP 3 Ms Javeria
MYP 4 Ms Diana
MYP 4 Sir Aziz
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The school day for Middle school students, Monday to Friday is as follows:
First Bell: 7:50 am
Home Room Period: 7:50-8:00
Period 1: 8:00 – 8:40
Period 2: 8:40 – 9:20
Period 3: 9:20 – 10:00
Period 4: 10:00 – 10:40
Break: 10:40 – 11:00
Period 5: 11:00 – 11:40
Period 6: 11:40 – 12:20
Break: 12:20-1:00
Period 7: 1:00 – 1:40
Period 8: 1:40 – 2:20
Period 9: 2:20 - 3:00
Period 10: 3:00 – 3:40
Students should be in school before the first bell at 7:50am. Class timetables will be given out by
the class teachers. Class timetables may be subject to change and will be shared accordingly.
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Overview of the Programme
The MYP at TIS is:
• for students aged 11 to 16

• a framework of academic challenge
• 8 subject groups, plus interdisciplinary learning in years 1-3
• 6 subject groups, plus interdisciplinary learning and personal project in years 4-5
• taught in English
The MYP encourages students to:
• understand the connections between subjects through interdisciplinary learning

• understand the connections between subjects and the real world
• become critical and reflective thinkers
Features of the Middle Year Programme: the MYP Model
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In the MYP, students’ study 8 subject groups, with a minimum of 50 teaching hours per subject
group each year.
The distinctive features of the MYP are: -
Learner Profile
The central theme of the mission statement of the school is the preparation of the young to make
informed decisions for them and others during their lives. As our life path can be defined by a
series of our decisions, we need to understand the mechanics behind decision-making, visualize
and analyze each decisions’ consequence and learn to live with each decision.
Keeping the above in mind, the student development program, based on the IB learner profile,
allows for students’ involvement in school to experience the challenge of decision-making. Also,
the curriculum has, embedded in it, academic and non-academic IB learner profile activities for all
age groups of the school. As it is personal development, its progress is jointly monitored by the
TIS community (students, TIS staff, parents) through written or spoken reflections by the students.
IB learners strive to be:
Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to
learn independently and with others. We learn with enthusiasm and sustain our love of learning
throughout life.
Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a

range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers: We use critical and creative thinking skills to analyze and take responsible action on
complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators: We express ourselves confidently and creatively in more than one language and
in many ways. We collaborate effectively, listening carefully to the perspectives of other
individuals and groups.
Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with
respect for the dignity and rights of people everywhere. We take responsibility for our actions and
their consequences.
Open-minded: We critically appreciate our own cultures and personal histories, as well as the
values and traditions of others. We seek and evaluate a range of points of view, and we are willing
to grow from the experience.
Caring: We show empathy, compassion and respect. We have a commitment to service, and we
act to make a positive difference in the lives of others and in the world around us.
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Risk-takers: We approach uncertainty with forethought and determination; we work
independently and cooperatively to explore new ideas and innovative strategies. We are
resourceful and resilient in the face of challenges and change.
Balanced: We understand the importance of balancing different aspects of our lives - intellectual,
physical and emotional - to achieve well-being for ourselves and others. We recognize our
interdependence with other people and with the world in which we live.
Reflective: We thoughtfully consider the world and our own ideas and experience. We work to
understand our strengths and weaknesses in order to support our learning and personal
development.
Key and Related concepts

Key and related concepts are big ideas, which form the basis of teaching and learning in the MYP.
They ensure breadth and depth in the curriculum and promote learning within and across
traditional disciplines. Each subject has its own key and related concepts. The key concepts are:-
Aesthetics Change Communication Communities
Connections Creativity Culture Development
Form Global interactions Identity Logic

Time, place and
Perspective Relationships Systems
space
Global Contexts
Global contexts provide shared starting points for inquiry into what it means to be internationally
minded, framing a curriculum that promotes multilingualism, intercultural understanding and
global engagement. Every year, one of the following six global contexts is chosen and published
as the global context for IB MYP5 eAssessments and ePortfolios, which all subjects are expected
to explore. The six MYP Global Contexts are:
Identities and relationships:

Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual
health; human relationships including families, friends, communities and cultures; what it means
to be human.
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Orientation in space and time
Students will explore personal histories; homes and journeys; turning points in humankind;
discoveries; explorations and migrations of humankind; the relationships between, and the
interconnectedness of, individuals and civilizations, from personal, local and global perspectives.
Personal and cultural expression

Students will explore the ways in which we discover and express ideas, feelings, nature, culture,
beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our
appreciation of the aesthetic.
Scientific and technical innovation

Students will explore the natural world and its laws; the interaction between people and the natural
world; how humans use their understanding of scientific principles; the impact of scientific and
technological advances on communities and environments; the impact of environments on human
activity; how humans adapt environments to their needs.
Globalization and sustainability

Students will explore the interconnectedness of human-made systems and communities; the
relationship between local and global processes; how local experiences mediate the global; the
opportunities and tensions provided by world- interconnectedness; the impact of decision-making
on humankind and the environment.
Fairness and development

Students will explore rights and responsibilities; the relationship between communities; sharing
finite resources with other people and with other living things; access to equal opportunities; peace
and conflict resolution.
Approaches to Teaching and Learning

Through approaches to teaching and learning (ATLs) in IB programmes, students develop skills
that have relevance across the curriculum that help them ‘learn how to learn’. ATL skills can be
learned and taught, improved with practice and developed incrementally. They provide a solid
foundation for learning independently and with others. ATL skills help students prepare for, and
demonstrate learning through, meaningful assessment. They provide a common language that
students and teachers can use to reflect on, and articulate on, the process of learning. IB
programmes identify five ATL skill categories expanded into developmentally appropriate skill
clusters:
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The skill clusters are further divided into ‘skills,’ (Refer to ATL Skills in the publication TIS
Modified Assessment Criteria) which are developed through teaching and learning.
Interdisciplinary teaching and learning
The MYP is an interdisciplinary programme that transcends barriers of disciplines/subject groups

to provide for a holistic learning experience. This trait emerges as a consequence of the challenges
and opportunities of educating students in, and for, a complex and highly interconnected world.
Younger learners often make connections naturally between knowledge domains in order to
understand the world around them. An ever-changing world demands education that empowers
people to integrate disciplines in novel and creative ways. As knowledge and information multiply,
critical thinkers must successfully integrate disciplinary perspectives to understand complex issues
and ideas. Meaningful interdisciplinary teaching and learning experiences:
• allow students to use knowledge domains creatively to foster new understanding

• developmental flexibility that prepares students to be lifelong learners
• promote intellectual rigor by providing a holistic approach to the study of complex issues
and ideas
• model the importance of collaboration and teamwork across disciplines (an important life
skill), support and promote transfer of understanding
Service as Action
Service as Action, is an essential component of the MYP, and sets out clear Learning Outcomes
that grow from students’ participation in local and global communities. MYP Service provides a
stepping stone toward the Diploma Programme’s core requirements for Creativity, Activity and
Service (CAS).
Service requires that students are able to build authentic connections between what they learn in
the classroom and what they encounter in the community. Action in the MYP builds upon the
action initiated in the PYP. As students become more aware and acquire a better understanding of
their responsibilities, they become empowered to make choices about how to take thoughtful and
positive action. This action will be different from student to student and may involve students in:
• feeling empathy towards others

• making small-scale changes to their behaviour
• undertaking larger and more significant projects
• acting on their own
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• acting collaboratively
• taking physical action
• suggesting modifications to an existing system to the benefit of all involved
• lobbying people in more influential positions to act
With appropriate guidance and support, MYP students should, through their engagement with
service as action, fulfill the following learning outcomes:
LO1: become more aware of their own strengths and areas for growth
LO2: undertake challenges that develop new skills
LO3: discuss, evaluate and plan student-initiated activities
LO4: persevere in action
LO5: work collaboratively with others
LO6: develop international mindedness through global engagement, multilingualism and
intercultural understanding
LO7: consider the ethical implications of their actions
To fulfil MYP Service requirements students engage in service in each year of the programme,
every bimonthly.
Students reflect on their engagement in service in journals. Reflections should justify any number
of learning outcomes (LOs) for the act of service, with evidence (photos, products, letters, etc). It
is these reflections, based on the learning outcomes that contribute to the award of an ‘ON
TRACK’ status on the school reports, NOT hours of service. Service hours are only recommended
to ensure that service activities are ongoing throughout the school year.
Reflections will not be accepted if the LOs are not justified and validated. One or more LOs may
be applicable to any form of service.
Class teachers also provide service opportunities to their students and CAS Clubs are created by
teachers to provide additional avenues for service. Some of these clubs may have a culminating
activity, for example, the Drama Club and Music Mania clubs may present a Drama Festival. A
CAS Fair is held at the start of the Academic Session for students and parents.
The Personal Project

The Personal Project is a key component of the Middle Years Program and an essential
requirement to attain MYP certification. It is a nine-month long project based on a topic of
personal interest and is the culminating experience in which students apply their approaches to
learning skills to complete an extended, self-directed piece of work.
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To assist parents in understanding the aims, objectives and requirements of the project, an
orientation session is held annually for students in year 4 & 5 of the upcoming academic session.
It is highly recommended that you attend this session.
Students will also be given the opportunity to attend the Personal Project exhibition. This
exhibition is the perfect opportunity for students in year& 5 to showcase their creations, hence
sharing ideas with students who are yet to embark on the Personal Project journey.
All required forms, tasks and information is given in the TIS Guide to the Personal Project.
International Mindedness
International mindedness is central to the IB mission and a foundational principle to its educational
philosophy; it is at the heart of the continuum of international education.
An IB education creates learning communities in which students can increase their understanding
of language and culture, developing as successful communicators with the skills needed for
intercultural dialogue and global engagement.
Students, teachers, and leaders in the IB school communities have a range of perspectives, values,
and traditions. The concept of international mindedness builds on these diverse perspectives to
generate a sense of common humanity and shared guardianship of the planet
International mindedness is a frame of mind that the school community aims to foster in each
student; a curiosity about the world, an openness towards things ‘other’, and a profound
appreciation of the complexity of our world and our relationships to each other. You don’t have to
be in an international context to develop this kind of mindset.
To this end, TIS provides various opportunities to foster international mindedness through Service/
CAS activities, curriculum-based teaching and learning experiences as well as various in-school
activities such as International Days.
International Days Committee

During the school year, International Day Committee members organizes 6 International Days to
promote international mindedness and provide students with opportunities to meet their various
Service/ CAS learning outcomes. These carefully chosen days will open the floor to expert guest
speakers, fun-filled activities, field trips and presentations all related to the chosen theme.
International Days aim to encourage students to:
• be caring members of the community who demonstrate a personal commitment to service

• act to make a positive difference to the lives of others and to the environment
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• develop their personal understanding, their emerging sense of self and age-appropriate
responsibility in their community
• engage in meaningful Service/CAS elements which may help fulfill Service/ CAS
requirements for MYP/DP students respectively.
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Curriculum on ManageBac
The International School’s curriculum is accessible to all parents through the online ManageBac
platform. In order to access the curriculum, please follow the following steps:
Activating Your New Account

As a parent, you will receive a welcome email (shown below) on the email address that has been
registered with the school in order to activate your ManageBac accounts. Please note that only
this email address will allow access to ManageBac. In this email, you are provided with a link to
set a password, shown in the image below:
Setting the Password:

Upon clicking on "Click to set password" you will be redirected to the following screen through
which you can set the password to your account.
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Logging in to ManageBac:
Once the password has been set, you can log onto your ManageBac account via the login screen
shown below:
Note: Please be reminded to use your registered email address only
Accessing your Account after Activation:

After completing the above procedure, your ManageBac account has now been activated. For all
consequent logins please use the following URL:
https://tispk.managebac.com/login
Alternatively you can access the login page through The International School’s website
www.tis.edu.pk by clicking on the ManageBac icon on the top of the page. This will open the login
window shown below and parents may access their account using the email (registered) and
password:
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Navigating your ManageBac Account:
Child Tab:
If you have more than one child registered on ManageBac, you can choose which one to view by
clicking on the tab with the child’s name and selecting their name:
The screen shot below shows a brief overview of the Calendar and lists Upcoming Events or
Deadlines as well as Latest Activity.
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Calendar Tab
Click on the Calendar tab to view your child’s calendar.
If there is more than one child registered to your ManageBac Parent account, you can switch
between calendars by clicking on the desired name.
The Calendar will show the selected child's upcoming due dates in calendar form. You can switch
between Month and Week view depending on how much detail you wish to see.
Profile Tab
This tab has your detailed personal information. Apart from the first and last name in the 'Personal
Details' section and the e-mail address in the 'Contact' section, all other information is optional,
and it is up to you if you wish to volunteer it.
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The email address is linked to the child’s e-mail and any change made by you may result in loss
of access to your child’s records on ManageBac.
If you wish to change your e-mail account, you are requested to contact the relevant Coordinator’s
office via e-mail, informing them of the required change, who will then update the system
accordingly.
Academics Tab:
Personal Information: The student’s personal information is listed in the top section of the
'Academics' screen.
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Term: This tab allows you to choose the Academic Term you wish to view:
Subject List: Below the student’s personal information, you can view the subject list, performance
on MYP core requirements (for example Personal Project) and other activities your child is
involved in.
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Clicking on the Subject will show basic information regarding the unit being taught.
Task(s) details:
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Please note that all tasks which appear in student calendar are NOT homework. Usually tests are
labelled in red, homework in blue and classwork in green but these may vary or change as per the
progress of the class or at the teacher’s discretion. Many tasks (primarily pre and formative
assessments which may take the form of discussions or mind maps) are completed during class
timings.
Brief description of the class:
You can view a brief description of the class by clicking on the 'Description' tab.
Portfolio Tab:
In this section you can view the ‘coursework’ and ‘reflections’ which have been uploaded by your
child:
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IB Parents Association:
This section allows for communication between you, the school and other TIS parents. It also
facilitates the organization and managing of school events. It consists of the following tabs:
Overview: Gives you an overview of the activities parents are involved in, as well as allows you
to create New Events, send a New Message, upload a New File and jump to the Full Calendar.
Messages:
This allows you to organize your messages according to events and meetings.
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Calendar (parent):
This calendar is specifically for parents only and is to be used to organize parent events. Student
academic deadlines are not visible here.
Files:
Documents to be shared with the relevant members of the parent community are uploaded and
shared in this section.
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Resetting Your Password:
In the event that you are unable to recall your password, click "Forgot your password?" (circled
below) and enter your e-mail address to reset.
Note: If you are not receiving welcome e-mails or password reset notifications, check your spam
folder. If the problem persists, check with the department coordinator to ensure you have been
added to the system with the correct e-mail address.
The illustrations above have been taken from the website 'demo.managebac.com'. This website is owned and
developed by Faria Systems Inc, the company that also owns and developed ‚ManageBac.com‛. The school, teachers,
parent and students (details) featured here are fictitious.
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TIS Policies:
Following are relevant extracts from the various school policies.
Assessment
(extracts from TIS Assessment Policy)
Effective Assessment
Role of Effective Assessment for Students

Effective assessment allows students to:
a) establish knowledge and understanding of the objectives and criteria (as applicable) in
advance
b) analyse and evaluate learning and understand what needs to be improved
c) demonstrate/develop/share a range of conceptual and contextual understandings,
knowledge and ATL skills
d) synthesize and apply learning
e) base their learning on real-life experiences and inquiry
f) highlight their strengths and demonstrate progress in learning
g) build self-esteem
h) explore/express different points of view and interpretations
i) develop skills in reflection, self and peer-evaluation
j) share their learning and understanding with others
k) use a variety of learning styles, multiple intelligences and abilities to express their
understanding
Purpose of Effective Assessment for Parents

Effective assessments allow parents to:
a) understand the learning process
b) actively monitor and support their child’s learning
Types of Assessment
The International School uses three main forms of assessment:
1. Pre-Assessments, which assess the prior knowledge of the student
2. Formative Assessments which gauge the ongoing acquisition of new knowledge so that
teaching strategies can be adjusted to student needs
3. Summative Assessments which assess student learning at the end of a unit
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For all three forms of assessment, differentiated assessment tasks will be planned according to
student needs. These may incorporate differentiation on concepts, content, skills and language
development.
Forms of Assessments
The three forms of assessment, pre-assessment, formative assessment and summative assessment
may take the following forms:
Class & Home Assignments
Objectives: To instill the concepts of:

• Hard work
• Learning and independent study
• Information research
• Academic honesty
• Service, when applicable
Criteria:
a) Content (refer to subject specific criteria)
b) Presentation of work (format and appearance)
c) Meeting deadlines
All teachers should assign enough work as to enable them to assess the student’s criteria
achievements for consideration of subject grades. Teachers are encouraged to follow the
eAssessment format when creating assignments. All subject criteria have to be assessed at least
once in a reporting period (bimonthly).
In the case of an excused absence, work is considered late if submitted within two days of the
student’s return, after which it is considered a non-submission. However, in the case of an
unexcused absence, the assignment is counted as a non- submission.
Assignments are uploaded to ManageBac and screened through Turnitin for plagiarism with the
exception of handwritten/handmade assignments. Any assignment which is found to be
plagiarized is referred to the Disciplinary Committee for further action as per the TIS Code of
Conduct.
A weekly home assignment schedule is shared with parents, teachers and students. Teachers may
only assign homework for two subjects in MYP 1-3 per day, and no more than three tasks in MYP
4-5. Teachers are advised to assign home tasks which can be completed in approximately 30
minutes.
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Tests & Quizzes
Objectives:
• To monitor the retention rate of students during class.

• To ascertain the level of understanding of concepts, content and skills for a unit of study.
Criteria:
a) As per strand(s) of the subject assessment objectives.
Quizzes are unannounced tests administered during a lesson, topic or unit. Quizzes may consist of
short, knowledge-based questions and may be oral or written. Grades for unannounced quizzes
may be reported only if they are one of multiple assessments for the same criterion.
In the event of a student’s absence, announced monthly tests will not be rescheduled under any
circumstances, and a non-submission will be indicated on the monthly report in the case of an
excused or unexcused absence. In the case where the monthly test is a summative task, one more
summative task should be assessed, to avoid zero grades in a situation of students’ excused
absence, as monthly tests cannot be rescheduled.
Tests may not be rescheduled by teachers, under any circumstances unless there is an
unexpected holiday, in which case teachers must announce the new date on the next working day.
If a student is absent for this rescheduled test under any circumstances, it will be counted as a non-
submission.
If an eTest/ eAssessment file is lost due to an error on part of the student, or if an incorrect test/
examination file is uploaded, he/she will be awarded a non-submission. If a file is lost due to
technical reasons beyond the control of a student, or if a teacher is responsible for misplacing an
assignment/losing an electronic file and a copy is unavailable, the student will not be given a non-
submission. The student will be given a chance to re-sit for the eTest/eAssessment. If
circumstances do not allow the student to re-sit, the assignment in question will not contribute to
the award of the bi-monthly/ term grade. All such incidents must be reported to the MYP
Coordinator.
Examinations
MYP Exams/ eAssessments
Objectives: To test the attainment of subject objectives
Criteria:
a) As per strand/s of the subject assessment criteria
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Each term culminates in an exam (a broad-based test) for each subject. First term exams are based
on the units covered in the first term. Final exams may assess only the second semester or both
semesters as decided by the teacher and the curriculum. Subject teachers design exams based
on the structure of MYP eAssessments. MYP 1-3 have written exams/eAssessments and MYP 4
and 5 appear for eAssessments except for handwritten assessments where applicable.
End of the year final examinations/mocks are assigned the Global Context published by IB in
November for the following May examinations. At least one question in each examination (MYP
1-5), with at least 25% weightage must be based on the published Global Context.
MYP eAssessments
IB MYP eAssessment provides external evaluation for students in year 5 that leads to the award
of the IB MYP Certificate. MYP eAssessment represents a balanced, appropriately challenging
model that comprises of examinations and coursework.
Two-hour onscreen examinations will be offered in the following subjects, marked by external
examiners:
• Language and Literature
• Language Acquisition
• Sciences
• Mathematics
• Individuals and Societies
• Interdisciplinary
Also, ePortfolios will be submitted for the following subjects, as per details outlined in the MYP
Assessment Procedures (Appendix 2):
• Arts
• Physical and Health Education
• Design
• Personal Project
These innovative assessments focus on conceptual understanding and the ability to apply
knowledge in complex, unfamiliar situations.
Students will not receive the IB MYP Certificate in cases of proven academic misconduct, absence
from an eAssessment and/ or non-submission of an ePortfolio.
Culminating Project
MYP Personal Project

The culminating project of the MYP is the Personal Project.
Objectives:
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• To provide an interdisciplinary learning experience based on personal interest
• To encourage independent learning and good academic practice
• To learn how to extract relevance from information obtained from a variety of sources
Personal Project Assessment Criteria: Planning, Applying Skills, Reflecting
Personal Project is the culminating project in the MYP and a key component of the MYP
Certificate. In preparation for the final project in MYP 5, a mock Personal Project may be carried
out in MYP 4. Alternatively, a series of classes may be held in MYP 4 which will provide in-
depth instruction and explanation of the Personal Project. This allows for the Personal Project to
be conducted over MYP 4 and MYP 5. These classes are to be conducted by the PP Coordinator.
Students are given a period of 8 months to complete the Personal Project in each year, which
comprises of three components: a process, a product and a report. Students must submit a draft
for feedback before submitting the final written statement. Students also appear in a Viva Voce
with the Personal Project Coordinator and their supervisor. The students must ensure that academic
honesty is practiced. All supervisors must ensure that the work submitted by the student is their
own authentic work. The International School reserves the right to refuse submission of a Personal
Project if academic misconduct is suspected.
Excused and Unexcused Absences
MYP Absences
An absence is considered excused if the MYP Centre receives an application from parents/
guardians. Emails from parents/guardians concerning excused absences and medical certificates
may be sent to ([email protected]). In the case of an excused absence, any
assignment may be submitted without it being considered a ‘late’ assignment, at the teacher’s
discretion. However, in the case of an unexcused absence, the assignment is counted as a ‘non-
submission’. For both excused and unexcused absences, announced bimonthly tests will not be
rescheduled under any circumstances, and a non-submission will be indicated on the bimonthly
report. If a student fails to submit all assignments in a month, criteria levels are zero, which
translates to an IB grade 0. Otherwise, the criteria total is based on a ‘best-fit’ evaluation of a
student’s performance of a students’ performance of the tasks submitted during a particular
bimonthly period.
As per the TIS Code of Conduct, late arrivals may result in an absence. In such a case any test
scheduled for the day is regarded as a non-submission.
In the case of an MYP 5 ePortfolio students and parents must be informed beforehand that an
ePortfolio test task has been scheduled and that they must be present and reach school on time to
avoid being 'late', and risk being sent home.
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Failure to sit for an IB MYP eAssessment and/or non-submission of an ePortfolio will result in
loss of the IB MYP Certificate. Failure to sit for internal examinations and/or submit an internal
examination ePortfolio may result in conditional promotions, depending on the circumstances
behind the absence/non-submission and the student’s academic record.
Failure to attend an International Day may result in being off-track for the bimonthly period if
service requirements are not fulfilled.
Extended leave is not permitted in the second term of the final year of the MYP.
Minimum Tasks Each Bimonthly

Each bimonthly, students are signed a minimum number of tasks in order to meet the IB
requirements for eAssessments/ePortfolios. More tasks may be assigned as part of scaffolding or
to assess and develop the students’ understanding further. The Minimum Task Requirement for
the first Bimonthly of MYP 1 and 4 may be reduced based on the number of available working
days.
Minimum Task Requirement

Criteria
Subject Tasks MYP-1 MYP-II MYP-III MYP-IV MYP-V Assessed
Analytical Essay 300 400 500 500-700 500 - AD

words words words 1000
words words
Creative Writing (short story, 300 400 500 500-700 Not CD

Lang &
poetry, dramatic scene) words words words words exceeding
Lit
1000
words
Response to Literature 300 400 500 500-700 500-1000 BD

words words words words words
Math Investigation (under B(C)

supervision)
Real Life Investigation (C)D
Broad-Based Test/Exam (at

least 2 branches of math)
A
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Investigation/lab practical & BC
Science report
End of unit test exam A
Extended Writing 300 400 600 700 - 1000 - D

1000 1200
words
Criteria
Subject Tasks MYP-1 MYP-II MYP-III MYP-IV MYP-V Assessed
Assignment (must vary B+ A/C/D

every month from format
examples in subject guide)
Test (must include ACD

Individuals
paragraph writing and
& Society
timed, in-class conditions)
Extended Writing (must 800 –

vary every month from 300 400 600 1200 ABCD
format examples in 900– 1500
Guide) words
Unit of Work (including A

process journal)
Arts B
A unit of work may fall into one of the following categories:

Analysis, Creation, Exploration
The total submission must not exceed 30 pages.
Unit of Work (including A unit of work may fall into one of the following categories:
Design design folder) Digital, Product, Combined Design. A
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The total submission must not exceed 40 pages. B
Writing (description of ● Portfolio parameters: A

activity or performance)
PHE B
Action Plan a. text: no more than 15 A4 pages
b. video: no more than 3 minutes. (Not in MYP 1&2) C

Pre- and post-
performance analysis D
(qualitative and
quantitative) ● For group activities and team sports, individuals
must be clearly identified.
Language Acquisition
Criterion Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase 6
A: Aural comprehension
(spoken & visual text)
B: Written comprehension 200-300 400- 600-700 800-900

words 500words words words
(written & visual text) 900-1000 1300-1500
words words
C& D:
Interactive Oral 1.5-2 mins 2-3 mins 3-4 mins 3-4 mins 4-5 mins 4-5 mins
(based on an oral or written

stimulus between student
& teacher)
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Progress Reports
MYP Reports
Bimonthly Reports
The Bimonthly Progress Report (Appendix 3) is designed to give parents and students a
comprehensive assessment of progress over the course of the month.
This first section is very straightforward. The title bar gives the essential information, including
the student's name and class, the dates of the reporting period and release date of the report. The
attendance information for the student is documented- the total number of school days are given,
which is the number of days the school operated during the time period, after subtracting all the
weekends, holidays and school closures due to unforeseen circumstances.
Work is considered late if submitted one day after the due date, after which it is considered a non-
submission. An excused absence is granted when students bring a note of excuse from their parents
the day following their absence. In the case of an excused absence, any assignment may be
submitted the next day without it being considered a late assignment, whether a class for that
subject is scheduled or not. However, in the case of an unexcused absence, the assignment is
counted as a non- submission. In the case of both excused and unexcused absences, announced
monthly tests will not be rescheduled UNDER ANY CIRCUMSTANCES and a non-submission
will be indicated on the report. Also, service requirements, whether completed or not, are
indicated in this section.
The recommended service requirement for MYP 1-3 is one hour per week and two hours per
week for MYP 4-5 in order to fulfill the prescribed learning outcomes for service. The next
section is the heart of the report as it conveys all the essential information pertaining to student
assessment.
Subject Grades
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Each component of this section will be explained below:
Each component of this section will be explained below:
This section simply provides the subjects

on which the student is being assessed.
The subject groups are numbered in the
first column so that they can be identified
in the topics and skills section of the
report, which makes up the bottom half of
the report. The subjects are divided into
groups because some groups contain
more than one subject. In a case where a
student is taking more than one subject in
a particular group, that subject wherein
they obtain the highest grade is displayed
in this section and counted toward their
total cumulative points. The other
subjects being taken are then displayed in
the section titled, Additional Subjects.
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The middle section of this table provides the marks
that the student obtained on each criterion of each
subject. The descriptions of the criteria, as well as
the maximum achievement levels are provided in the
legend on the back of the Bimonthly Progress
Report (Appendix 4). The criteria total is based on
an―overall or best fit evaluation of a student’s general
performance of the tasks submitted during a
particular month.
The column labeled Total Criteria displays the sum total of all the levels attained in the criteria
for each subject. This total is applied to the Grade Boundaries (provided on the reverse of the
report) to obtain the Achieved Grade. This grade falls between 0 and 7, and is explained on
the back of the report
The last part of the table displays the Final Grade. Students’ final grades are directly affected by
the submission rate Adjusted Grades. The total number of assignments for the subject is
displayed of their assigned tasks, i.e., they are in the first column labeled, Total Given. This
includes all class work, homework, projects and tests assigned during the month.
The next two columns show the number of tasks that the student has handed in late, or not
submitted at all. A late submission is accepted one school day after the due date. Anything
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after that is considered a non-submission, unless special permission has been arranged with
the teacher. Two late submissions in a month, is the equivalent of one non submission.
The Adjusted Criteria figure is the result of a mathematical formula based on the submission
rate of the student against the total number of tasks assigned. The Total Criteria of the Achieved
IB MYP Grade is lowered by the percentage of assignments not submitted. Students are only
penalized with the Adjusted Criteria on the Bimonthly Report to act as a deterrent against
further non-submissions. However, the First term and Final Reports give a summary of the
student’s Achieved Grades for the term, i.e., grades for students are based entirely on Achieved
Grades, NOT the penalized grades.
The Adjusted Criteria level is then measured against the IB Grade Boundaries (given on the reverse
of the report) to obtain the Final Grade. This is the student ‘s mark in that subject for the month.
It would be simpler to just give the student zero for an assignment that is not handed in and just
give a mark based on an average, but there are reasons why this is not so. Firstly, the criteria levels
for each subject are based on the student’s achievements in that area. If that mark is lowered
based on a zero for a non-submission, it would not accurately assess the student ‘s level of
achievement in that area. Whether or not a student submitted an assignment, it must be shown
that, in general, on the assignments they have handed in, they are maintaining a certain level in
achieving subject objectives. Secondly, students and parents want to see, in black and white, what
the student would have achieved had he chosen to submit in all their assignments on time.
On a bimonthly basis, Personal Projects (MYP 5) are graded on a ‘Personal Engagement’

criterion according to the following scale:
IB Score 1 2 3 4 5 6 7
IB Categorization Very Poor Poor Mediocre Average Good Very Good Excellent
The corresponding IB grade will be reflected on all bimonthly reports, but this is not reflective of
the final grade.
When the Personal Project is complete, it will be assessed according to the Personal Project
criteria, given in the MYP Projects Guide, and the final grade for the project will be reflected in
the Final Term report.
The final sections of the report

MYP Certification Status
The Total on the student reports is the sum total of all the Grades from each subject. This total
is important in terms of the awarding of the IB MYP Certificate at the end of MYP 5. The IB
Organization will award an IB MYP certificate to each candidate who has:
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• 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.
However, in order to raise the academic bar and increase the number of students who attain
MYP Certification, the On-Track status on the Bi-monthly reports for MYP 1-3 is as follows:
• total of be 40 points from eight subject groups and Interdisciplinary learning, out of a
possible maximum of
• a minimum of grade 3 in one subject from each subject group
• at least a grade 3 in the Interdisciplinary Unit
• completion of service requirements (recommended 1 hour per week to fulfill learning
outcomes)
A total of 40 is accumulated by assuming an average of grade 4 in each of the following subject

groups PLUS an extra four points to raise academic standards:

• Mathematics
• Sciences
• Design
• Arts
• Physical and Health Education
In such cases, with the attainment of 40 points, ―On Track‖ will be circled in the Current Award
Status section. This status provides younger students and parents with a fair idea of whether
they are performing at the appropriate levels to obtain certification when they reach MYP 5.
For students of MYPs 4 & 5, the On-Track status on the Bi-monthly reports will be awarded as
follows:
• total of 36 points from six subject groups, Interdisciplinary learning and Personal
Project out of a possible maximum of 56
• a minimum of grade 3 in one subject from each subject group
• at least a grade 3 in the Interdisciplinary Unit
• at least a grade 3 in the Personal Project
• completion of service requirements (recommended 2 hours per week to fulfill learning
outcomes)
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A total of 36 is accumulated by assuming an average of grade 4 in each of the following subject
groups PLUS an extra four points to raise academic standards:

• Mathematics
• Sciences
• Design OR Arts OR Physical and Health Education
• Personal Project
In such cases, with the attainment of 36 points, On-Track will be circled in the Current Award
Status section. This status provides parents and students who are in the final two years of the
programme with a fair idea of whether they are performing at the appropriate levels to obtain
certification.
As per IB requirements MYP students must participate in Service t h r o u g h o u t t h e s c h o o l

years. The Service component must be fulfilled to achieve an On -Track
s t a t u s i n b i m o n t h l y r e p o r t s . Fulfillment and reflection of one or more of the following
service outcomes, is one criterion for determining an On-Track Status:
LO1: become more aware of their own strengths and areas for growth
LO2: undertake challenges that develop new skills
LO3: discuss, evaluate and plan student-initiated activities
LO4: persevere in action
LO5: work collaboratively with others
LO6: develop international mindedness through global engagement, multilingualism and

intercultural understanding
LO7: consider the ethical implications of their actions
Additional Subjects
The Additional Subjects section is exactly the same format as the full Subject IB MYP Grade
section. This is where additional subjects are displayed. If a student, for example, has chosen to
take all three sciences in MYP 4 or 5, the course in which she has achieved the highest mark will
be displayed in the first section to be counted toward the IB MYP Total, and the other two subjects
are displayed in the Additional Subjects Section. The same rule applies to multiple subjects in any
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For students who are Pakistani nationals (and/or wish to continue their higher education in a
Pakistani university), in MYP 4 and 5, only French/Arabic will be counted as an additional subject.
This subject does not contribute to the total number of points required to be ‘on-track’.
For the award of the final IB MYP Certificate (for such students), the IB grade for Urdu is the only
grade that is added to the total from the Language Acquisition group.
For students who are foreign nationals (and do not wish to continue their higher studies in a
Pakistani university), in MYP 4 and 5, only French/Arabic will be used to calculate the total
number of points and Urdu will be counted as an additional subject and does not contribute to the
total number of points required to be ‘on-track.’
For the award of the final IB MYP Certificate (for such students), the IB grade for French/Arabic
is the only grade that is added to the total from the Language Acquisition group.
National Requirements
Pakistan Studies, Islamiyat and Urdu are compulsory for all Pakistani nationals, as per national
requirements in order to attain equivalency in Pakistan. Urdu is taught as an MYP subject in MYP
1-5 in the Language Acquisition group, while Pakistan Studies and Islamiyat are taught in MYP 3
and 4 and are considered as subjects in the Individuals and Societies group. Although these two
subjects follow the IB MYP curriculum guidelines for teaching and assessment, the final exam
will be the CIE board given at the end of year 4. They are reported according to same guidelines
for additional subjects on all school reports. If a student wishes to be exempt from any of these
subjects, the school bears no responsibility for the non- attainment of equivalency, needed for entry
into Universities in Pakistan.
Student Motivational Programme
Attaining the privileged status on bimonthly reports exempts students from wearing school
uniform on every Friday of the privileged months. The privileged status is defined by achieving
a given IB total (given in the table below), which is increased every two months, and that
students should have achieved at least a grade 4 in every subject, including additional subjects,
the Interdisciplinary Units and Personal Project, as applicable, and the completion of service
requirements.
Aug/Sept Oct/Nov Dec Jan/Feb Mar/Apr May

MYP 1-3 40 42 44 46 48 50
MYP 4-5 36 38 40 42 44 46
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Units, Concepts and Skills Taught
This section is intended to inform parents, in general, what units and skills have been taught in
the subjects over the course of that b i monthly period. The numbers 1 through 15 correspond
with the numbered Subjects and Additional Subjects in the previous sections of the report.
Teachers are required to give a brief summary of the units taught over the b i monthly period.
These topics and skills are displayed across the line, separated by commas. For example, the
skills listed across line number 1 correspond to those taught in English, line 2 corresponds with
Urdu or French, etc.
MYP First Term Progress Report
The First Term Progress Report (Appendix 5) provides the following information:
a. The total attendance of the student for the entire term includes excused and unexcused
absences.
b. The criterion results of the December Exams are provided at the top of the report. As it
is not always possible for an exam to cover all the criteria of a subject, a Grade for
exams is not calculated. The results allow parents and students to see the exam results
and how they have affected the Term 1 Result.
c. If the student has chosen to take Pakistan Studies and Islamiyat, their grades are
reflected in the Individuals and Societies group. Grades for Urdu are reflected in the
Language Acquisition group.
d. For each subject, a summary of the Grade achieved each month is provided, as well as
the cumulative Term 1 Result. This provides parents and students with an overview of
student progress across the term. The Term 1 Result takes into account the student’s
achievement in each criterion of each subject, based on progress across the term and the
examination results. Once again, the ‘best-fit’ approach is applied by the teacher.
e. The bimonthly report summary is provided to indicate the student‘s progress during the
term, culminating in the First Term Report. The First Term reports give a summary of the
student’s achieved grades for the first term. The summary of First Term grades students
are based entirely on Achieved Grades, NOT the penalized grades.
A formative assessment is provided at the bottom of the report. This includes comments from
subject teachers on the student's achievement of subject objectives.
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An ATL self-assessment form will is provided to the parents, earlier completed by each student
himself/herself. The ATL skills, or the wordings of the same, may be modified to suit various year
groups.
The class teacher may assist, but not interfere, with self-assessment of ATL skills as the aim is to
create self-awareness. Even if the information recorded is not 100% accurate, through this
Reflection tool, the student will become aware of the need for improvement which is one step
forward to independent learning
MYP Final Progress Report
The Final Report (Appendix 6) follows the same format as the First Term Report with the
exception that the student‘s grade summary is provided the second term. The judgment of whether
a student is deemed ON TRACK indicates the provisional expectation for achieving the MYP
Certificate. The Final Reports give a summary of the student‘s achieved grades for the term. Final
grades students are based entirely on Achieved Grades, NOT the penalized grades.
MYP Report Legend
The Legend (Appendix 4) is found on the back of all bimonthly, First Term and Final reports.
This indicates a description of all subject criteria and their maximum achievement levels, grade
boundaries for all subject groups and the corresponding IB grade.
Analysing Assessment Data

In order to improve school performance, the school reviews assessment data for both internal and
external assessments with the entire school community.
Parent-Teacher-Student Conferences
MYP Conferences
The bimonthly, first term and final summative reports are indicators of a student’s progress and
may be used as a source of discussion at Parent Teacher Meetings which are scheduled thrice
yearly as per the academic calendar. Aside from these meetings, conferences may take place to
address other concerns, when deemed necessary by parents, teachers or the MYP Coordinator.
Teacher-Student Conferences
These are usually informal and designed to give students feedback so they can reflect on their work
and further refine and develop their skills. The purpose of these conferences is to support and
encourage the student’s learning.
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Student-Parent-Teacher Conferences
These are formal and designed to give parents information about the student’s progress and needs.
They are scheduled thrice yearly as per the academic calendar.
Student–Parent–MYP Coordinator Conferences

These take place when deemed necessary by the teacher, parent or Coordinator to discuss student
behaviour or academic performance.
Student Reflections
After every reporting period, upon receipt of progress reports, students in all programmes are
required to reflect upon their performance in the bimonthly period. Students will identify their
strengths and weaknesses and develop strategies to improve their performance. Students are
encouraged to document their reflections in audio/video format, where applicable.
MYP to DP Promotion Policy

Upon completion of the academic year of MYP 5, a promotion committee composed of the
Principal, DP Coordinator, MYP Coordinator and a teacher from each section, will review each
case for promotion based on the student’s Final Results. The decision of the committee will be
according to each individual case and the strengths and weaknesses of that student. However, the
general guidelines of the promotion committee are as follows:
28 points or higher:
With 28 points or higher, the student is considered On-Track and will be automatically promoted
to the Diploma Programme.
Between 22 and 27:
By decision of the Committee, students in this category will be promoted to the Diploma
Programme on probationary status, until the 1st interim examination in which they must achieve
On-Track status. Failure to achieve this status will result in the student being transferred to the
IBDP Course Programme or the three-year Diploma track.
Less than 22:
By decision of the committee, students in this category will only be able to enter DP 1 if they appear
for IB retake examinations. Additionally, they will remain on probationary status until the first
interim examination, which will determine whether they remain eligible for the IB Diploma or are
shifted on to the Course Programme.
However, students who receive less than 22 in MYP 5 can be promoted to the IB Diploma Course
Programme, as they have not demonstrated the knowledge and skill base to handle the workload of
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the full Diploma Programme. Alternatively, students have the choice of following the three-year
Diploma Programme track. Please note that this requires careful selection of courses and must be
discussed with the DP Coordinator before enrollment.
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Description of Programme for Students Graduating From The Middle Years Programme
Diploma Programme (DP)
This is the standard two-year program set by the International Baccalaureate. It is an intensive
and comprehensive program which seeks to balance academics with extra-curricular activity,
community awareness, open-mindedness, international perspectives, and a wide breadth of
knowledge. The programme is designed to create well-rounded students who are extremely
well prepared for university life and the workforce. Students undertake six subjects (three at
a higher level and three at a standard level) over the course of two years. The Core Programme
includes a comprehensive Theory of Knowledge course, an Extended Essay, and the
completion of Creativity, Activity, Service requirements over the course of the programme
completion of CAS Programme is defined by the fulfillment of all learning outcomes along
with submission of a CAS portfolio containing well documented evidence of all activities an d
their reflections.
Course Programme (CP)
The Course Programme is a two-year stream of study designed to be less intensive than the
Diploma. The subjects for the Course Programme are the same as those for Diploma; with the
Core (TOK, EE, CAS) requirements being optional. This allows students to focus their efforts
on completion of the curriculum. It is advisable to undertake 6 subjects, just like the Diploma,
but Course students also have the option to take fewer subjects for a further reduced workload.
At the completion of the Course Programme, students can still gain admiss ion to some
universities and colleges but may require remedial courses offered by those institutions.
Probationary Status
If it is questionable, based on MYP results, as to whether a student can handle the full load of the
Diploma Programme, they will be promoted to DP under probationary status. This means that they
will have three months to prove that they can satisfy the requirements of the programme and achieve
on-track status of 25 points (of a possible 45). If these requirements are met, the student continues
as a full Diploma candidate. On the other hand, if the requirements are not met within three months,
the student will be registered as a Course Programme Candidate, or given the option of the three-
year track.
Three Year Track
If a student has not achieved acceptable results for promotion to the Diploma Programme, there is
still one remaining option of the three-year track. Students following this track fulfill all the
requirements of the Diploma Programme as per the following procedure:
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a) The student is registered with IB as a Diploma programme candidate to appear in the
May examination session at the end of two years.
b) The student appears in three subjects at that time along with either TOK or completing
the Extended Essay.
c) The student will appear in the remaining three subjects along with TOK/ EE at the end
of the third year, as a Diploma Retake candidate.
d) The student completes CAS requirements within the first two years.
Academic Honesty
(extracts from TIS Academic Honesty Policy)
Convention
The International School uses the APA (American Psychological Association) convention for
referencing and citation in all subject areas and all forms of assessment, including culminating
events. Further details on how to use this convention can be found in the TIS Citation Guide (The
exCiting Guide) which is provided to the school community as an addendum to this policy.
Understanding Academic Honesty and Misconduct

All members of the school community must be aware of the following terminology pertaining to
academic honesty:
1) Academic honesty: the original authorship and ownership of your own authentic work
2) Authentic authorship: based on your individual and original ideas with the ideas and work
of others fully acknowledged.
3) Collaboration: to work jointly with others or together especially in an intellectual

endeavor
4) Intellectual Property: includes patents, registered designs, trademarks, moral rights and
copyright. The law protects many forms of intellectual and creative expression.
5) Academic Infringement: is when there is some attempt by the candidate to acknowledge

the source in the bibliography or in a footnote, but has not been done in a correct or
completed manner.
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6) Academic Misconduct: is a behaviour (whether deliberate or inadvertent) that results
in, or may result in, the student or any other student gaining an unfair advantage (or that
disadvantages other students) in one or more assessment component. To ensure academic
honesty the following forms of misconduct must be avoided:
a) Plagiarism: defined as 'the representation, intentionally or unwittingly of the ideas,

words or work of another person without proper, clear and explicit acknowledgement.'
i) using the words, sentences, arguments, rhetorical structures, and ideas of another
person (including another student or faculty member) or institution without proper
citation and acknowledgement
ii) copying data, facts, graphs, computer programs, spreadsheets, images, photos,
film/video, music or other materials and using them without proper citation or
acknowledgement
iii) failing to use quotation marks properly when needed
iv) failing to give a source for quoted materials
v) failing to paraphrase correctly
vi) failing to give a source for paraphrases
vii) failing to cite sources correctly and completely
viii) failing to acknowledge translated work "Many candidates for the Diploma
Programme are fluent in two or more languages and are therefore able to conduct
their research in more than one language, perhaps with the aid of the internet. Such
candidates must be aware that copying a passage of text, translating this passage into
another language, then using the translated text in their work without acknowledging
its source still constitutes plagiarism."
b) Collusion: is allowing your work to be copied or submitted for assessment

by another
c) Duplication: is the presentation of the same work for different assessment components,
subjects and requirements
d) Fabrication: is inventing or producing false information for academic purposes. This

includes, but is not limited to, the following:
i) use of invented or fabricated information in any work submitted to the school
ii) falsification of research or other findings with the intent to deceive for academic
advantage
iii) falsification or misrepresentation of experimental data
iv) listing sources and references that are not used in the work
v) violating the professional ethics that are established in activities, science labs,
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research projects or internships, including CAS records.
e) Misconduct Regarding IB Examinations and eAssessments: The International

School strictly adheres to IB Rules and Regulations for all assessments given in
examination conditions. Given below is a list of actions which are considered to be
misconduct during examinations:
i) taking unauthorized material into an examination room (for example, an electronic
device other than a permitted calculator, own rough paper, notes, a mobile phone,
any other wireless device)
ii) using unauthorized programs or storing unauthorized data on Graphic Display
Calculators during an examination
iii) misbehaving during an examination, including any attempt to disrupt the
examination or distract another student
iv) exchanging or in any way supporting, or attempting to support, the passing on of
information that is related to the examination
v) copying the work of another student
vi) referring to, or attempting to refer to, unauthorized material that is related to the
examination
vii) failing to comply with the instructions of the invigilator or other member of the
school’s staff responsible for the conduct of the examination
viii) impersonating another candidate
ix) including offensive material in a script for reasons other than analysis or intellectual
inquiry
x) stealing/sharing (as well as selling) examination papers/ files
xi) disclosing or discussing the content of an examination paper with a person outside
the immediate school community within 24 hours of the examination
Note: this list above is not exhaustive
Collaboration vs. Collusion

Collaboration is actively encouraged and as long as the work is stated as having been completed
by a group, then this is permitted. However, if collaboration involves a final piece of work to be
completed independently, the different pieces have to be just that different, despite the fact that
it may be based on the same or similar data as other candidates in the group. For example, if two
or more students have exactly the same introduction to an assignment, this is collusion (or
plagiarism), and not collaboration (Appendix 1).
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Responsibilities of Students
It is the responsibility of the student to:
▪ produce original work

▪ use information technology and social media in a responsible manner
▪ seek feedback from teachers regularly about their work and show drafts of it at various stages
in the development process
▪ maintain and submit drafts of work for externally administered assessments. Failure to do so
will result in non-submission to IB
▪ ask teachers for advice or assistance in referencing sources
▪ refer to the TIS Citation Guide (the exCiting Guide) for examples on referencing
▪ fully and correctly acknowledge the work or ideas of others according to the school's chosen
convention
▪ view the license of any stock image website being used to refrain from using images that
have copyrights, and submit the license/s as appendices to their work, as applicable
▪ ensure that acknowledging sources extends beyond text on the internet, including CD-Roms,
books, magazines, journals, audio/video recordings (including songs, Podcasts, YouTube
videos) etc.
▪ acknowledge as honestly and accurately as possible the ideas and work of others; when the
source cannot be stated with absolute accuracy, the candidate must declare this in an
appropriate way, such as in a footnote
▪ track use of resources and others’ work by applying their developing Approaches to Learning
skills
▪ be careful of academic infringement, i.e., being careless when recording sources or
displaying a disregard for the origin of material within their work (Appendix 1)
▪ honour the boundaries of legitimate collaboration
▪ comply with all school deadlines which allows time for revising work that is of doubtful
authorship before the submission of the final version.
▪ ensure that all work submitted for assessment is authentic when applicable, complete and
sign IB authentication form/cover sheets declaring academic honesty (for the Exhibition,
Personal Project, ePortfolios and DP assessments) in cases of suspected misconduct, prove
that all pieces of work are his/her own, and have not been plagiarized
▪ in cases of suspected misconduct, prove that all pieces of work are his/her own, and have not
been plagiarized
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▪ observe and adhere to ethical and honest practice during examination
▪ ensure that they follow the instructions given to them by the invigilator during the conduct
of examinations.
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It is the responsibility of all parents or guardians to:
▪ understand and honour the boundaries of legitimate collaboration

▪ attend the yearly academic honesty session, as applicable, in order to familiarize themselves
with the procedures and stay updated with any new developments
▪ review their child's deadlines on ManageBac and encourage their children to honour
deadlines, thus reducing the students need to resort to academic misconduct
▪ encourage thorough preparation of assessments to reduce chances of collusion
▪ read, understand and encourage the implementation of the school’s published Citation Guide
(the exCiting Guide) for Students
▪ support opportunities for primary and secondary research
Support for Students to Practice Academic Honesty

Support for students to practice academic honesty includes:
● seminar on Academic Honesty for students to understand correct citation format within the
chosen convention
● provision of a citation guide (the exCiting Guide) and an APA manual containing examples
of strong and poor referencing
● provision of a plagiarism-detection software, Turnitin, where applicable, which provides
Originality Reports on all work, through which students can identify areas of concern in
their own work
● setting of realistic deadlines for assignments.
● monitoring of homework schedules to ensure that realistic workloads are given to students,
through ManageBac, if applicable
The Role of the Teacher-Librarian

The School will provide students and teachers with a Teacher-Librarian who, in allocated library
periods, where applicable, and in collaboration with other teachers, will promote good academic
practice and a school culture that encourages academic honesty.
In order to do so, the Teacher-Librarian will ensure that students are given instructions, resources
and guidance on research collection and writing methods. The Teacher-Librarian will also provide
guidelines on communication and research skills in terms of good academic practice and ways of
locating, evaluating and using information effectively without committing academic misconduct.
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Prevention of Academic Misconduct
Use of Turnitin
The school provides faculty members and high school students with access to plagiarism detection
software, Turnitin, for authentication verification. When creating assignments on ManageBac,
teachers are required to "enable Turnitin" for all assignments submitted electronically in order to
allow the Turnitin add-on feature to automatically screen submitted work for academic
misconduct. This feature also enables teachers and students to review Originality Reports, which
they can use to identify parts of submitted work that shows academic misconduct. Excluding
acceptable similarity components (such as page number, bibliography, proper nouns, etc.),
originality reports must show zero percent similarity. Directly cited text should not exceed 15% of
the total body of text.
Use of Viva Voce

The International School uses a Viva Voce to ensure that the work submitted by the student is their
own intellectual property. For all Personal Projects, students will be interviewed by their
supervisor and PP Coordinator as a means of verification that the work they have submitted is truly
their own intellectual property. If a student fails to prove this, The International School reserves
the right to refrain from submitting a student ‘s work. Viva voce may also be used for any other
assignment, particularly ones submitted to IB for internal or external assessment, to ensure that the
student has written the work themselves.
Use of Authentication Forms/Coversheets

When applicable, teachers and students must complete and sign the IB authentication
form/coversheet declaring academic honesty (for the Personal Project, and ePortfolios.
Procedure of Investigation
Internally Administered Assessments

In cases of suspected academic misconduct, the concerned teacher is required to inform the MYP
Coordinator in writing. The MYP Coordinator will ask the concerned student to present a written
statement that addresses the suspicion of academic misconduct. If a candidate declines to present
a statement, the investigation and decision on whether the candidate is in breach of the regulations
will still proceed. If there is suspicion of misconduct in the submitted work, the teacher will make
a recommendation to the MYP Coordinator as to whether or not the case is one of academic
misconduct or academic infringement. In line with the IB’s policy and practice, the determining
difference between these two possibilities will be one of intent. The MYP Coordinator will decide
the outcome of the case.
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Final Assessments Submitted to IB Organization
Suspicion of Misconduct Prior to Submission to the IBO

Students and teachers must ensure that all Middle Year Programme ePortfolio files are free from
academic misconduct. All resources used must be cited as per the chosen convention, inclusive of
music used in videos. Suspicions of academic misconduct must be reported to the MYP
Coordinator and Disciplinary Committee in writing, and the MYP Coordinator will proceed with
the investigation as to whether or not the case is one of academic misconduct or academic
infringement.
Suspicion of Academic Misconduct after Submission to IBO

If suspected academic misconduct is identified after a candidate‘s work has been submitted to the
IB Organization for assessment, the MYP Coordinator must inform the IB Organization as soon
as possible.
In the event that the school, an examiner or the IB Organization establishes evidence to suspect
academic misconduct by a candidate, the school will be required to conduct an investigation and
provide the IB Organization with statements and other relevant documentation concerning the
case. The International School will facilitate the IBO in following the procedure of investigation
given in programme-specific General Regulations. If a school fails to support the investigation
into possible academic misconduct, no grade will be awarded to the candidate in the subject(s)
concerned.
Misconduct may result in the student receiving no grade in that subject, hence compromising the
award of the MYP Certificate. Except in cases of serious or repeated misconduct, the candidate
will be permitted to register for future sessions, which may include the session that follows six
months later, if the relevant registration deadlines are met.
If the session in which the academic misconduct has been established is the candidate’s third
examination session towards achieving the award of the MYP Certificate, no further IB
examination sessions will be permitted. If the candidate has already been found in breach of
regulations in any previous session, this will normally lead to disqualification from participation
in any future examination session.
Consequences of Academic Misconduct

The International School “reserves the right to refuse to mark or moderate assessment submissions
if a candidate has acted in an irresponsible or unethical manner in connection with that part of
assessment for the respective Programme.”
For any student who has been found guilty of academic misconduct in any of the aforementioned
ways, there will be an escalating process of sanctions. The school recognizes that there are different
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levels of severity regarding academic misconduct. The determining factor when awarding the
penalty will be one of intent.
First offence: Students of MYP 3 and below will be asked to redo the work. For students of MYP
4 and 5, no grade will be awarded for a plagiarized assignment and parents will be informed. DP
students will receive no grade for the assignment and will be asked to redo it; parents will be
informed accordingly.
Second offence: Students of MYP 3 and below will be asked to redo the work but will not receive
any grade for that assignment; parents will be informed accordingly. Students of MYP 4 and 5 will
not be graded on the assignment and a non-submission will be awarded. They will be asked to redo
that task and parents will be informed accordingly. DP students will receive no grade for the
subject in that bi-monthly reporting period and will be asked to redo the assignment; parents will
be informed accordingly. A warning letter will be issued indicating the consequences of any further
offence.
Third offence: Students will not be able to redo their work, will receive no grade and where
applicable, a non-submission will be indicated on the bi-monthly/interim/term report. A warning
letter will be issued indicating that any further offence will result in a one-day academic
suspension. Students may have further sanctions ranging from suspension to being asked to
withdraw from the school, depending on the severity.
Final Assessments Submitted to IBO:

“The IB Organization reserves the right to refuse to mark or moderate assessment submissions if
a candidate has acted in an irresponsible or unethical manner in connection with that part of
assessment for the respective Programme, as determined by the IB Organization at its sole
discretion, including, but not limited to, engaging in academic misconduct. In such cases, the IB
is entitled to award a mark of zero for the component or part(s) of the component that are not
marked or moderated due to the aforementioned behavior.” (IBO, 2015)
In the case of assessments submitted to the IBO, The International School reserves the right
withhold submission if misconduct is suspected. Any confirmation of plagiarism or misconduct
from the High School students may result in the student being removed from the Programme.
Middle Years Programme

If questions arise about the authenticity of a candidate’s ePortfolio or product before submission,
the situation will be resolved within the school. If it is a first or formative draft, students will be
asked to redo the work, but will receive no grade. Parents are to be informed and a student- parent-
teacher conference will be held with them. A warning letter will be issued indicating consequences
of any further offence. If the second/ summative draft is found to contain instances of misconduct,
the first/ formative draft will be submitted.
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For a second offence, work that constitutes misconduct will be considered a non-submission and
an ‘F’ will be entered for the particular subject on IBIS for the student concerned, resulting in ‘no
grade for the subject.’ (IBO, 2016)
If work is found to be plagiarized after the submission of an ePortfolio, the coordinator must
immediately inform IBO Assessment Centre.
The school bears no responsibility if, due to suspected/confirmed misconduct, a student is unable
to achieve IB MYP Certification
Misconduct During Examinations

The International School adheres strictly to IB protocol in regard to administering examinations.
Taking unauthorized material into an examination, behaviour that disrupts the examination or
distracts other candidates, communicating with another candidate, any other behaviour that gains
an unfair advantage for a candidate or that affects the results of another candidate, as mentioned
in Section 3 of this policy, is considered academic misconduct.
Misconduct during School Examinations

A confirmed incident of academic misconduct during any internal examination session will result
in a cancellation of the said examination script and a zero being awarded in each criterion.
Misconduct During IBO Examinations

Misconduct will be reported to the IBO and, after investigation, may result in the student receiving
no grade in that subject, hence compromising the award of the MYP Certificate. Except in cases
of serious or repeat misconduct, the candidate will be permitted to register for future examination
sessions, which may include the session that follows six months later, if the relevant registration
deadlines are met.

In the Middle Years Programme, if the session in which the academic misconduct has been
established is the candidate‘s third examination session towards achieving the award of the MYP
Certificate, no further IB examination sessions will be permitted.
Misconduct Pertaining to Service

Academic honesty is also applicable to records for Service. Falsifying Service records will result
in Service requirements being incomplete, without which no MYP Certificate will be awarded to
the candidate.
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Notification of Decisions
In all cases where the MYP Coordinator has identified a breach of regulations, the student and the
parent or guardian will be informed of the decision in writing. The Head of School or Principal
must be informed of all decisions. In the case that the student is suspended or expelled, the
Registrar must be informed immediately.
Rights of Students
Appeals
Any application for reconsideration or appeal of a decision may be presented to the MYP
Coordinator in the light of new factual evidence. Any such application must be sent in writing
within two months of the date of the original decision. Appeals to any and all decisions can only
go through the MYP Coordinator’s Office. The decisions of the final award are not subject to
appeal by any another body.
Final IBO Assessments
If a student wishes to appeal a decision regarding academic misconduct on any final assessment
submitted to IBO, The International School will follow the protocol stipulated by IBO in General
Regulations of the respective departments.
Exclusive Copyright
IBO reserves the right to use any work submitted to it in print or digital form, in its original,
adapted or translated form. Students who do not wish to allow their work to be used must sign and
submit an ‘exclusive copyright form’ within the session in which they are registered. The school
may inform the student in cases where student work is an exceptional example of originality
(music, art, computer programs), contains commercial value, or includes personal/confidential
information, for which protection in this way is appropriate.
Information Technology
(extracts from TIS Information Technology Policy)
User Accessibility
Members of the entire school community are eligible for user accounts.
● Students must:
o safeguard all account details including passwords
o responsibly use all IT and multimedia facilities provided by the school
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o browse the internet for academic purposes only during school hours
o use ManageBac to upload assessments, download/view resources and tasks
o use ManageBac for maintaining records and submitting all work pertaining to their
Personal Projects
o use email facilities and download/upload documents
o acknowledge all email correspondence from teachers and MYP Coordinators’
office
o create their Zoom accounts using the school email ID for online classes.
● Parents must:
o use ManageBac to view curriculum and monitor their child’s assessment details
and deadlines, as applicable
o acknowledge all email correspondence from the MYP Coordinators’ office and
administration
User Restrictions
Each user account is assigned for the sole use of a single user. Sharing of user account details is
prohibited. The user for whom the account was created is responsible for the security of the account
and all actions associated with its use.
Temporary access restrictions are intended to be short-lived and usually require the account's
owner to contact the appropriate Systems Administrator for reactivation. Note that investigations
of network policy violations may require any number of potentially affected accounts to be
temporarily restricted. The owner of the account may not be the object of the investigation if, for
example, it may be suspected that the user's account has been hacked by a third party.
Users cannot alter the email ID/credentials assigned to them by the school in any manner.
If it is determined that a user's actions are in severe violation of the TIS IT Policy and/or the TIS
Code of Conduct, the user's account will be permanently restricted. It may also be deactivated if
the owner of the user account is expelled or no longer employed by The International School.
NOTE: Any usage of TIS network services for an activity that violates any local, provincial or
federal regulation is considered a serious violation of the TIS IT Policy and TIS Code of Conduct,
even if the activity may not be explicitly referred to in this document.
Restricted Accounts
On occasion, a student or staff account may be temporarily restricted. There are many reasons why
this may occur, including misuse of network resources and violating the TIS Code of Conduct. In
most cases, the user will have to meet with the Systems Administrator for further instructions.
Sharing Accounts
Each user account has only one authorized user. Users are NOT permitted, under any
circumstances, to share passwords. Users will be held accountable for all abusive activities
initiated from any user account and can be traced back to the person assigned that user account. If
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users wish to share information or otherwise collaborate in a group, then the users can use
collaborative platforms such as Google Drive, Dropbox, etc.
Even in the case of group accounts, passwords are not to be shared. The account details will be
shared with and used by the chairperson only.
Determining Account Misuse

Often users are the first ones to detect unauthorized use of their accounts. If this occurs, please
immediately contact the Systems Administrator.
Security
Selecting a Password
One of the easiest ways to breach account security is through the account password. Any computer
system, no matter how secure it is, can be exploited by intruders who can gain access via a poorly
chosen password. It is important to select a difficult password.
Changing Your Password

It is your responsibility to change your password regularly. You should change your password at
least once a term, or as needed.
Users must set additional security measures with their account, including security questions,
alternate email addresses, mobile phone verification, etc. Users who are unable to access their
accounts should contact the respective Coordinators' office.
Sharing and Protecting Data

Users are responsible for assigning permissions to view/edit files over Google, ManageBac,
Dropbox, etc. Users should take extra caution when using collaborated files to ensure that data is
not lost.
All school policies and related documents that are shared with the school community must be
converted to a secured PDF format such that files cannot be printed nor copy/pasted. The IB Centre
Assistants must ensure compliance.
Access Restrictions
The International School reserves the right to restrict access to websites, software and applications
that it deems inappropriate for academic and/or administrative use.
Access Request
User accounts will be locked after three incorrect password attempts. The user will have to request
the IT department for unlocking the account.
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Rights and Responsibilities of Users
Abuse of Computing Resources

TIS computing resources must be shared by all users on a fair and equitable basis. It is the
responsibility of The International School not only to provide these computing resources, but to
ensure that the rights of users are not infringed upon. Depending on the nature or severity of the
abuse of computing resources, disciplinary action may be taken, as per TIS Code of Conduct.
Abuse of computing resources includes:
● attempting to use any media which the IT equipment is not designed to use
● any activity which could harm any IT equipment
● any activity which would deny the service of the printer/scanner/photocopier to other users
● using facilities for personal purposes
● inappropriate use of social media
● theft and vandalism
● attempting to write or transfer worms or viruses
● visiting/transferring inappropriate websites/content which contains:
o material offensive to either site
o information to be used for the financial gain of any party
o monetary or sexual solicitations
● using network bandwidth for gaming
● attempting to gain access or use an account or username other than by the owner
● writing, transferring, compiling, storing or running programs designed to guess passwords
or otherwise gain unauthorized access to user or system accounts or passwords
● using key-logging software
● install applications on TIS devices without prior approval from Systems Administrator
● retrieving information and files from shared network computers
Note: CCTV footage can be used for investigating any violation of TIS Code of Conduct and abuse
of computing resources.
Responsibilities and conduct of students during Online Classes

i. Access to a fully functioning laptop and cellphone (where applicable) which meets all
of the infrastructural requirements outlined above.
ii. A Zoom ID under the TIS email account must be used for all online classes.
iii. The display name on the TIS email address should be the same as the one issued by the
school to the student. Students may not assign a different display name on their TIS
email address.
iv. Disciplinary Code of Conduct must be followed in all applicable capacities.
v. Students are to be present online in proper uniform. During examinations, any student
who appears in improper uniform will not be allowed to sit for the examination (where
applicable).
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vi. They must be available online 10 minutes prior to the beginning of their first class to
ensure classes start on time.
vii. Daily attendance is mandatory.
viii. Students must ensure they attend classes individually; students should not get together
physically and attend classes collectively.
ix. Students must not leave the class during sessions. Leaving the class without teachers’
permission is not allowed.
x. Students may not attend classes while doing other things, e.g., attending doctor’s
appointments, riding in the car, etc. These classes must be treated as closely to regular
classes as possible.
xi. While classes may be conducted from home, aspects of the code of conduct are still
applicable during online classes. Students are not allowed to make use of cigarettes, e-cigarettes
or other banned substances during classes.
xii. We understand that a student may be unable to attend a class or may get disconnected
during a class and is unable to rejoin, due to connectivity issues. In such cases, an e-mail must be
sent to the MYP Center (by a parent/guardian only) to inform about the issue. Once the MYP
Center is satisfied, they will inform the concerned teacher. Such occurrences may be treated as an
excused absence. Please note that as per TIS Assessment Policy (MYP) bimonthly tests may not
be conducted again, however, in case of excused absences the teacher may give an additional
assignment.
xiii. Students will be permitted to join a class no later than 10 minutes after the beginning of
the class. In such cases, students must send a message via Zoom chat seeking permission to enter
the classroom accompanied by a reason. It is up to the teacher to allow the student to enter.
Students who are already present in a classroom may not invite those who are absent and/or late.
xiv. Students are only allowed to hydrate themselves, during class times. All food/snacks may
be consumed during scheduled break times. The only exception to this rule is if classes/meetings
are scheduled during break times.
xv. Students must ensure their webcams and microphones are turned on at all times during
the class. Students must get permission from the teacher in order to turn the webcam off.
xvi. Students must attend online classes dressed in proper and full school uniforms. Any
student not dressed in proper school uniform will be barred from attending the online classes.
xvii. Any student not dressed in proper school uniform will be barred from sitting for any online
examinations.
Responsibilities of Parents during Online Classes

i. Students should not be disturbed or interrupted during classes. A quiet environment
should be provided.
ii. Parents must ensure that students do not leave the class during sessions. Surprise
disappearances for water or bathroom break without permission will not be allowed.
iii. Recordings and screenshots are NOT permitted.
iv. Parents must ensure that students attend all online classes. Attendance will be taken on
a daily basis. Students must log in and join classes as per their timetable. Arriving later
than 10 mins after the beginning of the day will be marked ‘late’. Students with more
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than 3 late arrivals in a month will be marked absent and not allowed to attend classes
for that day.
v. Parents must regularly check private chat rooms and class channels/groups to prevent
any misconduct by the student.
vi. Initiating personal conversations with teachers on chat or via email is NOT allowed.
All queries should be directed to the MYP Center
vii. In case of a meeting request, query or concern, email on
[email protected].
viii. Parents must direct all requests for meetings with teachers to the MYP Centre. Teachers
should not be approached directly.
ix. In case of an absence, parents must inform the MYP Centre as soon as possible. In
order for the absence to be considered excused, parents must email the MYP Centre at
[email protected] before 8:00am the next morning. Failure to do so
will result in the absence being counted as an unexcused absence.
x. Parents are obligated to read all materials communicated to them from the MYP Centre
to stay informed. This is applicable especially to communications regarding conduct of
assessments etc.
Reporting Abuse or Violations of Policy
Security
No school equipment can be removed from the campus without prior written permission from the
administration. This does not apply to portable equipment that has already been allocated to staff
members for school use.
Theft and Vandalism

Theft and vandalism should be reported immediately to the Systems Administrator, the
Disciplinary Committee and IB Centre. The International School is not responsible for any loss or
damage to personal items.
Electronic Security
Users who suspect that the security of their account has been breached should notify the Systems
Administrator as soon as possible.
Inoperative and Malfunctioning Equipment

All inoperable and malfunctioning school IT equipment shall be reported to the Systems
Administrator as soon as possible.
Software Problems
All software problems on TIS computers should be reported to the Systems Administrator.
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Programme-Specific IT Requirements
All TIS students and teachers are required to have the following software on their devices:
• Microsoft Office
• Adobe Acrobat Reader
Laptops
All MYP students must have:
● A Windows PC/Mac (laptop or desktop) with the use of a keyboard and mouse with a scroll
wheel. Each device must meet the minimum system requirements (see Appendix 7)
● A pair of headphones
Laptops belonging to MYP 5 students must clear the eClinic (see Appendix 8) in order to be
allowed for use in the IB MYP eAssessments.
TIS eClinic
To ensure that all students have laptops that are equipped for the IB MYP eAssessments, an eClinic
will be conducted by the Systems Administrator as per the eClinic Checklist (see Appendix 8).
This also includes running the IB’s Compatibility Checker, on the three occasions given below:
1. Upon release of the Compatibility Checker

2. One week before the eAssessments
3. During the eAssessment (automatic/built-in)
Any laptop that does not meet the requirements of the eClinic Checklist will not be allowed for
use during the eAssessments. Serial numbers of laptops that exit the eClinic must be recorded for
this purpose on an Excel sheet, the format for which will be given by MYP Centre. This Excel
sheet and the completed eClinic Checklists must be filed with the MYP Centre.
Calculators
Personal Calculators are not required for the IB MYP Mathematics & Physics eAssessments or for
any calculation in any eAssessment-based tasks. Students will use the on-screen Graphical
Display Calculators (GDC) application provided/recommended for download by their teacher.
These on-screen GDC must be installed in their laptops and students are encouraged to practice
calculations using the on-screen GDC.
Students are also required to practice on their Personal GDC during classes or any other
assignments/assessments/tasks other than the eAssessments.
Graphical Display Calculators (GDCs) are required for use in Mathematics classes from MYP 3
to DP 2. The International School encourages the use of TI-84, however, any GDC may be
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purchased or used as per the specifications listed in the DP Calculator requirements (see Appendix
9). Students may use good, refurbished options available in the market.
eAssessments
The IT department must ensure compliance with all IT-related clauses in the "TIS Checklist For
Conduct of On-Screen Examinations." (see Appendix 10)
Laptops
Only laptops that have cleared the TIS eClinic will be allowed for use during eAssessments.
After a general ‘check-up’ one week prior to the IB MYP eAssessments, subject-specific sections
of the eClinic checklist have to be completed by the Systems Administrator one hour prior to each
IB MYP eAssessment.
Users of Mac devices may require additional time; invigilators have to be informed by the Systems
Administrator regarding which devices these may be.
The school will arrange for three spare laptops for students who are unable to access/complete IB
MYP eAssessments on their own devices.
Accessories
Extra sockets and extension wires as well as headphones must be available for use during all
eAssessments.
Internet connectivity
The MYP Coordinator will require a secure and stable internet connection to download the
examination packages from IBIS, and, upon completion of each examination, submit candidate
response files for marking (via the Admin Console). The Systems Administrator is responsible for
arranging a secure internet connection for uploading of mock eAssessment and automatic upload
of student responses for IB MYP eAssessments.
If devices are not connected to the internet, the examination administrator will be required to
retrieve the response files from each device and subsequently upload them manually (via the
Admin Console).
Providing Access to eAssessments

The Systems Administrator and MYP Centre will collaborate to download all access codes and
examination packages and distribute the same to relevant persons. The Systems Administrator
must be present for eAssessments and eAssessment preparations as per guidelines given by MYP
Centre to resolve all technical issues that may arise.
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The Systems Administrator must also ensure that extra devices are ready for eAssessment use as
replacement devices.
Saving Student Responses and eAssessment Files

The Systems Administrator/Invigilator must create and maintain a backup of each IB MYP
eAssessment/mock eAssessment and student responses in folders organized according to subject
name and year.
The required number of USBs/external hard drives must be provided to MYP Centre for this
purpose.
Power Supply for eAssessment

TIS Administration is responsible for fuel/maintenance of the generator for use in eAssessments
to ensure that it is in good working condition. As per eClinic Checklist, students must ensure that
the battery will run for at least two hours.
ePortfolio
Students are required to submit ePortfolios for Personal Project, Physical and Health Education,
Arts and Design, as per subject selection. The number of files and file types/sizes must meet the
requirements laid out in the MYP Assessment Procedures (see Appendix 2). Teachers are required
to submit collected ePortfolio files for all students and the following additional relevant documents
to MYP Centre for uploading to IBIS: -
● Grade Sheet
● Grades Justification Sheet
● MYP Authentication form
The Authentication forms will be scanned for uploading, if required.
Teachers must adhere to the guidelines given by IB in the MYP Assessment Procedures (see
Appendix 2) and share the same with the students. MYP Centre will not be responsible for the loss
of an ePortfolio in case a teacher deviates from these. Any discrepancies or technical errors/issues
with file types/sizes are to be resolved by the teacher/s in collaboration with the IT department
before the IBIS deadline for uploading of ePortfolios expires.
Internal Assessment (Audio Recordings):

The IBO specifies that an external microphone be used when internal assessments are being
recorded. The recordings may be done through a teacher’s personal laptop/device, a school
laptop/device. Audio Recordings must meet requirements (See Appendix 2) laid out in the MYP
Assessment Procedures. Editing facilities may be provided, if required.
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Internal Assessment (Video Recordings):
These must meet requirements (see Appendix 2) laid out in the MYP Assessment Procedures. The
school provides the concerned teacher with a digital camera, a Memory Card of at least 32 GB and
a tripod, if required. Editing facilities may be provided, if required.
Inclusive Education
(extracts from TIS Inclusive Education Policy)
At The International School, according to the IB Access and Inclusion Policy (IBO, 2018), students
are considered to have learning support requirements if they require access arrangements in
teaching, learning and assessment. They do not change what the student is expected to learn and
do not lower expectations, but instead provide the optimal support to address challenges and to
enable the student to work around them.
Students are identified as needing learning support requirements if they:
● have identified challenges “(such as: autism/Asperger’s syndrome; learning challenges;

speech, communication, physical and sensory challenges; social, emotional and
behavioural difficulties; medical and mental health challenges, etc.)” (IBO, 2018) that
prevents or hinders them from making use of educational facilities generally provided for
children of the same age in schools.
● are additional language learners who require learning support to bridge and develop
language
As defined in the IB Access and Inclusion Policy (IBO, 2018), additional language learners are
candidates whose current course of study and assessment is delivered in a language that is not their
first, best or native language and whose language ability is below the level that is deemed
linguistically competent. Students must not be regarded as having a learning support requirement
solely because the language or form of language of their home is different from the language in
which they will be taught.
As per the IB Access and Inclusion Policy (IBO, 2018), the scope of this policy does not include
adverse circumstances such as family bereavement, civil unrest or a natural disaster—that could
affect a candidate either during the preparation of work for assessment or during examinations.
Medical conditions that occur within the three-month period before the examinations would also
be covered under adverse circumstances.
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In order to allow for the necessary arrangements for student(s) learning support requirements,
parents must:
• be absolutely honest about their child's learning support requirements at the time of
admission and throughout the duration of the child's education at The International School
• be open to recommendations given by the school regarding their child's possible need for
learning support requirements
• provide updated (6 months - 1 year), relevant paperwork in order for the school to provide
the necessary arrangements that the students may need
• meet the Inclusive Education Coordinator or Programme Coordinator when required
• be up to date with The International School's Inclusive Education Policy as outlined in the
Learner Guardian Handbook
Admission of Students with Learning Support Requirements

The International School's Admissions Policy sets out the criteria for admitting students to the
school. Although The International School strives towards accommodating all students (A.9), this
may not always be possible due to lack of human and material resources etc.; these may include
autism, severe visual or hearing impairment, Down’s syndrome or other moderate to severe
neurological dysfunctions.
In accordance with the Admissions Policy, parents are financially responsible for the engagement
of all resources, professional or material, which are beyond those at the school’s disposal. Parents
must divulge all relevant information regarding their child’s learning support requirements and
medical history (including a complete medical report of the child) to allow the school to make an
informed and realistic decision about the appropriateness of the child’s placement at TIS.
The International School will review the academic records before accepting students with learning
support requirements into the academic programmes offered by the school. Each student with
learning support requirements will be reviewed on an individual basis at the time of application to
determine whether an AEP or IEP is required. The review will look at the resources the child will
require in terms of human, financial, material and spatial resources as well as the parental
commitment to supporting their child’s educational program at home and school. Applicants with
learning support requirements will be required to submit evaluation reports for review of required
resources every three years, on transition to another programme, or as requested by the Inclusive
Education Committee.
The Admissions Committee will consult the Inclusive Education Coordinator and Programme
Coordinators before accepting a student with learning support requirements as a candidate for any
programme. A decision will be made whether suitable arrangements can be made.
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The International School will accommodate all possible inclusive arrangements in context to
teaching and learning in order to accommodate the student. If a student with learning support
requirements is accepted into the IB Diploma Programme, careful consideration must be given to
the candidate’s pathway (Diploma or Course Programme) and choice of subjects and levels within
those subjects (HL/SL). If a student with learning support requirements is accepted into the MYP,
the process of subject selection must consider advice given by the Inclusive Education Committee.
Once the decision to admit a student to the school has been taken, it is the school’s responsibility
to provide all possible support within the limits set by the resources at the school’s disposal.
If a student’s learning support requirements increase during the course of study, the school reserves
the right to delay promotion or strongly recommend withdrawal of the child on the basis that the
school cannot sincerely meet the student’s needs.
The school reserves the right to suspend the admission process if information regarding learning
support requirements is found to be falsified or withheld.
Inclusive arrangements for MYP students on-screen examinations:

The IB believes that all candidates must be allowed to take their examinations under conditions
that are as fair as possible. Where standard examination conditions and procedures would put
candidates at a disadvantage and prevent them from being able to demonstrate their skills and
knowledge adequately, reasonable forms of inclusive assessment arrangements may be
authorized for examinations. (These must be applied for at least a year in advance).
Requests for inclusive assessment arrangements must be submitted to the IB Assessment Centre
one year (at the beginning of MYP 4) before the examination session.
Note: For retake candidates, authorizations for inclusive assessment arrangements for a candidate
are applicable to all future examination sessions.
Supporting Documentation
A request for access arrangements must be supported with both:
● a medical/psychological/psycho-educational report from a psychological or medical

service*(translated into English, French or Spanish where necessary)
● at least one piece of educational evidence from the school.
The purpose of the educational evidence is to show that the access requested is the candidate’s
usual way of accessing classroom tasks and assessment. The only exceptions to this would be for
candidates with mental health and medical conditions with recent onsets for whom access
arrangements for classroom and examination participation may not have yet been included as their
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usual way of working.
A psychological/psycho-educational/medical report may be written by medical, health,

educational or psychological professionals with appropriate qualifications and/or professional
licenses in their country of residence.
The IB reserves the right to query or reject a report if it considers that the signatory (or signatories)
may not be suitably qualified to undertake the evaluation and identification. It is not permitted for
a relative of the candidate to write or be involved in the writing of the report.
Language
(extracts from TIS Language Policy)
Terminology
At The International School, we define mother tongue as the native language(s) of the
parents/guardian(s).
IB terms for categories of language learning include:
• English as a second language (ESL)

• English as an additional language (EAL)
• Second language learning (SLL)
• English speakers of other languages (ESOL)
These carry with them differing connotations depending on cultural context.
Role of Parents
Parental action will facilitate linguistic and academic success for students. Parents are encouraged
to:
• support the use and development of both English and other languages in the school
environment
• promote the advantages of learning other languages
• practice mother tongue literacy skills after school
• participate in the school’s mother tongue support sessions/ activities
• encourage and support their child’s additional language acquisition
• support the expectation that students use English as the language of learning and social
interaction on campus
• supply multilingual materials at home
• be knowledgeable about language-immersion in order to support the school’s efforts
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• make the commitments that success requires, inclusive of enrolling in extra classes and
follow up on attendance
• familiarize themselves with the school's Language Policy and support it in every way
possible
• discuss the curriculum and language learning strategies and complement them at home
Role of Students
Students are expected to:
• use respectful and appropriate language for communication with all members of the
school community
• strive to develop their language skills and utilize all the resources in the school
environment, inclusive of extra classes
• have an all-inclusive attitude towards language for effective communication
• take responsibility of their language learning
• use the language of instruction for social interaction in the school environment
• be a resource of language development for their peers and enhance their language
development (peer learning, mentoring)
• continue to attend extra-classes if nominated for the same
Role of the Library

The primary and secondary school libraries are key to the success of our language learners. Each
library has sections dedicated to fiction and nonfiction in a variety of languages and at different
reading levels. The school subscribes and utilizes databases and software which enable the students
at any grade level to conduct research at school and at home. Literacy in the language of instruction
is supported through the emphasis on individual reading habits. Library classes are designed to
devote substantial time to independent reading and reflection.
In addition to all of the above, the library also supports language development. For this purpose,
The International School library contains multimedia resources in a variety of local languages.
Parents are also invited to the school for Mother Tongue Support Sessions/activities with the
students. The focus of these sessions is mother tongue support along with the support for the host
language as well as any additional language.
Language of Instruction
The language of instruction at The International School is English. Students are expected to use
English to the best of their ability and strive to continuously improve it. The International School
understands that the mother-tongue of a child serves as the foundation on which the use of
language, and their communication skills, is built. To sustain the equal right for all students to
learn, the need of those not proficient in languages of instruction will be ascertained by an
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assessment system and met by an appropriate level of instruction in an after-school programme.
Students with weak language skills will be referred to this programme by all teachers. The aim of
this programme, with differentiated levels of instruction as per student needs, will be to raise the
proficiencies of the students to achieve the goals of the programme.
IB Response Languages
As English is the language of instruction at The International School, candidates must use English
as their response language in all forms of assessment offered by the IB Organization for subjects
other than Language Acquisition. The written statement for Personal Project is also submitted in
English, to allow Internal Standardization.
Facilitating Language Learning and Development
Language Support Through Environment

The school community strives to provide a nurturing environment for each individual student. The
language profile of each student is determined by a variety of assessments upon admission. The
faculty chooses effective strategies to ensure that each child continues to make progress in the
achievement of language proficiency in listening, speaking, reading and writing.
Language is the heart of the curriculum at The International School. Encouragement is not limited
to their academic language prowess. Our aim is to equip them with the necessary language skills
to be able to communicate and express themselves effectively beyond the school environment.
Language Support Classes

Language Support Classes are intended for students who, for one reason or another, do not meet
the grade-appropriate language capabilities. These classes take place up to 3 times a week so that
it is convenient for students and parents to manage. They are up to 1 hour in duration.
Teachers assess with care the strengths and weaknesses of their students. The languages support
teacher will be able to pay greater attention to individual weaknesses and needs. The ultimate aim
is to help such students learn to the best of their ability and to bring them back into the mainstream
Language classes as far as possible.
The classes are aimed at improving the skills of the students to achieve the minimum proficiency
level required in their respective grades. For this reason, the learning and scaffolding starts from
where the student is, towards what is required of him/her in the mainstream class. Through material
that is engaging to the student, the teacher aims at developing communication and comprehension
skills to bridge the gap that he/ she faces otherwise.
Mother Tongue Support

The International School supports the development of mother tongue and host country language
learning. In the event where neither the language of instruction nor second language learned is the
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mother tongue, the school will facilitate the pursuit of the learners’ mother tongue through a special
support programme. Parents are encouraged to support the development of the mother tongue at
home.
The categorization of the mother tongue will be achieved through a learners’ language profile but
in most cases, it is assumed that the language of choice at home is the mother tongue or the
language of the host country. To develop these profiles, a language proficiency test will be
administered, where applicable, as part of our admissions process. Results from these tests will
enable the school to gauge the proficiency of the students in the language of the host country and
help place them in the appropriate phase.
Mother-tongue is supported through the provision of library resources. The library acquires
mother-tongue translations of quality, high-interest texts, as well as host-culture authors in English
and the host country language. The library is committed to developing an international section that
contains well-known authors of various nationalities, as well as a range of popular texts in a variety
of languages.
We also support mother-tongue through language support sessions between the parents and the
students. The parents are invited to have a language support session with a group of students. Not
only does this make parents a part of the whole process but it also incorporates the school
community in the learning process.
Bilingualism and Language Acquisition

Being an IB World School, The International School places a lot of importance on bilingualism
and strives to provide the best environment to nurture the development of languages. Keeping in
mind our geographical location, most of the children do not have English as their mother tongue.
The school appreciates the multicultural and multi-ethnic environment it has and encourages pride
in diversity wherever possible.
The school gives importance to bilingualism and seeks to augment this development to
multilingualism. The teachers must facilitate language development in every way possible.
Although the language of instruction at The International School is English, bilingual instruction
is encouraged in cases where learning may be enhanced by it. However, a gradual transition must
be made to the language of instruction, in the case of ESL students.
At the International School, the PYP offers Urdu as an additional language; the MYP offers Urdu,
French and Arabic; the DP offers Urdu, French, Spanish and Arabic. Language acquisition
teachers merge conceptual learning with acquisition of skills to aim for an in-depth learning
experience for each student. Approximately three hours or more are weekly assigned to the
additional language, and it is encouraged in their additional language lessons as well as their social
interactions with their peers.
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As English is the only Language and Literature subject offered at The International School,
students are not eligible for a bilingual MYP Certificate.
Languages in the Programmes

Language development pathways at TIS are graphically represented in Appendix 11.
Admissions: Determining Language Needs

Students are required to write a test for written proficiency and interview for reading and spoken
proficiency in the language of instruction. Following admissions, placement tests for all Language
Acquisition languages are administered by the subject teacher to ascertain acquired language in
order to accommodate students in the appropriate phase for the Language Acquisition subjects.
The level of parental support at home in the language of instruction and chosen second languages
will be determined by the parent interview. All languages will be offered at differentiated levels
for those with less than age-wise desirable levels of proficiency.
Spelling Protocols
In the case of the language of instruction, The International School encourages the use of British
spelling protocols, but teachers are encouraged to point out the difference in American and British
spelling protocols as a means of spreading awareness of the difference in language and culture and
valuing different approaches.
Inclusive Education in Languages

At the International School, we recognize the difference between students with weak language
skills, language learning difficulties and language learning diversity as outlined by IB. As per the
TIS Inclusive Education Policy, students with learning support requirements, such as dyslexia and
other language learning difficulties, will be required to get further assistance from external
agencies.
School Language Profile

The International School maintains a language profile to determine language proficiencies and
mother tongue identification within the school community. This is updated annually using a survey
(Appendix 12) which is sent out to new parents. The data collected from this survey is published
on the school website (www.tis.edu.pk).
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The TIS Code of Conduct
The purpose of the Code of Conduct and Discipline Policy is to ensure that all students, parents,
teachers and staff are aware of acceptable behaviour at The International School, and the
repercussions for any inappropriate behaviour. Please note that the acknowledgment slip of
LGHB submitted to the homeroom teacher suggests that the parents and students have read the
CoC thoroughly and will not justify any violation on grounds of ignorance of these rules.
The Code of Conduct is based on three simple concepts that all students should follow:
• cooperation with teachers, administrators and classmates
• respect for the rights and property of others
• carry out their responsibilities as a student.

Note: The code of conduct also applies to online classes where applicable. An additional
document containing code of conduct for online classes will be shared separately by
respective programme office when applicable.
Attendance and Punctuality
Attendance Requirements
Student attendance is of utmost importance at TIS. Students should make all efforts to attend
school every day of the school year. Parents are strongly urged to ensure extended vacations
and appointments are scheduled outside of school hours
Students are responsible for all work that takes place during an absence; it is the student’s
responsibility to contact his/her teachers to make up missing assignments and to learn about
all work that has taken place. The school does not condone the unexcused absence of students
and respects the rights of students present, not to be affected by those who are absent. It is
important that students, parents and school staff co-operate to ensure attendance and
punctuality.
Excused Absence
If a student is absent, Parents must send in a note of excuse detailing a legitimate absence
excuse to the respective office Coordinator. There is no penalty for an excused absence;
however, the student is responsible for completing any work that was missed. Any assignments
due on the day of absence must be submitted the next day. However, bimonthly tests will not
be rescheduled under any circumstances
Students arriving at school after 8:00 am will not be allowed in, whether in uniform or home
clothes, to make any submissions or attend classes of any kind. Parents will be emailed/
telephoned on the day of a student’s absence and reminded of the necessary written excuse.
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Extended absences for medical reasons must be accompanied by a doctor’s note. If parents
know of a student’s absence in advance, especially an extended absence, the school asks that
notice be given to the MYP / DP office.
Unexcused Absence
If a student is absent and does not provide a written explanation signed by a parent, he or she
will be marked down for an unexcused absence. Any assignments passed in late or not
submitted because of an unexcused absence will not be extended or accepted.
After a student’s second unexcused absence, he or she will be issued a lunch break detention
by the homeroom teacher/ Coordinator. If a third unexcused absence occurs, the student will
be issued an after-school detention. Meetings may be scheduled with the parents, student and
Coordinator to discuss a student’s absence.
Absence from Class

If at anytime a student is caught skipping a scheduled class, he or she will be given a non-
submission and the parents will be informed. The second offence will lead to disciplinary
action and possible suspension.
Late Arrivals to School

Students must arrive on time for school each morning. All students must be in school by 7:45
am; any arrival between 7:50 and 8:00 will be considered late. After 3 late arrivals, students
will be sent home if they do not arrive on time. After 8:00 am students are not allowed inside,
with the exception of privileged students in DP.
Late Arrivals to Class

If a student is late for class without justification, he or she will be warned and the incident will
be reported to the Disciplinary Committee and Coordinator via email. The second offence will
result in action being taken by the Disciplinary Committee.
Appointments During School Hours

The school strongly discourages any appointments during school hours. In the case that an
appointment is unavoidable, the parents must send an email to the school at least 2 days in
advance, last minute requests will not be entertained. Please note that missed tests will not be
rescheduled under any circumstances.
Preparation for Class

Students must be prepared for class with all their required texts, notebooks/paper and
materials. Not being prepared for a particular class restricts a student’s ability to learn and
often causes a disruption for the teacher and the class. Forgetting a copy or text at home is
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not a valid excuse for not submitting work on time. If a student is continually unprepared for
class, parents will be informed by the concerned teacher.
Honesty and Respect

The values of the school are based on honesty and respect. Students must be honest in all of
their day to day dealings at The International School. They must also show respect for their
classmates, teachers, administrators and school staff. Disciplinary action shall be taken if a
student:
• is caught disrespecting a teacher or member of the staff
• is using foul or disrespectful language toward anyone on school grounds
• displays disruptive/ destructive behaviour in class
• displays any kind of inappropriate/lewd physical and/or verbal behaviour towards
another student or member of staff
Academic Honesty
Penalties regarding breaches in the Academic Honesty, will be dealt with as per details in the
Academic Honesty Policy.
Notification of Decisions
In all cases where the Disciplinary Committee has identified a breach of regulations, the
student and the parent or guardian will be informed of the decision in writing, signed by the
Chairman of the Committee. The Head of School or Principal must be informed of all
committee decisions. In the case that the student is suspended or expelled, the Registrar must
be informed immediately.
Cell Phones, Other Devices

The use of cellphones is prohibited during school hours including examination period and on
international days. Due to the distracting aspects of cell phones, their perceived influence on
social status and their ability to transmit information electronically, any cell phone found
“turned on” in possession of a student will be confiscated.
First offence: the device will be returned to the student at the end of the day.
Second offence: the device will be returned to the student’s parent whenever they are able to
collect it from the school.
Third offence: the device will be confiscated for the entire term.
In the case of an emergency, students can use school’s phone to make calls with prior
permission from the Coordinator.
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Laptops, cameras, iPads, are allowed for project work, but remain the responsibility of the
student. If a student is caught using any such device during class without the prior permission
of the teacher, it will be confiscated and returned to the student’s parents whenever they are
able to collect it from school. For the second offence the device will be confiscated for the
entire term.
Smart watches and other communication and spy recording gadgets are not allowed to be
brought to school under any circumstances.
The school is in no way responsible for loss or theft of any devices. Laptops should not be
used for any other purpose except work which is sanctioned by the teacher.
Explicit or offensive sites, if viewed within school premises, will result in a three days
suspension.
Storage of Devices in Lockers:

Students must store electronic devices, such as cell phones in their lockers under the following
conditions:
The International School is not responsible for any loss, theft or damage of these devices. The
student stores such a device in their locker at their own risk.
The device must be powered off. A ringing cell phone in a locker will be subject to
confiscation.
Use of cellphones is prohibited during school hours. Students caught with phones outside their
lockers will be subject to disciplinary action and the device confiscated according to The
International School’s Code of Conduct.
Students may pass in their cell phones to the Coordinator’s office in the morning till end of
school day, if parents or students are comfortable with this option.
Respect for School Property

The campus of The International School is our most immediate environment and must be
respected.
Students are expected to place all garbage in the rubbish bins and all recyclable bottles in their
proper place. Any student caught purposefully littering will stay after school to help the
domestic staff clean the yard.
Any disrespect to the property or structure of The International School in the form of
vandalism will result in immediate disciplinary action. Complete restoration of said property
will be the minimum punishment issued, and the financial responsibility will be borne by the
student.
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Electrical appliances such as overhead projectors, air conditioners, etc must not be handled
without the consent of the teacher.
Respect for the School Name

Students are considered ambassadors for our school and should set a good example at all times.
Social Network sites

If at any time, any student is found to have created or posted negative comments or picture on
any social networking platform related to the school or any TIS family member including
teaching and non-teaching staff or students of the TIS, strict action will be taken by the
Disciplinary Committee. Suspension or expulsion will be given with immediate effect,
depending on the severity of the post.
Students having information about any of such activity mentioned above must report to school
immediately. Moreover, commenting, liking or sharing any of such posts will be considered
equally accountable. Every student has a responsibility to help prevent such activities.
The use of Facebook/Snapchat/Instagram/WhatsApp or any other social network site/app is
strictly prohibited in the school premises.
Extra-Curricular Activities
Any misconduct during extra-curricular activities will result in disciplinary action to be taken,
on the next school day, as per the school’s Code of Conduct.
Behaviour Outside the School Premises

TIS students are expected to behave respectfully and responsibly at all times inside and outside
the school premises, especially while wearing the school uniform. This includes driving
without a valid licence. Such offences are subject to disciplinary action and parents will be
notified.
Field Trips or CAS activities

All field trips are carefully planned by teachers with the express intention of complementing
classroom learning. These trips are seen as an important part of your child’s education and
students are therefore expected to participate whenever possible.
Each trip will have a designated supervisor (e.g. a teacher or an administrator) who has the
authority for all students and activities on the trip. The supervisor has the authority to mete out
disciplinary measures or escort a student back to TIS at his/her discretion. The supervisor may
have other school personnel on the trip in order to maintain a 10:1 ratio of students to teachers.
This is needed to ensure appropriate supervision of all students on the trip.
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Specific rules for TIS sponsored field trips include the following:
In order to participate in any field trip or out-of-school excursion, children must return a signed
field trip permission form at least 24 hours prior to the trip. A child who is not permitted to
attend a trip will be supervised at school if possible. If this is not possible, parents will be
notified to make alternate arrangements.
Parents must alert the supervisor, in writing, of any temporary, chronic or acute medical
conditions before allowing a student to go on a field trip. If a student attempts to go on a field
trip while ill, TIS has the right to deny the student to participate.
Field trips are designed to be completely run by TIS faculty and staff. Parents cannot visit
students while on a field trip, nor can parents volunteer to chaperone field trips without
permission from the Principal.
The Principal or Coordinator has the right to bar any student from going on a field trip. Reasons
for this may include being on academic probation, prior violations of the Code of Conduct,
and excessive absences from school or otherwise.
Unless otherwise specified by the supervisor, all students must dress in the correct and neat
school uniform while on field trips.
Responsible Use of Information Technology
User Account Restrictions

Each user account is assigned for the sole use of a single user. Sharing of user account details
is prohibited. The user for whom the account was created is responsible for the security of the
account and all actions associated with its use.
All students MUST only use the tis email account issued to them for all activity relating to
TIS whether academic or co-curricular. Students may not use a personal email account for
school purposes. Any submissions or communication for school work done by a TIS student
will be considered null and void if done through any personal account.
Temporary access restrictions are intended to be short-lived and usually require the account's
owner to contact the appropriate Systems Administrator for reactivation. Note that
investigations of network policy violations may require any number of potentially affected
accounts to be temporarily restricted. The owner of the account may not be the object of the
investigation if, for example, it may be suspected that the user's account has been hacked by a
third party.
If it is determined that a user's actions are in severe violation of the TIS IT Policy and/or the
TIS Code of Conduct, the user's account may be permanently restricted. It may also be
deactivated if the owner of the user account is expelled or no longer employed by The
International School.
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NOTE: Any usage of a TIS network services for an activity that violates any local, provincial
or federal regulation is considered a serious violation of the TIS IT Policy and TIS Code of
Conduct, even if the activity may not be explicitly referred to in this document.
Restricted Accounts
On occasion, a student or staff account may be temporarily restricted. There are many reasons
why this may occur, including misuse of network resources and violating the TIS Code of
Conduct. In most cases, the user will have to meet with the Systems Administrator for further
instructions.
Sharing Accounts
Each user account has only one authorized user. Users are NOT permitted, under any
circumstances, to share passwords. Users will be held accountable for all abusive activities
initiated from any user account and can be traced back to the person assigned that user
account. If users wish to share information or otherwise collaborate in a group, then the users
can use collaborative platforms such as Google Drive, Dropbox, etc.
Even in the case of group accounts, passwords are not to be shared. The account details will
be shared with and used by the chairperson only.
Determining Account Misuse

Often users are the first ones to detect unauthorized use of their accounts. If this occurs, please
immediately contact the Systems Administrator.
Abuse of Computing Resources

TIS computing resources must be shared by all users on a fair and equitable basis. It is the
responsibility of The International School not only to provide these computing resources,
but to ensure that the rights of users are not infringed upon. Depending on the nature or severity
of the abuse of computing resources, disciplinary action may be taken, as per TIS Code of
Conduct. Abuse of computing resources includes:
• attempting to use any media which the IT equipment is not designed to use any activity
which could harm any IT equipment
• any activity which would deny the service of the printer / scanner / photocopier to other
users using facilities for personal purposes inappropriate use of social media theft and
vandalism attempting to write or transfer worms or viruses
• visiting/transferring inappropriate websites/content which contains:
• material offensive to either site
• information to be used for the financial gain of any party monetary or sexual solicitations
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• using network bandwidth for gaming
• attempting to gain access or use an account or user name other than by the owner writing,
transferring, compiling, storing or running programs designed to guess passwords or
otherwise gain unauthorized access to user or system accounts or passwords using key-
logging software
• install applications on TIS devices without prior approval from Systems Administrator
Note: CCTV footage can be used for investigating any violation of TIS Code of Conduct and
abuse of computing resources.
Reporting Abuse or Violations of Policy
Security
No school equipment can be removed from the campus without prior written permission from
the administration. This does not apply to portable equipment that has already been allocated
to staff members for school use.
Theft and Vandalism

Theft and vandalism should be reported immediately to the Systems Administrator, the
Disciplinary Committee and IB Centre. The International School is not responsible for any
loss or damage to personal items.
Electronic Security
Users who suspect that the security of their account has been breached should notify the
Systems Administrator as soon as possible.
Prohibited Items
Under no circumstances are students permitted to bring fire-crackers, acid, weapons, drugs,
cigarettes, vaping device, alcohol, pornographic material, or any other article deemed
indecent, harmful or prohibited by law, onto the school premises. Such cases will be subject
to severe disciplinary action and/or expulsion.
A student’s locker, vehicle, purse, backpack, computer, personal communication device, and
other personal possessions may be searched if there is a reasonable belief any of them contain
drugs, weapons, contraband, or other items not permitted on campus. Any search will be
conducted in the presence of at least two disciplinary committee members with at least one
female committee member.
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Food and Beverages
In order to maintain cleanliness within the classrooms, food and beverages are not allowed to
be consumed inside the school building, unless permission is given by the concerned teacher.
In addition, students are only allowed to make purchases from the canteen during break time
or free periods. Snacks from home are also encouraged.
Break Times and Free Periods

Students are required to leave the classes during break unless they are completing extra work
assigned by the teachers. In such cases, the students must be supervised by the concerned
teacher. Students may enter the building to use the bathroom. The same rules apply to students
who have a free period. All classrooms will be locked during both breaks.
Students are not permitted to leave their classroom when the bell rings between classes unless
they are in transit to another class. If a student needs to use the bathroom outside of break time,
they must wait to ask the teacher’s permission. Students who leave the classroom between
classes will be considered late for the next class and subject to disciplinary action as mentioned
above.
Dress Code
The International School considers it important that students appear neat, clean and well
groomed at all times. It is the responsibility of the student to dress in an appropriate manner.
It is recommended that the uniform be purchased from school specified vendors only. Any
student found without below mentioned items or other than mentioned below will be sent to
reception area to call home and ask parents to send the missing item. Students coming to school
in home clothes should not wear sleeveless shorts and torn Jeans /trouser.
BOYS:
• Short/Long white sleeve shirts with school monogram.
• ONLY white under shirt or vest.
• Dark green trousers. Black belt Plain white/black socks.
• Black shoes with no buckles. Sandals and platforms shoes are NOT allowed.
• In winter, the students will wear plain black cardigans or sweaters. Cardigans or sweaters
of any other colour will NOT bepermitted.
• Hair should be neatly combed.
• Facial hair must be neatly trimmed and managed.
• Students are NOT permitted to wear jewellery, except for plain watches with no form of
other gadgetry allowed. No piercings (e.g. facial) are permitted.
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For official school events ONLY:
Green and black striped school tied correctly with the top shirt button done up.
For the extended PHE classes: Plain black OR white tracks Continent T-shirts
Black Jogger.
GIRLS
• Short/Long sleeve white shirts with new school monogram, dark green trousers OR dark
green skirt with black belt
OR
• White shalwar kameez (with green collar and cuffs) with the school monogram and green
sash.
• Plain white socks.
• Black shoes with no buckles. Sandals and platforms shoes are NOT allowed.
• In winter, the students will wear plain black cardigans or sweaters. Cardigans or sweaters
of any other colour will NOT be permitted.
• Black OR white headscarves (optional)
• Students with shoulder-length hair or longer will wear it tied back neatly away from the face.
Only black or white coloured clips/ties are allowed for hair. Hair bands of the same colour
are also allowed. Hair dying is highly discouraged.
• Students are NOT permitted to wear jewellery, except for plain watches with no form of
other gadgetry allowed.
• One pair of simple earrings (studs or small rings). Other piercings (e.g. facial) are not
allowed.
• Students are NOT permitted to wear make-up, nail-polish, hair extensions etc, NOR wear
nose/eyebrow/lip rings NOR CAPS. Such items will be confiscated for the remainder of
the school term.
Note: It is mandatory for all students to wear the TIS student ID card as part of their uniform
at all times.
Dress Code for extended PHE classes:

The uniform for extended PHE classes is as follows:
• Full length, plain black OR white tracks (tights strictly NOT allowed) Continent T-shirts
• Black Joggers
On days when extended PHE classes are scheduled, students must wear the sports uniform all
day. In the event that the student is unwell, he/she will be able to continue with a written
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assignment in lieu of physical exercise, on submission of a medical certificate. Illness/ injury
does not exempt the student from attending the class or wearing the required sports uniform.
Penalties for violation of the dress code are as follows:

Depending on the severity, students will be asked to sit at the reception till any missing
component of their uniform is sent in from home.
Mufti Days (Non-Uniform Days) /

On occasions, school may allow students to wear home clothes. On these days, students are
required to dress modestly and appropriately; (no shorts, no sleeveless, no miniskirts, no flip
flops). Local cultural sensitivities must be respected.
Please note that students will be required to wear proper school uniforms for all extra classes,
extracurricular activities, CAS clubs or any after school activities, unless specified by the
Coordinator’s office.
Bullying
Students must, at all times, be respectful of their fellow schoolmates. It is not acceptable in
any way for students to unfairly influence or bully other students.
Bullying And Cyber bullying

Bullying is when someone hurts or scares another person on purpose and the person being
bullied has a hard time defending himself or herself.
Usually, bullying happens repeatedly. This can include:
• punching, shoving, and other acts that hurt students physically
• spreading rumours about students
• keeping certain students out of a "group"
• passing inappropriate comments about students
• teasing students in a mean way
• getting certain students to "gang up" on others
Cyber bullying is when children or teens bully each other using the Internet, mobile phones or
other cyber technology. This can include:
• Sending mean texts, emails, or instant messages
• Posting nasty pictures or messages about others in blogs or on websites
• Using someone else's username
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Bullying or cyber bullying at TIS is not tolerated. All TIS students are expected to help prevent
bullying by supporting one another and reporting any and all instances of bullying or cyber
bullying to a teacher or the Disciplinary Committee.
Reporting can be done in person or by sending an email. Students found bullying others can
be suspended and/or expelled from school.
Being a witness to bullying or cyber bullying and not reporting it to an adult is as damaging
as being the bully yourself. Everyone has a responsibility to help prevent bullying or cyber
bullying from occurring and to help those being bullied.
If a student is caught exhibiting such behaviour, they will be dealt with in a severe manner. If
parents feel that their child is being unfairly influenced at school, they are urged to contact the
school to discuss the issue.
Students, who either are the victim or the bully, can be asked to go for counselling.
Fighting
Physical violence is a very serious issue. If students are caught fighting, they will face the
possibility of a suspension, ranging from 1 to 5 days, the length of which will depend on the
severity of the case.
When a fight occurs, it will be investigated by the Disciplinary Committee to attempt to
determine the cause and provocation of the skirmish. In all cases, the student who strikes first
will be more severely punished, as violence is never the correct solution, even when
provoked. The other student may or may not be disciplined depending on the situation.
Sexual harassment
Inappropriate sexual conduct will not be tolerated and may constitute sexual harassment. TIS
does not condone or tolerate any form of sexual harassment involving students. The school
system is committed to the creation and maintenance of a learning and work environment in
which all persons who participate in school programs and activities can do so in an atmosphere
free from all forms of sexual harassment.
Disciplinary actions for students who violate the policy include warning, suspension and/or
expulsion depending on the circumstances and severity of the offense.
Sexual harassment is defined as unwelcome sexual advances and/or other inappropriate
verbal, written, or physical conduct of a sexual nature that takes place under any of the
following circumstances:
• When submission to such conduct is made, explicitly or implicitly.
• When such conduct has the effect of unreasonably interfering with the individual’s work
and/or academic performance; or creating an intimidating, hostile, or offensive work or
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learning environment.
Prohibited conduct
Prohibited conduct may include, but is not limited to, unwelcome behavior of a sexual nature.
For example:
• Grabbing, touching, or patting
• Sexual propositions
• Sexually offensive pictures, magazines, notes, calendars, cartoons, or jokes
• Unwanted flirtations
• Verbal abuse
• Graphic comments about an individual’s body or dress
• Sexually degrading names
Where to go for help.
Students may contact any of the following individuals or offices for guidance, information, or
resolution of a sexual harassment issue:
• Homeroom teacher
• Any of Disciplinary Committee members
• MYP/DP office
• Principal
Written Referral:
Violations shall be presented in written form and should be specific, indicating details of the
incident which have been seen, heard, or experienced. No verbal complaints from parents or
students will be entertained by the disciplinary committee.
Disciplinary actions
When deciding what disciplinary action should be taken, the disciplinary committee shall
consider the student's age, exceptionality, previous conduct, probability of a recurring
violation, intent, attitude, severity of the offense, current supports in place/implemented and,
whenever possible, shall impose disciplinary action in a progressive manner. If there is a case
against a student for a possible breach of code of conduct, then the disciplinary may meet with
the student to ascertain the misconduct and suggest one or more of the following disciplinary
actions based on the nature of misconduct.
• WARNING- Indicating that the action of the said delinquent student was in violation of
the Code and any further acts of misconduct shall result in severe disciplinary action.
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• RESTRICTIONS - Restricting access to various facilities on the campus (e.g. library or
canteen) for a specified period of time.
• COMMUNITY SERVICE - For a specified period of time to be extended if need be.
However, any future misconduct along with failure to comply with any conditions imposed
may lead to severe disciplinary action, including suspension or expulsion.
• DETENTION – during or after school hours. Parents will be informed at least one day
earlier by respective program office in case of after school detention
• IN SCHOOL SUSPENSION – where a student will be required to attend school on regular
time but will not be allowed to sit in the class with his/her peers. Instead, he/she will be
sitting in a separate sitting area for the whole day and submitting all the tasks individually
to the teachers.
• SUSPENSION- A student may be suspended for a specified period of time which will
entail prohibition on participating in student related activities, classes, programs etc.
Additionally, the suspension will be accounted as unexcused absence. Student will not be
allowed to reappear for any test/exam he misses due to any suspension.
• INELIGIBILITY - Ineligibility for privileged status awarded on the basis of academic
performance or disqualification for student body election for current or upcoming periods.
• EXPULSION – Expulsion of a student from the Institute permanently. Indicating
prohibition from entering the Institute premises or participating in any student related
events. The student can be expelled on third incident of disciplinary violation.
INVESTIGATIONS AT SCHOOL
Administrative
If a student is suspected of violating the Code of Student Conduct, disciplinary committee can
question the student without first contacting the parent. Students do not have a right to have
parents present when questioned.
Victim or Witness
If a student is a victim or a witness, the disciplinary committee is allowed to question the
student without first contacting the parent.
Criminal
If a student is a suspect in a criminal investigation by a law enforcement agency that may result
in arrest or criminal charges, the school administration will exhaust all efforts to contact the
parent before the police officer begins questioning. If the parent cannot be located, the law
enforcement agency may go ahead with questioning. If contacted, the law enforcement agency
may allow the parent to be present during questioning. The school administration will call all
telephone numbers listed on the student's contact information form in an effort to notify the
parent.
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Confidentiality.
Students/Employees reporting or indulged any disciplinary violations will be kept confidential
as per situation. The disciplinary committee reserves right
Appeal
If the delinquent student is aggrieved by the imposition expulsion or major disciplinary action
including but not limited to suspension, his/her parents may appeal, in writing, to the principal
or the head of school within one week of the date of the letter issued by disciplinary committee.
The principal or the head of school may decide on one of the following:
• Accept the recommendation of the disciplinary committee and impose the punishment as
suggested by the Committee or modify and impose any of the punishments as stipulated
in this Code which is commensurate with the gravity of the proved misconduct,
Or
• Refer the case back to the disciplinary committee for reconsideration.
In any case the principal or the head of school’s decision is final and binding. However, when
parents disagree and file an appeal, the student remains suspended/expelled (if applicable) till
the final decision of the appeal.
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Rules for IB World Schools
Article 1: Scope
1.1 International Baccalaureate Organization (hereinafter together with its affiliates “IB”) is a
foundation that has developed and offers four programmes of international education:
the Primary Years Programme (“PYP”), the Middle Years Programme (“MYP”), the
Diploma Programme (“DP”) and the Career-related Programme (“CP”) (collectively
hereinafter “IB programmes”). It authorizes schools (known as IB World Schools and
hereinafter “schools”) to offer one or more of these programmes to its students.
1.2 This document describes the rules that apply to those schools that have been authorized
by the IB to offer one or more of the IB programmes. Where a rule applies to one or
more, but not all, IB programmes, that has been indicated.
1.3 When used herein the term “legal guardians” encompasses parents and individuals with
guardianship of any student enrolled in an IB programme. If a student is of legal age, the
school’s duties towards legal guardians specified herein also apply towards the student.
Article 2: Compliance with the IB’s requirements and applicable laws

2.1 Schools agree to comply with the following publications which govern the administration
of the programme(s) offered at the school:
a. Rules for IB World Schools (this document)

b. General regulations
c. Programme standards and practices
d. the IB’s “Rules for use of IB intellectual property” (available on the website at
ibo.org/copyright)
e. the IB’s online terms and conditions (available at ibo.org/terms-and-conditions)
f. MYP, DP, CP: Assessment procedures for the IB programme(s) offered by the school
2.2 Schools agree to comply with the following documents relevant to the IB programme(s)
offered at the school:
a. The Primary Years Programme: From principles into practice

b. The Middle Year Programme: From principles into practice
c. The Diploma Programme: From principles into practice
d. The Career-related Programme: From principles into practice
2.3. Authorized schools must operate in accordance with all applicable laws, regulations and
policies. In particular, each authorized school must operate in accordance with best
practices as well as all applicable laws, regulations and policies in the area of child
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protection and maintain appropriate procedures in place (which may include components
such as criminal background screening for recruiting, hiring and retaining staff).
Authorized schools must reconfirm the same to the IB at the time of evaluation.
Article 3: Reference to the IB’s function and its programmes

3.1 The IB is independent from schools. Schools must inform the relevant authorities and
legal guardians that:
a. the sole responsibility for operating the school and the implementation and quality of
teaching of the IB programme(s) rests with the school
b. the sole responsibility for any shortcomings in the implementation or quality of
teaching of the IB programme(s) is borne by the school
c. The award of the following are the sole prerogative of the IB and not of the school:
i. the International Baccalaureate diploma (hereinafter “IB diploma”) and Diploma
Programme course results
ii. the certificate of the Career-related Programme (hereinafter “certificate of the
CP”) and the CP statement of results
iii. the MYP certificate and MYP course results.
3.2 A school is entitled to present itself as an “IB World School” and to use the “IB World
School” logo as per Article 10.4 only in connection with the IB programme(s) that it has
been authorized to implement. This right is only granted for the period of validity of the
school’s authorization and lapses automatically should the authorization be terminated or
withdrawn. In addition, schools are never permitted to use the IB corporate logo.
Article 4: Responsibilities of the IB

4.1 The IB will allow schools to deliver the IB programme(s) and to use the related materials
and receive related services under the conditions provided in these Rules for IB World
Schools.
4.2 MYP, DP, CP: The IB will establish assessment procedures for the MYP, DP, and CP,
including the schedules for eAssessments and examinations in May and November, and
will take all reasonable measures to ensure the integrity and security of all forms of
assessment.
Article 5: Responsibilities of schools

5.1 Schools are responsible for ensuring that they implement the IB programme(s) in
conformity with their obligations under all applicable laws.
5.2 Schools are responsible for the quality of support provided, for the teaching of the IB
programme(s), their internal assessments and their predicted grades and they undertake
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to hold the IB harmless with regard to any legal action taken by students, candidates or
their legal guardians as a result of any shortcomings.
5.3 Schools must ensure that they appropriately fund the IB programme(s) offered by the
school, deliver them effectively and administer them according to the requirements of
the IB.
5.4 Schools must ensure that they implement their IB programme(s) in accordance with the
documents published by the IB for that purpose.
5.5 Schools must ensure that teachers of the IB programme(s) are knowledgeable about the
curriculum and assessment requirements set out in the programme(s) guides and
supporting materials. To this end, it is the school’s responsibility to ensure access for
teachers to all relevant, up-to-date programme guides and supporting materials from the
IB.
5.6 Each school must appoint a programme coordinator, situated in the school, to manage
the implementation of each of the IB programmes offered by the school. The school must
ensure that the coordinator(s) is proficient in one of the principal IB working languages
(English, French or Spanish).
5.7 Schools must ensure that teachers and administrators receive IB-recognized professional
development as required. Minimum requirements for professional development are
outlined in the Guide to programme evaluation.
5.8 It is the practice of the IB to make its programmes available to all students enrolled at IB
World Schools. No student will be excluded by the IB on the grounds of race, nationality
or national origin, ethnicity, culture, gender, age, sexual orientation, religious affiliation,
political beliefs, disability or any other personal characteristic as prohibited by law.
Schools must implement their duties under these rules in a manner that enables this
practice to be upheld.
5.9 It is the school’s responsibility to determine whether it can enrol a candidate with
learning support requirements into the programme.
5.10 Schools are responsible for ensuring that students and legal guardians:
a. can access a copy of the General regulations from the time the student is enrolled in
the IB programme
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b. are informed about the general regulations and all programme requirements, notably
the content of the curriculum and relevant aspects of assessment and any restrictions
or prohibitions that apply to the programme(s)
c. are informed of how the school implements the IB programme(s)
d. are aware of the services offered by the IB.
5.11 Schools undertake to hold the IB harmless with regard to any legal action taken by
students or their legal guardians in which non-receipt of the General regulations
constitutes one of the grounds of such action.
5.12 Schools must ensure that all fees of any IB programme(s) offered by the school are paid in
accordance with the scales of fees, assigned currency and timetable for payments
currently set by the IB. Without limiting any other remedies available to the IB, non-
payment of fees when due for any IB programme(s)offered by the school, for any IB
services for which the school registers or for any IB services received by the school, may
result in the IB charging interest on overdue amounts at commercially-standard rates,
withholding candidates’ results and/or withholding any other services provided by the IB.
5.13 For use of the IB’s secure online services, schools must control the allocation and use of
usernames and passwords and ensure that users are aware of the IB’s online terms and
conditions.
5.14 Schools must inform the IB of any major changes in their governance, organizational
structure, and/or location (including damage to, relocation of or major renovations of
school premises). The IB may choose to visit a school as a result of these changes if it
considers that they may affect the implementation of the IB programme(s) and in order
to ensure that the school’s facilities and resources will continue to support the IB
programme(s). The visit will be funded by the school, according to the IB policies in this
respect.
5.15 PYP: Schools are responsible for ensuring that legal guardians are properly informed
about the curriculum framework, including assessment guidelines and the requirements
of the programme.
5.16 MYP: Where schools whose MYP structure includes year five of the programme opt for
IB-validated grades, they are responsible for ensuring that legal guardians and candidates
are properly informed of all MYP assessment procedures and of conditions for the award
of the MYP certificate and MYP course results.
5.17 MYP, DP, CP: It is the practice of the IB to make its MYP, DP and CP assessments available
to all candidates from IB World Schools who have fulfilled the school’s and the IB’s
academic requirements and for whom the fees required to register for an IB examination
session have been paid. No candidate will be excluded by the IB on the grounds of race,
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nationality or national origin, ethnicity, culture, gender, age, sexual orientation, religious
affiliation, political beliefs, disability or any other personal characteristic as prohibited by
law applicable to the IB. Schools must implement their duties under these rules in a
manner that enables this practice to be upheld.
5.18 MYP, DP, CP: Schools must ensure that legal guardians and candidates themselves are
aware of the inclusive assessment arrangements (also known as access arrangements)
that the IB offers to support candidates with access requirements. With the exception of
access arrangements that do not require authorization from the IB, a school must request
authorization from the IB to provide access arrangements for candidates with access
requirements during IB assessments. This must be in accordance with the policy and
procedures outlined in the relevant IB publication on access and inclusion and in the
Assessment procedures for the relevant IB programme(s).
5.19 MYP, DP, CP: Schools are responsible for ensuring that candidates are registered in an
accurate and timely manner, according to the deadlines in the relevant Assessment
procedures. Schools must administer diligently and securely those aspects of assessment
for which they are responsible, in accordance with the IB’s expectations and the
procedures described in the relevant Assessment procedures.
5.20 MYP, DP, CP: The relevant programme coordinator(s) must be available during the
examinations in May/November and when results are issued to ensure that all candidates
receive their results. Additionally, schools must ensure that an appropriate contact
person, who may or may not be the coordinator, is available after results have been
issued to candidates to request the enquiry upon results service on their behalf and/or
register them for the forthcoming examination session, if appropriate.
5.21 MYP, DP, CP: Schools are responsible for ensuring that candidates comply with all
assessment requirements for the IB programme(s). If candidates do not comply with
these requirements, then no grade will be awarded in the subject(s) or requirement(s)
concerned.
5.22 MYP, DP, CP: Schools are responsible for the secure storage of the IB
examination materials for a forthcoming examination session. The school must
immediately notify the IB via IB Answers of any breach in the procedure for the secure
storage of such material. The school must provide the IB with statements and other
relevant information concerning the breach and reasonably cooperate with the IB in
investigating and addressing such a breach.
Article 6: Internal complaints procedure

f.1 The school must have in place written procedures for how it will deal with complaints and
students’ requests for appeals against IB programme decisions taken by the school,
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ensure that details of these procedures are made widely available and accessible to all
students, and operate in accordance with such procedures.
f.2 The school must inform parents or legal guardians about the school’s procedures for
addressing complaints and students’ requests for appeals of IB programme decisions
taken by the school.
Article 7: Programme evaluation procedures, inspections and school visits

7.1 An evaluation of a school’s implementation of the IB programme(s) takes place at five-
year intervals after initial authorization. Schools must conduct a self-study as part of
this evaluation process and are expected to comply with the evaluation process as
defined by the IB.
7.2 The IB reserves the right to visit schools going through evaluation. Such visits will be
made with reasonable advance notice and will be funded by the school.
7.3 If a school is not meeting any requirements for implementation of the IB

programme(s), the IB will notify the school of the matters that must be addressed.
The school must resolve them within the timeline defined by the IB or the school may
be subject to suspension or withdrawal under Article 13.
7.4 Schools must accept visits from representatives of the IB regarding their implementation
of the IB programme(s). These visits can be made at any time with reasonable advance
notice and will be funded by the school.
7.5 CP: In cases where CP authorization is based in part on an existing DP authorization the
review and evaluation of the CP will take place at the same time as the review and
evaluation of the DP.
7.6 MYP, DP, CP: The IB will conduct unannounced inspections of schools during periods of
examinations in order to monitor compliance with the General regulations and the
Assessment procedures.
Article 8: MYP, DP, CP: Recognition and acceptance of the IB diploma, the CP certificate,
the MYP certificate, and MYP course results
8.1 MYP: While the IB attempts to ensure recognition of the MYP certificate and MYP course
results, it does not guarantee their acceptance by other educational institutions, whether
or not these institutions are authorized by the IB or by the relevant educational
authorities. Consequently, schools have a duty to make it clear to all legal guardians,
including in relevant documents such as their enrolment forms or their promotional
literature, that the recognition of the MYP cannot be guaranteed and that students,
candidates and legal guardians bear the sole responsibility for verifying the position in this
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regard of all institutions in which a student or candidate is interested in enrolling in the
future and for consulting the relevant legislation.
8.2 DP, CP: The IB actively promotes wide recognition and acceptance of the IB diploma and
the CP certificate as a basis for entry to universities and other institutions of higher
education, but the requirements of individual institutions and the relevant authorities of
a country are subject to change beyond the IB’s control. Schools, therefore, have the duty
to make it clear to all candidates and legal guardians, including in relevant documents
such as their enrolment forms or their promotional literature, that the recognition of an
IB diploma or CP certificate by a specific university and/or the relevant authorities of a
specific country cannot be guaranteed. Schools are also responsible for informing
candidates and legal guardians about the specific requirements (including subject choices)
for recognition in all countries and universities where such requirements exist.
8.3 Schools are solely responsible for the consequences of any failure to clarify the foregoing
points with students, candidates and legal guardians and undertake to hold the IB
harmless with regard to any legal action taken by students, candidates or legal guardians
as a result of any such omission.
Article 9: DP, CP: Diploma Programme courses online

9.1 The IB allows schools to offer the DP or CP through a combination of classroom-based
courses and IB-approved online courses. The IB approves and monitors online course
providers based on the IB standards for development and delivery of online courses.
9.2 Where a school offering the DP and/or CP chooses to offer an IB-approved DP online
course, the school must ensure that a suitably trained member of staff fulfils the role of
site-based coordinator.
9.3 The school must inform all candidates enrolled in DP courses online that they must
comply with the same IB requirements as candidates enrolled in face-to-face courses.
9.4 The school is responsible for registering candidates and administering examinations for
candidates enrolled in IB-approved online courses.
9.5 The school is responsible for ensuring that online DP course offerings meet local and
national laws and any licensure or accreditation requirements of the local authorities
and/or, if applicable, independent recognized accreditation agencies, that license and/or
accredit the school to provide educational services to DP and CP candidates.
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Article 10: Intellectual property of the IB
10.1 The content of the curriculum and assessment, for all of the IB programmes as well as all
materials produced and published by the IB in any form, remain the sole property and
copyright of the IB.
10.2 Furthermore, the IB is the owner of registered trademarks, including its corporate
trilingual logo, the “IB World School” trilingual logo, the “IB button” logo and the
wordmarks “International Baccalaureate”, “Baccalauréat International”, “Bachillerato
Internacional” and “IB”. Consequently, a school is prohibited from using the above-
mentioned trademarks to identify or reference its own non-IB courses.
10.3 The IB grants a school, at authorization, a non-exclusive licence to teach the IB

programme(s) for which it has been authorized and to use the related materials supplied
by the IB in compliance with the IB’s “Rules for use of IB intellectual property” (available
at ibo.org/copyright) and the IB’s online terms and conditions , updated periodically. This
licence is limited to the delivery of the programme(s) within that school.
10.4 Subject to the conditions of the IB’s “Rules for use of IB intellectual property”
(ibo.org/copyright) and the IB’s online terms and conditions, a school’s authorization to
teach one or more IB programme(s) also grants the school a non-exclusive licence to:
a. use the “IB World School” trilingual logo on its stationery, publications, website and
non-commercial promotional material in connection with the IB programme it is
authorized to offer, and in compliance with IB branding guidelines
(ibo.org/globalassets/digital-toolkit/pdfs/brand-guidelines-en.pdf)
b. use the IB’s sub-brand logo(s) and graphic(s) of the programme model(s) for the
authorized programme(s), without any alterations, additions or amendments. Use of
the sub-brand logo(s) must be done in compliance with IB branding guidelines
(available at ibo.org)
c. where a single school offers three (PYP, MYP and DP or CP) or all four IB programmes,
use the “IB continuum” logo
d. make copies of official programme documentation in part or whole for use by their
teachers and post such copies or extracts on the school’s access-restricted website for
their school community for teaching or information purposes, for the programme(s)
the school has been authorized to offer
e. translate IB materials for the programme(s) they have been authorized to offer in
accordance with Section 4 of the “Rules for use of IB intellectual property,” including
the requirement to notify the IB via [email protected]. However, IB logos
must not be used on any translated materials. Schools must comply with all terms and
conditions governing use of translated IB materials
f. MYP, DP, CP: make copies of materials prepared by the IB specifically for
candidate use or to inform legal guardians. However, schools may not copy or
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reproduce examinations and related materials for forthcoming examination sessions
under any circumstances.
10.5 Schools must not otherwise reproduce any materials from the IB or use its logos in any
form without prior written consent from the IB.
10.6 All the rights granted in Articles 10.3 and 10.4 are granted only for the period of validity of
the school’s authorization and lapse automatically when the authorization ends.
Article 11: Copyright in materials submitted to the IB

11.1 Where materials submitted to the IB include assessment tasks that have been created by
teachers within the terms of their contract of employment and that are the copyright of
the school, by submitting such materials, the school is granting to the IB a non-exclusive,
charge-free, worldwide licence, for the duration of the applicable jurisdiction’s copyright
protection, to reproduce submitted materials in any medium for assessment, educational,
training and/or promotional purposes relating to the IB’s activities, or to those related
activities of which it approves. Such licence shall become effective from the date of
submission to the IB.
11.2 Where materials submitted to the IB contain third-party copyright material, information
about the source should be included in the submission to enable the IB, if necessary, to
seek permission from the copyright holder to use the material.
11.3 PYP: When students enter the programme, legal guardians must be asked for written
permission to allow the school to submit their child’s work to the IB if requested. This, in
effect, grants the IB a non-exclusive, chargefree, worldwide license, for the duration of
the statutory copyright protection, to reproduce submitted materials in any medium for
educational, training and/ or promotional purposes relating to the IB’s activities, or to
those related activities of which it approves. Schools must not submit a child’s work if
such written permission is not given.
11.4 MYP, DP, CP: Candidates produce materials in a variety of forms that are submitted to
the IB as part of the assessment requirements. These assessment materials (hereinafter
“materials”) include all forms of written work, audio and visual materials, computer
programs and data and, in certain cases, may contain images or voices of the candidates.
11.5 MYP, DP, CP: Candidates retain copyright in all materials submitted for assessment
purposes, but by submitting those materials, and subject to Article 11.7, candidates
thereby grant the IB a non-exclusive, charge-free, worldwide licence (with the right to
sub-license), for the duration of the applicable jurisdiction’s copyright protection, to:
a. reproduce submitted materials,
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b. use the image and voice of the candidate where they appear on audio or video
materials and
c. reproduce any musical performances in any medium.
This is for assessment, educational, training and/or promotional purposes relating to the
IB’s activities, or to those related activities of which it approves. Such licence shall become
effective from the date of submission to the IB but be subject to data protection and
privacy requirements.
11.6 MYP, DP, CP: Where the IB uses these materials for purposes other than assessment, it
may modify, translate or otherwise change them to meet particular needs and will
anonymize them before publication in print or in electronic form or use them in
accordance with data protection and privacy requirements.
11.7 MYP, DP, CP: Schools are responsible for informing students and their legal guardians of
the licence granted to the IB in their materials and the IB will have no liability in this
respect. Under exceptional circumstances a candidate and/or a candidate’s legal
guardian may withdraw the aspects of the licence relating to use of a candidate’s work
outside of an assessment context for a specific piece of work. In such case the IB must be
notified in accordance with the procedure described in the Assessment procedures. The
candidate must submit a written notification to the school’s coordinator who has the duty
to inform the IB by the due date set forth in the assessment procedures. In these cases,
the IB will use the material only for assessment purposes as defined in Article 11.5.
11.8 MYP, DP, CP; Under the licence granted upon submission for assessment purposes, the IB
can electronically scan, store or reproduce submitted materials in any media in order to
allow the materials to be communicated to examiners, moderators and any other persons
involved in the assessment process or any subsequent appeals (including third-party
vendors and/or services providers). The materials may also be used in the training of
examiners. Material for which a candidate has withdrawn the aspects of the licence
relating to use of candidate work outside of an assessment context will not be placed in
any IB publications or for any commercial or promotional purposes.
Article 12: Use of student and candidate data and school information
12.1 Personal data
a. The IB operates globally and is subject to a variety of legal requirements about

personal data, personal information and privacy, so it manages the protection of
student data and other personal data and information on a global basis. IB’s privacy
practices are described in the IB’s privacy policy.
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b. Schools are based all over the world and are subject to data protection and privacy
laws and regulations regarding personal data and information in their respective
countries. Each school hereby represents and warrants to the IB that it complies with
the applicable data protection and privacy laws in its respective country with respect
to student data and educator data (defined below) and will fully cooperate with the IB
in complying with any such laws.
c. Schools should be familiar with the purposes for which the IB may use student data
and educator data of students and educators in their schools, which are described in
the IB’s privacy policy (insert link) and the potential for international transfers of that
data.
d. In order to implement the IB programme, the school and their staff will need to
provide some student data to the IB and the IB will collect educator data. Each school
acknowledges and agrees that the IB may collect, process and use educator data
about their staff as described in the IB’s privacy policy.
e. Schools must take all appropriate measures internally and within their respective
school communities to ensure the uses and transfers of the student data and educator
data involved with being an IB World School are internally authorized and in
compliance with all data protection and privacy laws, rules, regulations and policies
that are applicable to their school.
f. The IB shall not be responsible for schools’ compliance with any data protection or
privacy law, rules or regulations applicable to them. Each school undertakes to hold
the IB harmless with regard to any legal action taken by students, their legal guardians
or other third parties with respect to such school’s breach or violation any data
protection or privacy law applicable to the school in connection with the IB.
12.2 School Information
a. School information: is any data relating to the school (but not student data or
educator data) that is related to a school’s process of applying, becoming and
maintaining its status as a candidate or authorized school, and includes, but is not
limited to, information and materials gathered during a school’s candidacy phase and
the school’s authorization process.
b. The IB shall own all school information provided by a school from the point of its first
contact with the IB. Each school hereby acknowledges and agrees that the IB may use
school information for purposes related to the IB programmes and mission; evaluating
and improving its programmes and services, including but not limited to, research and
statistical analysis of IB programme/course implementation, participation, impact or
effectiveness and student/candidate outcomes; professional development and training
purposes; and for promotional and marketing purposes.
c. Each school also hereby acknowledges and agrees that these purposes may involve
transfer and disclosure of school information to third parties on a need-to-know basis
Page 134 of 166
or as permitted by applicable law. Third parties may include, but are not limited to,
service providers providing business and operational services to the IB (such as
payment processing and IT hosting services); online course providers; independent
researchers engaged or sponsored by the IB; contractors and consultants in the IB
educator network; associations of IB World Schools; and organizations that control,
govern, regulate or fund the school (such as a school’s district/municipal,
state/provincial or national departments of education or accrediting bodies). The IB
may also disclose school information if required by applicable law, judicial proceeding,
court order or other legal process or where IB believes it is necessary to investigate,
prevent or take action regarding illegal activities, suspected fraud, potential threats to
safety of any person, or if necessary, in litigation or legal proceeding.
d. The IB acknowledges that school information may contain information that is
considered confidential by a school. Accordingly, the IB will keep the school
information in confidence expected as outlined above and will exercise due diligence
and the same care and safeguards with respect to school information as it applies to its
confidential information.
e. Schools must take all appropriate measures internally and within their respective
school communities to ensure that the sharing of school information with the IB that is
involved with being an IB World school is internally authorized and in compliance with
all laws, rules, regulations and policies that are applicable to their school.
12.3 School’s obligations with respect to data
a. Schools are responsible for ensuring the accuracy of any data (student data, educator
data and/or school information) they share with, or transfer to the IB, and that all
sharing and transferring of data to the IB is done in accordance with all laws, rules,
regulations and policies (including but not limited to those regarding data protection,
privacy and/or confidentiality) that may be applicable to them.
b. To the extent required under data protection or privacy law, rules or regulations
applicable to them, each school represents, warrants and undertakes to provide notice
and/or seek express consent from students/candidates and/or their legal guardians for
processing, sharing and/or transferring of student data to the IB.
c. Each school shall ensure that any transfers of student data or educator data by it are
done in compliance with requirements governing international and onward data
transfers. Each school represents and warrants to the IB that any student data
transferred to the IB by the school may be further transferred as described above
without violating the privacy or data protection rights of any students/candidates.
d. Each school undertakes that a student/candidate or their legal guardian may direct their
requests to the school in accordance with local legal requirements. In the event that the
IB receives a request regarding student data from a student/candidate or their legal
guardian, each school undertakes to provide the IB with full cooperation and assistance.
Page 135 of 166
Article 13: Withdrawal or suspension of authorization
13.1 Authorization to offer IB programme(s) may be withdrawn by the IB, in its sole discretion,
for any reason. Withdrawal may be effective immediately or after some period of notice,
as may be determined by the IB in its sole discretion. Examples of situations in which the
IB may withdraw a school’s authorization include, but are not limited to, those in which
the IB determines that:
a. a school does not comply with these rules or other requirements listed in Article 2
b. a school ceases to be registered as a legal entity under local law
c. a school no longer holds the required licensure or accreditation by the local
authorities and/or, if applicable, independent recognized accreditation agencies,
indicating that it is licensed/accredited to provide educational services to students of
the ages served by the programme(s) the school is providing
d. a school has gone through major changes in its governance, leadership, staff, and/or
organizational structure that result in it being an essentially different school from the
one that was granted authorization
e. a school has not satisfactorily demonstrated that it has met the Programme standards
and practices and programme requirements
f. a school has failed to observe the requirements for administering the programme as
described herein and in the relevant IB documentation
g. the school does not resolve matters identified by the IB within the timeline defined by
the IB
h. a school misuses the intellectual property of the IB or fails to take reasonable steps to
protect the IB’s intellectual property rights and to prevent any use that is contrary to
the IB’s “Rules for use of IB intellectual property” and online terms and conditions
i. the school has not ensured that all fees related to any authorized programme(s)
offered by the school and to any programme(s) for which the school is pursuing
authorization have been paid in accordance with the scales of fees, assigned currency
and timetable for payments currently set by the IB
j. a school objects to or fails to comply with any standard amendment to these Rules for
IB World Schools or any of the other documents listed in Article 2, that is, any
amendment that is decided by the IB and is applicable to all schools
k. a school ceases to offer the IB programme(s)
l. CP: for schools authorized to offer the CP based upon their authorization to offer the
DP, the school’s authorization to implement the DP has been withdrawn by the IB or
terminated by the school.
13.2 Authorization to offer IB programme(s) may be suspended by the IB, in its sole discretion,
for any reason and upon such conditions as the IB may determine for a period not to
Page 136 of 166

exceed two academic years. During a suspension of authorization, the school may not
offer the suspended programme. Suspension conditions, if any, that are not complied
with or otherwise resolved may result in full withdrawal of authorization to offer IB
programme(s).
Examples of situations in which the IB may suspend a school’s authorization include, but
are not limited to, those in which the IB determines that:
a. a school is unable to offer the programme due to conflict or war, natural or man-
made disasters
b. a school is unable to offer the programme due to extreme financial hardship for the
school or district.
c. a school has no students participating or able to participate in the programme but
where there is an expectation that the school will have student participation within
two years.
d. a school fails to meet the requirements for authorized schools, but the IB approves a
plan for remedying the matters within two years.
e. CP: for schools authorized to offer the CP based upon their authorization to offer the
DP, the suspension of the DP will also result in the suspension of the CP.
13.3 In all cases the school will receive written notice of any decision to withdraw or suspend
authorization.
13.4 Any decision to suspend authorization to offer the IB programme(s) is taken by the
director, IB World Schools of the IB, or his or her authorized delegate. The director’s
decision is not subject to appeal and will take effect as specified in the notice of
suspension.
13.5 Any decision to withdraw authorization to offer the IB programme(s) is taken by the
Director General of the IB, or his or her authorized delegate. The Director General’s
decision is not subject to appeal and will take effect as specified in the notice of
withdrawal.
Article 14: Termination by schools

14.1 A school may terminate its authorization to offer the IB programme(s) effective from a
date established by the school in consultation with the IB. Fees remain payable to the IB
until the agreed termination date.
Page 137 of 166

Article 15: Name and status of schools
15.1 No authorized school may have a legal or preferred name which includes the words
“International Baccalaureate”, “IB” or “World School” in any form or language, nor may
they have any trademarks or pending applications containing such words.
15.2 A school must be and remain duly registered as a legal entity under local law—either for
profit or not-forprofit, privately or publicly funded.
15.3 A school must have and maintain the required licensure or accreditation by the local
authorities and/or, if applicable, independent recognized accreditation agencies,
indicating that it is licensed/accredited to provide educational services to students of the
ages served by the programme(s) for which the school is authorized.
15.4 A school must inform the IB in writing of any changes in its legal status, legal or
preferred/trade/”Doing Business As” (DBA) name, licensure, or structure.
Article 16: Multiple campus programmes

16.1 If a school is divided between two or more campuses, each campus is normally deemed a
separate IB World School.
16.2 In some cases the IB recognizes that a single programme may, for logistical reasons, be
taught in a school with two or more campuses as a multiple campus programme. If the
following criteria are satisfied, the IB may regard a multiple campus programme as a
single school for the purposes of recognition and fees.
a. All campuses are recognized as comprising a single school according to legal and local
registrations.
b. The head of school is responsible for the day-to-day educational leadership of the
school across campuses, is regularly present and equally accessible to staff on all
campuses and is formally recognized as such by the staff and, if applicable, also by the
local authorities.
c. The campuses are governed by the same governing body and rules and regulations,
including organizational structure and, if applicable, school fee tariff.
d. One IB programme coordinator is responsible for the day-to-day functioning of the
programme across each of the campuses and is regularly present and equally
accessible to staff on all campuses
e. There is horizontal and vertical articulation of each programme across the campuses.
f. The staff across campuses meet frequently for ongoing collaborative planning.
16.3 The IB reserves the right to decide what constitutes a multiple campus programme.
Page 138 of 166

Article 17: The MYP in partnership
17.1 In cases where there is an educational continuum between schools, where one or more
offer the earlier years of the MYP, leading to the final years in another school, and a
significant proportion of students move from one to the other, schools can apply to offer
the MYP in partnership. The IB will recognize these schools as one programme offered in
partnership under the following conditions.
a. The partner schools appoint an MYP coordinator who will facilitate the programme
across the partner schools and who will be the partnership’s contact person for the IB.
The school where the MYP coordinator sits will be identified as the contact school. The
MYP coordinator for the partnership will be regarded by the IB as the MYP coordinator
for all schools in the partnership.
b. The staff across the partner schools meet frequently for ongoing collaborative
planning, ensuring vertical articulation towards the final MYP objectives and a common
understanding and practice of MYP assessment.
c. There is horizontal and vertical articulation of the programme across the partner
schools and across all years of the programme.
d. Professional development requirements are fulfilled by each partner school separately.
e. For the purposes of programme evaluation, the partnership will be regarded as one
entity. Although documentation may be requested from all partner schools, there will
be one report from the IB, which will address the partnership as a whole.
17.2 Each school in the partnership is authorized as an IB World School in its own right.
Article 18: Governing law

These Rules for IB World Schools and all other documents relating to the implementation of IB
programmes shall be governed by and construed in accordance with the laws of Switzerland
without reference to its conflict of laws or similar provisions that would mandate or permit
application of the substantive law of any other jurisdiction.
Article 19: Arbitration of disputes

Any dispute, controversy or claim arising out of, or in relation to, these rules, including the
interpretation, validity, breach or termination thereof, shall be finally settled by arbitration by
the Geneva Chamber of Commerce in accordance with the Swiss Rules of International
Arbitration of the Swiss Chambers’ Arbitration Institution (“Rules”) in force on the date when
the notice of arbitration is submitted in accordance with such Rules. The number of arbitrators
shall be one, the seat of the arbitration shall be Geneva and the arbitral proceedings shall be
conducted in English. The parties hereby agree to use information technology systems and
electronic communications to the extent permitted in conducting any arbitral proceedings.
Page 139 of 166

Article 20: Entry into force and duration
The IB may amend these rules from time to time. This version of the Rules for IB World Schools
shall enter into force effective 30 days from the date of publication and shall remain applicable
to all IB World Schools until further amended.
Page 140 of 166

Glossary and commonly used abbreviations
MYP Terms Definition
Achievement level The level given when the student work reflects the
corresponding descriptor.
Aim An aim states, in a general way, what the teacher may

expect to teach or do, what the student may expect to
experience or learn and how the student may be
changed by the learning experience.
Approaches to learning Concerned with the development of thinking skills,

(ATL) strategies and attitudes and the ability to reflect on one’s
own learning.
Assessment access A candidate with assessment access requirements is one

requirements who requires access arrangements in assessment
conditions to demonstrate his or her level of attainment.
Assessment criteria Criteria against which a student’s performance is

measured as evidenced by work produced. Subject-
group guides provide assessment criteria to be used for
final assessment for each subject group and for the
personal project.
Assessment rubric A grid that contains levels and descriptors.
Assessment task The activity or series of activities with which students

engage in order for assessment to take place.
Criterion levels total The sum of the final levels awarded for each individual
criterion in any given subject.
Differentiation Planning for different levels of ability.
Page 141 of 166

Formative assessment Ongoing assessment aimed at providing information to

guide teaching and improve student performance.
Grade boundary The lowest and highest criterion levels totals

corresponding to a particular grade. Suggested
boundaries for internal assessment are provided in
MYP: From principles into practice. Grade boundaries
for (optional) external MYP eAssessments are
determined annually.
IB MYP Certificate IB-issued certificate that signifies the successful

completion of requirements for the programme;
accompanied by MYP results.
Inclusive assessment Changed or additional conditions during the

arrangements assessment process for a candidate with assessment
access requirements. These enable the candidate to
demonstrate his or her level of attainment more fairly
and are not intended to compensate for any lack of
ability.
Interdisciplinary Combining or involving two or more branches of

learning or fields of academic study. In the MYP,
interdisciplinary study can be developed both within
and between/among subject groups.
Middle Years Programme The IB’s programme designed for students between the
(MYP) ages of 11 and 16 years.
Personal project A project that is the culmination of the students’

experience in the MYP and shows their experience of
ATL and global contexts. It is completed in the final year
of the programme.
Page 142 of 166

Policy Documentation written collectively, that articulates how

implementation and development of the MYP can be
supported and put into practice in everyday school life.
Programme evaluation A mandatory process for all IB World Schools offering

the MYP, whereby the IB assists schools in their own
self-evaluation procedures as well as ensuring the
quality of programmes.
Scaffold(ing) A strategy in which teachers develop and employ a

sequence of steps or stages marked by a gradual
decrease of support and a corresponding increase in
students’ responsibility for their own learning.
Inclusive Education (IE) Inclusive Education is for students who, as defined by

Previously known as the IB, may:
‘SEN’ ▪ display difficulties or live with conditions that are a
barrier to learning and therefore need particular
teaching strategies for classroom management and
effective education
▪ display a higher than average aptitude in one or
more subjects that requires adaptation of the
curriculum to cater for their accelerated learning
needs.
Subject The practical division of single or integrated academic

disciplines (and formally constituted interdisciplinary
studies). In the MYP and DP, subjects are identified as
assessable courses.
Subject group A collection of related courses grouped into a common

category, which together represent a broad and balanced
curriculum.
Page 143 of 166

Subject-group flexibility Curriculum option in MYP years 4 and 5 that allows

students, if their needs or the needs of the school are
better served, to study only six MYP subjects, with
certain important conditions.
Summative Assessment The culminating assessment for a unit, term or course of

study, designed to provide information on the student’s
achievement level against specific objectives.
Page 144 of 166

Commonly used MYP abbreviations
Abbreviation MYP Term
ATL Approaches to learning
CAS Creativity, Activity, Service
CPM Collaborative Planning Meeting
DC Disciplinary Committee
DP Diploma Programme
DPC Diploma Programme Coordinator
DPCC Diploma Programme Curriculum Coordinator
EE Extended Essay
GC Global Context
GP Global Politics
HoD Head Of Department
HoI History of Islam
IA Internal Assessment
IB International Baccalaureate
IBIS International Baccalaureate Information System
ID Interdisciplinary
IDs International Days
IDC International Day Committee
Page 145 of 166

Abbreviation MYP Term
IDU Interdisciplinary Units
IH Integrated Humanities
IM International Mindedness
IS Internal Standardization
I&S Individuals and Societies
LO Learning Outcome
LP Learner Profile
MB ManageBac
MYP Middle Years Programme
MYPC Middle Years Programme Coordinator
OCC Online Curriculum Centre
PA Performing Arts
PHE Physical and Health Education
PP Personal Project
PTM Parent Teacher Meeting
PYP Primary Years Programme
PYPC Primary Years Programme Coordinator
SEN Special Educational Needs
SSQ Self -Study Questionnaire
TEP Teacher Enrichment Programme
TOK Theory of Knowledge
VA Visual Arts
Page 146 of 166

References
Department of Arts and Science. (2012). Academic Integrity Checklist. Toronto: The University
of Toronto.
International Baccalaureate Organization [IBO]. (2008). Learning in a language other than

mother tongue in IB programmes. Cardiff, Wales: IBO.
IBO (2009). Making the PYP happen: A curriculum framework for international primary
education.(Revised edition). Cardiff, Wales: IBO.
IBO (2011). Candidates with Assessment Access Requirements. Cardiff, Wales: IBO.
IBO (2011). Learning diversity and the IB Programmes: Special educational needs within the
International Learning Support. Cardiff, Wales: IBO.
IBO (2012). Guidelines for school self-reflection on its language policy. Cardiff, Wales: IBO.
IBO. (2013). What is an IB education? Cardiff, Wales: IBO.
IBO (2013). Assessment Access: Inclusive Assessment Arrangements (video). Retrieved 2nd
May 2016, from:https://ibis.ibo.org/home/handbook.cfm.
IBO (2014). From principles into practice. Cardiff, Wales: IBO.
IBO (2014). Language Acquisition Guide. Cardiff, Wales: IBO.
IBO (2014). Language and Literature Guide. Cardiff, Wales: IBO.
IBO (2014). Programme standards and practices. Cardiff, Wales: IBO.
IBO (2015). Handbook of procedures for the Diploma Programme. Cardiff, Wales: IBO.
IBO (2015). Guide to MYP eAssessments. Cardiff, Wales: IBO.
IBO (2015). 2016 - eCoursework user guide: for Candidates. Cardiff, Wales: IBO.
IBO (2015). M16 eCoursework user guide: Coordinators, admin assistants and teachers. IBO.
IBO (2015). MYP eAssessment Q&A Sheet. IBO.
IBO (2015). MYP on-screen examinations user guide. IBO.
IBO (2015). Use of calculators in examinations 2016 – version 1.0. IBO.
IBO (2016). MYP Guide to eAssessments IBO.
Page 147 of 166

IBO (2016). May 2016 - Forms and cover sheets. IBO.
IBO (2016). Addendum to the Handbook of Procedures. Cardiff, Wales, IBO.
IBO (2020) MYP on-screen examinations: IT requirements and school responsibilities.

International Baccalaureate Organization. Geneva: IBO
IBO. (2016). Handbook of Procedures for the Middle Years Programme: Assessment
2016. Cardiff, Wales: IBO.
IBO (2016). Handbook of procedures for the Middle Years Programme.Cardiff, Wales.
International School of Beijing (n.d.) Learning Support Policy. Beijing.
International School of Sacred Heart (n.d.) Admissions Policy. Tokyo, Japan
Nanjing International School. (n.d.) Learning Support. Nanjing.
Smart, C. (Ed.). (n.d.). SEN Policy. Special Needs Information Press. Surrey.
Oslo International School (n.d.) Admissions Policy. Oslo, Norway.
Sabis International School (n.d.) Admissions Policy. United Kingdom
The International School (2015) Language Policy. Karachi, Pakistan
The International School (2015) Special Educational Needs Policy. Karachi, Pakistan
The International School of Moshi (n.d.) SEN Policy.
Yokohoma Internatioal School (n.d.) Admissions Policy. Japan
Gleanealy School (2014). PYP Action Plan Moving Forward. Retrieved from Glenealy School:
http://www.glenealy.edu.hk/sites/glenealy/files/pyp_action_plan_moving_forward_2013-
14.pdf.
Goyal, S., & Siani, S., (n.d.). Controlling Your Self Control-Myths and Realities of True
Assessment in the Global context. Retrieved from:
http://iaea.info/documents/paper_30e4442e.pdf.
Page 148 of 166

Appendix 1
Academic Honesty Checklist
Page 149 of 166

Appendix 2
ePortfolio Requirements (updates will be communicated to students as requirements are
received from IB in MYP Assessment Procedures)
Page 150 of 166

60
15
0
Appendix 3
Page 151 of 166

Appendix 4
Page 152 of 166

Appendix 5
Page 153 of 166

Appendix 6
Page 154 of 166

Appendix 7
System Requirements for On-Screen Examinations (2020)
Candidates can complete the examinations using either a Windows PC or Mac, which meets the
following minimum system requirements. The recommended specification should be met, where
possible, as this will ensure an optimum user experience.
* The IB cannot guarantee compatibility with later operating system updates. Please consider if
this could be impacted by any automatic update settings on a device
Page 155 of 166

Appendix 8
TIS eClinic Checklist
Only laptops for which the following checklist is complete will be allowed for use during the IB MYP eAssessments
Student Name / Candidate Code:_____________________________________________
Laptop Serial Number:____________________________
Type of Device: _________________________________ (does it meet the Minimum

requirements outlined below? Yes, No, Meets Recommended Requirements
Please Turn Over

Item For Mock For IB MYP
Exams eAssessments
The laptop has Battery Back-up for 2 hours
An approved anti-virus has been installed
All updates have been completed
Video softwares for mock eAssessments have been installed
The Serial Number has been recorded
The Compatibility Checker has been run successfully at least one Not
month before the eAssessment released as
yet
The Compatibility Checker has been run one week before the IB N/A
MYP eAssessment and this laptop has been cleared for use in IB
MYP eAssessments
The student has his/her own ear phones and sound is clear
Has Google Siri been disabled?
Has the ‘F’g key on Mac been changed to ‘normal

function’?
Page 156 of 166

FInal Check per IB MYP exam L&L Math IH/Hist Bio Chem Phys ID
Has the firewall been turned off?
There are no critical softwares running in the

background to slow down the laptop (to be checked
one hour before the IB MYP eAssessment)
The student has his/her own earphones and sound is

clear.
The laptop has Battery Back-up for 2 hours
The student has brought his/ her charger
Any previous IB eAssessment has been removed from

the laptop
IB eAssessment for the respective subject has been

transferred onto the laptop
The Compatibility Checker is a built-in component of Yes Yes Yes Yes Yes Yes Yes
the eAssessment and will run automatically.
Page 157 of 166

Appendix 9
Use of Calculators
Page 158 of 166

Page 159 of 166
Appendix 10
TIS Checklist for Conduct of IB On-Screen Examinations
Before the Examinations:

Are all candidates registered?
Has the eClinic been conducted for each device and is the file in MYP Centre?
Has each student signed for the Compatibility Checker? (all except internet
connectivity and ‘less than optimal/recommended’ screen resolution)
Have all students received the examination packages and familiarization

tools?
Has the examination schedule been prepared as per the six hour window
provided by IB?
Have the students/parents been given the examination schedule and timings
and reminded of the same?
Do all students have their candidate codes (hard copy)and the ‘Notice to
Candidates,’ poster (soft copy)?
Have the invigilators been explained their duties (do’s and dont’s) as per the
‘Conduct of MYP On-Screen Examinations,’ and ‘MYP On-screen
examinations user guide’ and have these documents been shared with them
(soft copy)?
Have the ‘Conduct of MYP On-Screen Examinations,’ and ‘MYP On-screen

examinations user guide been printed and bound for keeping in the
examination hall?
Has the list of instructions to candidates been given to invigilators

beforehand?
Have Invigilators been taught how to access and use the invigilator menu?
Have sufficient copies of these lists been photocopied for each examination?
Has an invigilator schedule been prepared and shared with all invigilators?
Are the posters (conduct+1) available?
Has the furniture and room been finalized and set as per guidelines in the
‘Conduct of MYP On-Screen Examinations’ booklet?
Page 160 of 166

Has the seating plan been created?
Is there a working clock in the room?
Has enough scratch paper been printed?
Have an adequate number of USBs been arranged?
Have all examinations been downloaded as per schedule in ‘MYP On-screen

examinations user guide’? (For mocks: have all password-protected zipped
files been collected and passwords been shared)
Are extra power sockets, headphones and replacement devices available?
Are English to Urdu translating dictionaries available?
Is the generator in working condition and is there enough fuel?
Is there a LAN connection/cable in the room?
Has an email/reminder for ‘battery full’ ‘bring charger,’ and ‘stick name and
password on cover’ gone to students/parents?
Has the IT department been informed of a list and timing of responsibilities?
On the day:
Have all devices been given in and the relevant package downloaded onto
students’ laptops?
Have all access codes (admin, candidate, pirate ..check) been downloaded
and distributed (soft & hard copy) to the relevant persons?
Have all access codes been listed as per candidate (if required)?
Are the invigilator’s instructions lists, attendance sheet, and seating plan in
the room?
Is the seating plan back to back (for elective subjects) or as outlined in the
handbook?
Have the posters (conduct +1) been posted in the examination room?
Are copies of the ‘Conduct of MYP On-Screen Examinations,’ and ‘MYP On-
screen examinations user guide’ in the examination room?
Page 161 of 166

Have emergency phone numbers been put up in the examination room and is
there a copy for the MYP Centre?
Are there USBs, extra power sockets (laid out), extra headphones and at least
3 replacement devices in the room?
Is there ample scratch paper in the room?
Are all devices plugged into power sockets?
Have translating dictionaries been placed in the room?
Is there a LAN cable in the room?
Is the generator in working condition and is there enough fuel?
Has a date to receive the student response been created on Managebac (for
mocks only) ?
Is there a working clock in the room?
Is there water and paper cups in the room?
After the Examination:

Have all rough/scratch sheets and seating plan been collected and retained
the MYP Centre?
Have all response files uploaded automatically and manually to IBIS?
Have all response files been collected in a USB or external drive?
Have all response files and examination packages been deleted from the
devices used?
Have teachers provided feedback on the examination?
Have students completed the survey (optional)?
Page 162 of 166

Appendix 11
Language Development Pathways at TIS
Page 163 of 166

Appendix 12
TIS Language Profile Survey Form
Page 164 of 166

Page 165 of 166
Acknowledgement
Please print and complete the form below and return it to the MYP Centre.
Signatures of understanding:
I have read the Learner Guardian Handbook 2021-*, and agree to abide by the following:
1. The TIS Academic Honesty Policy
2. The Code of Conduct (inclusive of the Locker Policy)
Any questions I may have will be directed to the MYP Coordinator.
Student’s Name: ________________________________________________________________
Class: ________________________________________________________________________
Student’s Signature: _____________________________________________________________
Parent’s Name: _________________________________________________________________
Parent’s Signature: ______________________________________________________________
Date: _________________________________________________________________________
Important Note: This agreement remains valid until the publication of the next LG Handbook.
*Any revision to this Handbook will be communicated via email.
Page 166 of 166

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What does the handbook outline as the vision, mission and objectives of the school?

What does the handbook outline as the vision, mission and objectives of the school?

What are the main sections/topics covered in the handbook?

What are the main sections/topics covered in the handbook?

MYP Learner/Guardian Handbook

ACADEMIC ORGANIZATIONAL CHART

The International School's Information Technology Policy:

The International School's Language Policy:

The International School's Inclusive Education Policy

The International School's Assessment Policy

Purpose of Effective Assessment for Parents

The International School's Academic Honesty Policy

● understand and honour the boundaries of legitimate collaboration

● produce original work

Administration Details and Procedures

• TIS email account

Class teachers will give out the following: -

Appointments with TIS Faculty Members

Similarly, if a faculty member or Coordinator wishes to schedule an appointment regarding your

Head of School & Principal: [email protected]

MYP Coordinator & MYP Faculty members: [email protected]

Personal Project Orientation

MYP Criteria Sessions

Lose my ID Card TIS Admin

Need medical aid/am feeling sick School Nurse

Need help with a subject Subject Teacher

Do not understand my grades Subject Teacher

Need to find resources for research Teacher Librarian

Want to report a need for repair MYP Centre

Want to report misbehaviour Subject Teacher/ Class Teacher/ MYP Centre/

Am being bullied Subject Teacher/ Class Teacher/ MYP Centre/

Have problems with my email MYP Centre

Someone has hacked my account MYP Centre/ Disciplinary Committee

Have lost my belongings Class Teacher/ MYP Centre

Need to call home After taking permission from MYP Centre,

Am in an emergency Nearest TIS faculty/admin/MYP Centre

Want an appointment to discuss my child’s MYP Centre

Want to report an issue MYP Centre

Have issues accessing ManageBac MYP Centre

Have a query regarding fee payment Accounts Office

Have a query about university requirements or Registrar

MYP 1 & MYP 2

5 periods for Language & Literature: English

5 periods for Language Acquisition: Urdu

4 periods for Individuals & Societies

4 periods of General Science

4 periods for Mathematics

4 periods for Design

4 periods for Arts

3 periods for Physical & Health Education

2 periods of History of Islam

5 periods for Language & Literature: English

3 periods for Individuals & Societies: Islamiyat

4 periods of General Science

4 periods for Mathematics

4 periods for Design

4 periods for Arts

3 periods for Physical & Health Education

4 periods for Individuals & Societies