IB School Policies - Harvest IB

Academic Integrity Policy

Assessment Policy

Admission Policy

Inclusion Policy

Language Policy

Library Policy

Academic Integrity Policy

Harvest Vision
Harvest Mission
IB Mission
What is Academic Integrity?
Purpose of Academic Integrity Policy
Role of Citing and Acknowledging Original Authorship
IB and the AI Tools
Examples of MLA Citation
Academic Misconduct Look Alike
Guidelines for Students to Avoid Misconduct
Legitimate Collusion
Roles and Responsibilities of the Stakeholders
Procedures for the Reporting & Monitoring of Academic Misconduct
Consequences of Academic Misconduct
Checklist for Teachers to Ensure Academic Integrity

Harvest Vision

Nurture happy learners who embody ethics, excel in their chosen fields, and contribute to the betterment of society.

Harvest Mission

Harvest International School is dedicated to providing personalized holistic education, leveraging technology for academic growth and innovation. Our inclusive and value-centric approach develops confident, globally minded individuals who embrace diversity. With the guidance of exceptional educators and partnering with parents, we provide a supportive environment, instilling a lifelong love for learning and empathy.

The IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

Philosophy

In line with the IB Learner Profile of being principled, we believe it is essential that all teachers, regardless of discipline expertise, provide correct and consistent guidance on how to effectively work collaboratively, how to properly cite sources, and to support a transparent learning environment so that students complete their tasks with integrity from the start. It is during the school years that students’ characters are formed, and equipped with the skills to work independently. Our students are encouraged to be lifelong learners who act responsibly towards a peaceful, sustainable future.

IB Standard B1.5d

The school has developed and implements an academic integrity policy that is consistent with IB expectations.

Academic Integrity at Our School

Our school defines academic integrity as a set of values and skills that promote personal integrity in teaching, learning, and assessment. We believe that in order to achieve this, it is important that we focus on educating our students to be principled, to recognize and celebrate authentic student work, and to take pride in promoting student learning through inquiry that includes responsible use of information and communication of original work.

Important to Know

The Academic Integrity Policy is designed to define and clarify the expectations associated with the submission of authentic work. It will provide staff, students, parents, counselors, and administrators with a common understanding of malpractices, define the responsibilities of all parties in preventing malpractices, and encourage principled behavior in the learning environment of our schools.

What is Academic Integrity?

Academic integrity is acknowledging responsibility for the production of students’ own work, recognition of the work of others, and maintaining honor and trust in the learning environments of our schools. In order to understand appropriate academic integrity practice, it is important to clarify behavior that can lead to an unfair advantage in academic work, hereby referred to as malpractice.

Purpose of Academic Integrity Policy

Academic integrity in the IB is a principle informed by the attributes of the IB Learner Profile. As stated, all members of the IB community must strive to be “principled”, acting with “integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere”. Students must demonstrate academic integrity at all times and avoid any form of academic misconduct. Academic integrity forms the backbone of our school community, one dedicated to learning, to the search for understanding, and to open, critical inquiry. In practice, academic integrity refers to a complex of ethical principles and behaviors that pertain to everyone — not just students — teaching, learning, and working in an academic context.

Worth Being Familiar

Academic misconduct is defined as behavior that results in, or may result in, the student or another student gaining an unfair advantage in one or more assessment components (MYP: From Principles into Practice 95). Malpractice includes plagiarism, collusion, and duplication of work, etc. (as defined below). Intellectual property (IP) refers to creations of the mind, such as inventions; literary and artistic works; designs; and symbols, names, and images used in commerce. Forms of intellectual and creative expression, for example, works of literature, art, or music, must be respected and are normally protected by law. Laws safeguard IP through mechanisms like patents, copyright, and trademarks. These legal protections allow individuals to gain acknowledgment or financial rewards for their innovations or creations. By carefully weighing the rights of innovators against broader societal interests, the IP framework seeks to cultivate an atmosphere conducive to creativity and advancement. Authentic authorship could be attributed to something because it’s considered “genuine,” where its origin or authorship isn’t in question, distinguishing it from an imitation. Authorship gives credit and implies accountability for published work, so there are academic, social, and financial implications. It is very important to make sure people who have contributed to a paper are given credit as authors and that people who are recognized as authors understand their responsibility and accountability for what is being published.

Role of Citing and Acknowledging Original Authorship

Citing sources helps the reader distinguish one’s ideas from those of its sources. This emphasizes the originality of a person’s own work. Giving credit to the original author by citing sources is the only way to use other people’s work without plagiarizing. But there are a number of other reasons to cite sources:

Citations are extremely helpful to anyone who wants to find out more about a person’s ideas and where they came from.
Citing sources shows the amount of research one has done.
Citing sources strengthens one’s work by lending outside support to his/her ideas.

The IB and Artificial Intelligence Tools

At Harvest, we recognize the potential of artificial intelligence tools in strengthening the skills of IB learners. The IB philosophy emphasizes the importance of collaborating with these tools rather than resisting them, and embracing their capabilities. Transparency is central to the IB ethos, requiring students to acknowledge and credit any sources or materials utilized in their work. When incorporating external sources, citations must be provided at the relevant points within the text, with a comprehensive reference included in the bibliography. Simply listing references at the end of the paper is insufficient; each citation within the text should correspond to a complete reference in the bibliography. Citation is required:

Whenever a person borrows words or ideas, he/she needs to acknowledge its source. The following situations almost always require citation:
- Use of quotes
- Use of images
- Paraphrase
- Use of an idea that someone else has already expressed
- Make specific reference to the work of another
- Role of someone else’s work in developing the idea

MLA Citation Examples

How to Cite a Book

An MLA book citation always includes the author(s), title (italicized), publisher, and publication year in the Works Cited entry. If relevant, also include the names of any editors or translators, the edition, and the volume. Example: Smith, Thomas. The Citation Manual for Students: A Quick Guide. 2nd ed., Wiley, 2020.

How to Cite a Journal Article

For a journal article, the citation contains the author(s); article title; journal name; volume and issue; month and year; page range; and a DOI if accessed online. In the in-text citation, include the author’s last name and the page number. Example: Andreff, Wladimir. “The Evolving European Model of Professional Sports Finance.” Journal of Sports Economics, vol. 1, no. 3, Sept. 2000, pp. 257-76, https://doi.org/10.1177/152700250000100304.

How to Cite a Website

The website citation includes the author’s name, the title of the page (in quotation marks), the name of the website (in italics), the publication date, and the URL (without “https://”). Example: Slat, Boyan. “Whales Likely Impacted by Great Pacific Garbage Patch.” The Ocean Cleanup, 10 Apr. 2019, www.theoceancleanup.com/updates/whales-likely-impacted-by-great-pacific-garbage-patch.

Procedures and Practices

School Responsibilities

Explain and reinforce the policy regularly
Explain to students what academic misconduct is, and the rights and responsibilities of all students
Make students aware of this document and its contents at the start of every academic year, by distributing copies to them and to parents
Make all students aware of what constitutes plagiarism and other forms of academic dishonesty, such as the consequences of academic misconduct
Refer to this policy in the school bulletin and teacher information material at the start of every academic year
Investigate cases of academic misconduct fairly and consistently
Promote the role of guidance counselors in providing instruction and guidance on academic integrity

Student Responsibilities

- Present only authentic work
- Fully and correctly acknowledge the work and ideas of others
- Respect all forms of intellectual property, including patents, registered designs, trademarks, moral rights, and copyright
- Seek clarification from teachers or guidance counselors if uncertain about what constitutes plagiarism
- Adhere to deadlines set for handing in assignments
- Assume responsibility for developing personal values and the ability to act with integrity
- Ensure that their work does not give unfair advantage to another student

What does misconduct look like?

Misconduct	Definition	Examples
Plagiarism	The Representation of ideas or work of another person as the student’s own – Presenting as your own (with or without the author’s permission) information collected, organized, or written by someone else. Plagiarism can include taking someone’s ideas or concepts and portraying them as your own. Plagiarism can be intentional and unintentional, but both are treated the same way.	Copying an article from a website and not giving credit but not understanding you had to give credit…it is plagiarism. Always ask your teacher if you should give the original author credit if you are unsure. Copying and pasting information from a website into your work, and then failing to give the website credit. Reading an article or a text, taking ideas from it, and then claiming them as your own ideas.
Collusion	Supporting academic misconduct by another student, as in allowing one’s work to be copied or submitted for assessment by another.	You let another student copy from your homework. The teacher gives a lab report to be completed individually and you work with other students but submit the work with only your name on it. If the teacher gives work to be completed individually, you should not work with other students or give friends your work. This is known as unacceptable collusion. In an exam, test, or quiz, you share your answers with other students taking the same exam, test, or quiz.
Duplication	The presentation of the same work for different assessment components.	You completed a Design Evaluation in MYP 4 and you copied parts of it to complete your Personal project Design related report in MYP.
Cheating	Behavior that gives an unfair advantage e.g., saying you have turned in an assignment when you did not, using cheat sheets, electronic devices, fabricating information trying to earn more time or credit on an assignment, project, or exam.	Misrepresenting yourself on a summative task such as saying you have turned in an assignment when you did not. Using restricted material during an assessment task, such as cheat sheets, or electronic devices. Leaving the room during an assessment task and using restricted materials prior to returning. Fabricating information to try to earn more time or credit on an assignment, project, or exam.
Fabrication/Falsification of Data	Misrepresenting the results of your research.	Modifying experimental data to show a nonexistent correlation that would support your hypothesis.
Facilitation of academic dishonesty	Helping others cheat.	Giving a friend exam answers or taking an exam in their place.
Contract cheating	Paying or bribing someone to help you cheat.	Buying exam answers, pre-written essays, etc.
Deceit	Lying or falsifying information.	Fabricating an illness to get out of an exam.
Use of translated material without Attribution	Copying a passage of text, translating this passage into another language, and using the translated text without acknowledging its source still constitutes plagiarism.	Copying a passage of text, translating it, and using it without acknowledging its source.

Guidelines for Students to Avoid Misconduct

To Avoid Plagiarism

If you ever use someone else’s words or ideas, give them credit. In the same sentence where you copied their ideas or words, you must mention the author or location where you found the information. Using outside sources makes a better argument and gives your work greater credibility.

To Avoid Collusion

Always do your own work. If you are unsure, ask your teacher before you ask a classmate. During an exam or other assessments, avoid talking or looking at classmates. Raise your hand to make a request to the teacher.

To Avoid Duplication

Start a new document whenever you start a new assignment, and avoid copying anything from earlier work. Ask your teacher when you are unsure if you can borrow an idea from a previous piece of work.

To Avoid Cheating

Leave all electronic devices in your locker when taking an assessment. Avoid talking to or looking at classmates during an assessment. Be a principled human being and tell the truth.

To Avoid Fabrication/Falsification of Data

It’s better to clearly define and document research protocols, methodologies and procedures to avoid any fabrication at the end. Also, implementing monitoring mechanisms to detect any unusual patterns or inconsistencies in data will be useful while conducting the research.

To Avoid Facilitation of Academic Dishonesty

The first thing is to take pride in your work and learning process. We have to understand that assessments are meant for the development of critical thinking and identification of learning gaps, so it should be considered as the process of self-reflection and improvement. So it’s better to do strategic planning, time management and adopt techniques for your study that suits your style.

To Avoid Contract Cheating

Develop effective study habits, with the legitimate resources, consulting the teacher/instructor, developing critical thinking, commit to academic integrity and be aware of available support services, such as writing centers or tutoring, to help in improving the skills and confidence in completing assignments.

To Avoid Deceit

Avoiding deceit is an ongoing process that requires self-awareness, commitment, and a genuine desire to build and maintain trust. Build a relationship with your instructor and explore alternative assessment methods. Develop healthy coping strategies for stress and challenge by consistently practicing honesty and integrity, you contribute to a more trustworthy and ethical environment.

Legitimate Collusion

Group Work

The teacher allows students to work in a group and if each student is contributing towards his/her role, this collusion is legitimate, wherein, in a group work if all are not performing/contributing as per their given role and still the report carries credits for all, this is unacceptable collusion.

Individual Work

The teacher gives a lab report to be completed individually and the student works with other students but submits the work with his/her name on it, this is unacceptable. To address such incidents, a formal complaint is raised against the student and escalated to the involved stakeholders like coordinators, teachers, and parents. After the enquiry, the final decision will be made at the discretion of the teacher and coordinator.

Roles and Responsibilities

Pedagogical Leadership Team

1. Create the academic integrity policy collaboratively with the teachers, promoting good practices and fostering a safe school environment that motivates the school community to act honestly. 2. Ensure the policy document practices are implemented. 3. Promote and encourage teachers to educate students regarding the policy. 4. Enforce the consequences when a student or teacher violates the policy.

Teachers

1. Early Introduction: Begin introducing the concept of academic integrity from the earliest grades. Explain in simple terms what it means to do one’s own work, give credit to others, and why it’s important. 2. Role Modeling: Academic integrity can be demonstrated through practicing self-honesty, proper citation, and responsible behavior in teachings and interactions. If faced with a challenging question, a teacher can demonstrate how researching the answer and sharing the process can support learning. Discussions can be initiated on real-world ethical dilemmas, highlighting the importance of ethical decision-making and integrity. 3. Create a Supportive Learning Environment: Give students confidence in their own skills and potential. Implement the school’s academic integrity policy through relevant ATL skills development in all subject group classes. Provide guidance regarding studying, writing academic documents, inquiring, and citing sources so that students gain a clear idea of the purpose of correct citation and referencing in a variety of disciplines. Promote a classroom environment that encourages academic integrity and critical thinking. Allow time to teach important skills (note-taking, citing & referencing, etc.). Ensure that students feel confident to ask for support when needed. 4. Clarify Expectations: Clearly communicate the expectations and the rules of the course (late submissions, use of plagiarism detection software, etc.). Detailed explanation on strategies and tools to be used for checking the authenticity of the work. Provide clear definitions of all forms of academic misconduct and unethical behavior with examples. Clear directions on collaborative & group learning and independent work. 5. Recognize Student Stress and Support Them: Coordinate and establish tasks and deadlines collaboratively with teachers from different subject areas to prevent students from facing simultaneous deadlines. Teach students about time management. Identify early indicators when students may seek shortcuts as a result of stress or anxiety and assist them in comprehending the repercussions of engaging in academic misconduct. During assessments, all teachers collaboratively work on less homework or no homework policy. Regular reminders to the students about the course expectations.

Librarian

Support teachers and students in identifying good practices regarding academic integrity and actively engage in promoting the importance of research ethics. Provide authentic resources for teaching and learning by ensuring that students and researchers have access to a wide range of academic resources, including books, journals, databases, and other materials. Offer personalized research assistance to help students locate relevant, credible, and scholarly sources. Collaborate with faculty members to integrate information literacy and academic integrity concepts into the curriculum. Introduction and promotion of plagiarism detection tools that can help students review their work for unintentional plagiarism before submitting assignments. Creates/Develops subject-specific resource guides that point students to reputable sources for their research. This may involve discussions, presentations, or events that emphasize the ethical responsibilities of researchers. Provide guidance regarding citing sources so that students gain a clear idea of the purpose of correct citation and referencing in a variety of disciplines.

Students

1. Learn and practice academic integrity as part of their ATL skill development and be aware that the coordinator, librarian, and teachers are available to offer further advice and guidance. 2. Support the spirit of academic integrity both in attitude and action when completing all assignments. 3. Understand that no assignment is excluded from this policy. 4. Receive and sign a student version of relevant academic integrity forms to show comprehension and compliance with the school’s Academic Integrity Policy.

Families

1. Support the ethical values of honesty and integrity. 2. Share the school’s enforcement of the academic integrity policy, especially with regards to work done outside of school.

Procedures for the Reporting, Recording, and Monitoring of Academic Misconduct

Upon any instance of a suspected violation of the Academic Integrity Policy, the following procedure will be followed: 1. The teacher who assigned the work will carry out an investigation. In the process, the teacher will: Consult the Program Coordinator to determine a plan. Consult with the student involved. Consult with any other individuals who may be involved. 2. If the teacher determines the student is responsible for the misconduct, he/she will document in Incident Report Register which is kept with the Program Coordinator and/or Head of School. Alternatively, the incident is reported through a Google form and evidence is saved for further reference. 3. Action plans are made and follow-up is done by the teacher/Coordinator/Head of School. 4. To ensure the violation is not repeated, the student will meet with the teacher to learn what steps should be taken in the future to avoid this type of academic misconduct. The student must reflect on the incident and a handwritten, duly signed copy must be maintained as evidence. The teacher should provide a summary of this meeting to the Program Coordinator who will attach it to the original incident report.

Consequences of Academic Misconduct

Academic misconduct is treated as a learning opportunity. Instances of verbatim copying or lack of citation are considered first draft material, and students are taught or re-taught the skills needed to rework the material in their own words and to cite quotations. Self-evaluation and teacher explanations of rubrics are created to provide methods for reflection on a student’s ability to do academically honest work, and goals will be set by the student or together with the student and teacher to improve skills and attitudes leading to academic integrity. Malpractice is generally considered to be the result of a lack of language and/or research skills and is addressed accordingly. In the event that a student with proficient language skills willfully and deliberately continues malpractice, the following can occur: 1. The student may be asked to redo the work, but he/she may not receive full credit for the work. 2. The Programme Coordinator will meet with the student and the teacher to discuss the incident. If need be, seek support from counselors for further guidance for any behavioral issues. 3. A conference including parents, teacher, student, and Programme Coordinator will take place to discuss the academic misconduct and how to avoid it in the future. Based on the pulse of the violation, the student may have a meeting called between the Principal and parents. 4. In rare and extreme cases, the student may be placed on an academic contract or receive in-school/off-campus suspension.

Criteria	Yes/No
Are students learning and practicing academic integrity as part of their ATL skill development across subject groups/Personal projects etc?
Are students taught to give credits to the source (whether internet, book, etc.) whenever they use someone else’s ideas or words?
Are students encouraged to seek support from their teachers and the librarians when they do not know when or how to reference a source?
Are teachers clearly recording and informing the amount of contribution done by each student in completing the work assigned whether individually or collaboratively in groups
Are we engaging students to do self-reflection using the attributes of IB learner profile?

Communication Plan

This academic integrity policy will be published on the parent portal for each grade level, and published in Managebac and shared Google Drive. The common referencing system will be MLA (Modern Language Association).

Learning Journey

Start explaining about academic integrity in early stages, not before the exams.

Role Model Integrity in Your Day to Day Teaching

Young children know that stealing is not so good and understand what it means to have an unfair advantage.

Consider Prior LearningThink about the diverse skills, cultural backgrounds, and prior education your students bring as they begin their IB journey. This will help you customize your teaching strategies effectively.

Establish a Classroom Culture that Prioritizes Learning and Personal Growth Over Grades

By focusing on the learning journey rather than just the outcomes, students are more likely to understand the value of their own effort, learning, and integrity. This approach encourages them to engage with their studies authentically, seek help when needed, and take pride in their genuine accomplishments.

Assessment Policy

Index

Harvest International School Mission and Vision
IB Mission Statement
Philosophy
Objective of assessment policy
Roles and Responsibilities
Assessment and Reporting in PYP
Assessment and Reporting in MYP
Promotion policy
Review of the policy
Bibliography

Harvest International School Mission and Vision

The IB Mission

The International Baccalaureate aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end, the organization works with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment.

These programs encourage students across the world to become active, compassionate, and lifelong learners.

HIS Mission

Harvest International School is dedicated to providing personalized holistic education, leveraging technology for academic growth and innovation. Our inclusive and value-centric approach develops confident, globally-minded individuals who embrace diversity. With the guidance of exceptional educators and partnering with parents, we provide a supportive environment, instilling a lifelong love for learning and empathy.

HIS Vision

Nurture happy learners who embody ethics, enable them to excel in their chosen fields, and contribute to the betterment of society as responsible and conscientious global citizens.

Philosophy

HIS believes that in order to achieve the mission it is imperative that students must be provided with opportunities and platforms for them to grow beyond their comfort zones. To the end of developing holistic learners, teachers at Harvest design and conduct authentic assessment that are student centric and rigorous.

Assessment at HIS is a part of the teaching cycle that provides data and evidence about students’ learning.

Objectives of Assessment

Assessment is conducted at HIS to acknowledge students’ learning.

Assessments allow students to: Analyse their learning and understand what needs to be improved. Synthesize and apply their learning in addition to recalling facts. Promote reflection and be encouraged to be responsible for their learning.

Assessments allow teachers to Reflect on their teaching and identify areas of enhancement and improvement. Determine needs for differentiation of instructions. Inform students of their progress and growth and identify areas of improvement. Plan instructional practices and strategies based on data analysis

Roles and responsibilities Students Students must:

Take responsibility of their learning and regular self assess. Reflect on their tasks and assessments. Produce quality work, complete tasks and assessments on time and ensure timely submissions. Adhere to academic integrity guidelines and requirements. Complete their formative assessments and seek feedback from teachers. Identify areas of improvement and plan action as per the feedback provided by teachers. Be aware of the criteria for assessment.

Teachers

Keep the assessment process transparent and informed.
Provide timely and meaningful feedback to students on their assignments and assessment tasks.
Use a variety of tools, strategies, and methodologies to prepare authentic assessments.
Use the IB assessment criteria and guidelines for assessments.
Help students identify areas for improvement.
Ensure that the school academic integrity guidelines are adhered to.
Involve parents in student success.

Families

Attend school sessions/orientation programs to understand the assessment and academic integrity requirements.
Read school handbooks as a family to understand requirements.
Share any relevant information about the child with the school that may affect the child’s performance in any assessment.
Ensure regularity of the child to school.
Partner in the child’s academic progress by staying in touch with the teachers.

Assessment and Reporting in PYP

Assessment in PYP

The assessment of student implementation and learning is a key component of the PYP and helps to inform continuing development, learning, and teaching. Students are examined in a variety of settings, and a wide range of evaluation methods are put in place. In the PYP section, the academic session comprises of 6 units of inquiry. A range of assessments are used in the classroom to illustrate student achievements:

Pre-Assessment
Formative Assessment
Summative Assessment
Evaluation of the Five Essential Elements of the PYP

Pre-Assessment

At the beginning of each Unit of Inquiry, teachers will assess children’s prior knowledge and experience before embarking on new learning experiences.

Formative Assessments

The formative evaluations are part of the learning process that takes place throughout the unit. It is an instrument used by the teacher to consistently monitor student improvement in a nurturing environment, providing both teachers and students with valuable knowledge about what students understand or do not understand. At least three training tasks are engineered by teachers for each research unit. Each assignment includes frequent concise feedback accompanied by a review of the challenges faced by students, which provides an opportunity for students to reflect on their efficiency, receive guidance, and improve their performance.

Summative Assessments

Summative assessments are intended to test the level of competence attained at the conclusion of the investigative unit. It allows students to demonstrate their awareness and comprehension in a variety of ways. It not only measures children’s knowledge of the central idea but also helps them develop the attributes, attitudes, and skills needed to build a solid foundation in their educational process. Summative assessment can take many forms, such as essays, periodicals, role plays, models, and questions and answers.

Assessment of the Five Essential Elements of the PYP

The school acknowledges that the five components of the PYP form an integral part of the assessment. The PYP also calls for the creation of transdisciplinary concepts that encompass individual subject areas. Teachers monitor students’ ability to make connections across subjects and apply skills to construct new knowledge. Conceptual understandings focus on how concepts are recalled, explained, applied, and transferred through a range of learning experiences. ATL skills are monitored and documented for growth over time. Finally, students are expected to apply everything they have learned by taking action, not only within the school community but also in the broader world.

Recording: How We Choose to Collect and Analyze Data

Teachers have a role to play in constantly carrying out evaluations. They assess how children behave and how well the tools are used by students. They are attentive to how their style of teaching works in the classroom. Data is gathered in the classroom throughout the day to make assessments. Some forms of reporting that the PYP uses to document its evaluation include:

Meetings and Conferences

Three-way conferences are structured reporting sessions conducted by students with the help of teachers to discuss their learning with their families.

Student-Led Conferences

The Student-Led Conference is a conference where the student introduces and discusses their portfolio with parents, showcasing their overall learning process in the group. These conferences allow students to actively participate, while teachers are only present as facilitators.

Parent-Teacher Meetings

PTMs, as they are commonly called, are scheduled at the end of each unit to report on the student’s learning. PYP interventions to learning are revealed through a continuum, while all other elements of the program are covered by written comments. Student data on success and advancement is conveyed to parents in various ways. The types of assessments used throughout the school are diverse, providing a detailed view of the student’s progression.

School Events

Throughout the school year, various events such as the Science Exhibition, Art Exhibition, Sports Day, Annual Day, and other events showcase the student journey through the PYP as well as the skills they have developed in all disciplines.

Portfolio

PYP students build a portfolio that focuses on a variety of knowledge and program areas. The portfolio is a compilation of work selected by both students and teachers and serves as a record of student engagement in education. It is designed to demonstrate growth, thinking skills, creativity, assessment strategies, and reflection. Portfolios celebrate the learning of students through the PYP, showing the holistic development of children both inside and outside the Inquiry Curriculum in all disciplines. Portfolios allow students to reflect with their educators, parents, and peers to recognize their strengths as well as areas for improvement throughout the year.

The PYP Exhibition

The final year of the IB Primary Years Programme culminates in an exhibition that provides students with an opportunity to explore, document, and share their understanding of a local or global issue of personal significance. It is a continuation of who our students are as learners and a demonstration of what they have accomplished in all areas of the Primary Years Programme. It takes place in the final year of the Primary Year (Grade 5 at Harvest International School) and aims to celebrate and share the learning of students with the entire community.

The exhibition aims to engage students in an in-depth, collaborative inquiry to showcase and reflect on their PYP education. It is a platform to explore multiple perspectives, demonstrate the attributes of the IB Learner Profile, and build upon their ATL skills while synthesizing and applying their PYP learning in real-life contexts.

The Exhibition Transition

The exhibition is also a celebration of their transition to the Middle Years Programme.

Written Report Cards

The Primary Years Program Report Cards are optimized to be flexible and customized, reflecting the wide variety of assessment approaches in IB PYP schools.

Assessment and Reporting in MYP

Assessment in MYP

Formative Assessment

These are continuous assessments that may or may not be informed in advance and may or may not be based on the IB assessment criteria. These are conducted to provide students with feedback on their current understanding and help them identify areas for improvement along with their development of ATL skills. With the feedback, students plan their course of action and prepare for summative assessments.

Summative Assessment

Summative assessments are conducted at the end of every unit and are based on IB-provided subject-specific criteria. All strands of each criterion are assessed at least twice in a year. To keep the process transparent and authentic, task-specific clarifications for each level band are given to students in advance.

Feedback is provided to students by highlighting the achievement descriptors.

Differentiated assessment tasks may be given to students with special needs from MYP 1 to MYP 3. Access arrangements will be applied with the IB for these students for their eAssessment.

In case a student misses an assessment, another chance may be given at the discretion of the program coordinator based on the reason for the same. No chance is given in the case of uninformed leave. A medical certificate must be produced by the parent in case of any medical situations.

End of Year Assessment

This is conducted at the end of every year from MYP 1 to 4 and covers concepts and content from all the units covered during the year. These are conducted for the Onscreen assessment subjects and assess students on all four criteria as per the subject guides.

For MYP 4, the assessments shall be conducted on Assessprep and shall follow the eAssessment guidelines and requirements.

For MYP 5, a set of Mock assessments shall be conducted before the eAssessment.

eAssessment (External Standardized Assessment at the end of Year 5)

The IB introduced a new MYP assessment model in 2016 that includes mandatory moderation of the personal project, ePortfolios, and On-screen examinations. eAssessment, though not mandated by the IB, shall be a mandatory requirement for students at Harvest International School, with exceptions considered on a case-by-case basis.

The students are registered for these assessments by the school as per the IB guidelines (in the month of October, for the May session, as chosen by the school). The registration fee for the eAssessment is borne by the parents and is informed to them at the beginning of the academic year.

How does eAssessment work?

Once a school registers for eAssessment in the MYP, the IB will be able to assess students’ work in two ways:

ePortfolios of Coursework

This includes a compulsory Portfolio for the Personal Project. The following subject groups will be assessed at HIS via ePortfolios: Arts, Design, PHE, Personal Project. A typical ePortfolio will be internally assessed by the teacher, standardized by other teachers within Harvest, and then externally moderated.

On-screen Examinations

The following subject groups will be assessed at HIS via on-screen examinations: English Language and Literature, Mathematics, Sciences, Interdisciplinary, Individuals and Societies, and Language Acquisition. Each on-screen exam comprises two or three tasks. One task is connected with, inspired by, or derived from the Global Context released by IB. This will be the same for all types of subject groups for a given session.

Reporting in MYP

Parents are informed about their child’s performance and progress during the academic year through report cards (shared on the LMS) and regular coffee mornings, three-way conferences, and student-led conferences. The feedback for formative assessments is usually given on the task sheets, via ManageBac, or verbally.

The Summative assessments are marked on IB criteria, with each criterion marked out of 8. These criteria must be assessed at least twice during an academic year. In case of assessments more than twice, teachers use the best-fit approach to arrive at a final achievement level for each criterion. A total achievement level out of 32 is calculated by adding the achievement levels in each of the four criteria. A final grade out of 7 is awarded to the student for their achievement in each term for each subject, based on the conversion of this achievement level as per the grade boundaries provided by the IB.

*Refer to MYP Parent Handbook

Summative Assessment performance reports are IB achievement level-based and are reported to the parents four times during an academic year. End-of-year assessment is reported on a separate report card.

ATL Reports

BE, ME, AE, and EE are used to display the level of ATL competencies acquired, with written comments accompanying the markings to assist parents in understanding how their child is performing.

BE: Below Expectations
ME: Meeting Expectations
AE: Above Expectations
EE: Exceeding Expectations

Promotion Policy

The school aims at ensuring continuous improvement in the academic performance of all students. In this light, the school provides necessary tools and opportunities for students to improve in their assessments and performance; however, a student is not held back in a class. In case of performance below expected levels, the records and evidence are shared with the teaching team for the next consecutive year, and a differential learning plan is prepared for the child in question.

Attendance is an important criterion where students are expected to have at least 85% present days of the total working days. In any other case, the promotion to the next grade level is discussed with the principal, program coordinator, and parents, and the final decision for promotion is at the discretion of the school.

In case of performance below expected levels in MYP 4, the decision to move to the eAssessment grade year (Year 5 MYP) is made based on a mutual discussion between the school and parents. The child may be given an option to appear for eAssessment for selected subject groups only, with the understanding that the child will not be awarded the MYP certificate.

Assessment Policy Revision

This MYP assessment policy draft was first developed in May 2022 with the collaboration of the HIS Head of School, School Principal, and MYP Coordinator. It reflects current practices in the school year 2022-2023. Therefore, this memorandum is still in advancement.

The second draft was made in August 2022 based on the suggestions recommended during consultancy meetings. The current document is the third draft, prepared in November 2022. The next review of the policy will take place in August 2023. We acknowledge the fact that we are in the Candidacy phase for MYP, so this policy will be subjected to review at least once a year or as per need based on further review and feedback from the MYP Consultant. (The review committee includes the Pedagogical Leadership Team and the facilitators.)

Grade Boundaries


Grade	Boundary	Guidelines Descriptor
1	1-5	Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
2	6–9	Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
3	10–14	Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
4	15–18	Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
5	19–23	Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
6	24–27	Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.
7	28–32	Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

Standardisation

The school ensures fairness in the grading process by standardizing all summative assessments across subjects across all MYP years.

The process of standardization is also followed for all MYP 5 internally assessed components.

Bibliography:

Last Review: November 2023

Members: Ms. Survathy AN (Head of School), Ms. Ruchira Banka (MYPC), Ms. Radhika Muraleedharan (PYPC)

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Admission Policy

Inclusion Policy

Language Policy

Index

IB Mission Statement

Harvest International School Mission

Nurture happy learners who embody ethics, excel in their chosen fields, and contribute to the betterment of society.

Harvest International School Vision

Harvest International School is dedicated to providing personalized holistic education, leveraging technology for academic growth and innovation. Our inclusive and value-centric approach develops confident, globally-minded individuals who embrace diversity. With the guidance of exceptional educators and partnering with parents, we provide a supportive environment, instilling a lifelong love for learning and empathy.

Purpose of the Language Policy

We, at Harvest International School, view linguistic diversity at our school as a rich resource for achieving the ideals of intercultural understanding and international-mindedness. We believe that the maintenance and development of a mother tongue is crucial to cognitive development and maintaining cultural identity. Language is central to inquiry, communication, and self-expression in every area of the curriculum and all aspects of life. Thus, the development of language is viewed as a shared responsibility of all stakeholders of our learning community. We view every member of the teaching community as a facilitator of language development.

Our goal is to:

Learn the language, as students use it to communicate.
Learn about language, as students develop an understanding of how it works.
Learn through language, as students use it as a tool to understand, think, and reflect.

Link between Language Policy and Other Policies

Link to Admission Policy: At the time of admission, students need to provide the following information:

Language/s understood and spoken by the student
Language/s learnt previously by the student

English language proficiency is assessed at the time of admission.

Link to Inclusion Policy: The admission phase requires students to undergo an English language assessment and subsequent interaction. This assessment helps gauge the literacy levels of incoming students, allowing for tailored support in collaboration with language teachers, learning support teams, and special educators. Moreover, inclusive access arrangements permitted by the IB will be provided for PYP, MYP, IBDP, and school assessments. Additionally, parents are requested to provide sufficient evidence of any assessed learning or physical difficulties/disorders during admission, facilitating the school in making appropriate inclusion access arrangements as allowed by the IB.

Link to Assessment Policy: The language proficiency of students is assessed at the time of admission. Additionally, different formative and summative assessments at PYP, MYP, DP will be conducted to ensure that both assessment approaches of ‘Assessment for learning’ and ‘Assessment of learning’ can be effectively applied.

Philosophy

At Harvest International School, language is an intrinsic part of all topics and is extremely important to learning. Language not only fosters intellectual growth but is also important for maintaining cultural identity and psychological stability. Learning a language is a lifelong process and a key component of an individual’s personal development and cognitive skills. At Harvest, the language policy operates within the framework of its mission and vision. We recommend the learning of language through inquiry, empowering students to make connections with concepts, to explore and examine. Language learning at Harvest is predominantly about conveying feelings, thoughts, and ideas.

In our school, the students learn more than one language in PYP and MYP, as multilingualism and the development of critical literacy is a paramount factor of international-mindedness. Acquiring an additional language facilitates students to reflect upon and explore different cultural perspectives. Language is considered to be a major factor in the implementation of international identity through the promotion of cultural identity, multicultural esteem, and global citizenship. Through Language and Literature and Language Acquisition, we intend to develop confident, remarkable, knowledgeable, and enthusiastic global citizens who carry the traits of the IB Learner Profile.

Definitions

Mother Tongue: The language the student uses at home and/or outside of the classroom/school environment. This term encompasses other terms including: first language, home language, preferred language.

Language and Literature: Language and Literature is one of the eight subject groups taught in the MYP. English is the medium of instruction and the Language and Literature language taught at HIS.

Language Acquisition: Language Acquisition is one of the eight subject groups taught in the MYP. It is the language other than English that is taught in school. HIS offers Hindi and French as Language Acquisition.

Languages offered at Harvest International School

At Harvest, English is the medium of instruction, and students study all their academic subjects in English. English is used in all school publications, on the website, on any signage, for communication with students, parents, as well as among staff members. English is the main language of instruction and coordination. Hindi is the official language, French is an international language, and Kannada is the regional language that is part of the school curriculum. The focus of language and its application goes across all MYP core subject groups. Language provides a vehicle for inquiry. Wherever possible, language is taught through the relevant, authentic context of the MYP Units.

PYP:

During the primary years, students enhance their capacity for critical thinking, logical reasoning, analytical skills, effective communication, and articulate expression of ideas and emotions primarily through English instruction. Language serves as a potent instrument for structuring and conveying thoughts and viewpoints. Therefore, we encourage students to refine their language proficiencies through a diverse array of learning opportunities. Additionally, students will acquire proficiency in an extra language during the primary years.

MYP:

In the Middle Years, students smoothly transition into Language and Literature programs, where they continue to enhance their linguistic abilities and engage more deeply with English and World literature. The four skill domains in PYP language—Oral language (Listening and Speaking), Visual language (Viewing and Presenting), and Written language (Reading and Writing)—undergo further refinement during the Middle Years Programme. Aligned with our institutional vision, the Middle Years Programme mandates the study of a minimum of two languages, fostering students’ understanding of both their own cultures and those of others. The Language Acquisition program is designed to meet these requirements. Students progressing to the Diploma Programme (DP) will have a solid foundation in at least one additional language alongside English.

DP:

The MYP Language and Literature program provides various routes to the Language A – Literature or Language and Literature courses in the Diploma Programme. Similarly, the Language Acquisition program paves the way for Language B in the Diploma Programme.

At Harvest, Language and Literature is taught in English for DP and MYP as per IB Subject Groups. In PYP, the language of instruction (English) is integrated into the units of inquiry.

In order to provide students with an authentic and diverse language and literature learning experience in MYP, teachers:

Implement the MYP aims and objectives as exemplary standards.
Encourage reading across all subjects.
Foster effective, appropriate, accurate, and confident language usage among students.
Enhance students’ oral and written communication abilities.
Cultivate language skills for diverse contexts and purposes.
Encourage appreciation, comprehension, and analysis of literature.
Offer avenues for enjoyment, creativity, and intellectual engagement through language and literature.
Utilize formative assessments to guide teaching practices.
Develop reading and writing lessons with authentic summative assessments.
Create opportunities for students to engage with and contribute to their broader community.
Foster real-world knowledge and cultural sensitivity through language instruction.

From Grade 1:

Students are introduced to the official language Hindi and regional language Kannada in accordance with the regulations of the Government. There is a choice between Hindi/Kannada/French for students from Grade 4. However, spoken Kannada is taught in PYP as part of promoting local language profiles for those students who have not opted for Kannada as the second language. For students who have opted for Kannada as their second language, a choice is given for spoken languages Hindi/French. Learning these languages is mandatory as mandated by national and regional language initiatives. In parallel to the integration of the second language and state language instruction, the framework of the school leads to the needs of the individual and illustrates the values of the IB (as per the MYP Program, Standards and Practices).

The second language is Hindi/French and is termed as Language Acquisition from MYP 1 to DP as per IB Subject Groups.

Organizing an “Introduction to the MYP” orientation:

As part of the admission process that includes information about language acquisition courses.

In order to provide students with an authentic and diverse language acquisition learning experience in MYP, the teachers:

Employ the MYP aims and objectives as a model of excellence; the language acquisition course presents students with both linguistic and academic challenges, aiming to provide them with an optimal educational journey.
Throughout the course, students have the chance to cultivate their language abilities to their maximum capacity and advance through various phases within the MYP framework.
The objectives within the language acquisition subject group encapsulate fundamental language processes and are structured consistently across all six phases, aiding teachers in their planning, teaching, and assessment endeavors.

In DP:

Language Acquisition is termed as Language Ab initio; courses are for beginners (that is, students who have little or no previous experience of learning the language they have chosen). These courses are only available at standard level and Language B courses are intended for students who have had some previous experience of learning the language. They may be studied at either higher level or standard level.

In PYP:

It is termed as a second language. In PYP for Grade 1 and 2, Kannada, Hindi, and Spoken French are mandatory for all students and from PYP 3, they have a choice of choosing their second language.

Language Acquisition Choices in Harvest

Kannada is a mandated requirement from the State Government in Primary Year levels.

PYP YEAR 1 – YEAR 2: Language 2 – Hindi and Kannada, Spoken French
PYP YEAR 3 – YEAR 5: Language 2 – Hindi/French/Kannada (choice of any one)
MYP YEAR 1 – YEAR 5: Language Acquisition – Hindi/French (choice of any one)
DP Language Acquisition: Ab initio and Language B (HL/SL)

Language Pathways

The language pathway is the implementation of our philosophy statement into action and exhibits how our school facilitates learners in achieving mastery in language learning. The school brings on board qualified professional language teachers for both Language and Literature and Language Acquisition. We provide our administrators and teachers with annual professional development. Hence, all the languages are taught holistically. All the language programs have detailed learning outcomes for the strands of all the criteria (listening, reading, speaking, and writing). We nurture an authentic inquiry-based learning environment.

PYP	MYP	DP
PYP1-2 Hindi and Kannada (Second Language) Spoken French PYP 3-5 Hindi, Kannada, French (Choose any one as a Second Language)	When moving from PYP, students will have the option to choose between French and Hindi as their Language Acquisition subject. However, it is advised that they continue with the second language chosen at the PYP level. Phases: Emergent (Hindi and French) Phase 1-2 Capable (Hindi/French) Phase 3-4 Proficient (Hindi) Phase 5 Proficient (Hindi) Phase 6 Once a language is chosen in PYP3 as a second language, the student must continue with the same language during the complete learning process until MYP 5. In special cases, if the student wishes to opt for a different language in MYP 2/MYP 3/MYP 4, it will be considered provided the student has at least 2-3 years of exposure to the chosen language previously (in PYP or equivalents) or if it is their native language. A pre-assessment will be conducted, involving discussion with the language teacher, program coordinator, and the parent.	Ab initio (only French) Language B SL (Hindi/French) Language B SL/HL (Hindi/French) Language B SL/HL (Hindi) Language A: Literature SL (Hindi) Language A: Language and Literature SL/HL (Hindi) Literature and Performance SL (Hindi) Language A: Literature SL/HL (Hindi) Language A: Language and Literature SL/HL (Hindi) Literature and Performance SL (Hindi)

PYP

MYP

PYP1-2
Hindi and Kannada (Second Language)
Spoken French

PYP 3-5
Hindi, Kannada, French (Choose any one as a Second Language)

When moving from PYP, students will have the option to choose between French and Hindi as their Language Acquisition subject. However, it is advised that they continue with the second language chosen at the PYP level.

Phases:
Emergent (Hindi and French)
Phase 1-2
Capable (Hindi/French)
Phase 3-4
Proficient (Hindi)
Phase 5
Proficient (Hindi)
Phase 6

Once a language is chosen in PYP3 as a second language, the student must continue with the same language during the complete learning process until MYP 5. In special cases, if the student wishes to opt for a different language in MYP 2/MYP 3/MYP 4, it will be considered provided the student has at least 2-3 years of exposure to the chosen language previously (in PYP or equivalents) or if it is their native language. A pre-assessment will be conducted, involving discussion with the language teacher, program coordinator, and the parent.

Ab initio (only French)
Language B SL (Hindi/French)
Language B SL/HL (Hindi/French)
Language B SL/HL (Hindi)
Language A: Literature SL (Hindi)
Language A: Language and Literature SL/HL (Hindi)
Literature and Performance SL (Hindi)
Language A: Literature SL/HL (Hindi)
Language A: Language and Literature SL/HL (Hindi)
Literature and Performance SL (Hindi)

Entry and Exit Points for Language Acquisition

PYP:

The Programme of Inquiry provides an authentic context for learners to develop and use language. Wherever possible, language is taught through the relevant and authentic contexts of the units of inquiry. The six skill areas in the PYP years include listening, speaking, reading, writing, viewing, and presenting.

Entry Point in MYP:

When transitioning from PYP, the school assists students in selecting a language at the time of admission based on their prior engagements and a pre-assessment test.
Once a language is chosen in PYP3 as a second language, the student must continue with the same language during the complete learning process until MYP 5. Any change of language in the middle of the academic years will be subject to the assessment given by the concerned language acquisition teachers and the existing Coordinators of PYP and MYP, according to all 4 criteria (listening, reading, speaking, and writing) of the IB framework.
When moving from PYP, the students will have the option to choose between French and Hindi as their Language Acquisition subject; however, it is advised that they continue with the second language chosen at the PYP level.
A pre-assessment will be conducted for the chosen language at each grade level, and the student will be placed in the appropriate phase based on the same. This process will also involve discussion with the Language teacher, Program Coordinator, and the parent if deemed necessary.

Movement of Phases in MYP:

Language skill needs to be developed through the years, and hence we recommend that once the student opts for a certain language in MYP 1, they continue with the same through MYP 5.
In special cases, if the student wishes to opt for a different language in MYP 2/MYP 3/MYP 4, the same will be considered provided the student has at least 2-3 years of exposure to the chosen language previously (in PYP or equivalents) or if it is their native language. However, a pre-assessment will be conducted for the same. This process will also involve discussion with the language teacher, program coordinator, and the parent.
The option for changing the language in MYP 5 will not be provided unless the chosen language of the student in their previous academic year is not offered at Harvest, in case of new admissions only. In such cases, the student needs to be provided with extra support to learn the chosen language.
HIS offers Language Acquisition subjects at Phases 1 and 2 (Emergent Level). The students move to the next phase level once they have achieved proficiency at a current phase level as per MYP Criteria. These are assessed at the end of every unit, and the Language teachers, based on Summative assessment levels, make decisions on the movement of phases.
HIS will offer a “Capable” phase of learning a language as the students progress.
In case a student joins school in the middle of a year, a pre-assessment and reports from the previous school help a teacher decide the phase level for the student. If the student has no prior exposure to the languages offered at HIS, they will be offered a language of their choice at Phase 1, Emergent Level. Special support classes and bridge programs will be offered to the students post school hours or during working Saturdays.
Students will be registered for Onscreen assessment for Emergent/Capable levels as per their learning at MYP 5 stage.

Repetition of Phases:

Depending on the student’s readiness and achievement levels, it is possible that a student may need to repeat a phase for a consecutive year. However, this should not be considered as a failure as this is done only for the benefit of the student and to provide help and support in learning the language better. Also, the curriculum is designed in such a way that even if a student repeats a phase, they will not be learning the same content and will be introduced to different topics with more emphasis and assistance on language structure.

Teaching Language in MYP:

The ability to perceive and comprehend language is acquired through language acquisition. The Language Acquisition component of the Middle Year Program 1 through 5 accomplishes oral communication, visual interpretation, reading comprehension, and writing skills in another language while building on the experiences and knowledge gained in the Primary Years. In collaboration with teachers, parents, counselors, and administration, students choose their language of study. In MYP Year 1, students begin learning their chosen language and continue throughout higher grades. Language acquisition study in middle school must be maintained in the same language for the entire five-year middle school period, and students who complete this requirement are well prepared to enter the post-secondary educational opportunities. New applicants are assessed for their language competency through reviewing previous reports, observation, entry assessments, and interviews.

DP:

MYP Language Acquisition leads to a smooth transition into Language Acquisition in the Diploma Programme as per the pathways set up by IB.

Exit Point in MYP:

In MYP, language acquisition is organized into six phases. However, currently based on the achievement level of the students, Harvest has up to Phase 2 in the two languages that have been offered. The phases 3 and 4 will be added progressively depending on the readiness, eligibility, and achievement level of the students. It is to be noted that according to the IB, it is not mandatory that the student needs to complete all the 6 phases by the end of MYP and the students can exit MYP at any phase level as this will again depend on their achievement level during their progression through phases.

Pedagogical Features of Harvest International School Language Offerings

Language Learning in the IB PYP	Language Learning in the IB MYP	Language Learning in the IB DP
• Encourage inquiry-based authentic language learning • Emphasis on the transdisciplinary nature of language learning • Consolidate the teaching and learning of language into the program of inquiry • Progress the skills of listening, speaking, reading, writing, and viewing in the learners • Bring forth the teaching of additional languages like Kannada, Hindi, and French • Provide appropriate feedback to support learning for students facing challenges in language learning	• Equip students with required resources for Language and Literature and Language Acquisition • Integrates the learning of languages with learning in the subject groups and interdisciplinary planning • Establish purposeful, disciplined, and integrative understanding by exploring authentic and relevant texts and topics • Conduct collaborative learning through a range of experiences in new and familiar settings • Assign targeted assessment that integrates MYP objectives and criteria of the IB framework • Provide appropriate feedback to support learning for students facing challenges in language learning	• Provide a range of language backgrounds and proficiencies • Create a comfortable environment for Language A, Language B, and ab Initio language study • Deliver lectures and communicate instructions exclusively in the target language • Encourage collaborative learning and provide diverse learning styles • Clarify outline expectations • Incorporate a multitude of perspectives • Guide students to understand how assessments are determined and how to obtain evidence of their learning • Enhance strategies of meta-cognition, structured inquiry, and critical thinking in every individual learner • Create a challenging, relevant, and substantial learning experience

Pedagogical Features of Harvest International School Language Offerings

With more than 15 different mother tongues, the ethnic background of students fluctuates from the middle class to affluent families. The family network is a fusion of businessmen, professionals from a wide range of industries. Both organizational and teaching personnel communicate in English, who are most proficient in at least one additional language. Harvest is deeply committed to and invests in competent, knowledgeable language teachers for all language programs.

The language curriculum at Harvest has unique, articulated learning outcomes illustrating the four strands of language that create and encourage a rigorous academic standard:

Listening and Speaking
Viewing and Presenting
Reading
Writing

Principles and Practices of Teaching Language
In order to develop fluent communicators, we believe that:

Language has an important role in affirming and expressing identity, impacting self-efficacy and students’ beliefs in their ability to succeed.
Language learning is an interplay between learning language, learning through language, and learning about language.
English language teaching integrates and develops language skills in reading, writing, viewing, presenting, listening, and speaking.
The Assessed curriculum, which is concerned with the assessment of the actual learning that takes place for each student, happens in the form of formative and summative assessments at different stages of the unit. The students are trained in school for taking up the MYP Onscreen Assessment in Year 5.
Teachers apply differentiation as a central element of language teaching and learning. Teaching and assessments are thoughtfully applied to suit individual needs, abilities, and learning styles.
Every teacher in the school is responsible for language development. The school’s Support / Counseling Unit highlights areas for improvement, designs an action plan, and sets a schedule for meeting with the student on a need basis.
Along with language differentiation within the classroom, language teachers support students with a Guided Reading Program which addresses reading skills, strategies, and conceptual understandings necessary to become competent, motivated, and independent readers.
We at Harvest are dedicated to providing an equitable and unbiased environment for learning. Harvest International School acknowledges the ability of ATLs to develop language skills and uses these approaches to language learning.
In teaching, training, and evaluation, the stages of language development, as indicated in the IB programme model, are being used to define the extent of learners and provide adequate support.
The school enforces time, space, work, and people for those who require special assistance in English. Records from the Induction Program generated at the time of initiation can be used to provide adequate support for language acquisition.
Formative assessment programs for different learning needs, tests to recognize strengths and limitations in linguistic sectors of language will be undertaken to provide appropriate support.
Review papers will be examined in terms of planning experimental research. Interdisciplinary units are also targeted at building the joint responsibility of teachers to cultivate the language development among students.

Beliefs and Standards
The beliefs of teaching and learning of languages at Harvest International School are in alignment with the IB Standards and Practices:

The school places importance on language learning, including mother tongue, host country language, and other languages. (Standard A7)
The school supports access for students to the IB programme(s) and philosophy.
The school strongly encourages participation for all students. (Standard A9a)
The school has developed and implements a language policy that is consistent with IB expectations. (Standard B1.5a)
Teaching and learning address the diversity of student language needs, including those for students learning in a language(s) other than their mother tongue. (Standard C3:7)
Teaching and learning demonstrate that all teachers are responsible for the language development of students. (Standard C3:8)

The Role of Mother Tongue and Student Language Profile

The role of Mother Tongue refers to the dialect most frequently and confidently used to socialize in a home and family scenario.
At Harvest International School, we acknowledge the importance of establishing and maintaining student literacy in their mother tongue for their personal, social, and scholastic growth.
We assume that the growth of a student’s native language will accelerate the pace of language acquisition, including English and non-English languages, as well as facilitate achievement in all subjects, enhance self-esteem, and enhance intercultural awareness and international understanding.
The mother tongue endorses learner learning by expediting access to and perceptual conceptions that drive the curriculum, and by subverting meaning as mandated.
Students are therefore actively encouraged to use their mother tongue to authenticate the curriculum and to cultivate personal success.
Bhasha Sangam – Family language clubs has been introduced to IB with a belief of promoting intercultural understanding and respect and to promote mother tongue.

Celebrations and Language Learning Experiences

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Linguistic Diversity/Celebrations

India being a country of diverse culture, year-long celebrations of main festivals such as Onam, Ugadi, Dussehra, Diwali, Pongal, etc., are celebrated to promote culture. Students participate in assemblies to share various perspectives.
Throughout the year, events are organized that encourage students to appreciate and respect the linguistic diversity around them. Along with other languages, emphasis is placed on the mother tongue.

Language Days

In order to promote the additional language offerings at Harvest, special days are celebrated such as Hindi Diwas, National French Day, Fête de la musique, Francophonie Day, Kannada Rajyotsava.
Languages Kannada, Hindi, and French are given importance as state, official, and additional foreign language exposure. Students are given opportunities to appreciate these languages.

Reading Bay/Library

At Harvest International School, students are encouraged to read at least 10 books per year in the IB according to their age and level of willingness. The library catalog reflects collections of various genres of books.

Literary Week

The objectives of a Literary Week in Harvest International School can be diverse and multifaceted, aligning with the principles and goals of the IB program.
The literary week will be conducted for both PYP and MYP, including all four languages (English, Hindi, Kannada, and French).
Few inter-house competitions are conducted during the literary week which aims to promote a love for literature, enhance language skills, and provide opportunities for students to improve their language skills through reading, writing, and discussion.
Encourage critical thinking and analytical skills through literary analysis.
Encourage creativity and align activities with the IB Learner Profile attributes, such as being open-minded, reflective, and knowledgeable.
Encourage continued reading, writing, and exploration of literary arts.

Role of the Library in Language Development

The library plays a very vital role in the language program at Harvest International School. It provides a healthy learning space and a calm, disciplined environment to promote reading, learning, and research skills.
It is stocked with all genres of books (1:10 student-book ratio) including reference books, multicultural books, and world classics for students and teachers to access.
The school library is one of the valuable resources for promoting international-mindedness in students.
The resources provided by the library help nurture intercultural understanding in the students. The school plans to keep adding to the collection of regional books, bilingual books, and multicultural books for this purpose.
The library is a key resource for teachers to do collaborative planning, researching, professional development, and specific support in terms of language development.

Language in the Primary & Middle Years Programme

Language is an all-encompassing feature across the framework of the university, both within and outside its transdisciplinary research program. Language at Harvest International School in the IB is seen as emanating the entire curriculum.
Language learning is distributed across all fields, and through the research program, all IB teachers at Harvest International School are regarded and perceived as language teachers.
English is the main language taught during primary school years, as well as the language used to connect learners to the MYP curriculum.
Teachers organize language contributions with concrete and enjoyable contexts, and learners are able to make comparisons, adapt their training, and translate their conceptual understanding to novel situations. This liberal conceptual development, together with the enjoyment of the process, provides the basis for lifelong learning.
The school recognizes that learning to understand language through listening, reading, and viewing, and speaking, writing, and presenting go hand-in-hand and thus facilitates embedded language development. The three lines of communication: oral, written, and visual are intermingled and interconnected and not taught in isolation.
In order to provide students with an authentic and diverse language acquisition learning experience, teachers will:
- Use the MYP aims and objectives as best practice. In order to meet these objectives, teachers will need to concentrate on each of the macro skills of language: listening, speaking, reading, writing, viewing, and presenting.
- The language acquisition course should provide a linguistic and academic challenge for students in order to give them the best possible educational experience.
- Students should be given the opportunity to develop their language skills to their full potential, as well as the possibility of progressing through the phases over the course of the MYP.

Language Acquisition subject group objectives
A: Listening B: Reading C: Writing D: Speaking Language and Literature subject group objectives
A: Analyzing	B: Organizing	C: Producing Text	D: Using Language

Approaches to Teaching and Learning in the MYP

We at Harvest ensure students become competent and fluent through Language Acquisition by supporting inclusive language development using language as a vehicle to understand global contexts and facilitate learning.

Harvest International School aims to develop approaches to learning skills. Students are engaged in learning experiences which help them to demonstrate and enhance communication skills in terms of:

Reading
Writing
Using language to gather and communicate information

Time allocated for teaching different languages per week: 35 minutes per session

Grade Level

Grade Level	Language and Literature (English) Sessions	Other Subjects Taught in English (Mathematics, Individuals & Societies, Arts, Sciences, Design, PHE)	Language Acquisition (Hindi/French)
MYP 1	6	30	4
MYP 2	6	30	4
MYP 3	6	30	4
MYP 4	6	30	4
MYP 5	6	30	4

Assessment in Language Learning

Assessment at the school aligns with the requirements of the programme(s) (IB Standard C4, Practice 1).
Collaborative planning and reflection recognize that all teachers are responsible for the language development of students (IB Standard C1, Practice 8).
Assessment in our school aligns with requirements of the IB framework. Student acquisition of language varies from individual to individual.
Teachers at Harvest assess the students with all the language criteria (listening, reading, speaking, writing).
Formative and summative assessments in the classroom provide information about the knowledge acquired by the student on language growth in accordance with the assessment guidance and rubrics of the IB.
Formative assessment brings out the potential and challenges of the student and also provides constructive feedback frequently to improve on the progression of learning a language.
The summative assessment is done every time after the end of each unit. The summative assessment is aligned to the statement of inquiry for the unit and the strands of all the criteria are assessed at least twice during an academic session.
The assessment sheets include the command terms and the task-specific clarification for the children to self-evaluate after getting the scores.
Using a range of tools and strategies, the teachers determine the language learning paths for students.

Strategies to Support Teachers and Students

All educators in Harvest International School are responsible for the development of student language. Therefore, teachers and administrators engage in ongoing professional development to continue to improve literacy instruction.
General education students are supported in language development by holistic instruction through inquiry-based instruction.
Differentiated practices are noted in instructional units to meet diverse learning preferences.
Harvest International School’s inclusion policy describes the tiers of potential support for students to allow participation to the fullest extent in all courses.
Professional Development sessions equip teachers with strategies to focus on inquiry-based learning, bringing focus to the language needs in their respective subjects that shall include understanding the aims and objectives of the subject group, command terms, concepts, and global contexts.
Students are made aware and guided towards proficiency in using these terms to communicate and transfer knowledge.

HIS Language Policy and Review

COMMUNICATION OF LANGUAGE POLICY TO HIS COMMUNITY

The Language Policy is shared with staff, students, and families in a variety of modes of communication. The policy is posted on our website in written English form.
During the Program Orientation sessions and induction programs, we will organize informational sessions to inform families about the policy details.

Developed: May 2022

Members: Ms. Suryavathy (Principal), Ms. Jaya (MYPC)

Last Reviewed: November 2023

Team Members: Ms. Suryavathy (Principal), Ms. Ruchira Banka (MYP Coordinator), Ms. Radhika Muraleedharan (PYP Coordinator, PYP Homeroom Teacher), Language Team – Ms. Kanivathani Subash, Ms. Veena Mohanty, Ms. Kanchan Sapre, Ms. Areefa CA, Ms. Kirti V

The policy is due for review in August 2024

References:

Library Policy

Serial Number	Additional Needs	How the school is supporting at present
1	Student with ASD	Recommendation of a shadow teacher. Academic, social and emotional support is provided to the student.
2	Students with learning difficulties (Refer to Annexure A)	Recommendation of shadow teacher/ Collaborative meeting with teacher and outside special educator to be on the same page in terms of teaching method.
3	Students with ADHD/ADD	Resource room with an area for mindfulness is available in the building for one-one sessions Grounding techniques are taught to the child, parents and teacher/s to utilise during class hours. For eg, 5-4-3-2-1 technique
4	Students with behavioural or emotional disturbances	Depending on the type of disturbances we use various tools to help the students. For example, talk therapy, emotion thinksheet, ask questions with Jenga, art/ music therapy and so on.
5	Students with Mental Health Concerns	Depending on the type of mental health concern like anxiety, depression, post-traumatic stress/ OCD, eating disorder etc., one-on-one sessions are planned for students.

Steps	Protocol	General Educator’s Role	Wellness Department’s Role
STEP 1	REFERRAL	The teachers can fill out the Referral Form for referring the student to the Wellness Department	The Wellness Department connects with the educator who has referred the child within 48 working hours.
STEP 2	CLASS OBSERVATION	The educators maintain the norm of the regular classroom environment during observations so the facilitators may benefit from observing the typical behaviours portrayed by the student.	The Wellness Department team schedules observations for the student in varied environments and classes.
STEP 3	MEETING W/ HRT/CO-ORDINATORS	The teachers are requested to be available for the meeting with the Wellness Department	The first line of findings as per the observations and the next plan of action are discussed.
STEP 4	MEETING WITH THE PARENTS	The teacher can reach out to the wellness team and try to be there for the meeting with the parents.	Parental consent is acquired. Student history is documented. Parental tips might be provided as per Parent’s level of acceptance

STEP 5	INFORMAL PRE-ASSESSMENT (4X)	Coordination and formal communication to the student’s parents for organisation of the Interaction Session with the student.	The wellness team conducts informal assessments to determine the student’s tier placement and assess the challenges they face.
STEP 6	RECOMMENDATION FOR FORMAL ASSESSMENT (IF REQUIRED)	Coordination and attending the Parent interaction for the purpose of referral; Maintaining Parent Communication during this period	The Wellness Department leads the meeting for the purpose for recommendation to be made to the parents for formal assessment along with guidelines for the recognised authorities for assessment
STEP 7	IEP (Individual Education Plan) / IIP (Individual Intervention Plan) Meeting	Aligning the student’s academic accommodations in the classroom as per IEP/IIP.	IEP/IIP is curated as per the findings, observations and assessments, consisting of short term and long term goals. Meetings will be organised by the Wellness Department.
STEP 8	POST-ASSESSMENT PARENTAL FEEDBACK*	Coordination and formal communication to the student’s parents for organisation of the Interaction Session with the parents	The identified goals as well as the recommendations as per the diagnostic reports and the IEP are discussed with the parents. Scaffolding the parents as per need basis.

STEP 9	REMEDIAL & ACADEMIC SUPPORT	Accommodations, focus classes or one on one support as per the recommendations.	Lesson plans and special education classes in individual or group settings as per the findings.
STEP 10	MONTHLY MEETINGS	The teachers are requested to schedule and be available for the meeting with the wellness department to discuss the student’s progress and ways to improve the student’s classroom experience and any other challenges.	The monthly updates, tips for educators, ideation for accommodation and updates on the student’s performance are shared with the general educators.
STEP 11	IEP REVIEW (ONCE IN THREE MONTHS)	The teachers are requested to be available for the meeting with the Wellness Department to assess, review and update the identified goals	IEP Goals are reviewed as per the current level of performance of the student. Meetings will be organised by the Wellness Department.
* Applicable for Students for whom the Formal Assessment Reports are available and indicate challenges Note: In serious or discrepancy cases where the counsellor is not authorised to perform a clinical diagnosis, the student is referred to external support services (Therapist- Speech, Organisational, Educational Psychologist, Special Educator, Developmental Paediatrician) for further consultation.

Primary or Secondary Barriers	Sub area
Additional language	English/ French/ (the IB response languages) as an additional language (first or best language is not the language of instruction)
Hearing	Mild or moderate hearing loss
Hearing	Severe or profound hearing loss*
Intellectual exceptionalities	Cognitive delays
Intellectual exceptionalities	Gifted and talented
Movement and coordination	Fine motors
	Neurological
	Oral/ verbal
	Physical/ spatial
Medical	Asthma
	cancer*
	Diabetes
	Rheumatism

Reading	Reading comprehension
Reading	Reading fluency
Seeing	Colour blindness
	Low or partial vision
	Nystagmus
Socio – emotional	Emotional disturbance
	Gender identity related
	Neurodevelopmental (autism, Asperger’s etc)**
	Sexuality related
	Withdrawal and isolation
Speech and Language	Expressive language
	Receptive language
	Stammer/ stutter
Writing	Handwriting/ typing speed
	Spelling
	Writing expression/ fluency