About us


  • Introduction of the school

Podar International School comes under the aegis of the Podar Educational Complex which is managed by Anandilal and Ganesh Podar Society established in 1927. We became the pioneer of International Education in Mumbai city when we started the IB and Cambridge Assessments in 2003. Podar International School was founded on April 6th, 2004.

Podar International School is authorized to offer the International Baccalaureate Primary Years Programme and Diploma Programme

The School is also authorized to offer the International General Certificate for Secondary Education (IGCSE) and A levels from the Cambridge Assessment International Education. The school code for IBO is 002228 and school code for Cambridge International is IN420.

The school prepares its students to attain mastery in the following curricula:


  • IBPYP Pre-Primary (Nursery – Grade 5)

The PYP curriculum framework centres on trans-disciplinary learning as the curriculum organizer for students to experience learning between, across and beyond traditional subject boundaries. It is an in-depth guide to authentic inquiry-based learning and teaching that is engaging, significant, challenging and relevant.

The PYP curriculum framework emphasizes the central principle of agency that is threaded throughout the three pillars of the curriculum: the learner, learning and teaching and the learning community. Augmenting the focus of the “written, taught, and assessed” curriculum with the human elements-—the learner and the learning community—underlines that everyone connected to the school community has voice, choice and ownership to impact learning and teaching. These holistic components complement and reinforce each other to form a coherent whole.

The learner: describes the outcomes for individual students and the outcomes they seek for themselves (what is learning?).

Learning and teaching: articulates the distinctive features of learning and teaching (how best to support learners?)

The learning community: emphasizes the importance of the social outcomes of learning and the role that IB communities play in achieving these outcomes (who facilitates learning and teaching?)


Trans-disciplinary themes Description
Who we are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships, including families, friends, communities and cultures; rights and responsibilities; what it means to be human.
Where we are in place and time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives.
How we express ourselves An inquiry into 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.
How the world works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
How we organize ourselves An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Sharing the planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

The Exhibition:

  • The exhibition is the culminating, collaborative experience in the final year of the PYP.
  • The exhibition is an authentic process for students to explore, document and share their understanding of an issue or opportunity of personal significance.
  • All exhibitions are student-initiated, designed and collaborative.
  • The degree to which students are engaged with planning and implementing their exhibition depends on the students and schools’ experience with the PYP.


  • Middle School (Grade 6-Grade 10) Checkpoint/IGCSE

Cambridge Checkpoint & IGCSE (Grade 6 to10) develop skills in creative thinking, inquiry and problem solving. It is the perfect springboard to advanced programmes of study.  The syllabi have an international outlook and pedagogy.  The length and breadth of curricula is constantly being updated to bring a platter of choices in various combinations to students so that they are comfortable. The system eases students to a structured application-based curricula.

At this stage, the pace of academic demand is accelerated and students are gradually prepared to forge ahead. Students gain a strong foundation and develop into holistic beings. During these years, the smooth transition from childhood to adolescence is facilitated by a comprehensive, value-added education. Academic challenge becomes the focus as the students start preparing for Checkpoint and IGCSE exams. The IGCSE syllabus has been designed to equip students with comprehensive and conceptual knowledge of the subjects. There are 5 different groups and students have to select one subject from each group.

Group I: Languages – English and French/Hindi, Group II: Humanities and Social Science – Economics, Global Perspective Group III: Science-Physics, Chemistry and Biology, Group IV: Mathematics and Group V:Business, Creative, Techinical and Vocational – Business Studies / IT and Accounting. To obtain a Cambridge International Certificate of Education (ICE), a student has to select at least 7 subjects from the 5 IGCSE curriculum areas.


  • Higher Secondary school (Grade 11-Grade 12) IBDP / A Levels

At this stage, the IBDP and A Levels programmes are undertaken. Students become more focused through their career choices. The focus is on equipping students for higher education. In these final years of schooling, students are given an opportunity to exhibit their leadership qualities and emerge as responsible citizens of the world.

The IBDP curriculum is illustrated concentric circles which consist of 6 subject groups together with a core, made up of 3 separate vital elements – Extended Essay, Theory of Knowledge and Creativity, Action and Service. One subject from each of the following groups has to be taken i.e. 6 subjects (3 HL & 3 SL). Group 1 Studies in Language and Literature Language A: English Language or Literature (SL/HL)

Group 2 Language Acquisition Language B:  Hindi (SL/HL) French (SL) Spanish (Ab Initio) Group 3 Individuals & Societies Economics (SL/HL) History (SL/HL) Business &Mngt (SL/HL) Psychology (SL/HL) Group 4 Experimental Sciences Biology (SL/HL) Chemistry (SL/HL) Physics (SL/HL) Ess (SL) Computer Science (SL/HL) Group 5 Mathematics Applications & Interpretation (HL/SL) Analysis & Approaches (HL/SL) Group 6 Visual Art (SL/HL)

The A Level programme helps students to develop problem solving and analytical skills and the ability to apply knowledge. The students can select 3 subjects from the following & English Language is compulsory as 4th subject for both the streams.

Science Stream: 1. Physics (9702) 2. Chemistry (9701) 3. Biology (9700) / Art & Design (9704) 4. Computer Science (9608) 5. Maths (9709)Commerce Stream: 1. Business Studies (9609)2. Economics (9708) 3. Accountancy (9706) / Psychology (9990) 4. Maths (9709) 5. Information Technology (9626) 6. Art & Design (9704) the benchmark of our school is the ability to develop an all-round global citizen by offering challenging experiential learning activities. All activities within and outside the school environment are designed, executed and evaluated based on this vital yardstick. We believe that our students can excel in an environment that is both motivating and energetic. The teaching of our curriculum takes place on the basis of such a belief. Our curriculum not only keeps up with the latest educational trends but also provides a wide variety of hands-on application avenues that make it both challenging and rewarding. In short, we at Podar make schooling years a true celebration for your children.



The IB Primary Years Programme (PYP) is a curriculum framework designed for students aged 3 to 12. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is defined by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subject areas, with a powerful emphasis on inquiry-based learning.

The PYP is flexible enough to accommodate the demands of most national or local curriculum.

  • addresses students’ academic, social and emotional well-being.
  • encourages students to develop independence and to take responsibility for their own learning.
  • supports students’ efforts to gain understanding of the world and to function comfortably within it.
  • helps students establish personal values as a foundation upon which international-mindedness will develop and flourish.

An aim of the PYP is to create a transdisciplinary curriculum that is engaging, relevant, challenging and significant for learners in the 3-12 age range.


In keeping with the IBO’s Primary Years Program philosophy that learning happens only when it is not confined by subject boundaries, six transdisciplinary themes have been identified: Who we are, Where we are in place and time, How we express ourselves, How the world works, How we organize ourselves and Sharing the planet. Each theme deals with issues having global significance, which gives students the opportunity to explore, wonder, question and make connections between experiences in real life and the learning in a structured sense. The curriculum integrates essential elements of skills, attitudes, concepts, knowledge and action to foster in students authentic learning experiences using social, thinking, communication, self-management and research skills, while focusing on personal attitudes towards people and the environment and going beyond classrooms to exhibit their commitment through action in a concept-driven structured inquiry of the six themes.

At Podar, our PYP curriculum encapsulates the five essential elements in every sense by using the six units of inquiry. Right through the primary years, there is ample evidence of this integration in the celebration of festivals and the traditional rituals associated with them, preparation of salads and simple healthy meals and individual presentations using technology.


Going on field trips is an interesting means of making connections with real life experiences. Students undertake trips to banks, super markets, beaches, gardens and old age homes and reflect on their off site learning in classrooms. New refreshing perspectives help them develop their thinking and communication skills. They get more confident and curious about the world, its people and cultures. The PYP exhibition is undertaken in the Grade 5 which is the culminating year of their primary years. It is a celebration of all that they have imbibed. Their research based skill is honed to the fullest when they gather information on various issues like scarce resources, marine life, child exploitation, musical instruments, habitats and global warming. The exhibition is a whole school initiative and every class puts up a theme based stall with interactive games, raffle, presentations on charts and videos. Many stalls use the performing art of role plays and skits to bring home the message. Views and opinions of visitors and parents are collected through questionnaires and later on collated in class as part of the inquiry theme. There is a spirit of personal and shared responsibility in every aspect of this endeavour. The whole school works towards this event in a collaborative atmosphere. Real life issues and problems, when taken out of the classroom context become all the more enriching as was the case, when students put up a skit in Hindi, the national language on `peace and war’ in a busy station. Messages like these which can become preachy in a formal setting only retain their endearing aspect when it is out of the mouths of babes.

Cross-curriculum is kept in mind wherever feasible. If science talks of the advantages of healthy foods, numeracy would take students out of the classroom to supermarkets to purchase healthy foods, pay the price and receive the correct change and PE would help them remain healthy through yoga and exercises outdoors.

The assessment format takes the form of student-led conferences, wherein students explain what they have learnt. Thus, they become responsible for their own learning. Reflection sheets, formative assessments and summative assessments provide information to both parents and teachers. Students’ progress is displayed as a check on the learner profiles, skills, attitudes, concepts and knowledge that they have gained in any year.


Of the various profiles, attitudes, skills and multiple intelligences that we strive to imbibe in children in the Primary years at Podar, one learning that takes precedence over all others is International Mindedness.

International Mindedness is the awareness, tolerance, love, concern, caring and sharing of all things and living beings on Earth. International Mindedness is making children sensitive towards people, animals and the environment. It crosses all cultural, regional, race and religious barriers and helps to make children truly global. In the PYP, all grades conceive learning engagements within the inquiry theme to encourage International mindedness.

Grade I celebrated the various festivals where children dressed up in their cultural clothes and shared their cuisine and exchanged information with one another.

Grade II celebrated cultural day, Grade V introduced children to the bygone Moghul era which had heavy references to the traditional Muslim culture.

Similarly every class allows children to explore and adapt International Mindedness at all times. Moreover every class encourages caring, sharing and cooperating with one another. Children frequently exhibit International mindedness by respecting variance and differences amongst one another. During the inquiry on Sharing the Planet, children were sensitized to the issue of endangered animals.


Morning assemblies take up various themes on a daily basis and students go into class with the message that assemblies bring, to enable them to face each day.

Assemblies lay emphasis on the commonalities facing this fragile planet, whether it is a cause to celebrate, a problem to solve, an issue to debate on or a hope to live on.


The Grade 5 Exhibition is the culminating Unit of Inquiry of the Primary Years Programme. It is structured in such a way that Grade 5 learners are challenged to take responsibility for the design, organization and successful completion of an in-depth investigation/inquiry project. In the process of completing this major project, students are required to apply important trans-disciplinary skills, which are at the heart of the work they have been doing in the PYP.

These include:

  • critical and creative thinking skills.
  • communication skills.
  • organizational and time management skills.
  • social skills.
  • research skills.

The students are expected to demonstrate their understanding of the key attributes of the PYP Learner Profile.

In addition, this in-depth inquiry project offers all learners the challenge, opportunity and power to choose actions, to act in accordance with their choices, and to reflect on these actions in order to make a difference in and to the world.


The students can select 4 subjects from the following :

A Level – Science Stream (Any Three) A Level – Commerce Stream (Any Three)
  • Physics
  • Chemistry
  • Biology
  • Mathematics
  • Computer Science
  • Accounting
  • Business Studies
  • Economics
  • Mathematics
  • Art & Design

English Language is compulsory as 4th subject for both the streams


In addition to the above categories, students can select any 4 subjects & customize their own combinations with prior approval from the head of the centre.


Cambridge IGCSE develops skills in creative thinking, enquiry and problem solving. It is the perfect springboard to advanced study. The syllabuses are international in outlook, but retain a local relevance. The curriculum develops learner knowledge, understanding and skills in:

  • Subject content.
  • Applying knowledge and understanding to new as well as unfamiliar situations.
  • Intellectual enquiry.
  • Flexibility and responsiveness to change.
  • Working and communicating in English.
  • Influencing outcomes.
  • Cultural awareness.

A Cambridge IGCSE is the formal recognition of a learner’s achievement at the end of a particular subject course covered during grade 8, 9 and 10.

Each qualification is made up of a number of assessments (called components), the majority of which take place at the end of the course. The methods of assessment include written papers, orals, coursework and practicals.

Learners have an access to library, computers, laptops, i-pads and the internet in the classroom. This can enhance the teaching programme by providing opportunities for differentiated learning approaches that target the individual learning needs of each student.


English – First language – 0500
Hindi – Second language – 0549 OR
French – Foreign language – 0520


Economics – 0455


Biology – 0610
Chemistry – 0620
Physics – 0625


Mathematics – 0580


Business Studies – 0450 OR
Information & Communication Technology – 0417

Cambridge IGCSE develops skills in creative thinking, enquiry and problem solving. It is the perfect springboard to advanced study. The syllabuses are international in outlook, but retain a local relevance. The curriculum develops learner knowledge, understanding and skills in:

  • Subject content.
  • Applying knowledge and understanding to new as well as unfamiliar situations.
  • Intellectual enquiry.
  • Flexibility and responsiveness to change.
  • Working and communicating in English.
  • Influencing outcomes.
  • Cultural awareness.

A Cambridge IGCSE is the formal recognition of a learner’s achievement at the end of a particular subject course covered during grade 8, 9 and 10.

Each qualification is made up of a number of assessments (called components), the majority of which take place at the end of the course. The methods of assessment include written papers, orals, coursework and practicals.

Learners have an access to library, computers, laptops, i-pads and the internet in the classroom. This can enhance the teaching programme by providing opportunities for differentiated learning approaches that target the individual learning needs of each student.

English – First language – 0500
Hindi – Second language – 0549 OR
French – Foreign language – 0520
Biology – 0610
Chemistry – 0620
Physics – 0625
Business Studies – 0450 OR
Information & Communication Technology – 0417
Economics – 0455 Mathematics – 0580 Biology – 0610
Chemistry – 0620
Physics – 0625

The IB Diploma Programme is a comprehensive and challenging pre-university course that demands the best from both motivated students and teachers. This sophisticated two-year curriculum covers a wide range of academic subjects and it is offered in 141 countries world wide with 3326 schools to over 990,000 students taking final exam every year. It is fast growing and is expected to exceed 20 million by the end of 2020. IB Diploma Programme graduates are welcomed by the world’s leading universities.


The IB Diploma Programme is widely recognized for its high academic standards. Assessment is varied and takes place over two years, with final examinations in each subject. Students’ work is assessed by an international board of examiners, who are themselves rigorously trained and monitored by the International Baccalaureate Organization (IBO)

Universities recognize the outstanding qualities of IB Diploma Programme students. Typically diploma holders are ready to debate real-world issues from an international perspective and to provide leadership and support in the local and global community. They demonstrate a capacity for in-depth study while maintaining a broad perspective of the different subject areas. They are able to ask challenging questions but also know how to research a topic and express their opinion. They have a strong sense of their culture and identity, as well as the ability to communicate in two or more languages with people who have a different perspective of the world.

Podar International School offers a comprehensive two year Diploma. With their Motto of Excellence in education and with 80 glorious years of association with various National and State Boards, it was a natural progression for Podar to associate with international academia.

Podar International School is located in the heart of the city of Mumbai making daily commuting easy for students. Podar’s strong faith in Indian culture and ethos has already attracted many NRIs who want to inculcate Indian values in their children.

Even as India carves a niche for herself in the world’s economic arena, it has become the need of the hour that our children learn the true spirit of International mindedness best expressed in the words of the Dalai Lama : “More calm, more peace, more compassion, more international feeling is very good for our health”.


The IBO has prescribed a list of qualities that are inculcated in students and teachers if they engage themselves critically with the learner profile and the values embedded in it rather than accept them unconditionally. The whole school community supports and nurtures the qualities. Small instances in the day to day teaching learning experience speak a lot for themselves. Nevertheless, a list of some of the practices at our school with examples is given below.

Learner Profile Responsibilities Indicators – Students Indicators – Teachers
  • Demonstrate lifelong learning
  • Seek professional
  • Development opportunities
CAS activities like lessons for the BMC schools and Podar Hindi Medium initiated by students give them real life experiential learning for a life time.
  • Passionate about research and teaching.
  • Willingness to take on opportunities beyond classroom teaching like CAS, exam supervision, conducting mother tongue assemblies.
  • Understand cultural and local contexts
In French, students can compare the western and eastern cultures when a film discussion ensued about children loathe leaving the home and settling independently.
  • Understands IB principles and practices and imbibes it in classroom.
  • Excellent subject knowledge and IB curriculum content.
  • Backs up decision with clear, reasoned evidence of how conclusions were reached.
  • Thinks creatively
The Physics club members measured the saving in electricity by reading the electric meter before and after switches were put off. They explained to the others how they went about it and reached the conclusion. Reflection sheets are given to students to help them reason out why they liked a unit, what they found difficult and how they can do better.
  • Shares practices with colleagues
  • Listen and encourage students to speak up
  • Students are involved in the decision-making of CAS activities
  • Students also speak in French and Hindi in the respective classes.
  • Teachers are involved in all decisions concerning the school and students.
  • There is an open, collaborative atmosphere in every sphere, including planning curriculum or deciding picnic spots.
Principled Accept responsibility for their actions and do not blame others.
  • Students sign the Academic Honesty Policy which makes them responsible for their actions.
  • Students are respected and discipline is ethical.
  • Students are encouraged to be honest and accept responsibility.
Open-minded Value others’ perspectives which may be different.
  • Debates in TOK are conducted on Ethical issues.
  • MUN participation.
  • Peer assessment is welcomed by teachers.
  • Class observations’ comments are taken positively as constructive criticism.
  • Demonstrate compassionate behavior.
  • Supportive of colleagues.
  • Buddy system to help new comers feel comfortable.
  • CAS helps the students get sensitized to those who are less fortunate.
  • Helping colleagues in ill-health to cope.
  • Teachers put aside self-interest for the good of the school and don’t mind working beyond.
  • Visionary leadership
  • Prepared to delegate
  • Courageous
  • Students took on a trek which was very strenuous but did not give up till they completed the assigned activities.
  • Students participate in group activities for events like the international evening to put up subject specific/ theme specific stalls.
  • Open to new ideas to improve the quality of teaching.
  • The head of the school is willing to delegate to coordinators, tasks concerning the particular departments.
Balanced Development of the whole child emphasized.
  • Takes part in extra-curricular activities like sports, IIT tech fests
  • Support CAS, TOK and others school activities
  • More than teaching the subject, teachers develop skills.
  • Reflection sheets help students improve and be self-critical.
  • Students fill in the self-assessment target sheet and reflect on their performance. They also set themselves a target to achieve.
  • Prepare questionnaires to get relevant feedback
  • Use it as a tool for pedagogy.
  • After each unit, reflections on student response are done.
  • Coordinators do a result analysis to reflect on student performance.

IB Diploma Programme students choose to study six subjects – one from each of the subject areas highlighted in the diagram below.


The subjects we offer are :


This is a literature course studied in the ‘first language’ of the student or the language in which the student is most competent. This will normally be the language of the environment to which the student has been exposed from an early age. (Related terms are ‘mother tongue’, ‘native language’, and ‘home language’.)

In studying the group 1 courses, students are able to develop:

  • a personal appreciation of language and literature
  • skills in literary criticism.
  • an understanding of the formal, stylistic and aesthetic qualities of texts.
  • strong powers of expression, both written and oral.
  • an appreciation of cultural differences in perspective.

The range of texts studied in language A courses is broad, and students grow to appreciate a language’s complexity, wealth and subtleties in a variety of contexts. A specific aim is to engender a lifelong interest in literature and a love for the elegance and richness of human expression.

We offer English Language A Literature at Higher Level & Standard Level.


The main emphasis of the modern language courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language.

HINDI (HL/SL) Language B FRENCH (HL/SL) Language B

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.The course emphasizes the acquisition and development of the language skills of listening, speaking, reading and writing.

The course, intended for students with several years’ prior knowledge of the language, emphasizes the acquisition and development of the language skills of listening, speaking, reading and writing.


FRENCH ab initio (SL) SPANISH ab initio (SL)

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.

  • Business & Management (HL\SL)
  • Economics (HL/SL)
  • History (HL\SL)
  • Psychology (HL/SL)

Business and management is a rigorous and dynamic discipline that examines business decision-making processes and how these decisions impact on and are affected by internal and external environments. The business and management course aims to help students understand the implications of business activity in a global market. It is designed to give students an international perspective of business and to promote their appreciation of cultural diversity through the study of topics like international marketing, human resource management, growth and business strategy.

The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies.

Historical study involves both selection and interpretation of data and critical evaluation of it. Students of history should appreciate the relative nature of historical knowledge and understanding, as each generation reflects its own world and preoccupations and as more evidence emerges.

The Psychology course is the systematic study of behaviour and mental processes. Since the psychology course examines the interaction of biological, cognitive and sociocultural influences on human behaviour, it is well placed in group 3, individuals and societies. Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied. This will allow them to have a greater understanding of themselves and appreciate the diversity of human behaviour.

  • Biology (HL/SL)
  • Chemistry (HL/SL)
  • Physics (HL/SL)
  • Environmental Systems & Societies (SL)
  • Computer Science (HL/SL)

All of these subjects may be studied at higher level or standard level.

Students explore the concepts, theories, models and techniques that underpin each subject area and through these develop their understanding of the scientific method.

A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary and provides an opportunity for students to explore scientific solutions to global questions.

Computer science higher level or standard level, if chosen, must be studied in addition to a mathematics subject.

The aims of computer science are to develop an understanding of:

  • the range and organization of computer systems,
  • the use of computers in a variety of disciplines, applications and contexts.


Mathematics (HL), Mathematics (SL) or Mathematical Studies (SL)

These four courses serve to accommodate the range of needs, interests and abilities of students, and to fulfill the requirements of various university and career aspirations.

The aims of these courses are to enable students to:

  • develop mathematical knowledge, concepts and principles.
  • develop logical, critical and creative thinking.
  • employ and refine their powers of abstraction and generalization.

Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.


The subjects in group 6 allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres.

In addition, each subject is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures, and express themselves with confidence and competence.

PIS offer : Visual Arts. However, students are not necessarily required to select a subject from Group 6 but may choose Visual Art or a second subject from Groups 3 or 4

The Two Levels (HL & SL)
Most IB subjects are available in two different levels – Higher and Standard Levels. Diploma students take three of their subjects at Higher Level and the other three at Standard Level. Higher Level subjects require a study of the two years, with a minimum of 240 hours teaching time. Standard Level subjects require a minimum teaching time of 150 hours.

CAS, Extended Essay and Theory of Knowledge
The IBO’s goal of educating the whole person and thereby developing a three-fold concurrency of learning is the root to the three special components of CAS, Theory of Knowledge and Extended Essay. Fostering more caring and socially responsible attitudes comes alive in an immediate way when students reach beyond themselves and their books. CAS (Creativity Action Service) does not simply trigger an emotional impulse but a clear demonstration of attitudes and values. At Podar, students initiate CAS activities ranging from Habitat for Humanity builds, teaching students from government aided schools, organizing competitions for the physically and mentally challenged students with assistance from NGOs like Concern India and mobilizing funds for charity with the Indian Development Foundations and visits to old age homes. They participate in community activities like the World Earth Day and develop empathy and get sensitized with real life experiential learning.

The extended essay of some 4000 words offers the opportunity to investigate a topic of special interest and acquaints students with the independent research and writing skills expected at university. The extended essay is defined as an in-depth study of a limited topic within a subject. Its purpose is to provide candidates with an opportunity to engage in independent research. Emphasis is placed on the process of engaging in personal research, on the communication of ideas and information in a logical and coherent manner, and on the overall presentation of the extended essay.

At Podar, a personalized Extended Essay Handbook is given to the student in which he can note down his appointments with his guide and the points discussed. He also notes down the agenda of his next meeting with the supervisor. He becomes more responsible for his own learning in this way. The extended essays vary from war paintings in the 20th century in Visual Art, to price elasticity of demand, market structures to impact of macro-economic variables on businesses and households in Economics, to determination and comparison of Vitamin C content in fresh juice and tetra packed juices in Chemistry to the Cuban Missile Crisis in History.

To develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed by communities and individuals, IBO’s Theory of Knowledge component transcends and unifies various academic areas and cultural perspectives. The 1600 word essay and oral presentation is a celebration of all that the student assimilates and is a life-long learning of how he looks at learning itself. At Podar this lecture is marked by animated discussions, movie and documentary viewing and further debates. Knowledge issues in newspaper articles and mock assessments of other published essays are part of the drill that students are put through to be able to compose an original piece of work.



Our mission is to provide the children of India with the necessary skills to face the challenges of the 21st century.

The Podar Education Group legacy is long and enduring. For over nine decades, the Podar family has made education a mission and quality the fulcrum of their commitment. Today, Podar International Schools across the nation cater to the educational needs of over 1,35,000 learners annually. We have been entrusted with their future, their careers and their lives ahead. We need to nurture them as learners, inculcate values and arm them with the necessary skills that will help them make the nation proud.

The management of Podar International School brings together a great learning community. We strive to build independent, responsible, global citizens through a widely accepted curriculum and practices that are founded on learner-centric education. Therefore, each Podar school will impart world class education through the best use of modern resources, developing young minds to think, question and create.

Our network of schools aim to fuse the strong cultural fundamentals of Indian society with advanced learning tools acquired from the world over giving education an exciting and dynamic direction.

As we open our doors to each new generation of students, expectations run high as we believe that each and every one of them will grow into the stars in our skies. Every day, every year we scale new heights, never standing still.

Dr. Pavan Podar


We believe, as John Dewey (1859-1952), the American education reformer, that ‘Education is not a preparation for life, education is life itself.’ Inspired from this our motto `Excellence in Education’ is a resounding echo to this very purpose and to which every Podarite is deeply devoted. This academic year we have seen deeply enriching responses to redefining our limits in all spheres of teaching and learning experience, be it curricula, assessment, new teachers or students too.
Real life application of knowledge and skills has been the hallmark of the education revolution at Podar International School. The caring and sensitized ethos at Podar has helped our students evolve into caring and achieving members of society and blossom into responsible, global citizens. We have seen ample evidence of cross-culture exposure and internationalism in classrooms and outside, in the year that has gone by. We lend the platform and work hard backstage to applaud our students in all their activities, be with them, behind them and around them. We celebrate and rejoice in their success and ours as we create a niche for ourselves in the field of education.
The world of education has acknowledged our triumph by ranking us 22nd country wide and 4th in the Western Zone as per a survey conducted by IMRB, India’s most respected market research organisation. With yet another feather in our cap, I welcome you to a new year of achieving new milestones. The stage is set, the props are ready and our students are perched like fledgling birds, eager to spread their wings and fly to more enriching and spiritual heights.

Dr. Mrs. Vandana Lulla
Director / Principal