School Details

Introduction

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 established itself on April 6th, 2004.

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

The School is also licensed to provide 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 curriculum:

The PYP curriculum framework centres on trans-disciplinary learning as the curriculum organises 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 emphasises the central principle of the 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 results they seek for themselves (what is learning?).

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

Does the learning community: emphasises the importance of the social outcomes of knowledge and the role that IB communities play in achieving these outcomes (who facilitates learning and teaching?).

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.
  • Students engage in the planning and implementation of the exhibition.

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 are continually 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 curriculum.

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. The 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 five 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

Group V: Business, Creative, Technical 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.

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

The IBDP curriculum is illustrated in 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, Activity and Service.

One subject from each of the following groups has to be taken, i.e. six 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 Management (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 three subjects from the following & English Language/General English is compulsory as 4th subject for both the streams.

Science Stream: 1. Physics (9702) 2. Chemistry (9701) 3. Biology (9700) / Art & Design (9479) 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)

Commerce Stream: 1. Accounting (9706) 2. Business Studies (9609) 3. Economics (9708) 4. Mathematics (9709) 5. 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 based on 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 real celebration for your children.

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