IB Diploma Programme Policies: A summary




The Admissions Policy for the International Baccalaureate Diploma recognizes the intellectual rigor of the IB Diploma Programme. The policy focusses on the potential of the applicant to benefit from the inquiry-based and holistic programme of education.

The mission of the Admissions department is to inform and admit motivated students to the IB Diploma Programme at MHS for Girls. This is done in a professional and forthright manner while maintaining the integrity of the school, the students and their families. The aim is to ensure that prospective families of the school and external candidates and their families understand the IB mission and philosophy. The process of identifying and selecting the students for the programme is carried out by the Admission panel, which includes the Director, the Principal, the Vice-Principal, the Diploma Programme Coordinator and the Dean of Education. Where appropriate, additional members of staff will also be consulted.

The Admission Panel makes the admission decisions, which are final and binding.



The aim of assessment in the IBDP is to develop and use conceptual understanding, explore knowledge across a range of disciplines, engage with issues and ideas that have local and global significance. Students use critical and creative thinking skills to analyze and take responsible action on complex problems as well as the initiative in making reasoned, ethical decisions. Assessment of the IB Diploma programme is rigorous, authentic, inquiry-based and driven by current pedagogical thinking. It is important to note that Academic honesty will always be the primary concern of the IB Diploma Programme curriculum.  Academic misconduct when proven can have a serious impact on student assessment. Students are responsible for producing original work, even as they refer to various sources of knowledge.


Formative assessments are used to provide detailed feedback to teachers and student on student abilities- their strengths and their weaknesses and are used to further develop student capabilities. Formative assessments include methods of assessment that provide a direct interaction between teacher and students. Formative assessments are used to identify knowledge, skills, concepts, and understanding that students should develop. It is an essential part of classroom practice and is integrated into the curriculum. Formative assessments are assessments for learning.


Summative assessments are formal and are used at the end of a unit of study, or at the end of a semester or academic year to gauge student understanding of the learning outcomes. It is about student achievement, certification of students, an accountability mechanism for evaluation. Formal summative assessment for the IB is usually externally assessed and includes examinations or work completed during the course but sent for external moderation- such as essays and written assignments. Summative assessments are assessments of learning that have taken place.


Assessments in the Diploma programme are graded on a scale of 1-7, where a Grade 7 is the highest grade in a subject.


Language Policy:


Language at Modern High School for Girls is the most significant connecting element across the school curriculum within and outside its trans-disciplinary programme of inquiry, permeating as it does through the entire range of inquiry and subject areas, from the Primary school itself. For the IB Diploma, students must study two languages.

The following language pathways are available for the IB Diploma Programme at MHS for Girls

Group1 Studies in Language and Literature Compulsory

English A Language and Literature HL or SL


English A Literature 
Group 2 Language Acquisition

German ab initio SL only


Hindi B HL or SL
Group 1 Bengali A Literature SL is a school supported self-taught option. 
Students who study Group 1 English + Bengali are eligible for the Bilingual Diploma if the student scores of 3or above in both subjects

 Academic Honesty:


Academic honesty is a set of values, skills that promote personal integrity and good practice in Teaching, Learning, and Assessment. It is acknowledging the responsibility to produce the students