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3 Key Learnings

1. I gained a deeper understanding of the school's vision, values, and commitment to creating a learner-centred environment.

2. I learned how collaboration, reflection, and continuous professional growth are integral to the school's culture.

3. I understood the importance of building meaningful relationships with learners and fostering a safe, inclusive, and inquiry-driven classroom.

2 Aspects I Found Relevant/Relatable

1. Very Relevant: The emphasis on student agency and inquiry-based learning aligns with my belief that children learn best when they are actively involved in their learning journey.

2. Somewhat Confusing: While the concept of student agency was inspiring, I would appreciate more practical examples of how it can be effectively implemented in everyday classroom routines, especially with younger learners.

1 Question I Still Have

How does the school support teachers in balancing curriculum expectations with differentiated, inquiry-based learning experiences for learners with diverse needs?

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3 KEY LEARNINGS

1. How and why IB functions the way it does, and how learning is encouraged in the school.

2. What and why the vision, values and mission is so important for every learner and educator to follow.

3. How to enhance teachings and learnings through different practices that we follow in the school

2 Aspects I found Relevant

1. The approach and importance of this education system that is very new to me.

2. How documentation and reflections can enhance an educator's process of teachings.

1 Question I Still Have

1. Why didn't I study in IB!

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The academic induction was a valuable experience that provided a clear understanding of the school's vision, values, IB philosophy, safeguarding practices, and professional expectations. I particularly appreciated the welcoming environment and the opportunity to connect with colleagues while gaining insights into inclusive teaching practices. To further enhance the induction, I would recommend incorporating more interactive workshops, classroom observations, and practical examples that allow new staff to apply their learning in authentic contexts. I would prefer less repetition in presentation-based sessions and more opportunities for collaboration, discussion, and hands-on learning. Overall, the induction established a strong foundation for my role and equipped me with the knowledge and confidence to contribute effectively to the school community.

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3 key take away:

Developed a deeper understanding of Pathways School Gurgaon’s vision, mission, and learner-centred philosophy.

Recognised the importance of fostering a safe, inclusive, and inquiry-driven learning environment.

Gained insights into the school’s collaborative culture and commitment to holistic learner development.

2 Aspects: The learner-centred, inquiry-based approach aligns closely with my teaching philosophy and IB experience.

The emphasis on collaboration, professional growth, and a strong learning community was highly relevant and inspiring

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3 Key Learnings

1. The importance of creating a safe, inclusive, and learner-centred classroom environment.

2. A better understanding of the school's vision, values, and expectations from educators.

3. The role of collaboration and continuous reflection in enhancing teaching and learning practices.

2 Aspects I Found Relevant/Relatable

1. The emphasis on student well-being and holistic development was highly relatable, as it aligns with my teaching philosophy.

2. The discussions around classroom culture and building meaningful relationships with learners felt very relevant for starting the academic year positively.

1 Question I Still Have

How are opportunities for professional development and cross-grade collaboration planned throughout the academic year?

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How can we continue to strengthen interdisciplinary collaboration across grade levels to further enrich authentic learning experiences for our learners?

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3 Key Learnings

I understood how the school's vision and mission guide inclusive teaching practices and ensure that every learner is valued and supported.

I learned more about learner agency and how providing appropriate scaffolds enables students with diverse learning needs to become more independent and confident learners.

I gained a better understanding of the transdisciplinary approach and how Learning Support can be integrated into classroom inquiry rather than being delivered in isolation.

2 Aspects I Found Relevant / Relatable

I found the emphasis on collaborative planning highly relevant, as effective communication between Homeroom Teachers and Learning Support Tutors is essential for meaningful differentiation.

1 Question I Still Have

How can Learning Support Tutors actively contribute during collaborative planning to ensure that differentiation is embedded from the beginning rather than added during classroom implementation?

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3 Key Learnings

I understood the school's vision and mission and how they guide everything we do in the classroom.

I learned more about learner agency and the importance of giving children ownership of their learning.

I gained a better understanding of the transdisciplinary approach and how learning can be connected across different subjects and real-life experiences.

2 Aspects I Found Relevant/Relatable

I really enjoyed the picture analysis activity where we observed, discussed, and connected it to the Unit of Inquiry. It helped me understand how children can build meaning through inquiry.

I am still working on implementing learner agency and the Unit of Inquiry effectively in my classroom. I often reflect on whether I am applying these ideas in the right way, but I know this will become easier with practice.

1 Question I Still Have

My biggest challenge right now is becoming familiar with the IB/PYP vocabulary and terminology. As I continue implementing these practices in the classroom, I hope to become more confident in understanding and using the language naturally.

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3 Key Learnings

1. The Pathways Vision and Mission focuses on developing thinking, compassionate, and responsible global citizens through holistic learning.

2. The three pillars of the PYP curriculum, the learner, learning and teaching, and the learning community, work together to promote learner agency.

3. Providing students with voice, choice, and ownership encourages curiosity, reflection, resilience, and meaningful learning.

2 Aspects I Found Relevant

1. The emphasis on learner agency, where students take ownership of their learning rather than being passive recipients.

2. The commitment to diversity, equality, and equity, ensuring every learner feels included and supported through different learning approaches.

1 Question I Still Have

How can we consistently incorporate learner agency into Learning Support sessions while meeting individual learning goals?

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3 Key Learnings:

* Focus on developing compassionate global citizens

* Importance of safe, engaging, inquiry-based learning

* Emphasis on holistic growth and values

2 Relevant Aspects:

* Experiential learning makes learning meaningful and engaging

* Promotes respect, kindness, and inclusivity

1 Reflection:

Looking forward to applying these approaches effectively in the classroom to enhance student engagement and learning outcomes.

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Using the strategy 3- 2-1, reflect on your learning during Day 1 of the Induction process on 6th July 2026

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Using the strategy 3- 2-1, reflect on your learning during Day 1 of the Induction process on 6th July 2026

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3 key learnings you gained from the sessions

2 aspects you found very relevant /relatable /confusing, please do specify

1 question you still have

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Guiding Statements - Pathways school website 

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Guiding Statements - Pathways school website 

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Pathways School Gurgaon (PSG) was the first ever IB Continuum School in India offering all 4 programmes (PYP, MYP, DP, and CP) of the International Baccalaureate Organisation (IBO) of Geneva, Switzerland.

Launched in 2010, Pathways School Gurgaon is situated on a centrally located 13-acre site with easy access from Delhi, Gurgaon, and Faridabad. Recognized among the best schools in Delhi NCR, the award-winning campus is the highest rated green educational K-12 building on the planet; it was the first to earn a 'LEED-EB Platinum' rating from the United States Green Building Council (USGBC) for its leadership in energy and environmental design.

Pathways School Gurgaon (PSG) is now an Authorised School for the Career Related Programme Offered by the IB.

Consistently ranked the #1 International Day School in North India, Pathways School Gurgaon stands as a beacon of academic excellence among the best schools in India. Committed to meeting the evolving educational needs of the 21st century, we implement the renowned Multiple Intelligences approach developed by Dr. Howard Gardner from Harvard University. We strive to provide our students with diverse learning experiences, nurturing their competence, critical thinking, and ethical values.

The educational journey at Pathways School Gurgaon is truly a three-way process among the student, school, and parents. Learning initiated within our school extends beyond the classroom, intertwining with home and family experiences, allowing students to apply, validate, and internalize their knowledge in real-world situations.

Known to be one of the top schools in Gurgaon and Faridabad, Pathways School Gurgaon prides itself as a place where academic distinction, cultural diversity, and sustainable practices converge to shape global citizens of tomorrow.

Vision

Pathways aims to build and nurture a community of thinking, compassionate world citizens, who are committed to living with responsibility, learning with enthusiasm and balancing a strong work ethos with a sense of play.

Mission

It is our mission to ensure that in a safe, tranquil, stimulating and intellectually challenging environment, all students shall have ample opportunity to:

Imbibe universal values;

Identify and fulfill academic, cultural, sporting and social potential through multiple paths to learning;

Acquire habits of curiosity, reflection, mental flexibility, independence and self-discipline;

Attain skills and attitudes for life in a rapidly changing world;

Develop respect and concern towards the environment;

Maintain openness and respect in the face of racial, cultural, religious and linguistic diversity.

School Motto

Learn.Work.Play.Think.LIVE

PSG Learning Statement

Learn.Share.Unlearn.Collaborate.Relearn

PSG International & Inter-cultural Understanding Statement

At Pathways, international and inter-cultural education is defined by "recognizing plurality of perspectives, inspiring empathy, facilitating fair decision making, accepting responsibility for actions, and reflecting on the learner's role in a global community".

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Best School in Gurgaon, Delhi, Faridabad | Pathways School Gurgaon

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Pathways School Gurgaon is one of the best schools in Delhi NCR, India. As the top schools in Gurugram, Faridabad this school offers a robust curriculum based on the IB format.

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EntryTicket ideas

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The Learner, Learning and Teaching, Learning Community

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The Learner, Learning and Teaching, Learning Community

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1. Compare and Contrast – IB and PSG Vision and Mission

2. Read the Vision statement and share your understanding.​

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Watch the video below and discuss with your elbow partner what you notice/ think /wonder.

https://youtu.be/hcuFmv5eH-k

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Explore PYP : From Principles into Practices ​

Read up.

​The Learner​

Learning and Teaching​

The Learning Community ​

​​Resource available below- ​

​

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Let's explore : 10 ways to promote international-mindedness

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Let's explore : 10 ways to promote international-mindedness

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International schools are ideally placed to develop and encourage greater international-mindedness. Dr Chris Muller explores how best to exploit this opportunity.

Students in today's international schools, growing up to be global leaders of the future, will require a remarkable insight into people and cultures across the world, and an unprecedented concern for the well-being of the world community. Around the world, many educational systems are gearing themselves toward catering to a greater global consciousness.

International schools represent a phenomenon that is able to take the lead in setting an example to educate students toward international-mindedness, through an education that reduces ethnocentrism, increases knowledge of other cultures, and promotes a concern for global environmental issues.

Towards international-mindedness

International-mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility to its members. It is an awareness of the inter-relatedness of all nations and peoples, and a recognition of the complexity of these relationships. Internationally-minded people appreciate and value the diversity of cultures in the world and make an effort to learn more about them.

They exhibit personal concern for people all around the world, and this manifests itself in a sense of moral responsibility to other people, and a commitment to the values of a community. They are aware of the long-term consequences of human behavior on the environment and on global society.

If parents, teachers and others involved in the educational process aim to educate students toward an internationally-minded approach to life, then we need to develop a more sophisticated view of what is going on in schools to support the process.

By exploring the various dimensions of schools that may contribute toward promoting international-mindedness, the concept of educating toward this purpose will be clearer for other schools aiming to achieve such a goal. It will highlight attitudes of students related to their sense of connection to, interest in, and responsibility for, the global community and the behaviors associated with this perspective, thus directing toward the affective change that might result from practices in the classroom and the broader school environment.

This, in turn, would empower schools to reconsider how they cater to and recognize international learning. In the words of Bill Gates, founder of Microsoft, "I do think the 21st-century is about a more global view. Where you don't just think, yes my country is doing well, but you think about the world at large".

The role of schools

The following are selective aspects that require focus in a school striving to educate students towards international-mindedness and global citizenship.

An explicit and shared set of values, one that clarifies the context in which a school operates and subsequently sets out an appropriate vision, gives a framework from which all community members can receive guidance for their action. This is true for any school, but in international schools the desire to impart an ethic of an interconnected global society adds a unique element and must be reflected in practice. Missions and values are ethical statements, and if they are carried out in practice, the school is living up to the ethical standards that are essential to an education promoting international-mindedness.

A commitment by management and boards of international schools to the practical and philosophical demands of this particular type of education is critical to the success of its mission. This includes understanding of issues that transcend nationality, the priorities of other cultures, and the recognition of the reality of living in an interdependent world.

The process of encouraging international-mindedness requires a consciously constructed curriculum that guides teachers and students toward using the resources and diverse cultures at hand appropriately. The school philosophy must carry through into curriculum construction, assessment, standards, and benchmarks, to reflect international and multi-cultural perspectives.

The cultural diversity of the school community needs to be explored, incorporated and celebrated at every opportunity. This means that students grow up in a setting where cultural diversity is the norm. Creating a school culture to reflect this norm is therefore critical. A school's involvement in the broader community has two dimensions. First, a school catering to a transient and diverse community needs to be a facility that gives opportunities and provides facilities for students and their families to interact on a level beyond the classroom. Second, the school needs to pave the way for students to discover and interact with the local host community, as well as share their personal cultural values.

Schools need to recognize the significance of the phenomenon of families in transition. The issue of support and resources for transient students and their families, and an understanding of the concept of Third Culture Kids, is vital in the promotion of international-mindedness.

Language learning is a tool to overcome cultural barriers. While languages offered in schools are usually market-driven, exposure to multiple languages can be incorporated into the program and curriculum in many creative ways.

A structured and diverse service learning program in schools develops empathy with the human condition and steers students away from a path of economic superiority and elitism. It leads to critical awareness and analytical discourse in all spheres of their academic pursuits.

Like in any educational institution, a successful program relies upon a strong backbone of professional development for its staff. Programs tailored to the philosophy of international education are becoming more readily available from organizations such as the IB, the Principals/Teachers/Counselors Training Center (PTC, TTC, CTC) and many others. Teaching practice in schools promoting international-mindedness requires a solid understanding of multiculturalism, multilingualism, cultural characteristics, transition issues, and international curricula.

In fostering global awareness, schools need to create opportunities for students to explore their role and their understanding of global issues outside the classroom context. This can happen in the form of trips within the host city or country and internationally, as well as through targeted and relevant extra-curricular offerings that promote leadership and an international consciousness.

It is through educational experiences that students can develop a sense of international-mindedness, which gives them competences to exercise influence on problems facing the world.
This article was originally published at the International Teacher Magazine in 2017. Dr Chris Müller is an independent educational consultant specializing in international education in international schools, particularly the promotion of international-mindedness in 21st-century students. He originally hails from Namibia, but now calls South Africa home. Until recently, Dr Müller was the Director of Bonn International School in Germany. Prior to Germany, he spent five years in Zambia as Director of the American International School of Lusaka. He has also served as Principal at the United Nations International School in New York, U.S.A., the American International School of Bucharest in Romania, and the International School of Tanganyika in Dar Es Salaam, Tanzania. He has served on many boards, including the Council of International Schools (CIS), the IB Heads Council, and the IB Regional Council.

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10 ways to promote international-mindedness

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International schools are ideally placed to develop and encourage greater international-mindedness. Dr Chris Muller explores how best to exploit this opportunity. Students in today's international schools, growing up to be global leaders of the future, will require a remarkable insight into people and cultures across the world, and an unprecedented concern for the well-being of the world community.

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https://www.inspiringinquiry.com/learning-community/international-mindedness

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Don't Call Me Resilient is a provocative podcast about race from. The podcasts take you deep into conversations with scholars and activists who view the world through an anti-racist lens. Instead of calling those who have survived the pain of systemic racism resilient, this podcast goes in search of solutions for those things no one should have to be resilient for.

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Don't Call Me Resilient is a provocative podcast about race from. The podcasts take you deep into conversations with scholars and activists who view the world through an anti-racist lens. Instead of calling those who have survived the pain of systemic racism resilient, this podcast goes in search of solutions for those things no one should have to be resilient for.

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Ice breaker and Horseshoe activity - Share pictures and evidences of learning

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Ice breaker and Horseshoe activity - Share pictures and evidences of learning

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Reflect on the following prompts :
1. What did you like about the induction process?
2. How would you improve it?
3. 'What do you want less of' and 'what do you want more of' in the academic induction?
Or
Reflect on the academic induction process using the Start, Stop, Continue strategy.