Session Duration


About IB PYP

Founded in 1968, the International Baccalaureate (IB) is a non-profit educational foundation offering four highly respected programmes of international education that develop the intellectual, personal, emotional and social skills needed to live, learn and work in a rapidly globalizing world. The IB has a hard-earned reputation for high standards of teaching, pedagogical leadership and student achievement.

IBO 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 programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB PYP Schools

IB PYP schools strive to develop internationally-minded persons in line with the mission of the IBO:

  • To develop inquiring, knowledgeable, and caring young people.
  • To create a better and more peaceful world through intercultural understanding and respect.
  • To work with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment
  • To encourage students worldwide to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

The IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB Learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking andevaluating a range of points of view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.


AIS is a recognised IB World School and is the only school in the world to follow the IB Primary Years Program till grade 5. The program focuses on helping students become problem solvers and inquirers by letting them take ownership of their own learning. We strive to help every student think independently and come up with their own answers. The learning benchmarks adopted by the school are in line with those defined by the NCERT.

Learning to learn

The focus of our primary years program is to help children develop further on their natural curiosity. We encourage our students to apply their thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. They acquire the skills to conduct research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Inquiry based learning

Our primary years program views the child as an explorer and an inquirer. We believe that asking the right questions is more important than knowing the answers - the why is more important than the what. Our teachers work hard to provide students an environment that makes them comfortable to ask all types of questions. The classes at AIS are student-led and are driven by questions asked by students.

Transdisciplinary learning

At AIS, we do not compartmentalize learning by subjects, but rather explore content within the context of inquiry. Our students understand the interconnectedness of subject areas through exploring concepts, ideas, and issues of local and global significance. In doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines


We encourage our students to understand and appreciate their own cultures and histories, and to be open to the perspectives, values, and traditions of other individuals and communities. Our students are accustomed to seeking and evaluating a range of points of view, before forming their opinion about a particular topic. We encourage them to approach uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas, and strategies.

The PYP curriculum

The Primary Years Program (PYP) is an international curriculum that fosters creativity, critical thinking, and communication skills. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. In the primary school, AIS uses a Scope and Sequence of learning expectations aligned with the National Curriculum Framework i.e. the NCERT standards. These standards also align with the Common Core curriculum used in the U.S. and many international schools. In this way, we offer a consolidated curriculum that ensures all students are able to adapt quickly to the multiple school system changes that are a part of living in a transient world.

At AIS, we are committed to structured inquiry as the vehicle for learning. Six transdisciplinary themes provide the framework for exploration and construction of knowledge. Teachers and students are guided by these transdisciplinary themes—as they design units of inquiry for exploration and study. Through this process, students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular attitudes and learn to take socially responsible action.

The IB PYP Curriculum Framework

The IBO curriculum framework consists of 5 essential elements that are all transdisciplinary.

Transdisciplinary is the word that IB uses to describe a discipline that applies across all disciplines—it is interconnected and can be applied across all subjects and applied to real life. A transdisciplinary concept stretches across math, science, English, geography and ties it all together; it is not isolated to one subject. For example, the idea of change affects math, science, English, geography—the IB PYP strives to demonstrate this through learning, giving understanding to a real life world.

IB PYP Curriculum


The PYP recognizes that it is inappropriate to dictate what every child should know in an international community. The PYP has identified themes, or areas of knowledge, which are used to organize the 6 Units of Inquiry, taught from early childhood through grade 7. These Units of Inquiry provide the framework (as opposed to a text book curriculum) for a wide variety of resources to be explored in order to accomplish the objectives within each Unit of Inquiry:

  • 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.

A Unit of Inquiry usually lasts for 4-6 weeks. The objective is to cover all 6 themes throughout the year. For example, during the Unit of Inquiry “Sharing the Planet” students may spend 6 weeks looking at the resources we have in the world and how various countries use, share and dispose of these resources. Students will answer questions like: How do these resources connect people around the world? Or, how are these resources changing and what does that mean for people? These concepts and questions move across all school subjects (i.e. math, English, geography, etc.) and apply to real life and the world around us.


There are 8 fundamental concepts expressed as key questions, to propel the process of inquiry. These universal concepts drive the Units of Inquiry but they also have relevance within and across all subject areas (transdisciplinary).

The 8 fundamental concepts are

  • Form: What is it like?
  • Function: How does it work?
  • Causation: Why is it like it is?
  • Change: How is it changing?
  • Connection: How is it connected to other things?
  • Perspective: What are the points of view? Reflection: How do we know?
  • Responsibility: What is our responsibility?
  • Reflection: How do we know?


There are 5 sets of transdisciplinary skills acquired in the process of structured inquiry. These are:

  • Thinking
  • Communication
  • Social
  • Research
  • Self-Management


The PYP promotes 12 attitudes that we want our AIS students to feel, value, and demonstrate. They are the daily expressions of the “Learner Profile” used by teachers in teaching and by students in their learning. We feel that these are the keys to happiness and success as a person.

  • Appreciation:Seeing and being thankful for the wonder and beauty of our world.
  • Commitment:Being responsible for my learning, showing self-discipline, and perseverance. Sticking with a difficult task until it is completed.
  • Confidence:Knowing I can do it! Having courage to take risks, using what I have learned, and making good choices.
  • Cooperation:Working with others and being willing to lead or follow as needed.
  • Creativity:Using my imagination while thinking and doing things.
  • Curiosity:Being curious about the nature of learning, about the world, its people and cultures.
  • Empathy:Being able to put myself in someone else’s place in order to understand her or him.
  • Enthusiasm:Being excited about learning and life.
  • Independence:Thinking and acting on my own.
  • Integrity:Being fair and honest.
  • Respect:Showing that I can for others, our world, and myself.
  • Tolerance:Understanding, appreciating, and celebrating differences in each other.


AIS students are encouraged to reflect, to make informed choices and to take action that will help their peers, school staff, and the wider community. This is how our students demonstrate a deeper sense of learning, by applying their knowledge to service and positive action.


To view Assessment Policy: Click here

To view Language Policy: Click here

To view Special Educational Needs Policy: Click here


To view Science Scope & Sequences: Click here

To view Mathematics Scope & Sequence: Click here

To view Language Scope and Sequence: Click here

To view Arts Scope & Sequence: Click here

To view Social Studies Scope & Sequence: Click here

To view Role of ICT in PYP: Click here

To view Personal, Social and Physical Education Scope and Sequence: Click here

To view Exhibition Guidelines: Click here


To view Rules for IB World Schools : Primary Years Programme: Click here

Program Introduction

The Middle School Years are a time of rapid growth and development. As students, it is exciting to be much more independent and have a lot more responsibilities. During these years, our focus is to help our students find their passions by setting higher expectations, encouraging new challenges, and providing new learning opportunities.

Students in Grades 8-10 have the option of choosing between the CIE-IGCSE programme or the Gujarat State Board SSC.

Learn more about our IGCSE offering
Learn more about our Gujarat State Board offering

IGCSE (Cambridge)

Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds, leading to the globally acclaimed Cambridge IGCSE qualifications. The programme is recognised by leading universities and employers worldwide. It is part of the Cambridge Secondary 2 stage.

Cambridge IGCSE is focussed on developing 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.

Schools worldwide have been involved in the development of Cambridge IGCSE. The syllabuses are international in outlook, but retain a local relevance. They have been created specifically for an international student body and avoid cultural bias.

Subjects offered at AIS

Students pursuing the IGCSE curriculum are offered the following subject choices

Group I

  • English - First Language
  • Hindi as a Second Language

Group II

  • Economics

Group III

  • Physics
  • Chemistry
  • Biology

Group IV

  • Mathematics

Group V

  • Business Studies
  • Information and Communication Technology


Assessment for Cambridge IGCSE includes written and oral tests, coursework and practical assessment.

In most subjects there is a choice between core and extended curricula, making IGCSE suitable for a wide range of abilities. Each learner’s performance is benchmarked using eight internationally recognised grades. There are clear guidelines which explain the standard of achievement for different grades. Cambridge IGCSE examination sessions at AIS are held once a year in the month of March.

To know more about the Cambridge IGCSE programme, click here

Gujarat State Board (GSEB)

AIS is recognised by the Gujarat State Board to implement its SSC program. Students study 6 subjects - Math, Hindi, Science, Social Studies, Gujarati, and Computer Science - from grades 8 to 10 and appear for the board exams at the completion of grade 10.

For grades 8, 9 & 10, AIS follows the guidelines set by Gujarat State Education Board. The curriculum and assessment is as per the regulations laid by Gujarat State Education Board.

Program Introduction

The High School Program at AIS focuses on future-readiness and helping students put their best foot forward for the next stage of their life. Students can choose to pursue the IB Diploma Programme, Cambridge AS & A levels program, or the Gujarat State Board HSC program. Students have the option to choose from a wide range of subject offerings allowing them to apply for the college of their choice.

AIS is also a certified test centre for College Board AP exams and all AP exams are conducted within the school premises itself.

Learn more about our IBDP offering.
Learn more about the AS & A Levels offering.
Learn more about the GHSEB offering.

IB Diploma Programme

The Diploma Programme offered by the IB is an assessed program for students aged 16 to 19. The Programme, respected by universities across the globe, focuses on developing students who:

  • have excellent breadth and depth of knowledge
  • flourish intellectually, emotionally, and ethically
  • study at least 2 languages
  • excel in traditional academic subjects
  • explore the nature of knowledge through the programme’s unique theory of knowledge course

The DP curriculum is made of the DP Core and the six subject groups.

Made up of the three required components, the DP core aims to broaden students’ educational experience and challenges them to apply their knowledge and skills. The three core elements are:

  • Theory of knowledge (TOK): in which students reflect on the nature of knowledge and on how we know what we claim to know.
  • The Extended Essay (EE): which is an independent, self-directed piece of research, finishing with a 4,000-word paper.
  • Creativity, activity, service (CAS): in which students complete a project related to those three concepts.

The six subject groups are:

  • Studies in language and literature
  • Language acquisition
  • Individuals and societies
  • Sciences
  • Mathematics
  • The arts

Choosing subjects in the diploma program

Students choose courses from the above mentioned 6 subject subject groups. Students may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in the arts.

Students take some subjects at higher level (HL) and some at standard level (SL). HL and SL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level.

Each student takes at least three (but not more than four) subjects at higher level, and the remaining at standard level. Standard level subjects take up 150 teaching hours. Higher level comprises 240 teaching hours.

Subject choices offered at AIS

Group 1 Language A1

  • English A: Literature

Group 2 Second language (students select any one)

  • Hindi B
  • French AB initio
  • French B

Group 3 Individuals & Societies

  • Business and Management
  • Economics
  • Psychology
  • Environmental systems and societies

Group 4 Experimental Sciences

  • Biology
  • Chemistry
  • Physics
  • Environmental systems and societies

Group 5 Mathematics

  • Maths

Group 6 The Arts

  • Visual Arts


  • The core requirements - Theory of knowledge (TOK), Creativity, activity, service (CAS) and Extended Essay (EE) - are compulsory.
  • Groups 1, 2, and 5 are compulsory.
  • Students select any three subjects from Group 3 and 4, minimum one from each group is compulsory.

Programme Assessment


IBDP General Rules

University Guide



IBDP curriculum

IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5.

In addition the programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.

The extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.

Theory of knowledge is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).

Creativity, action, service requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.

Programme Model

The curriculum is modelled by a hexagon with six academic areas surrounding the three core requirements.

IBDP Curriculum

Program outline

Over the course of the two-year programme, students

  • Study six subjects chosen from the six subject groups
  • Complete an extended essay
  • Follow a theory of knowledge course (TOK)
  • Participate in creativity, action, service (CAS).
  • Three of the six subjects are studied at higher level (courses representing 240 teaching hours)
  • The remaining three subjects are studied at standard level (courses representing 150 teaching hours).
  • Subjects, other than languages, may be taught and examined in English, French, Spanish

Theory of knowledge

The theory of knowledge (TOK) requirement is central to the educational philosophy of the Diploma Programme.

It offers students and their teachers the opportunity to

  • Reflect critically on diverse ways of knowing and on areas of knowledge
  • Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
  • Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
  • Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions. The most central of these is "How do we know?"

It is a stated aim of TOK that students should become aware of the interpretative nature of knowledge, including personal ideological biases, regardless of whether, ultimately, these biases are retained, revised or rejected.

TOK also has an important role to play in providing coherence for the student as it transcends and links academic subject areas, thus demonstrating the ways in which they can apply their knowledge with greater awareness and credibility.

Extended Essay

The extended essay is an independent, self-directed piece of research, culminating in a 4,000-word paper. As a required component, it provides:

  • Practical preparation for the kinds of undergraduate research required at tertiary level
  • An opportunity for students to engage in an in-depth study of a topic of interest within a chosen subject.

Emphasis is placed on the research process

  • Formulating an appropriate research question
  • Engaging in a personal exploration of the topic
  • Communicating ideas
  • Developing an argument.

Participation in this process develops the capacity to

  • Analyse
  • Synthesize, and
  • Evaluate knowledge.

At AIS, the students are supported throughout the process with advice and guidance from a supervisor (usually a teacher at the school).

Creativity, Action, Service (CAS)

The CAS requirement is a fundamental part of the programme and takes seriously the importance of life outside the world of scholarship, providing a refreshing counterbalance to academic studies.

  • Creativity is interpreted broadly to include a wide range of arts activities as well as the creativity students demonstrate in designing and implementing service projects.
  • Action can include not only participation in individual and team sports but also taking part in expeditions and in local or international projects.
  • Service encompasses a host of community and social service activities. Some examples include helping children with special needs, visiting hospitals and working with refugees or homeless people.

Students are expected to be involved in CAS activities for the equivalent of at least three hours each week during the two years of the programme.

A system of self-evaluation encourages students to reflect on the benefits of CAS participation to themselves and to others, and to evaluate the understanding and insights acquired.

Cambridge AS & A Levels

Thousands of learners across the world gain places at leading universities in UK, USA, Canada, New Zealand, and Australia every year with Cambridge International AS & A Levels. The syllabi aim to develop a deep understanding of subjects and independent thinking skills. They are part of the Cambridge Advanced stage. Some US universities give up to a year's credit to students who have completed the AS & A levels.

Cambridge International AS & A Level develops learners’ knowledge, understanding and skills in:

  • In-depth subject content
  • Independent thinking
  • Applying knowledge and understanding to new as well as familiar situations
  • Handling and evaluating different types of information source
  • Thinking logically and presenting ordered and coherent arguments
  • Making judgements, recommendations and decisions
  • Presenting reasoned explanations, understanding implications and communicating them logically and clearly
  • Working and communicating in English

Subjects Offered

Students find Cambridge International AS and A Levels very flexible. We, at AIS, offer the following subjects:

  • English Language
  • Physics
  • Chemistry
  • Biology
  • Mathematics
  • Accounting
  • Economics
  • Business
  • Psychology
  • Art and Design


We offer 2 assessment options for students choosing to study the AS & A levels program.

Option 1

Take all A Level exams in the same examination session, usually at the end of the second year of study.

Option 2

Take a 'staged' assessment route – take the Cambridge International AS Level in one examination session and complete the final Cambridge International A Level at a subsequent session. The staged assessment route is not possible in all subjects. The outcomes awarded for Cambridge International AS Level language syllabuses cannot be carried forward to Cambridge International A Level.

Cambridge International AS and A Level examination sessions are held once a year in the month of March.

Cambridge International AS and A Levels use a wide range of assessment processes and techniques to supplement formal written examinations - orals, practicals, projects and coursework of differing types are all used in various subjects where they are the most effective and appropriate means of measuring attainment.


AIS is recognised by the Gujarat Higher Secondary Education Board to implement its HSC program. Students at AIS have option to choose from all 3 streams - Commerce, Science, and Arts. Students appear for board exams at the completion of Grade 12.

The curriculum and assessment followed by the school is as per the regulations laid down by the GHSEB from time to time.


“Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone.” - John F Kennedy

At AIS, we believe that meaningful extracurricular opportunities are imperative for children to lead truly rewarding and enjoyable lives. That’s why we’ve partnered with experts in their fields to offer an after-school program that provides children with extended opportunities for holistic growth and development.

We offer a range of activities across five different development areas - Fitness, Cognitive, Visual Arts, Performing Arts and Language Development.

The program is open for students of Grades 1 - 4.

Parents can sign up for the Explore Program by choosing one of the two options:

  • Explore Enrichment: Children attend activities on all 5 days of the week. Activities are across all the five development areas.
  • Explore Select: Parents select activities of their choice conducted on specific days of the week.

In both program choices, we work with small group sizes and experienced instructors to provide every child with a deeply valuable and rewarding experience that best suits their aptitude and interest.

Program 1: Explore Enrichment

As part of the Explore Enrichment program, parents choose 1 activity from each of the 5 development areas. Children participate in the activities daily (Monday to Friday) from 2 to 4 p.m.

The five development areas that the parents can choose from are Fitness, Cognitive, Visual Arts, Performing Arts and Language Development.

Fitness Cognitive Visual Arts Performing Arts Language Development
Ball Sports STEM Art & Design Theatre Storytelling
Chess Music Mandarin
Ballet French

Fees for the program is Rs 85,000 annually.

Program 2: Explore Select

As part of Explore Select, parents can opt for any number of activities for their children (maximum of 5). The activities will be conducted from Monday to Friday between 2 - 4 p.m. Children will come to the centre only to attend the activities that they opt for.

3 M 6 M 10 M
Ball Sports
6 - 9 yrs
10000 18000 26000
6 - 9 yrs
7000 13000 18000
6 - 9 yrs
7000 13000 18000
Art & Design
6 - 9 yrs
7000 13000 18000
6 - 9 yrs
5000 9000 13500
6 - 9 yrs
7000 13000 18000
6 - 9 yrs
7000 13000 18000
6 - 9 yrs
7000 13000 18000
6 - 9 yrs
7000 13000 18000
6 - 9 yrs
5000 9000 13500


At AIS, technology is not a tool, it is an environment. We believe that technology, if used in the right way, can transform the school experience. We embrace technology with enthusiasm always bearing in mind that technology can never replace human relationships or experiential, in-person learning.

Technology Infrastructure

We are revamping our technology infrastructure to provide our students easy access to the best in class education and creativity tools. A high speed internet connection, iPads for each student in grades 5-7, laptops for students in grade 8 and above, Macbooks for all teachers, are some of the features of our technology program. We are also setting up a Makerspace and a virtual reality lab to open up more avenues of learning for our students.

Technology for Personalised Learning

Each child is unique, therefore their education should also be. We are creating technology to personalise the learning experience for our students based on their needs and interests. Through our technology platform, students can learn in their own time, at their own pace, and in the space of their preference. Through targeted insights, our teachers are able to customise their lesson plans to cater to the needs of each individual student.

Learning and Creativity Tools

Platforms such as Khan Academy, Coursera, and help our students access educational content across subject areas while other apps such as Nova Elements and World History help them learn in more interesting ways. While Kahoot and Google Apps for Education help increase classroom engagement, creativity tools such as Scratch, Hopscotch, Swifty, and Figure allow students to pursue their interests in music, design, and coding.

Technology for Efficiency and Transparency

Astute use of technology helps our teachers streamline logistical tasks, enabling them to spend more time quality time with students. Our AIS Parent app, provides parents a view into their child’s classroom experience. Parents get regular updates about their child’s growth and their individual work, and also receive class-wide and school-wide announcements.

Curriculum Choices

Flexibility in curriculum choices allows our students to pursue the college of their choice. Up to grade 7, all students follow a common curriculum. From Grades 1 - 5 we follow the IB-PYP and a Cambridge checkpoint based curriculum for Grades 6 & 7. For grades 8 to 10, students can choose between CIE-IGCSE and Gujarat State Board SSC. Grades 11 and 12 students choose from IBDP, Cambridge AS & A Levels, and the Gujarat State Board HSC.

Primary Years

AIS, a recognised IB World School, and follows the IB-PYP program from Grades 1 to 5. The program focuses on helping students become problem solvers and inquirers letting them take ownership of their learning. The program strives to help every student think independently and come up with their own answers. For Grades 6 and 7th we have designed a program based on the Cambridge checkpoint. The program prepares students for transition to senior grades.

Learn More


Grade Timings
Grade I-VI 8.40 am - 02:30 pm


Grade Timings
Grade VII 7:20 am - 01:10 pm
IGSCE VIII-X 7:20 am - 01:10 pm
AS Levels 7:20 am - 01:10 pm
A Levels 7:20 am - 12:00 pm


Grade Timings
Grade VIII-XI 7:20 am - 01:10 pm
Grade XII 7.20 am - 12.00 pm


Grade Timings
Grade XI- XII 7:20 am - 01:10 pm