Each class will have a maximum strength of 25 students with a maximum teacher-taught ratio of 1:12. This enables customized attention to each pupil.

• Additional Foreign language options begin from Grade 1. We offer Hindi and Spanish upto Grade 3. French is offered from Grade 4 upwards
• Alternative language choices will be offered to children of expatriates from grades 1 to 3, when possible, as an exceptional case
• Where it is absolutely necessary to take English as a second language for examination classes, an alternative first language may be considered, provided:
  • Preferred first language is in the schedule of languages (IGCSE)
  • It can be studied and evaluated independently of the School

Admission to the Indus International School, Bangalore, at preparatory and primary level will not be based on written tests of the student. We firmly believe that all children possess specific intelligences in which they are strong. Consequently, admissions will be based on the proclivity of the student, especially mental organization, creativity and critical thinking skills.

The criteria for admission will include:

• Reports and recommendations from the school previously attended
• For grade 6 and above, 65% marks in our admission tests or an aggregate of 70% will be acceptable
• Our inclusive admission policy also qualifies students with specific and other learning difficulties to join Indus. Differentiated curricula are followed for such students and remedial process is available
• Admissions are available throughout the year for students whose parents are relocating to India
• These will be subject to the maximum number of students in a class being 25. We have just three / four sections per grade.

Teenage issues are part of the growing phase of normal, healthy children. Selected teachers, assisted by expert counsellors and the school doctor, inform and educate students on the complete range of common teenage issues, such as:

• Peer pressure
• School stress
• Marital disharmony between parents
• Depression
• Drugs
• Smoking
• Gender relations
• Adolescent problems
• Loss of self-esteem

Counselling and empathetic communication forms a part of the informal curriculum. We have 2 full-time behavioural counsellors who work with the chidren on a regular basis.

We believe that discipline is a value and should become a way of life. One cannot become a leader or seek excellence unless one is self-disciplined.

Our idea of discipline is not rules and regulations which are imposed externally on a child. Discipline is all about self-management. We avoid all corporal punishment and even harsh reproof. Self-discipline is inculcated by embedding sound traditional values and social sensitivities. Small sized classes with a teacher-taught ratio as low as 1:12 ensures individual attention and personal care. Moreover, the Principal, Vice Principal, Director Pastoral Care and Director Administration live on campus, to oversee the ethics practised by all faculty members and students.

Indus International School is different in several ways:

• Leadership is the School’s USP
• The School’s strategic management, long term perspective planning, teacher development and shaping the learning environment, is carried out professionally under the guidance of the Chief Executive and his specialized team of Directors
• Teachers are 'facilitators' and role models and enjoy an enhanced social status, with facilities for in-service, personal and professional development
• Leadership development of our students is founded on experiential knowledge, creativity through emphasis on an informal curriculum, co-curricular activities and community service
• The curriculum will fulfill seven educational needs of the children - integrated value system, leadership within the community, empowerment, ability to make an informed choice, maximize intelligence potential, balance between creativity and skills, and self discipline
• High integration of offline and online learning
• Social responsibility through rural education
• International-class infrastructure in habitat, academics, sports and creativity centres
• Mentoring

At Indus we follow a structured process of initiating a younger student into boarding. This includes:

• Every new student in School is assigned a 'buddy', who will familiarize him with the school environment. The buddy assists a new student in settling down.
• Experienced house parents, who guide and counsel the new students and act as surrogate parents.

Indus International School welcomes all foreign nationals and NRIs at the school. We have a multi-cultural environment and foreign nationals and NRIs help enhance it further.

Indus goes a long way in fulfilling the following needs of overseas students:

• Quality school education at nearly half the fee parents would pay in their country of residence.
• Acquisition of academic standards and community values that will ensure smooth transition from school education at Indus International School to studies in college, within countries of residence and in India.
• Emphasis is on English Language, Maths, Information technology and Biotechnology.

Admission is open throughout the year, subject to availability of seats in the particular grade.

The school has elaborately planned a medical facility to cater to the medical needs of our students. There is a Tele-medicine facility on campus,  which enables a direct link up with top hospitals for immediate consultation. A well equipped campus hospital with a doctor in residence and 3 nurses are available 24 x 7. All students are covered by medical insurance and are trained in first aid.

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• At the pre-primary level, emphasis will be on motor, oral and creative skills.
• At the primary level, the School lays stress on continuous assessment that will include projects, assignments, class tests, group activities, self-reflection sessions and School excursions based on multiple intelligences. This helps teachers find out what the students already know, in order to plan the next stage of learning.
• At the middle school level, continuous assessment will be supplemented with summative assessments at the end of each term. This would include written, oral and practical tests.
• At higher secondary level, both formative & summative assessments are made on the basis of presentation, reports, test papers, practicals, projects and examinations.