for academic growth and development, and ensure that all students are provided the necessary life skills and competencies to function productively in an ever changing world
We pursue excellence by staying aligned with defined objectives and measurable outcomes.
A – Accountability
We take ownership of our actions and strive for transparency and responsibility in everything we do.
C – Commitments
We honor our promises with dedication and consistency to build a reliable and disciplined community.
C – Conflict Resolution
We believe in addressing disagreements constructively, promoting harmony and understanding.
T – Trust
We foster an environment of mutual respect and trust to support collaborative growth.
S – Service
We encourage a spirit of selflessness and giving back to the community as global citizens.
School’s Mission
Vishwashanti Gurukul’s mission is to provide resource based education with global opportunities for academic growth and development, and ensure that all students are provided the necessary life skills and competencies to function productively in an ever changing society while retaining Indian values and philosophy.
Since 2006, VGIS has nurtured IB learners who excel globally—achieving top IB scores, gaining admissions to world-class universities, and embodying values that lead to success and purpose in life.
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Authorisation for Cambridge IGCSE and A Level programs
Overview of curriculum
We offer the full IB continuum
Primary Years Programme (PYP)
For ages 3–11
(Nursery-Grade 5)
Building foundational skills through inquiry and play.
Experience the energy of Gurukul through vibrant campus events—academic fairs, cultural fests, international day, and more.
DP Students Lead the Way in Celebrating International White Cane Day by
We decided to support the Indian Association for the Blind (IAB), a respected organization working tirelessly to empower visually challenged individuals across India. We requested a humble contribution of ₹10 from members of our school community—and were overwhelmed by the positive response. Together, we raised ₹6,000, which was donated to IAB to help them continue their impactful work.
Celebrating the Journey: DP-2 Graduation and Farewell
The event began with heartfelt speeches from the valedictorians and outstanding students, each sharing stories that captured the spirit of the IB journey. Their words resonated with hope, gratitude, and a touch of bittersweet reflection. The principal, Mr. Venugopal, and vice principal, Mr. Arpit Sharma, also addressed the graduating cohort with powerful messages about embracing the future while holding on to the lessons of the past.
How We Organise 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.
Mufti Day: A Fun-filled CAS Initiative with a Purpose
Mufti Day: A Fun-filled CAS Initiative with a Purpose Mufti Day was celebrated at Vishwashanti Gurukul on the 7th of March and was far more than just a day to dress casually; it was a meaningful CAS fundraiser designed to blend fun, service, and gratitude. As senior DP students, we took the lead in organizing this special event to offer our DP2 peers a well-deserved break from their demanding board exam preparations. Our goal was to create an enjoyable and relaxing experience for DP2 students, who have been deeply engrossed in their academic responsibilities. We carefully planned a series of engaging activities and games like, treasure hunt , musical chairs , fun games that would encourage participation, laughter, and bonding. From interactive team challenges to light-hearted group games, the event provided students with a refreshing break from their intense study schedules. The positive energy throughout the day was infectious, as students enthusiastically engaged in activities that promoted teamwork, creativity, and relaxation. However, Mufti Day was not just about entertainment—it carried a deeper purpose. The event served as a fundraiser, with all participating DP students contributing towards future CAS initiatives. The funds raised will be utilized to support meaningful projects that align with the CAS spirit, encouraging creativity, activity, and service. These projects may involve environmental initiatives, community outreach programs, or skill-building workshops that empower students to contribute positively to society. The success of Mufti Day was a testament to the power of teamwork, empathy, and leadership. The entire event was student-led, requiring careful planning, collaboration, and dedication to ensure everything ran smoothly. It was inspiring to witness the initiative and commitment demonstrated by our DP1 students, who took ownership of the event and worked together to create a memorable experience for their seniors. Mufti Day reinforced the values of compassion, collaboration, and community engagement—core elements of the CAS framework. It reminded us that even small initiatives can create a positive impact, fostering a culture of kindness, gratitude, and togetherness within our school community.
Women’s Day Celebration: A Heartfelt CAS Initiative
Women’s Day Celebration: A Heartfelt CAS Initiative On March 7th, Vishwashanti Gurukul witnessed a heartwarming celebration of Women’s Day, thoughtfully organized by our DP students as part of their CAS service. This special initiative was a meaningful tribute to the 105 hardworking women who are an integral part of our school’s support staff. With funds raised through their recent CAS activities, our DP students thoughtfully purchased tiffin boxes as tokens of appreciation for these dedicated women. This gesture extended to the supporting female staff from PIS, gardening and cleaning staff, school attendants, hostel and school security personnel, hostel attendants, and the school medical team. Embracing the ethos of “Matru Devo Bhava,” our DP students wholeheartedly participated in this celebration of womanhood. For our boarding students, who consider Vishwashanti Gurukul their home away from home, this was a heartfelt opportunity to honour the invaluable contributions of these women and express their gratitude. On the occasion of Women’s Day, students presented these thoughtful gifts to acknowledge their dedication and hard work. These women play a vital role in ensuring our school’s safety, comfort, and day-to-day operations, yet their contributions often go unnoticed. By expressing our gratitude through this meaningful gesture, we aimed to make them feel valued and respected. The warm smiles and heartfelt gratitude we received in return made our efforts truly rewarding. The celebration of the day was a powerful reminder of the impact of kindness, compassion, and community spirit—a true reflection of the CAS ethos. The warmth and joy shared during the event reflected the true spirit of CAS — fostering empathy, compassion, and meaningful connections. By recognizing the dedication of these incredible women, our students demonstrated the power of gratitude and service in building a stronger, more appreciative community. – Rucha Bagade DP 1
Guest Lecture on Sustainability: Learning in Collaboration with Parents and Teachers in PYP
Guest Lecture on Sustainability: Learning in Collaboration with Parents and Teachers in PYP As PYP 5 students at Vishwashanti Gurukul World School prepare for their upcoming exhibition, their excitement and dedication to inquiry-based learning continue to grow. Recently, they had the privilege of attending an insightful session on sustainability, led by Sharon Christa Ma’am, a parent of a PYP student. With a graduate degree in computer science and a Ph.D. in artificial intelligence, Sharon Christa Ma’am brings a wealth of knowledge as a professor teaching engineering students. In her session, she introduced key aspects of sustainability, covering sustainable cities, homes, neighborhoods, and healthcare systems. She enriched the discussion with real-life case studies from cities like Abu Dhabi and Copenhagen, illustrating successful models of sustainable urban development. These examples sparked curiosity among the students, leading to an engaging discussion where they eagerly asked questions and explored ways to implement sustainability in their own lives. Inspired by the session, the students brainstormed practical ways to incorporate sustainability into their daily routines. Ideas ranged from using LED lights to conserve energy and reducing plastic consumption to segregating waste for recycling and adopting eco-friendly habits at home and school. The session reinforced the idea that even small, mindful actions can make a significant impact on creating a more sustainable future. This collaborative learning experience, integrating the knowledge and expertise of parents, further enriched the students’ understanding, making their inquiry journey even more meaningful.
CAS Initiative: Sinhagad Fort Clean-Up By Siddhant Melant, DP 1 As part of our Creativity, Activity, Service (CAS) journey, a group of us—Siddharth, Ved, Aditya Aggarwal, Aditya Kumar, JC, Nikhil, Devdutt, Laksh, Agneya Verma, and I, Siddhant—embarked on what we initially thought would be a casual visit to Sinhagad Fort. However, the experience quickly turned into a meaningful act of service. A Call to Action While admiring the breathtaking views from the summit, we were disheartened to see litter scattered across this historic site. Realizing the importance of preserving our cultural heritage, we decided to take action. Armed with trash bags and gloves, we began collecting waste, determined to restore the fort’s natural beauty. A Small Effort with a Big Impact As we worked, we engaged with other visitors, discussing the significance of maintaining historical landmarks. Many appreciated our efforts and expressed concerns about the increasing littering problem. These conversations reinforced the need for greater awareness and collective responsibility in preserving our heritage. Though the cleanup was physically demanding, it was incredibly rewarding. Collaborating outside our usual academic setting strengthened our teamwork and gave us a shared sense of purpose. This initiative was not just about cleaning up—it was about fostering a sense of responsibility and inspiring change. Learning Beyond the Classroom By the end of the day, we had collected a significant amount of waste, leaving the fort noticeably cleaner. More importantly, we walked away with a profound sense of fulfillment and a deeper appreciation for our history. Documenting our efforts through photos, we hoped to encourage others to take similar initiatives. This experience was more than just a service activity—it was a lesson in environmental awareness, civic responsibility, and the power of small actions leading to larger impact. As IB students, we are encouraged to think beyond textbooks and engage with real-world issues. This initiative reaffirmed that even the smallest efforts can create meaningful change. Preserving Our Heritage Sinhagad Fort stands as a symbol of our rich history, and it is up to us to protect it. Through this CAS experience, we hope to inspire others to take pride in and care for the cultural treasures that define our identity. After all, preserving history is not just about remembering the past—it’s about respecting it for future generations.
CAS Initiative: Parent-Teacher Meeting Stalls – A Blend of Creativity and Entrepreneurship
CAS Initiative: Parent-Teacher Meeting Stalls – A Blend of Creativity and Entrepreneurship By Harsifat Kaur, IBDP 1 Parent-Teacher Meetings (PTMs) have always been a significant event at Vishwashanti Gurukul, offering students, parents, and teachers a platform for meaningful discussions about academic progress. However, this time, the event took on a new dimension with a student-led CAS initiative—an interactive and vibrant stall showcasing handmade bandanas and dupattas, created by DP1 students during our tie-and-dye CAS sessions. Bringing Our Creativity to Life Each student played a crucial role in bringing this project to fruition. Divided into groups, we experimented with various tie-and-dye techniques, ensuring that every piece was unique. Seeing our handcrafted designs beautifully displayed at the stall was incredibly rewarding—it was a testament to our teamwork, creativity, and dedication. Beyond the Classroom: Learning Entrepreneurship Managing the stall was an eye-opening experience for me. Initially, I thought it would be simple, but I soon realized that it felt like running a small business. Every aspect—from inventory and marketing to customer engagement and financial management—required careful planning and execution. My friends—Heer, Rudra, Soham, Kashish, Namastyu, Ved, Rahul, Laksh, and Presha—and I worked together to set up the stall, arrange the products attractively, and interact with customers. We also shared the creative process behind our tie-and-dye designs, making the experience more engaging for visitors. A Refreshing Addition One of the highlights of our stall was Kashish’s homemade lemonade—a refreshing treat that was an instant hit among parents and teachers. Her delicious Nimbu Sharbat received fantastic feedback and added a warm, welcoming touch to our initiative. Creativity Meets Responsibility Another aspect I truly enjoyed was designing the promotional poster for our stall. I carefully selected colors and backgrounds to align with the stall’s aesthetic, ensuring it was eye-catching and effectively conveyed the essence of our project. Beyond the creative elements, this experience reinforced essential life skills—teamwork, adaptability, and responsibility. I realized how even the smallest tasks contribute to the success of a larger event. Time Management and Reflection Balancing academics with stall preparations was a challenge, but it helped me develop better time management skills. Prioritizing tasks efficiently and staying organized under pressure became key takeaways from this experience. A Fulfilling Experience This CAS initiative was more than just a stall—it was a journey of learning, collaboration, and self-discovery. It allowed us to refine our communication and sales skills, work as a team, and gain hands-on experience in entrepreneurship. I would love to participate in similar initiatives again, as they provide an opportunity to explore new skills while making a meaningful impact. This experience has left me with invaluable lessons, and I look forward to more such creative and collaborative projects in the future!
CAS Creativity Component: Exploring Tie and Dye Techniques at Vishwashanti Gurukul This fantastic and engaging task offered a perfect blend of creativity and cultural exploration. The session was guided by the ever-inspiring Ms. Nanda, one of Gurukul’s most cherished former Visual Arts teachers, whose passion for Indian craftsmanship brought this traditional art form to life for the students. With her expert yet nurturing guidance, students eagerly explored the tie-and-dye technique, transforming simple fabrics into stunning works of art. She introduced students to the intricate techniques of Indigo printing and two-tone dyeing. The hands-on sessions were engaging and inspiring, as students learned to manipulate colours, patterns, and textures to create unique designs and practice tying techniques. This activity not only enhanced their artistic abilities but also allowed them to appreciate the rich cultural heritage of textile art. Learning from such an experienced teacher made the experience even more inspiring and empowering for the students, adding a deeper layer of significance to their creative journey. The workshop was an enriching experience that blended creativity with skill-building and service to the community. It was a cultural celebration and a personal discovery. As students folded, tied, and dyed their fabrics, they not only honed their artistic skills but also developed an appreciation for the heritage and sustainability of this age-old craft. This hands-on experience fostered key CAS learning outcomes: creativity, as students experimented with vibrant designs; collaboration, as they supported and inspired one another; and global engagement, as they reflected on the significance of preserving traditional arts in a modern world. As Republic Day on January 26th approaches, the students showcased their creativity by crafting tri-colour dupattas, symbolizing the national flag. Their enthusiasm and dedication were evident in the vibrant and beautifully crafted dupattas, which reflected their growing expertise and attention to detail. They also created Indigo print bandanas and handkerchiefs. The atmosphere was alive with curiosity, laughter, and the thrill of creation. Many students expressed joy and pride in seeing their efforts materialize into intricate patterns that told a story of patience and imagination. The session left a lasting impact, not just in the form of beautiful Bandhani creations but also as a powerful reminder of the importance of heritage, teamwork, and self-expression. This memorable start to the new year was a perfect blend of artistic exploration and meaningful engagement. In the true spirit of CAS, the workshop went beyond creativity. The students organized a sale of the tri-colour dupattas and successfully generated funds, which they plan to donate to a charitable cause. This initiative underscores the ethos of CAS, combining artistic exploration with social responsibility.The workshop has left an indelible mark on the participants, equipping them with new skills, a deeper appreciation for visual arts, and a strong sense of community service. We extend our heartfelt gratitude to Ms. Nanda Kathale for her invaluable contribution to nurturing our students’ talents and fostering a spirit of creativity and service at Vishwashanti Gurukul.
Makar Sankranti Celebration 2025 at Vishwashanti Gurukul
Makar Sankranti Celebration 2025 at Vishwashanti Gurukul: A Day of Festivities, Learning, and Joy On the bright and breezy morning of 14th January 2025, Vishwashanti Gurukul came alive with the vibrant hues of Makar Sankranti celebrations. This much-anticipated event brought together tradition, creativity, and community spirit, making it a memorable day for everyone on campus. Organized as part of the CAS (Creativity, Activity, Service) initiative, the event showcased the incredible talent and dedication of our students, particularly from the DP program. A Day of Cultural Festivities and Learning The celebration began with students and staff gathering to embrace the joy of this harvest festival. Makar Sankranti, a festival marking the transition of the sun into Capricorn, is a time for gratitude and celebration. At Gurukul, this tradition was woven into an enriching and fun-filled experience that blended cultural appreciation with hands-on learning. The centrepiece of the celebration was the kite flying extravaganza, where students took to the grounds with colourful kites, The skies above the school were soon adorned with vibrant kites, reflecting the spirit of Sankranti. Laughter, cheers, and the sound of friendly competition filled the air as students showcased their skills in their kites to soar higher. Food Stalls: A Culinary Delight Adding to the festive cheer, the DP students took charge of organizing food stalls, offering a delectable array of dishes. This initiative was more than just a feast for the taste buds—it was a learning experience for the students, teaching them planning, teamwork, and time management. The stalls featured a delightful mix of traditional and contemporary favourites, including: Maggi Station: A crowd-pleaser that added warmth to the cool winter day. Jalebi & Fafda, Dhokla: Authentic Gujarati delicacies that captured the essence of the festival. Vada Pav: A spicy and flavourful snack that was a hit among everyone. The students managed every aspect of the stalls, from preparation to serving, ensuring a seamless and enjoyable experience for all. A True CAS Experience This event perfectly embodied the spirit of the CAS initiative, a core component of the IB curriculum. The activities allowed students to blend creativity in planning, activity in execution, and service in giving back to their school community. They embraced challenges, honed their organizational skills, and deepened their cultural understanding—all while having fun and creating unforgettable memories. The success of this celebration would not have been possible without the collective efforts of our students, teachers, and staff. The spirit of collaboration and enthusiasm was evident in every corner of the school. The Makar Sankranti celebration at Vishwashanti Gurukul was not just a festival; it was a reflection of the values we uphold—cultural appreciation, lifelong learning, and the joy of community.
Living the Learner Profile in Early Years (EY) and Primary Years Programme (PYP)
At Vishwashanti Gurukul, young learners embody the IB Learner Profile through curiosity, communication, and collaboration. They engage in inquiry-based learning, developing essential skills to become principled, open-minded individuals committed to lifelong learning and positive community contributions.
Under-19 Volleyball Team Shines at ISSO Nationals The boys’ Under-19 team from Vishwashanti Gurukul World School recently participated in the ISSO National Volleyball Competition, hosted at our school, VGWS, and proudly clinched the gold medal in their category. The journey for the team began at last year’s ISSO National Games, where they gave it their all but finished in 4th place. While proud of their efforts, the team was determined to come back stronger and aim for the top. Over the past year, they dedicated themselves to rigorous practice sessions, tirelessly improving their skills, strategies, and gameplay. These sessions included focused coaching to enhance passing, setting, and hitting techniques while also building mobility and agility. There were days when the team faced setbacks that felt like insurmountable obstacles: injuries, tough matches, and the challenge of balancing academics with practice. Yet, their determination to achieve success never wavered. The ISSO Volleyball Championship proved to be an incredible and thrilling experience. The team faced tough and resilient opponents, equally determined to succeed. This championship provided invaluable exposure to different playing styles, strategies, and competition levels. The highlight was the spirit of fair play, thanks to the referees and coaches who ensured an equitable contest. Strategically, the team employed 5-1 and 4-2 rotations, interchanging them based on the opponents’ strategies. This allowed for consistent playmaking, a better balance between offence and defence, and less fatigue for the players. Their coach played a vital role, offering real-time feedback on mistakes and gaps, such as leaving large spaces on the court, and providing actionable solutions like improving positioning based on the attacker’s angles. Adding to the event’s success were the CAS stalls set up by our school students, offering various food and drinks, such as nachos, Maggi, and beverages. These stalls provided much-needed refreshments to players throughout the day. The funds raised were donated to charities and NGOs supporting causes like girl child education. While this victory is sweet, it also serves as a stepping stone. Our volleyball team has set a shining example for all students: success stems from dedication and hard work. Let’s use this moment to inspire excellence in all our pursuits—whether in academics, arts, or athletics. By Devam Ambaliya
A Journey Through Sri Lanka: A Week of Beauty, Culture, and Adventure
A Journey Through Sri Lanka: A Week of Beauty, Culture, and Adventure Sri Lanka is a land of beauty and wonder, filled with ancient landmarks, breathtaking landscapes, and rich traditions. Each day on this seven-day journey revealed new facets of Sri Lanka. Our adventure began at the Pinnawala Elephant Orphanage, a heartwarming place dedicated to the rescue and care of orphaned elephants. Watching these gentle giants up close offered a unique glimpse into their lives, and we all had the chance to feed and pet these adorable and magnificent creatures. Just nearby, we encountered the creativity of the poo paper industry, where paper is made from elephant dung. This was an inspiring example of sustainable innovation and a truly insightful experience. Later, we had the chance to observe elephants in their natural habitat during a river bath—a soothing and memorable sight. As the day came to a close, we explored the awe-inspiring Dambulla Caves. This UNESCO World Heritage site, with its intricate Buddhist murals and statues, offers a serene view into the spirituality and history of Sri Lankan culture. Day two took us to the historic Sigiriya Rock Fortress, a breathtaking ascent. We learned that the terraces and steps of the entire fortress were made from a stone that reflected moonlight, highlighting the ancient engineering and artistry etched into every rock and terrace. The panoramic view from the top was mesmerizing, but the real beauty lay in the stories of kings and kingdoms embedded in this ancient site. We explored the Sigiri graffiti, Lion’s Paw entrance, Boulder Garden, Mirror Wall, and the throne of the kings who once resided there. After Sigiriya, we embarked on a village tour that immersed us in the daily life of Sri Lanka’s rural communities. From a bullock cart to a tractor ride, followed by a delightful lunch at a local family’s home, we observed traditional cooking methods, farming practices, and the warm hospitality that forms the roots of the Sri Lankan people. We even participated in a pottery workshop! The day concluded with a visit to a spice plantation, a fragrant journey through Sri Lanka’s rich spice heritage, where we learned about the aromatic spices that play a central role in Sri Lankan cuisine and medicine. We had the opportunity to test out ayurvedic creams and oils, as well as taste a special spice tea that highlighted the unique use of spices in Sri Lankan cuisine. Kandy, Sri Lanka’s spiritual heart, greeted us on day three. We visited the revered Temple of the Tooth, home to one of Buddhism’s most sacred relics. We learned about the Kandy pageant, featuring the king’s elephant and dancers, which is one of the biggest ceremonies in South Asia, and observed the deep devotion of the Sri Lankan people. From sacred treasures, we then moved to earthly ones at a gem emporium, where we explored Sri Lanka’s world-renowned gemstones, learning about their significance and craftsmanship. Following this, a visit to a wood carving workshop demonstrated the use of natural colors and different types of woods, showcasing the country’s artistic traditions. Skilled artisans transform wood into works of art. As the evening fell, a cultural dance performance brought the day to a vibrant close. The Kandyan dance is a traditional form of Sri Lankan dance, considered a sacred artwork and the national dance of the country, with rhythmic beats, graceful moves, and colorful costumes. The performance was followed by a stunning fire walk, one of the most moving experiences of the trip. Next, we ascended to Sri Lanka’s lush hill station, Nuwara Eliya. At the Bluefield Tea Factory, we observed the art of tea-making, learning about Sri Lanka’s renowned tea industry and savoring the fresh flavors of Ceylon tea. The tour continued to Ramboda Waterfalls, where the cascade amidst the green landscape created a breathtaking scene. Gregory Lake was our final stop for the day, offering a scenic view of the river, along with the thrilling adventure of jet-skis and speed boats, which the students got to experience! On day five, we visited the Seeta Amman Temple, a site of historical and mythological significance in Hinduism, where it is believed that Sita was held captive in the Ramayana. We then stopped at the Hakgala Botanical Garden, a sanctuary of vibrant and diverse flora, offering a glimpse into Sri Lanka’s botanical treasures. The day concluded at Ravana Falls, another magnificent waterfall linked to the legendary tales of the Ramayana, providing a breathtaking view. Day six was filled with a sense of adventure and discovery. We embarked on a safari early in the morning in Yala National Park, spotting a variety of wildlife, from crocodiles to birds, highlighting the country’s rich biodiversity. Afterward, a tranquil boat ride on the Madu River offered a closer view of the rich mangrove ecosystems and birdlife. We also visited a turtle hatchery, where we witnessed conservation efforts firsthand, with dedicated individuals working to protect endangered sea turtles. We not only learned about various turtle species but also got to hold the turtles and observe adorable newly-hatched sea turtles! On our final day, we indulged in a bit of modern-day Sri Lanka at the House of Fashion in Colombo, a favorite shopping destination for both locals and visitors. With vibrant fabrics, traditional attire, and contemporary styles, it was a fitting way to end our journey. Our seven-day adventure through Sri Lanka has been a mosaic of nature, culture, and adventure. From ancient sites to natural wonders, from sacred temples to innovative conservation efforts, each experience reflected Sri Lanka’s vibrant heritage and the kindness of its people. It was truly a most memorable trip, where we all got to experience the wonder of Sri Lanka.
CAS Initiative Shines at Global Educational University Fair
CAS Initiative Shines at Global Educational University Fair – Ketul Borda DP2 On September 21st, MIT Vishwashanti Gurukul hosted its highly anticipated Global Educational university Fair, welcoming universities from around the world to present their academic programs to our Diploma Program students. While the university fair provided invaluable opportunities for students to explore higher education options. On this occasion DP students set a CAS initiative as the student-led stalls for raising funds for charity. As part of their CAS service, DP1 and DP2 students set up vibrant stalls featuring a range of food items and creatively crafted accessories. The students took full responsibility for preparing, marketing, and selling their products, turning the university fair into a hub of creativity and entrepreneurship. The beautifully designed accessories and delicious snacks attracted a great deal of attention, adding a lively and engaging element to the event. The sales from these stalls were more than just a business endeavour; they had a meaningful purpose; each and every stall was ready to give their contribution to a social cause, aligning with the core values of the CAS program, which emphasizes service to the community. Beyond the financial impact, the initiative fostered teamwork, creativity, and practical skills, as students learned how to manage stalls, handle transactions, and interact with customers. A particularly heartwarming moment was when students used leftover ingredients from the food stalls to make sandwiches, which they distributed to the school’s support staff, including gardeners, School’s logistic and Housekeeping staff , and security personnel. This gesture of gratitude reinforced the values of empathy and social responsibility that CAS aims to cultivate. The day was marked as “Gratitude Day “ In summary, while the Global College Fair provided a valuable educational experience, it was the CAS stalls that made the event truly special. The students’ creative efforts, combined with their commitment to giving back, transformed the fair into an inspiring showcase of learning, service, and community spirit.
CAS Integration Through Nukkad Natak: “E-Waste Unplugged”
CAS Integration Through Nukkad Natak: “E-Waste Unplugged” Nukkad Natak is a powerful medium for raising awareness about critical social issues, and our DP students recent performed titled “E-Waste Unplugged” was no exception. This play, brought to life by our talented DP students, focused on the escalating problem of electronic waste (e-waste) and served as both an engaging spectacle and an impactful educational tool. The play was thoughtfully crafted to highlight the environmental and health hazards posed by the improper disposal of electronic waste. Through a series of compelling vignettes, the narrative unfolded across different settings—’Dhalao’ (dump yard), ‘Nadi’ (river), ‘Kheti’ (farm), ‘Jungle’ (forest), and ‘Gaon’ (village). Each vignette vividly portrayed the consequences of e-waste mismanagement in these environments, effectively driving home the importance of responsible e-waste disposal. “E-Waste Unplugged” also integrated the principles of Reuse, Reduce, and Recycle, encouraging the audience to take action in their own lives. By showcasing the harmful effects of e-waste and promoting sustainable practices, our students not only entertained but also educated, leaving a lasting impact on all who watched. This performance was a prime example of CAS (Creativity, Activity, Service) in action, where students used creativity to communicate important messages and served the community by raising awareness of environmental issues. Congratulations to all the performers and facilitators for their hard work and dedication!
We are thrilled to announce that Vishwashanti Gurukul World School has been officially AUTHORIZED to offer the International Baccalaureate Career-related Programme
At Vishwashanti Gurukul, our commitment to holistic education and academic excellence has earned us numerous prestigious awards and top rankings. These accolades reflect our dedication to nurturing global leaders of tomorrow.
School of the Year 2025-26
Education World India School Rankings
Vishwashanti Gurukul World School, has been ranked India’s No.4 and Maharashtra's No. 1 in the Education World India School Rankings 2025-26 in the “International Residential Schools” category
Best School for Futuristic Education
Global Leadership Summit 2025
Vishwashanti Gurukul, an IB World School, Pune has been honoured with the “Best School for Futuristic Education” award at the Global Leadership Summit 2025
Education Today
Education Today Award 2025-26
Vishwashanti Gurukul World School ranked No. 2 in Maharashtra's Top 3 Boarding Schools at the 2025 Merit Awards by @education.today
Top Residential School Rankings
Education World India School Rankings 2024-25
Vishwashanti Gurukul World School has been recognised as the "School of the Year 2024-25" by EducationWorld in their esteemed India School Rankings Award 2024-25
Dynamic Schools 2024 Award
E News Network, Maharashtra Educators' Summit
Awarded for exemplary contributions to education and leadership in innovation within Maharashtra’s educational landscape.
Top Residential School Rankings
Education World India School Rankings 2023-24
MIT Vishwashanti Gurukul World School, has been ranked India’s No.4 and Maharastra’s No. 2 in the Education World India School Rankings 2023-24 in the “International Residential Schools” category
Modern Value Education
Featured in Insight Success
Recognized as a leading institution for blending traditional values with modern education principles.
NATGEO Feature: The Future School
Featured in Insight Success
Featured by National Geographic for pioneering innovative education models shaping future leaders.
Top 10 Most Promising Residential Schools
SiliconIndia – India Edition
Named among India’s top 10 promising residential schools.
Excellence in International Curriculum Practices
Elets World Education Summit, Hyderabad
Awarded for outstanding delivery and innovation in international curriculum practices.
Testimonials
Don’t just take our word for it. Hear from our students, parents, and alumni about their VGIS journey.
FAQs
General
1. Why a residential school?
Ans: Every visionary family , would like to send their children to the best of residential schools. To be a successful individual a person needs an opportunity to develop holistically. The secret of successful individuals is their tremendous self-confidence, decision making ability and leadership qualities. A child’s overall development, education, personality development, leadership qualities and rich values and culture will be the deciding factor for real success in life. Every child is bestowed with these latent potentialities which remain suppressed due to over-protection of parental care. Residential schools help children become independent and responsible individuals who have goo self-management skills. This is where quality residential schools offer good multi-platform for developing life skills and leadership traits.
2. What is the right age?
Ans: A child needs immense parental care till the age of five as emotional stability is nurtured in the child during this stage. The qualities and emotional balance can be instilled by the parents during this age only. The right age for children to join residential schools is six , wherein the child is enjoying childhood and forming habits . Residential School helps a child to develop into independent mature adults enabling them to adjust to all types of situations and environment later in life.
3. Who will take care of my child at the school?
Ans: This is where a residential school which is a home away from home and the school acts as a family unit where teachers replace parental love and the child is always under controlled conditions. The 24-hour watch by boarding coordinator , House Master or Mistress and house parents creates parental care. Constant monitoring and guidance wherever required helps the child to realize his/her potential and caliber. Residential school aims at nurturing an environment in which children can develop self-esteem, self-confidence and development of personality while acquiring knowledge.
4. Will my child become undisciplined?
Ans: The reason for a child being sent to a hostel is to instill in him/her discipline. Residential schools are best equipped to impart this mode of discipline as systems are in place 24 hours with qualified mentors/teachers. The 24X7 supervision by various faculties helps in channelizing the abundant energy in the child in positive developmental activities. The system ensures proper leadership and managerial qualities boosting their self-confidence and independence tremendously.
5. In what way is MIT Pune’s Vishwashanti Gurukul , an IB World School different from other schools?
Ans: The School not only concentrates on the gentle unfolding of the total personality of children, it also provides academic excellence coupled with training to induce the right attitudinal change to develop in them the sense of service to others. Vishwashanti Gurukul gives lot of emphasis to our culture and practice its noble principles like service, non-violence, respect to other religions, living in harmony with nature etc. It believes in Indian ethos and global reach . It is a dream school project , to inculcate positive learning habits to develop 21st century learners.
6. Where is the school located and how to reach?
Ans: The School is located in Maharashtra (State), Pune (City) on Pune-Solapur road. Pune is well connected to the rest of the country by air, rail, and road. Regular flights, trains and bus services connect this city to other cities. For further information, visit contact details.
7. Which educational bodies is MIT Pune’s Vishwashanti Gurukul affiliated to?
Ans: The school is affiliated to the IB (International Baccalaureate) and IGCSE (International General Certificate of Secondary Education) University of Cambridge International Examinations – United Kingdom. English is the medium of instruction. TAISI and SAIBSA , various other well-known university has association with school. The School is member of Boarding Schools’ Association ( UK ).
8. Which are the grades for which admission can be sought?
Ans: The admission will be available for Nursery (Day Scholar only) to Grade Prep I to IX and XI (Boarding option).
9. How can I register my ward’s name for admission?
Ans: Application forms can be either downloaded from the website or picked up from admission department of school. Filled in application forms with registration fees and photocopy of the report card of the previous grade to be submitted for the registration or you may also contact our admission representative through telephone or email admissions@www.www.mitgurukul.com contact +917897894804.
10. What are the eligibility criterions for admission into MIT Pune’s Vishwashanti Gurukul , an IB World School ?
Ans. Entrance test is mandatory (from Grade VI onward) so as to understand the child’s numeracy and language skills.
Academic
1. Is IB recognised in India?
Ans: Colleges and universities worldwide recognise the IBDP as a superior academic program that prepares students for success in university. The Association of Indian Universities (AIU) rates the IB Diploma at the same level as Class 12 CBSE, ICSE, NIOS or State Board exams. Many educational institutions have published their policies and entry criteria for IB students on their websites. For example, Delhi University colleges have specified their conditions for admitting IB students. The IB Diploma is recognised by universities in over 110 countries and will allow entrance to the most competitive universities worldwide. The university admission authorities recognise the academic rigour of the IBDP and value the “extra” parts of the Diploma, such as TOK, CAS and the Extended Essay. For more information, please visit www.ibo.org
Many European universities require the full Diploma as a qualification for entry.
The IB Diploma is worth four and a half A Levels.
Higher Level Courses are broadly equivalent to British A-Level courses.
Higher Level courses are considered equivalent to American Advanced Placement (AP) courses.
Successful IB Diploma students may be offered credit (particularly for Higher Level courses and Theory of Knowledge) for overseas first-year university courses in Canadian and American universities.
2. Why should I select IB for my Child?
The IB Diploma has a great reputation for being a tough program, allowing students to attend great colleges in India and worldwide. With IB becoming more popular, it’s becoming the go-to choice for Indian students wanting to study overseas.
The IB curriculum is designed to give students the skills and confidence they need to succeed in higher education. This includes research skills, organizational skills, and the ability to engage in self-learning actively. The IB curriculum also helps students develop a positive attitude towards learning, which is essential for success in college and beyond.
Some universities offer scholarships to IB diploma holders because they know how valuable the IBDP is.
With university admissions becoming increasingly competitive, admission officers are looking for students who will succeed in the university and excel. The IBDP provides students with the skills and experience necessary to be successful in university and their future careers.
3. How is IB Programme different from CBSE & ICSE?
Ans. IBO is a non-profit organisation that does not have a board or provide a curriculum. It has four distinct programmes- Primary Years Programme, the Middle Years Programme and the Diploma Programme, and the Career-related Programme. It provides a flexible framework for schools to tailor their curriculum based on national educational benchmarks. The approach is inquiry-based, where students are taught to find their answers. Focus is more on the concepts than the content so that it’s relevant, significant and engaging. The CBSE and ICSE are national educational boards of India that provide a specific curriculum for every subject. Examinations are conducted in a CBSE or an ICSE setup. However, in an IB school, students have open-ended assessments in the PYP, E- exams in the MYP and Diploma exams in grade 12 that are centralised from Cardiff, Geneva.
Primary Years Programme (PYP)
1. What is the IB PYP?
Ans. The IB PYP is an internationally recognized educational framework designed for students aged 3 to 11 years. The PYP Early Years caters to children aged 3 to 6 years. It goes beyond traditional learning by emphasizing play, curiosity, and holistic development. At Vishwashanti Gurukul World School, learners explore their environment through play, relationships, and interactions with peers, teachers, family, and the community. Teachers act as partners, nurturers, and guides, facilitating children’s interests and supporting them to achieve their long and short term goals. Vishwashanti Gurukul World School’s Early Years creates a warm and dynamic environment for the tiny learners to explore, inquire, communicate, socialize, research and gain confidence to be independent at age appropriate tasks. In PYP, the learners inquire, research and develop the art of questioning using their critical thinking skills and take a deep dive into the world of conceptual learning. Please read in our PYP section for more details.
2. How does the PYP Early Years benefit children?
Ans. The PYP Early Years framework is informed by research and designed to give children choices, encouraging ownership of their learning. It nurtures creativity, curiosity, and agency. Studies have shown that children in PYP Early Years programs develop literacy skills, perform well in school readiness, and exhibit higher learning rates compared to normative samples. For more details, please visit International education – International Baccalaureate® (ibo.org)
3. What does an Assessment look like in PYP?
Ans. Assessment is continuous and collaborative. Teachers and students work together to monitor, document, measure, report, and adjust learning. The students will not be limited to ‘Pen and Paper’, they will present their learning in many ways making their thinking visible. It focuses on gathering evidence of student learning to inform teaching and adapt to individual needs. The assessments focus on conceptual understanding and skill enhancement.
4. How does the PYP holistically support children’s growth?
Ans. The PYP early years program focuses on the total growth of the child—academically and holistically. It emphasizes on inquiry-based learning, and intercultural understanding and acknowledges that young learners are intelligent, resourceful, and creative individuals who learn at different rates. Play and exploring real life situations is a primary driver for inquiry, enabling children to construct their own learning and enhancing their communication, thinking, social, self-management and research skills.
5. How does Multilingualism fit into the PYP?
Ans: Multilingualism is celebrated in the PYP. Students explore languages beyond their mother tongue. Language learning includes not only communication but also cultural understanding. Schools encourage students to be proficient in multiple languages (Hindi, English, Spanish, German, French and Marathi) fostering global-mindedness
Middle Years Programme (MYP)
1. What is the MYP programme?
Ans. The Middle Years Programme (MYP) is an educational framework designed for students aged 11 to 16, providing a holistic and inquiry-based approach to learning. It is a part of the International Baccalaureate (IB) continuum.
2. What is the Personal Project in the MYP?
Ans. The Personal Project is a culminating project in MYP where students independently explore a passion, addressing global context and demonstrating skills acquired throughout the program. It is a mandatory component to get MYP certificate.
3. What is an e-Portfolio in MYP?
Ans. The E-Portfolio is a task or coursework students need to complete and submit to the IB. IB offers e-Portfolio in the subjects – Arts/Design/PHE. Students need to choose any one of these subjects and complete the tasks or coursework. E-portfolios are marked by teachers and externally moderated by the IB, so teachers must make judgments about their own students’ performance against the published criteria for the subject.
4. How are On-Screen Examinations conducted in MYP?
Ans. On-Screen Examinations in MYP assess students’ knowledge and skills through digital platforms, often covering various subjects within a specified time frame. IB conducts on screen examination for English (Language and lit., French/Spanish/German/Hindi (Language Acquisition), Mathematics, Integrated Humanities, Physics, Chemistry, Biology or Integrated Sciences and IDU (Interdisciplinary Unit)
5. What is meant by Interdisciplinary learning in MYP?
Ans: Interdisciplinary learning in MYP involves integrating knowledge and skills from multiple subjects to address complex issues, fostering a holistic understanding of real-world problems.
Diploma Programme (DP)
1. How is the IB DP different from other senior secondary programs?
Ans: The DP focuses on academic rigor, global awareness, and holistic development. It combines research, creativity, and service learning. Unlike many programs, it includes a core with TOK, EE, and CAS. It prepares students for university and beyond. Students are encouraged to think independently and critically.
2. What kind of student thrives in the DP?
Ans: Self-motivated, organized, and curious students do well. It’s ideal for those who enjoy challenges and diverse subjects. Open-mindedness and strong communication help. The DP suits learners who seek depth and breadth. With the right mindset, any student can succeed.
3. Can DP students still engage in sports, arts, and leadership roles?
Ans: Yes, and it’s encouraged through CAS activities. Students balance academics with co-curricular involvement. Many become student leaders, athletes, or artists. Time management is key but manageable with support. The DP values a well-rounded learner profile.
4. What kind of university opportunities does the DP open up?
Ans: Universities worldwide highly value the DP. It shows students are ready for rigorous academic life. DP students often earn college credits or placement. They stand out in applications for scholarships. It opens doors both locally and internationally.
5. How do students balance six subjects plus core requirements like TOK, EE, and CAS?
Ans: The program builds time-management and planning skills. Teachers and coordinators offer regular guidance. Tasks are spread out over two years. There’s support for balancing academic and personal life. The structure encourages steady, reflective work.
6. What support does the school offer throughout the DP journey?
Ans: A dedicated DP Coordinator oversees student progress. Teachers guide subject-specific learning and assessments. Wellness and career counselors provide emotional and future planning support. Workshops help with research and skills development. Parents are engaged through meetings and updates.
7. What subjects are offered at our school under the DP?
Ans: Subjects span across six major IB groups. Options include sciences, humanities, languages, arts, and math. Some may be available at both SL and HL. Offerings vary based on student interest and staffing. The school publishes a subject handbook annually.
8. Can students take DP courses without doing the full diploma?
Ans: Yes, students may choose individual subjects. They receive certificates instead of the full diploma. This option offers flexibility based on interests. It suits students who want challenge without the full load. Universities still recognize DP course certificates.
9. What is the Extended Essay (EE)?
Ans: It’s a 4,000-word independent research paper. Students choose their topic with teacher guidance. It builds university-level writing and inquiry skills. The EE fosters in-depth learning on a personal interest. It is assessed externally and contributes to the final score.
10. What is Theory of Knowledge (TOK)?
Ans: TOK explores how we know what we know. It connects learning across subjects and real-world issues. Students question sources, bias, and knowledge frameworks. It includes presentations and a final essay. TOK helps develop critical thinking and perspective.
11. What is CAS and why is it important?
Ans: CAS stands for Creativity, Activity, and Service. It promotes balance, reflection, and personal growth. Students pursue interests outside the classroom. It encourages empathy, leadership, and teamwork. CAS is a core requirement for the full diploma.
12. Is the IB DP stressful or too hard?
Ans: It is challenging, but support systems are in place. Students learn coping, planning, and problem-solving skills. Guidance from teachers helps manage workload. Reflection and breaks are part of the structure. Most students grow confident and resilient through the journey.
13. How is the DP assessed?
Ans: Assessment includes internal coursework and final exams. Each subject is scored out of 7. TOK and EE add up to 3 extra points. A total of 45 points is possible. Results are released in July each year.
14. Can a student switch from the DP to another stream mid-year?
Ans: Yes, but it depends on timing and school policy. Transfers are smoother early in the program. The school team will support with transition planning. Subject credit may vary based on the new stream. It’s best to consult the coordinator and counselor.
16. How does the UPO support DP students with university placements?
Ans: The UPO guides students through the entire application process. Support includes university selection, essay reviews, and deadlines. Students get help with recommendation letters and interview prep. Workshops and one-on-one counseling are provided throughout the year. The UPO ensures students make informed, confident choices.
