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Table of Contents General Information • • • • • • • • • • • • • • • • • •
Introduction Mission Statement and Core Principles Academic Calendar and School Hours Registration / Arrival and Departure Procedures Pick up points and Security System Attendance and Punctuality Attendance Protocol Holidays After School Activities / Homework club School Uniform General Appearance and What you will need for School Field Trips / Excursions, Assembly & Play time Class Photographs, Celebrating Birthdays in School Communication Parent and Child Complaints and Concerns Parent Teacher Conferences, Open day Medication. First aid / Injuries, Nurse and Doctor, Illness The Behaviour Policy (a Summary), The House System
Teaching and Learning • • • • • • • • •
Curriculum Assessment of Children Cambridge Primary and Secondary Checkpoints English as a Second Language (ESL) Russian as an Additional Language (RAL) Reporting on Child progress Class Teachers, Teaching Assistants Homework Reading (to and with your child)
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INTRODUCTION Welcome to the Atlantic International School My message to parents in this Parent Handbook is quite simple. I am delighted that we will all be working together as part of the school community and I look forward to developing positive relations between parents and the school. I believe that the school will work best when we have parents as partners in their children’s education. There are enormous advantages for the school, the parents and most importantly for the children if there is a strong relationship between all parties. A successful home-school partnership depends on the development of mutual trust and respect between the school and the parents. Good communication is key to all partnerships and helps to build trust. This Parent Handbook is offered to you as the first stepping stone towards providing the means for parents to understand what is happening in and around the school and to ensure that there is clarity about all aspects of the school. This year’s edition gives a more comprehensive look into the AIS Primary School in Skolkovo with an outline of the school schedule, assessment practices and an extended general information section. I strongly advise everyone to read it through carefully. This Handbook is however only the first step; I would like to encourage parents to become really involved in their child’s education and to feel welcomed to be an active participant in the many activities and events that will be organised for the children throughout the year. Parents can become involved in many ways, from supporting their child as they think through homework projects to sharing their expertise in a class or volunteering to work with a group of children or at school events. Do remember that communication is a two way process. If you should have any queries about the school, its programmes or routines and procedures then please talk to us. It is better to address any questions or issues as they arise. In conclusion, I look forward to getting to know you and your families and I look forward to an exciting year ahead filled with stimulating opportunities for all of us at AIS
Damien Butters Head Teacher, Atlantic, Skolkovo
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MISSION AND STATEMENT OF PRINCIPLES Learning to be a citizen of the world. Our school is not only, or even most importantly, about passing examinations. It is principally about learning how to become a valuable member of society, a contributor to society and an upholder - or even developer of global values. We are international, we look beyond boundaries, we are part of a global society, and it is to that society that we contribute. That does not mean that we disregard local society, but recognize that local society is part of a greater whole. So our children are, firstly, learning how to be a positive contributor to global society and, secondly, acquiring the knowledge that enables them to do so. AIS Mission AIS aims to grow a community of broadminded and outstanding citizens prepared for a new era of globalisation. We strongly believe in a balance between high academic standards and a positive, caring and supportive environment, all of which contribute greatly to the development of each child’s unique personality. AIS Values At AIS we value each and every child and together, we strive to: • promote lifelong love of learning; • encourage and support creative thinking; • inspire academic achievements in a safe and productive environment; • Build strength, resilience and independence of character. These values are interwoven throughout the school day at AIS, to enable children to grow into conscious and responsible individuals. Purpose The purpose of Atlantic International School is to provide an international education with an excellent programme of study which allows the opportunity to gain internationally recognised qualifications which will be accepted worldwide by universities and employers. We aim to provide for; Communicators who: • Receive and interpret the messages of others in an effective manner • Convey significant ideas and messages to others both verbally and in writing. Lifetime Learners who: • Have a body of general knowledge and academic skills appropriate to their home culture, enabling them to re-enter their home country successfully. • Know how to access and assimilate information from the various mediums in a technological society. Thinkers who: • Can analyse, evaluate, and integrate ideas and information. • Have the ability to plan a task, organize, execute, and evaluate it, both independently and as part of a team. Citizens who: • Show proper respect to everyone, relate well with others, and work cooperatively in a multi-cultural world. 4
ACADEMIC YEAR 2014/15 Autumn Term (8 weeks – 40 days) Friday 15 August – Academic SMT meeting Monday 18-Friday 29 August - Induction and INSET for all staff Monday 1 September – First Day of Term Friday 24 October – Last Day of Term – (noon finish) Monday 27 October – Tuesday 4 November term break (return Wednesday 5 November) Winter Term (7 weeks – 33 days) Wednesday 5 November – First day of term Friday 19 December - Last day of term (noon finish) Monday 22 December – Friday 9 January term break (return Monday 12 January) Spring Term (10 weeks – 48 days) Monday 12 January First day of term Friday 20 March Last day of term – (noon finish) Monday 23 March -Friday 27 March Term Break (return Monday 30 March) (23 February & 9 March – School closed for national holiday) Summer Term (11 weeks – 52 days) Monday 30 March - Thursday 11 June (Last day of Term - Noon finish) Monday 15 – Friday 19 June All Staff End of Year Meetings- Noon finish (1 May, May 11 & June 12 - School closed for National Holiday) Total Days: 173
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Primary and Lower Secondary School Hours Years 1- 8 (KS1,KS2&KS3) 08:15 - 08:30 08:30 - 08:50 08:50 - 09:40 09:40 - 10:30 10:30 - 10:40 10:40 - 11:20 11:20 - 12:20 12:00 - 13:00 13:00 - 13:40 13:40 - 14:20 14:20 - 14:30 14:30 - 15:10 15:10 - 15:30
Registration Breakfast Lesson One Lesson Two Morning Break Lesson Three Lesson Four Lunch & Outdoor Play Time Lesson Five Lesson Six Afternoon break Lesson Seven End of Day & Snack
After School Activities – Monday to Thursday 15:30 - 16:30 After School Activities & Clubs 16:30 - 16:45 Dinner 16:45 - 17:00 End of Day & Pickup time On Mondays and Wednesdays there will be homework clubs for children who are having difficulties doing their homework at home. These classes will be supervised by the local teachers with the aid of one ESL member of staff. Tuesday and Thursday there will be after school activities run by the international teachers. These clubs will include both academic and non-academic activities. Fridays the school day finishes at 3:30 in the afternoon. Parents need to pick their children up before 3:30 except for those whose children stay for the after school clubs until 5’oclock in the evening. Registration Registration is used to register the children, complete any class administration tasks (e.g. letters to go home) and prepare for prompt starting of lessons. It is essential that children arrive at their classrooms for the beginning of registration time so that they can be properly registered and do not miss any important information about the day. Please understand that teachers will not be available to meet with parents once their registration sessions begin. Arrival and Departure Procedures It is of course essential that our children are supervised at all time for their security and safety. Therefore we request that children should not arrive to classrooms before 0 8 . 0 0 . This is to ensure that teachers have sufficient planning, meeting and preparation time at the beginning of the school day. At 08:00 in the morning children from lower primary and Early Years can be accompanied to their classrooms, children from Upper Primary should be left at reception and make their own way to the locker room. All children should be in class ready for registration at 08:15. Please ensure that you or your designated guardian collects your child from a member of staff at the end of each day from the designated pickup point. Please collect your child not later than 15:30 (or 17:00 on club days). On the last day of each term school finishes at 12:00 noon. If, for some reason, you have been delayed, please telephone the school so that we are aware 6
and can inform your child to avoid any unnecessary anxiety. If you are unable to collect your child, please inform the school at your earliest convenience as to who will be collecting your child. For security reasons, teachers will not release a child to an unauthorised person. The school will have teachers on duty from 08.00 to supervise children arriving at school and there will be a duty teacher each evening to make sure that children are not left alone in school should a parent/driver be delayed. Pickup Points When it is not raining or snowing, all Primary children are to be collected from outside the school entrance. It will help the end of school routine enormously if parents do not enter the school building unless there is a specific reason to meet with a member of staff. When it is snowing and raining, please remain in your car until 08:15 if it is in the morning and until 15.20 if it is in the afternoon (or 16:45 on afterschool and club days) Please be aware that a member of school staff needs to hand your child over to you; please assist this process by ensuring your teacher or member of the security team is aware you have received your child. Upper Primary children will walk to the designated pickup point and meet their parents/drivers there. Parking area There is a car park at the front of the school which is open for use every morning from 08:00. Please drive carefully as children are often exiting or entering vehicles. Young children can be below the level of your rear view mirror. There will be a guard on duty in the car parking area to ensure safe driving and that there is parking space available. If the car park is full you may be requested to park outside our premises and if your driving is considered to be dangerous to our children your parking permission will be permanently revoked. Pets are not allowed in AIS school premises for children and staff safety and smoking on school grounds is strictly forbidden at all times. Security System Safety and security are high priorities at the Atlantic International School. We have security guards on campus 24 hours a day. No unauthorised persons will be admitted onto school property. CCTV Camera systems in all schools help administrators monitor the interior and exterior of the building. Anyone NOT wearing a badge will be approached by staff and asked to leave if an identification badge cannot be presented. The badges of staff, parents/guardians and visitors will be different colours in order to be able to quickly distinguish between them. A security system has been put into place. • All staff within school will be required to wear a name badge – blue. • All Parents and Guardians will be required to wear their identity badges when entering school in order that staff can clearly see who they are and that they have permission to be on site – green. • All visitors will receive a badge on entering school which will be given back on exiting the school – orange.
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Attendance and Punctuality Timely and regular attendance is required by all children. Whenever a child is absent for any reason a written note or email is required. Parents must contact the School Office or send a message via our school portal on each morning of a child’s absence due to illness. If a child does not arrive at school and there has been no communication from the family, the parents will be contacted by the school office. This is to ensure the safety of your child. You are asked not to send your child to school if he/she is unwell (e.g. fever, vomiting). Learning is not maximized when a child is ill. It is essential that accurate attendance records be kept. Absences and lateness become a part of a child’s permanent record. Notification of anticipated absences should be sent to the school in writing. • •
Late Arrival - Children who arrive in their classroom after 08:45 will be considered ‘late’ and sent to the library. They will remain there until the start of period two so as not interrupt the first lessons. Leaving School Early – Please contact your teacher either via the school portal system, verbally, by note or via our school receptionist. Parents of children in year 1 and 2 must report to the school office and then proceed to the classroom to pick up their child. Parents of children from Upper Primary can inform the school office when they arrive at school and then children will be released from class. Either the parent or guardian must sign out when leaving early. There are many activities taking place in many parts of the school and the lists provided are our record of which children are in the building. It is the responsibility of parents and guardians to ensure that on leaving the registers are completed.
Attendance protocol Children are expected to attend school each day, all day. Regular school attendance is essential for a child to make the most of his or her education therefore; children and parents should make every effort to avoid unnecessary absences. If a child is absent, the school reserves the right to contact the child’s home to confirm the absence. If there is less than 80% attendance in one term, school will not issue a child’s report card for that term. If a child has attended school less than 70% in one academic year the child can be retained in the same year group the following academic year. All anticipated absences must be approved by the Head Teacher at least one full day before the absence. In the case of illness or some other unexpected absence, please call reception in the morning and please have your child bring a doctor’s note or a note from a parent when she/he returns to school. On the first Monday of every month an attendance record will be sent to the parents to show the total number of absences and lates for the month and also the cumulative totals for the year. Holidays AIS observes Russian national holidays. Apart from these, the cohort of directors propose the dates for major school breaks in cooperation with the Management Team. You will be provided with a copy of the school calendar for the current academic year. You may also access the school calendar for the current academic year, by visiting our website (www.atlanticschool.ru). Parents are asked to arrange family vacations and trips to coincide with school holidays, which may be posted up to a year in advance. 8
All of our children undergo examinations and assessments. Parents will be given a calendar of dates for when children will be assessed and we request that you sign an agreement with the school in order for your child to be present on these dates. After School Activities The after school activities (ASAs) programme offers a range of activities including, academic, sports, music, art, and foreign languages clubs. There will be opportunity for children to develop interests beyond the classroom in mathematics, science and English clubs. The ASA’s are an integral part of the school and will be run on Tuesdays and Thursdays and are after school and are available to all children. The ASAs are organised by staff members and outside instructors. Generally, there is no charge except when they are run by external tutors. ASAs will start during week three of the first term to allow for selection and registration. You will be notified of the clubs on offer in advance so that you can assist your child in choosing the preferred activities. Once an after school activity is chosen for each term it is important that the child remains committed to that activity. Certain ASAs may require a commitment across more than one term. Children and families will, of course, be made aware of the requirements of the activities that they select. The ASA’s will normally finish before the last week of term to allow for internal assessment and rehearsals. In summer there will be no ASA’s during assessment week. Homework Club On Monday and Wednesday the school will offer a homework club to parents who wish their children to do homework supervised by teachers. The local teachers will be on duty and assisted by a member of the ESL team. These classes will be mixed year groups and individual help will be limited and not as intensive as one to one home support. During the first two weeks of the school year the homework club will operate on four evenings of the week School Uniform School uniform is compulsory for all children attending the school. We believe that school uniform makes an essential contribution to the development of community spirit and pride that all children feel by being a part of Atlantic School We recommend at least two complete sets of uniform per child. Parents will be expected to purchase the uniform prior to the child attending school. The school reserves the right to refuse attendance of a child who does not observe the uniform requirement. Correct school uniform must be worn both at school and when engaged in off-campus school activities. The only exceptions are certain field trips and creative arts or sporting activities for which school uniform would be unsuitable. Such instances are agreed between the activity organiser and the Head Teacher.
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Boys Years 1 – 6
Girls Year 1 - 6
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Other items On PE days, Primary children must wear appropriate footwear for the activity on offer - Normally training/sports shoes. All children should wear regular PE uniform for lessons and house colours for competitions and events only. Use of coats are encouraged during cold and rainy days, and sunhats on sunny days. Indoor shoes/Winter wear Footwear is an important aspect of the school uniform. Shoes should be black leather and worn each day. Indoor shoes must be provided and worn daily. A pair of outdoor shoes is also required throughout the year and is essential during the winter months. During the winter months it is essential that children be provided with appropriate attire. If children are without hats, gloves or what the school feels is essential to keep them warm and dry, then those children will not be allowed to go outside during playtime. General Appearance For safety reasons, children are advised not to wear necklaces, bracelets or earrings to school. Hair should be worn in a neat style. Mohicans, tramlines and bright colours are not considered appropriate hairstyles for school. If a child attends school with a hairstyle that is deemed inappropriate, the Head Teacher will inform the parents and request a more suitable style. Furthermore, a child may be required to wear hair tied back and/or to remove jewellery if it is deemed hazardous to an activity. What you will need for school First day/Ringing of the bell This social event brings the school community together in order to celebrate the start of the new school year. Parents, children and family members are all warmly invited to attend. This will give everyone an opportunity to meet other parents and AIS staff in a relaxed atmosphere where you can enjoy refreshments. Resources While we will have the necessary resources in class, it is essential that every child has the appropriate resources to complete their lessons. These personal items should be labelled individually and should include pencil case, red and blue pen, ruler, pencils, coloured pencils, rubber/eraser and pencil sharpener. This should be brought to school in a bag where other personal items may be kept. All children should have a second set at home for completing homework tasks. Children in Upper Primary should also have a math set, small English pocket dictionary and calculator. A list from each class teacher will be provided at the end of each school year outlining specific resources for the following year.
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Prohibited Items It is school policy not to bring the following items to school: • • • •
Sharp or pointed instruments (e.g. scissors) Chewing gum/sweets Toys or games unless for a special day or at the request of a teacher Music playing systems, mobile phones or any other electronic devices.
This is to ensure that children’ belongings do not get damaged or lost. If a parent needs to contact a child urgently, a message can be passed through the school office. Field Trips / Excursions Field trips are considered a valuable educational and social experience for all children. Typical field trips include visits to art galleries and museums, local attractions, overnight trips, week long trips abroad and any number of short outings locally. Your child will go on several trips throughout the year. You will be given details of these trips (any costs, etc.) in advance. Please understand that field trips count as official school days, and all children are requested to participate. For field trips there is always a permission slip which parents are required to sign. When children go off site it is essential that we have parental consent, otherwise your child will not be allowed to participate. Assembly Assemblies are held for Year 1 to Year 8 children. These gatherings are a chance for us to learn about common issues, to celebrate success and reward achievement in a range of areas and share and showcase talents. The assemblies are run by the Head Teacher, a class or a teacher and consist of contributions from classes and individuals. Parents will be given the opportunity to come and join special assemblies. Playtime All children are required to participate in outdoor playtime as part of our Physical Education Curriculum. During winter months parents are requested to bring appropriate clothing and also a change of clothing for younger children. Unless teachers are informed in advance and a note given to our medical staff then children will be sent outside to play. The school nurse is responsible for deciding if the weather is unsuitable for children to play outdoors for example the temperature is too low. If you require further information on this please ask our nurse or doctor.
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Class photographs This school year, you will have a chance to get the class and individual photos of your child. A photographer is going to be invited to school for the class and individual photo session. The parents and teachers will be informed about the date and time in advance. All children will be photographed unless a parent makes a specific request for their child to be excused from this activity. Celebrating Birthdays in School Child’s birthdays will be celebrated in school and the school will provide a cake for them to share with their friends. This will occur during snack time and not during a lesson. If you would like to provide candles for the cake and party bags for the children in class then we are happy for you to do so. Party bags must not contain sweets as we have some children within school with allergies and we also wish to encourage healthy eating amongst the children. Balloons may also be provided by parents for Early Years and Lower Primary (not for Upper Primary); however we do ask parents to consider the teaching day and to moderate the number. For Health and Safety purposes we do not allow external entertainers within school for birthdays. Communication • e-AISchool System Atlantic International School has developed an online school management system to provide our parents with up to date information about the operations of our schools. It will provide The opportunity to interact with teachers, head-teachers and campus directors Access to children’s attendance records Teachers weekly planning School events, holidays A messaging system Parents will be able to access: The details of school fees, transactions and payment schedule The school menus AIS Publications. Educational resources and games Access members of staff using the appointment system To access e-AISchool, please enter our school website www.atlanticschool.ru • Home-School Communication Diary: Year 1-6 allows parent and teacher to communicate in writing regarding the child’s needs and progress. • Parent-Teacher Conferences: An opportunity to meet with your child’s teacher to discuss progress. • Emails: You may use email or the school portal system to contact your child´s teacher about general issues. 14
You may also use the homework diary or handwritten notes to inform about things which need an immediate response – teachers will view emails when they have finished teaching. Parent and Child Complaints and Concerns AIS is committed to the welfare and progress of your child. During the course of the school year, questions or concerns inevitably arise, and when they do, we encourage direct communication with the school. Parents are encouraged to contact their child’s teacher with any questions or concerns at any time using methods mentioned above. You must be aware that early morning or afternoon conversations should be kept to a minimum as teachers need this time to prepare their classroom for the day’s lessons. If parents need to talk to teachers then they must make an appointment through the administration office The following steps are recommended: Informal Stage Step 1 - Speaking with Teacher In the first instance, any issues can be discussed with the teacher concerned, so that s/he may have an opportunity to address them Step 2 - Speaking with the Phase Leader or Subject Specialist If the class teacher is unable to resolve the issue following Step 1, you should arrange a meeting with the phase leader to discuss the issue(s). Formal Stage Step 3- Communication with the Head teacher Sometimes it will not be possible for you to have issues resolved through the informal processes proposed at Steps 1 and 2. It might be more appropriate to initiate the procedures at Step 3. You should write a letter/email and state the grounds for your complaint, as concisely as possible, addressing specifically the issue(s) that are of concern to you. It is then possible to make an appointment for a meeting with the head teacher. In some circumstances the head teacher may not be able to deal effectively with your complaint immediately, and s/he may require some time to investigate and respond. If further time is required you will be informed of the timescale and the likely date by which the head teacher will respond. Parent-Teacher Conferences Conferences take place three times a year, one to discuss how your child is settling in to their new class/school, and then one following each report that has been issued to parents in January and June. These conferences will be held between the teacher and the parents. The conferences provide an opportunity to learn more about the strengths and areas in need of improvement of the child and what each one of the participants can do, in partnership, to best support the learning process. The conferences, particularly the first one of the year, will also present the parents with an opportunity to share any particular information they may wish to provide about the child that may support or hinder the learning as well as an opportunity to share any 15
particular interests that the child might have. Please be aware that additional meetings can be scheduled with teachers, at any time of the year, by request. Medication If your child has to take medication during school time, the school nurse or doctor will administer it. No other members of staff are permitted to administer medication. You must bring the medication, clearly labeled with your child’s name and a clear dosage note to the nurse’s office. It must be in the original package and needs a valid expiration date. Shots or injections will only be administered in case of a life-threatening situation (i.e.: allergic reaction or insulin dependent diabetics). If your child needs an asthma inhaler, please bring it to the nurse’s office with an appropriate dosage note. At school, the nurse can also give children non-prescriptive medication, but she alone will decide if it is really necessary, and will not do so without your permission. Aspirin is strictly NOT administered to children, since it is highly associated with the development of Reye Syndrome. Please remember to never share medication with others. First Aid / Injuries Most injuries occurring at school are minor and require little attention. However, in the event of an emergency situation we will take the necessary emergency measures and contact you by telephone. Please inform the school office promptly about any changes to your emergency contact information. Children requiring emergency medical attention will be taken directly to the local doctor or to the hospital and their parents will be notified. If you take your child to the hospital or to a physician because of an injury that happened at school, you should inform the school nurse/doctor as soon as possible. Nurse and Doctor The school nurse and doctor look forward to working with all parents in helping them, the staff and healthcare providers care for the health of the children. The nurse’s primary objective is to have children healthy and ready to learn. Children who are not well are unable to concentrate in school. She will work to develop and implement healthcare plans for children with health conditions. This is important so all children are able to reach their full potential in a safe environment. If your child has diabetes, asthma, severe allergies, seizure disorder, or other health conditions please notify her. It is the responsibility of the School Nurse to notify parents and staff members about infectious illnesses in the school, as soon as they are identified. These would include, but are not limited to: Chicken pox, Fifth Disease/Slapped Face, Influenza, Meningitis, Pink Eye, Rubella, Scarlet Fever, and Head Lice. This information will be displayed on school bulletin boards, information sheets may be handed out or an email may be sent to parents to inform about the illness. (Child identity will be kept confidential.) Please let the nurse and the classroom teacher know immediately if your child has an infectious illness, so he/she can take the necessary steps. The role of the School Nurse is to address nutritional, physical, emotional and social characteristics of health. Thus allowing children to improve their health, prevent illness, and reduce risky behaviours.
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Illness Please do not send your child to school if your child has any of the following symptoms: • Fever- Temperature above 98.6°F/ 37°C • Vomiting, sickness or strong stomach ache • Diarrhea • Acute cold, sore throat, or strong cough • Thick mucus in nose/eyes or inflamed eyes • Suspicion of head lice if not treated • Suspicion of infectious illnesses (chicken pox, scarlet fever, fifth disease etc.) It is often difficult to make a decision about whether or not your child is sick enough to stay at home. Many illnesses are easily spread, both in school and in the family. Keep in mind that hand washing is the single most important thing that you can do and teach your child to do so, to help prevent the spread of infections. In addition, it is also helpful to teach children to carry a tissue with them at all times and ensure they use it when coughing or sneezing. If your child is unwell (but does not have any of the symptoms or illnesses mentioned above) we ask that you do not send him/her to school until he/she is fit again. In assessing whether or not your child is well enough to be in school, please ask yourself if he/she is well enough to attend PE and play outside, as they will be expected to take part in these activities if they come to school. Please understand that it will not be possible to make special arrangements for children to be withdrawn from activities or to be supervised in the classroom during playtime. In certain cases, for example following absence of more than three days, a doctor’s note will be required before returning to school. While we regret any inconvenience that this may cause since keeping sick children at home may mean lost work days/ school days, for parents, teachers, and children; however it also means less illnesses for everyone. In the case of serious childhood disease or highly contagious disease, please bring a medical certificate from your attending physician before returning to school. School Lunch Having a healthy diet is essential for all children when growing up. Therefore it is essential that your child is eating during the school day. This helps to maintain a healthy lifestyle but also aids learning and motivation throughout the school day. Therefore, parents and children must decide at the beginning of the school year if they will be receiving school lunches or if they would prefer to bring their own lunch to school. If children decide to avail of the school lunch provided they must inform the school so that the food is prepared for the correct amount of children and parents should encourage their child to eat the lunch. Children are not permitted to bring chocolate, sweets or crisps to school. The Behaviour Expectations • • • •
We create a framework whereby the whole school community supports and gives children credit for positive behaviour. We recognise that ethical behaviour is an area of human development that matures over time; therefore, a major aim of the Policy is to assist children to develop in this regard. We acknowledge that children will make mistakes, and ought to be given the opportunity to learn from their mistakes, rather than be punished. We recognise that some children may be resistant to correction, or act in a very serious manner, and that consequences (not punishment) are required to manage that child’s behaviour.
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Behavioural Difficulties • • • •
If children are experiencing particular behavioural difficulties a letter will be sent home to inform parents and request a meeting. During the meeting a behavioural plan will be devised to rectify the situation. If this fails a further meeting will take place and the child will be given a letter of warning and may be excluded temporarily from the school to make psychological assessment. The final step will be expelling the child from school if the behavioural difficulties have not desisted.
Rights and Responsibilities The Policy recognises that children have rights and these rights are protected if children act according to the Golden Rules. Child rights are balanced with responsibilities. Child rights: • To feel safe at school • To learn to the best of their ability • To be treated with dignity and respect Every classroom has a poster displaying the School Expectations. The teachers and children review the rules at regular intervals and they form the basis of our expectations of how we treat each other and the choices we make. The House System In order to further promote teamwork and to foster a sense of belonging in our expanding school, AIS primary runs a House System. Each child is allocated to one of four houses (siblings are placed in the same house.) House activities and assemblies promote leadership (especially at the year 6 level) and develop a sense, not only of good sportsmanship but also good team spirit – being an active and valuable part of a team whether it is in the context of the class, house or sporting team. We believe that the House System helps to educate children in the art of taking part, taking risks and having a go. Through this system the children learn;
• • • • •
that sometimes you can not win but also that not winning does not always mean losing not only to work for themselves but to work for each other that sometimes, working together can bring about a greater good that success, when achieved in collaboration with others is equally as nice as that achieved alone That taking part and not winning can still bring growth in team spirit and point the way for success in the future.
The children in the primary school are allocated to one of four houses. The houses are organised vertically; there are children from every grade level in each house. There are also children from each house in each class. The teachers are also allocated to houses. Each house has two House Captains elected by their peers. House Points are awarded for a wide range of things both academic and other, both for individuals and groups. The points are totaled weekly and the winning house announced at half term assemblies and special events.
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The four houses are named and each House is also associated with a colour as shown in this example: Himalayan Mountains = red
The Alps = yellow
The Ural Mountains = blue
The Atlas Mountains = green
TEACHING AND LEARNING The Curriculum The language of instruction is English. An ESL Curriculum (English as a Second Language) is available to help children develop the necessary skills in speaking, reading, listening and writing English which will enable them to participate in other lessons being taught in English. The Cambridge International Curriculum is organised as follows: Cambridge International Curriculum Pre-nursery, nursery, reception Year 1 and Year 2 Year 3, Year 4, Year 5 & Year 6 Year 7, Year 8 & Year 9 Year 10 and 11 Year 12 and Year 13
Early Years & foundation Stage Lower Primary School Upper Primary School Lower Secondary School IGCSE A & AS level Study
Each child is placed in the class according to their age on the first of September. However, vertical streaming is used throughout the school in English and maths. This is based on Cambridge progression test performance and teacher assessment Curriculum Overview There is a Cambridge Primary curriculum framework for each – English, English as a second language, mathematics and science – providing a clear teaching structure. Our schools use the integrated assessments to monitor learners’ progress. Cambridge Primary English enables learners to communicate confidently and effectively and to develop the critical skills to respond to a range of information, media and texts with understanding and enjoyment. Learners who follow this curriculum framework will develop a first language competency in English based on a curriculum designed to be successful in any culture and to promote cross-cultural understanding. The English as second language ESL curriculum develops learners’ speaking, listening, reading and writing skills in English. It has been developed in conjunction with Cambridge English Language Assessment and is based on the Council of Europe’s Common European Framework of Reference for Languages (CEFR), and we use to map learners’ progress in English. The mathematics curriculum framework explores five content areas: number, geometry, measure, handling data and problem solving. This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject. 19
The science curriculum framework covers four content areas: scientific enquiry, biology, chemistry and physics. Scientific enquiry is about considering ideas, evaluating evidence, planning, investigating, recording and analysing data. Environmental awareness and some history of science are also part of the curriculum.
English as a Second Language (ESL) The new Cambridge Global English will be introduced into our school this year. It focuses on the 4 language skills (reading, writing, listening and speaking) in a fun and dynamic way. The goal of the programme is to give children sufficient English to be able to access content and language within the mainstream classroom, by teaching them in groups of similar ability and providing targeted language instruction. The ESL groups will use the Cambridge Global English curriculum to practice skills and expose children to English in a pleasurable, focused environment. While the focus is on language, the curriculum seeks to build up linguistic knowledge around a theme or content area. Most of our work with ESL children is in the normal class however for children who are new to the language, or who are further along in English, but still requiring some support, additional teaching is also provided for children out of the classroom by specialist ESL teachers. There are proven benefits of developing a strong mother tongue and for this reason AIS celebrates and aims to foster growth in all our children’ languages. English language learners are therefore encouraged to develop their mother tongue while improving their English proficiency. We are happy to meet with parents to discuss ways to help your child’s language development. Cambridge School Books For this academic year Cambridge University Press has produced a new series of books to support the Cambridge learning programmes in both primary and lower secondary. The books will be available in the shops from the end of May 2014. Atlantic International School has decided to use the books to assist with our teaching and all children in years 1 – 8 will be expected to have copies of the books. Mathematics Science Global English Handwriting ICT Starters
Learner books and Games books for each stage Learner books and Activities book for each stage English Learner books and Activities book for each stage Penal for handwriting at each stage Learner books for each stage
At the final parent consultation meetings parents will be advised as to which books they should buy for their child depending on their progression through the stages Russian as an additional Language (RAL) Children who are not native Russian language speakers and are relatively new to the language, participate in Russian as an additional Language (RAL) lessons. These lessons are designed to enable children to access the language in order communicate with their Russian speaking peers and/or take part in day-to-day activities while in our host country. Please note: due to the confusion that ESL learners might have (for children whose mother tongue is not Russian), we reserve the right to refrain from providing RSL lessons until an adequate stage of English language development is reached. Consistent curriculum coverage is essential in order to support effective teaching and learning. The curriculum areas taught and their weekly time allocations for each year group are identified below. These allocations will be reviewed by our teaching staff each term to ensure that we meet the needs of our children and provide a balanced and broad curriculum over the year. 20
Lower Primary Upper Primary Lower Secondary
English Mathematics Spelling / Hand writing
Science History/Geograpy MFL ( Spanish)* PE Art Music ICT PSHE Russian* Russian Maths
MINUTES
Year 1 & Year 2
50 50 40 40 40 40 40 40 40 40 40 40 40
5 5 4 3 2 2 2 2 1 1 3
Year 3 – year 6 5 5 2 3 2 2 2 1 1 2
Year 7 – year 9 7 6 3 3 3 2 1 1 2 1 6
7 3 30 35 35 * If a child hasn’t a sufficient command of the English language to participate in Spanish, they will avail of ESL lessons. * If a child hasn’t a sufficient command of the English language to participate in RAL, they will avail of ESL lessons. Assessment of Children Essentially there are three types of assessment taking place in the Primary School: Pre-Assessment This form of assessment provides teachers with information concerning the prior knowledge of their children before the start of a new topic. This form of assessment is usually measured informally and can take several forms. These forms of assessment are essentially done during the initial stages of the learning process since it provides teachers with the information necessary to determine the entry level into the new topic. Formative Assessment This is an integral part of daily teaching and learning. Teachers continually monitor and assess the children to determine what knowledge has been acquired at a given point in the learning process in order to plan the next stage of learning. Formative assessment and teaching are directly linked; neither can function effectively and purposefully without the other. Summative Assessment This happens at the end of a unit and provides children with opportunities to demonstrate what they have learned. Assessment is an on-going and important part of school life and is carried out by both teachers and children throughout the year. Progress is monitored and reported in different ways. Cambridge Primary progression tests Checkpoint examinations The Cambridge programmes and qualifications lead seamlessly from primary through to secondary and pre-university 21
years. The flexible approach we use means our school can offer every stage of the Cambridge education, The Cambridge Primary programme, for learners aged 5 to 11 years, gives our school a world-class curriculum to develop learner skills and understanding in English, mathematics and science. It enables teachers to assess children's learning as they progress with two assessments: Cambridge Primary Progression Tests and Cambridge Primary Checkpoint. Our school uses the Cambridge Primary testing structure to assess learner performance and report progress to learners and parents. Cambridge Primary assessment uses internationally benchmarked tests, giving parents extra trust in the feedback they receive. Cambridge Primary Progression Tests provide valid internal assessment of knowledge, skills and understanding in English, ESL, mathematics and science. The tests: Enable learning to be assessed each year Provide detailed information about the performance of each learner for stages 3, 4, 5,6, 7 and 8 Enable teachers to give structured feedback to learners and parents Are marked by teachers in your school Come with clear guidance, standards and mark schemes The unique analysis tool for Cambridge Primary Progression Tests – the Cambridge Progress Checker is available to us on the Cambridge Primary support site. We upload learners’ test results and then analyse the results and create and print reports. We also compare a learner’s results against other schools around the world and on a year-by-year basis.
• • • • •
Cambridge Checkpoint is a diagnostic testing service that helps our learners by giving comprehensive feedback on their strengths and weaknesses in each subject area. We offer Cambridge Primary Checkpoint tests once a year and they are taken at the end of Cambridge Primary and Lower secondary. The tests are marked in Cambridge and each learner receives a statement of achievement and a diagnostic report Further information about the Cambridge Primary Checkpoint can be found on CIE’s website at www.cie.org.uk/qualifications/academic/primary/primarycheckpoint Assessment Calendar The next academic year the school will publish an assessment calendar to fit the English, ICT, maths and science curriculum. This calendar will consist of dates for the unit assessments based on the annual number of days in the academic year and the number of topics which have to be taught. The unit assessments will done during lesson time so as not to disrupt the school day. Each assessment will be reported as a percentage score. At the end of the academic year every child will be given a record of their unit assessments with their final report. Reporting on Child Progress • •
Formal written reports are sent home twice a year: once in January and once in June. An informal report is given for the first parent meetings in October where your child’s teacher will be focusing on how they are settling into school. • Informal communication and feedback is also provided through our school portal, letters, and diaries, which parents are requested to check regularly. Class teachers In Primary School our children spend the majority of the school day with their class teacher and as a result strong relationships are formed between teacher and child and the class as a whole. A class teacher’s role is central in both 22
caring for children and, crucially, monitoring their progress both academically and socially; encouraging involvement, commitment, and high standards of work and behaviour. Throughout the academic school year, class teachers monitor and review their children’ progress across the curriculum, specifically the core subjects of English, Mathematics and Science. They collect and analyse data each term, setting targets to inform children of the next steps in their learning. Parents are kept involved regarding children’s progress, including curriculum or behavioural concerns. Teaching Assistants Some classes have a teaching assistant who works alongside the classroom teacher. Assistants may be full-time or part-time. They are not expected to have a teaching qualification, although some assistants are in the process of acquiring their teaching degree. Although the assistants work closely with the teachers and are generally informed about child progress, parents are asked not to consult assistants about child progress – for this they should consult the teacher directly. Assistants are available to answer questions of a practical nature and can act as interpreters. Homework Homework activities are used to reinforce skills or concepts that have been introduced in class. It can also provide extra practice to support learning. Teachers may also set homework as a means for some children to excel or to develop their interest in a topic. The subject areas covered by homework may be in maths or language development, such as spelling, or topic related work activities. Homework will be marked by the teacher and discussed together in class in order to provide an appropriate feedback. Children from Early Years and Lower Primary should undertake their homework assignments with the support of parents; however, parents or siblings should not do the homework for the child. Children from Upper Primary should complete the homework tasks independently on all homework tasks. The homework assigned to each child will have been explained and discussed by the class teacher and children before going home and each task should be achievable by the child independently. Every child in the school will have a homework record which will be kept by the class teacher. This record will record all the homework’s done and missed as well as a grade given as a percentage for the homework.
At AIS we recognise that children work very hard in school and they need time to recuperate, relax and play when they get home. Therefore, the following schedule has been developed to help bring about the required balance children need: Schedule for homework Nursery/reception
Up to 15 minutes of reading* per night
Year 1
15 minutes of homework per night
Year 2
15 minutes of homework per night
Year 3
20 minutes of homework per night
Year 4
40-45 Minutes of homework per night
Year 5
45-60 minutes of homework per night.
Year 6
45-60 minutes of homework per night 23
Year 7
15-20 minutes of homework per course, per night, not to exceed one and one-half hours
Year 8
20-25 minutes of homework per course, per night, not to exceed two hours
Homework should only be assigned Monday through Thursday however; children may be required to spend time on the weekends for any long-term assignments and required reading. If a child is experiencing difficulty, parents/guardians have the option of signing off at the upper time limit for completing homework, if the child has worked studiously and has produced quality work. Reading (to and with your Child) Children should be encouraged to read for pleasure on weekends and vacations. Reading also includes having adults reading to children. Parent participation can vary and may include:
• • •
listening to your child read taking turns reading asking questions about the story, such as:
A guide to helping your child to read will be given to you at the parent meetings held at the beginning of the first term. If you are not able to attend this meeting please ask your class teacher for a copy at the first opportunity. School also provides support for homework on two evenings each week when children can complete their given tasks under supervision. This is supported by local teachers and and a member of the ESL department Children on long term absence If children are sick and unable to attend school then work will provided for the core subjects using the University of Cambridge learner books and any additional worksheets the teachers have been using. Parents need to fill in the homework request form I advance. Any child going on holiday during term time will not be given extra work and homework will be recorded as zero.
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