Parent / Student Handbook by British Schools Foundation

Parent / Student Handbook

General Information • Introduction • Mission Statement and Aims • School Hours & Calendar • After School Activities • Arrival and Departure Procedures • School Uniform • What you will need for school • Standards of Behaviour • Communication • Merit System • Homework Curriculum at BCB • Curriculum Organisation and Overview • Literacy • Numeracy • ICT • Science • Humanities • Art & Design Technology • Music and the Performing Arts • PE (Physical Education) • PSHE and Citizenship (Personal, Social & Health Education) • Modern Languages (Portuguese) • In Summary

-1-

Parent / Student Handbook

Stuart Young

Headmaster

An Introduction to BCB Dear Parents, It is our pleasure to welcome you to The British College of Brazil. We extend a very warm welcome to you all to our new school. We are proud to be here in Sao Paulo as a British school that is wholly UK owned and that thoroughly follows the English National Curriculum. We are looking forward to providing your child with an outstanding educational experience. We strive to build on our reputation of excellence as we seek to meet the needs of all children enrolled in our school. Our staff members are enthusiastic and passionate about teaching and bring a wealth of experience and expertise. At The British College of Brazil we have created a stimulating, safe and positive learning environment, with high expectations of achievement and behaviour. We are committed to making the curriculum accessible to all children through utilising a range of teaching styles and state of the art technology, which will motivate our students to develop independent, life long learning skills. We hope that you find this handbook useful and look forward to working closely with you to ensure the success of BCB and our pupils. Yours sincerely,

! Stuart Young Headmaster

-2-

Parent / Student Handbook

Our Mission At The British College of Brazil, we value our reputation for providing a British Education of the highest quality within an international context. We believe that every child matters. All gifts and talents are recognised and nurtured so that pupils are prepared to become responsible, caring, active members of a global community in the twenty-first century.

School Aims Philosophy To ensure that all those who participate in the life of our school leave us as better, more able, more responsible and more confident individuals. Governance To provide the highest quality of education to our students, where the long-term development and reputation of the organisation are safeguarded. Personal Development To encourage students to explore the extent of their intellectual and physical abilities, helping them to fulfil their maximum potential. Values To uphold values of honesty, integrity and respect for others. Environment To provide a vibrant, happy and secure environment that is conducive to the development of our students. Staff To ensure the school recruits and retains high calibre professionals who are worthy of the responsibility entrusted upon us. Social Responsibility To ensure our organisation and its members are involved in promoting the general good within our community

-3-

Parent / Student Handbook School Calendar 2010-11

Term 1 (2011) 1st August – 10th August 2011 11th August 7th September 10th October – 14th October 2nd November 15th November 16th December

Staff Induction and Classroom Preparation First Day of Term 1 School Closed (Independence Day) School Closed (Half Term) School Closed (All Saint’s Day) School Closed (Republic Day) End of Term 1

Term 2 (2012) 30th January 20th February – 24th February 30th March

First Day of Term 2 School Closed (Carnival) End of Term 2

Term 3 (2012) 9th April 1st May 21st June 22nd June

First Day of Term 3 School Closed (Labour Day) Last Day of Term 3 Speech Day

School Hours Time 8:30- 8:40am 8:40 – 9:10am 9:10 – 10:10am 10:10 – 10:30am 10:30 – 12:00pm 12:00 – 1:00pm 1:00 – 2:10pm 2:10 – 2:30pm 2:30 – 3:30pm 3:30pm 3:30 – 4:30pm

Event Registration Assemblies (Monday, Wednesday, Friday) Lessons Morning Break Lessons Lunch Break Lessons FS/KS1 Afternoon Break Lessons End of Day After School Activities (Tuesday & Wednesday)

-4-

Parent / Student Handbook After-School Activities The after school activities programme is an integral part of the school. This will include sport, music, art, language and many other worthwhile activities. ASAs will run on Tuesdays and Wednesdays after school and are available to all children in years 1 to 4. The ASAs are organised by staff members and outside instructors. Generally, there is no charge except when they may take place off site or by external tutors. ASAs generally start near to the beginning of each term, once the usual routines are established. You will be notified of the clubs on offer in advance so that you can assist your children in choosing their preferred activities. Arrival and Departure Procedures Children should not arrive before 8:15 am. This is to ensure that teachers have sufficient planning, meeting and preparation time at the beginning of the school day. All students should be in class ready for registration at the start of the school day. At the beginning of each session, please ensure that a security guard or the bus monitor receives your child (whichever is appropriate). Children should not be left alone for school to start. It will help the morning routine enormously if parents do not enter the school building unless there is a specific reason to meet with a member of staff. Please ensure that you or your designated guardian collects your child from a member of staff at the end of each session from the designated pick up point. Those children using the school bus service will be collected by the bus monitor and safely taken home. Please collect your child promptly at the end of each session. If for some reason you have been delayed, please telephone the school so that we are aware and can inform your child to avoid any worrying. If you are unable to collect your child, please inform the school at your earliest convenience as to who will be collecting your child. Teachers will not release a child to an unauthorised person. School Uniform School uniform is compulsory for all students attending the school. We believe that wearing school uniform in a proud and smart manner promotes positive self-esteem and therefore is integral to the ethos of the school. All students are expected to arrive to the school everyday in clean clothes, to be worn in a tidy manner. We expect our students to take pride in their school uniform! On days that they have PE, students should wear that uniform. On all other days full uniform is required. Uniform will also be worn on class educational trips. (Either PE or full uniform depending on the nature of the trip) Other items Footwear is an important aspect of the school uniform. Shoes should be black leather and worn each day. On PE days, trainers may be worn. Use of coats and anoraks are encouraged during cold and rainy days and sun hats on sunny days. General Appearance For safety reasons, children are advised not to wear necklaces, bracelets or earrings to school (except for stud earrings). 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 Headmaster will inform the parents and request a more suitable style. -5-

Parent / Student Handbook What you will need for school While we will have the necessary resources in class, it is a very good idea to start the year with a pencil case with personal items children will need for a school day. These items include 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. It is school policy, however, not to bring the following items to school: • Chewing gum/sweets or any kind of nut (The school is a nut-free zone). • 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’s 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. Standards of Behaviour Code of Conduct Our school’s code of conduct aims to achieve a positive atmosphere in which more time is spent on teaching and learning. We recognise that the school has a critical role to play in developing self-discipline in pupils. We aim to establish acceptable patterns of behaviour and to encourage pupils to develop a sense of responsibility, self-respect and a respect for other people, property and the environment. It is essential for parents and school to work in partnership so that the values encouraged by home and school are mutually reinforced. To All Pupils: YOU WILL BE EXPECTED TO BEHAVE AT ALL TIMES IN WAYS WHICH DEMONSTRATE SELF-DISCIPLINE, SELF RESPECT AND RESPECT FOR OTHERS AND THEIR PROPERTY. All pupils are required to observe the following: • • • • • • •

Treat everyone with respect and courtesy. Behave in a way that aids learning during lessons Walk at all times when indoors. Walk on the left in corridors and staircases. Hold doors open for others. Remove coats, jackets and hats during lessons and at lunch. Make sure that classrooms and playgrounds are kept clean and tidy.

-6-

Parent / Student Handbook Bus Policy The school buses are an extension of the school and the same high expectations are still in place for all the pupils. There is often a wide range of ages present on a bus and the older children, especially, need to take care of how they behave and what they choose to talk about. There should be no inappropriate: • • • •

Language Conversations Behaviour Music

If there are problems with a student on the bus then the following procedures will be followed: • • • • •

First time – a warning Second time – a second warning and a phone call home Third time – a phone call home and a day off the bus Fourth time – a phone call home and a fortnight off the bus Fifth time – expulsion from the bus service

If the student continues to misbehave, the student may be refused access to the bus service. Such incidences will be recorded in the student’s file. The class teacher shall make any warnings and phone calls to parents. In the case of repeated warnings, the class teacher shall notify the phase leader and /or Headmaster, which may result in further action being taken. Health Regular daily attendance is expected but sometimes absence is unavoidable through sickness. Please inform the school if your child is unable to attend. Please telephone as early as possible after 8:00 am and leave a message for the class teacher. If your child uses the bus service it is imperative that you inform the bus company as soon as possible to avoid delaying the bus. Please advise us of any medical problems your child may have when there is an allergy to materials or food. Please ensure that the health questionnaire has been completed. If your child becomes unwell and the class teacher feels that s/he may not be well enough to participate in lessons, they will be referred to the school nurse on site. After further observation, if the child is clearly not well enough to return to class, you may be telephoned to collect your child. Please be aware that it is the responsibility of the parents to collect their unwell child and the school cannot provide a driver in such circumstances. Medication can only be administered with written consent and directions from the parents. If your child has had to visit the nurse due to injury you will be informed of the incident in writing.

-7-

Parent / Student Handbook First Aid The school employs a full-time qualified nurse and most staff are first-aiders and can deal with day-to-day matters such as cuts or bruises and children who feel unwell whilst at school. In the unlikely event of a more serious accident all students will be escorted to an International Clinic. Parents will be telephoned immediately to inform of the accident and asked to meet the child and nurse at the clinic. Communication We aim to keep parents fully informed about events or developments at BCB in several ways: The link to our school newsletter is sent out fortnightly, which will identify key dates for your diary as well as inform you of the exciting things happening in school during the year. Important notices will be sent home via email and in hard copy. Class teachers will send home a weekly email every Friday informing parents of the learning that has taken place during the week and including information relevant to the class. At the beginning of each term a curriculum letter is sent out to inform parents of the topics and objectives that will be taught in the coming term. Class teachers are happy to discuss concerns parents may have about their child but are unable to do so during teaching time. Parents are asked not to contact class teachers in the morning for a lengthy chat as teachers and pupils are always anxious to begin their daily work. Office staff will gladly arrange for parents to make an appointment with class teachers to discuss any concerns parents may have. Additionally parents are often invited to support class assemblies, activities, open days and curriculum days in order to be involved in school life as much as possible. This year we are establishing a class representative group led by the Parent Event and Fundraising Committee (EFC) that will organize events each term to enliven and enrich school life. Finally, reports are also sent out during each term followed by a formal Parent Teacher Consultation. This will ensure that progress is shared on a regular basis. In order to maintain consistent lines of communication we ask that you ensure that your contact details including mobile phones and email addresses remain regularly updated with the school office.

-8-

Parent / Student Handbook Merit System On entry to the school each child will be allocated a house and members of the same family placed in the same house. We will seek a balance of male and female students in each house. The House names are as follows: Vikings (yellow)!!

Romans (blue)! !

Saxons (green)!!

Normans (red)

Each teacher will be responsible for a House and there will be regular house meetings and competitions. The House system will have two parts: 1) Merit scheme where children gain house points for individual awards relating to attainment, progress, effort and achievement 2) Internal competitions such as Sports day, Swimming Gala, Poetry and Music competitions Merit certificates in the Primary School At BCB we believe that great efforts should be rewarded and recognized. With this in mind, we have a house point system that is designed to encourage high standards and positive action from our students throughout the year. House-points therefore will only be awarded when children do their very best. During the year, pupils will be awarded house points for excellent work, effort and progress. Teachers shall award points to each child when deserved and it will be the responsibility of the child to enter his/her house point on the chart displayed in the class. This can be a coloured square or a tick alongside a name. There will be no negative actions such as minus house points. Certificates will be awarded in assembly to successful students. Certificates are organized in the following way. The aim is to achieve as many house points as possible during each term. At the beginning of each term, house points totals are reset to zero. Bronze – ! 25 points Silver – ! 50 points Gold – ! 100 points Platinum –200 points At the end of each week the House points from each class will be collated and the winning House will be announced during the next assembly. The House Captains from the winning house will come forward to place the house colour on the school mascot, who will wear the winning house colour until the next assembly. A House point Shield will be awarded to the winning team annually at Speech Day.

-9-

Parent / Student Handbook Curriculum Organisation BCB follows the English National Curriculum. The English National Curriculum sets out the stages and core subjects your child will be taught throughout their school life. The National Curriculum is a framework used in UK schools to ensure that teaching and learning is balanced and consistent. It sets out: • The subjects taught • The knowledge, skills and understanding required in each subject • Standards or attainment targets in each subject that teachers can use to measure your child's progress and plan their future learning • How your child's progress is assessed and reported The National Curriculum is organised into blocks of years called 'key stages'. The key stages that are taught at BCB are as follows: Age 2 3 4 5 6 7 8

Year Group Pre-Nursery Nursery Reception Year 1 Year 2 Year 3 Year 4

Key Stage Foundation Stage Foundation Stage Foundation Stage KS1 KS1 KS2 KS2

Assessment Teacher based leveling Teacher based leveling Teacher based leveling Teacher based leveling National SATs** Optional SATs Optional SATs

** Standard Assessment Tests The Foundation Stage The Foundation Stage Curriculum is delivered mainly through play orientated or creative activities. From the Nursery we teach the children basic phonetic and number skills through songs, rhymes and games. Children are encouraged to value and take an interest in books by providing them with opportunities throughout the day to look at books independently, in groups or with adults. The Foundation Stage Curriculum is delivered through topic-based activities that aim to motivate and inspire the children. There is a role-play area in each of the classrooms that reinforces the learning. This area is changed fortnightly to reinforce the learning objectives. Key Stage One (Years 1 and 2) As the children progress into KS1 they are introduced to the Primary National Strategy and The English National Curriculum. Cross-curricular links are made during the planning stages, ensuring that the non-core subjects support the Literacy and Numeracy objectives and vice versa. Handwriting and guided reading take place outside of the Literacy Hour allowing more time for shared reading/writing, guided writing, speaking & listening, group and independent work. The children develop their knowledge and understanding of mathematics through practical activity, exploration and discussion.

- 10 -

Parent / Student Handbook Key Stage Two (Years 3 to 6) While the KS2 curriculum builds on the fundamentals of KS1, it also equips the children with the tools to be critical thinkers. As well as broadening their knowledge base in all areas of the curriculum their education is further enhanced through extra curricular participation in the arts, foreign language and physical education. The curriculum is also supported by a wide range of enriching activities including residential trips and visits by organisations such as drama groups and artists in residence. National Curriculum Levels During and at the end of each year, each childâ&#x20AC;&#x2122;s progress will be assessed against the expected National Curriculum levels. These levels are assessed against the UK criteria: By the end of Key Stage 1 (Year 2) most children will achieve level 2 in Reading, Writing and Numeracy. By the end and of Key Stage 2, (Year 6) most children will achieve level 4. By the end of Key Stage 3 (Year 9) most children will achieve level 5. At the end of KS1 (Year 2) and each year of KS2 & 3 our end of year report will identify clearly what National Curriculum levels your child has reached in Reading, Writing and Numeracy so that their progress is made clear. Curriculum Overview An introduction an outline of each subject area is given in the following pages. Topics and objectives will be shared in more detail for each year group through the weekly emails and curriculum letters. Literacy English is a vital way of communicating in school, in public life and internationally. Literature in English is rich and influential, reflecting the experience of people from many countries and times. In studying English pupils develop skills in speaking, listening, reading and writing. It enables them to express themselves creatively and imaginatively and to communicate with others effectively. Pupils learn to become enthusiastic and critical readers of stories, poetry and plays as well as non-fiction and media texts. The study of English helps pupils understand how language works by looking at its patterns, structures and origins. Using this knowledge, pupils can choose and adapt what they say and write in different situations. Literacy will be taught daily from Year One to Four. Numeracy Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in abstract ways. Numeracy is important in everyday life, many forms of employment, science and technology, medicine, the economy, the environment and development and in public decision- making. Different cultures have contributed to the development and application of mathematics. Today, the subject transcends cultural boundaries and its importance is universally recognised. Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections. Numeracy will be taught daily from Year One to Four.

- 11 -

Parent / Student Handbook ICT Information and communication technology (ICT) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. Pupils use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination. They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of people, communities and cultures. Increased capability in the use of ICT promotes initiative and independent learning, with pupils being able to make informed judgments about when and where to use ICT to best effect, and to consider its implications for home and work both now and in the future.] Science Science stimulates and excites pupils' curiosity about phenomena and events in the world around them. It also satisfies this curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modeling. This is a spur to critical and creative thought. Through science, pupils understand how major scientific ideas contribute to technological change - impacting on industry, business and medicine and improving quality of life. Pupils recognise the cultural significance of science and trace its worldwide development. They learn to question and discuss sciencebased issues that may affect their own lives, the direction of society and the future of the world. Humanities At BCB Humanities incorporates the subject areas of Geography, History and Cultural Studies. These areas of the curriculum will be taught either through integrated topics or subjects depending on the year Group. Geography Geography provokes and answers questions about the natural and human worlds, using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem-solving skills both inside and outside the classroom. As such, it prepares pupils for adult life and employment. Geography is a focus within the curriculum for understanding and resolving issues about the environment and sustainable development. It is also an important link between the natural and social sciences. As pupils study geography, they encounter different societies and cultures. This helps them realise how nations rely on each other. It can inspire them to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment.

- 12 -

Parent / Student Handbook History History fires pupils' curiosity about the past in Britain and the wider world. Pupils consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people's action. They see the diversity of human experience, and understand more about themselves as individuals and members of society. What they learn can influence their decisions about personal choices, attitudes and values. In History, pupils find evidence, weigh it up and reach their own conclusions. To do this they need to be able to research, sift through evidence and argue for their point of view - skills that are prized in adult life. The programmes of study provide opportunities to value diversity and challenge racism. Cultural Studies The purpose of Cultural Studies is to share knowledge and values of different religions and cultures, in an inclusive way, so that individuals can learn to create their own identity in harmony with identities different from their own. The aim is to educate children about different practices and beliefs in a non-bias environment resulting in children having a deeper understanding and respect for religious and cultural diversity. Cultural Studies provokes and answers questions about different beliefs and practices, using different scales of enquiry to view them from different perspectives. It develops knowledge of religions from around the world and an understanding of customs and practices. As such, it prepares pupils for adult life, encouraging children to care and value others and refuse to support attitudes or actions that may be harmful to individuals or communities. Cultural Studies can inspire children to think about their own place in the world, their values, and their rights and responsibilities to other people and society. Art & Design Technology Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world. Pupils use colour, form, texture, pattern and different materials and processes to communicate what they see, feel and think. Through art and design activities, they learn to make informed value judgments and aesthetic and practical decisions, becoming actively involved in shaping environments. They explore ideas and meanings in the work of artists, craftspeople and designers. They learn about the diverse roles and functions of art, craft and design in contemporary life, and in different times and cultures. Understanding, appreciation and enjoyment of the visual arts have the power to enrich our personal and public lives. Music and Performing Arts Music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, it helps pupils understand themselves and relate to others, forging important links between the home, school and the wider world. The teaching of music develops pupils' ability to listen and appreciate a wide variety of music and to make judgments about musical quality. It encourages active involvement in different forms of amateur music making, both individual and communal, developing a sense of group identity and togetherness. It also increases selfdiscipline and creativity, aesthetic sensitivity and fulfillment. Drama and Dance also provide excellent opportunities for creative exploration, expression and performance. These areas of the curriculum will be taught throughout the school and play a key role in class assemblies and annual performances within each year group.

- 13 -

Parent / Student Handbook PE Physical education develops pupils' physical competence and confidence, and their ability to use these to perform in a range of activities. It promotes physical skillfulness, physical development and knowledge of the body in action. Physical education provides opportunities for pupils to be creative, competitive and to face up to different challenges as individuals and in groups and teams. It promotes positive attitudes towards active and healthy lifestyles. Pupils learn how to think in different ways to suit a wide variety of creative, competitive and challenging activities. They learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness. Through this process pupils discover their aptitudes, abilities and preferences, and make choices about how to get involved in lifelong physical activity. PSHE and Citizenship Personal, social and health education (PSHE) and citizenship help to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They also find out about the main political and social institutions that affect their lives and about their responsibilities, rights and duties as individuals and members of communities. They learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning. Modern Languages Learning a second language is a life long skill to be used in business and pleasure, to open up avenues of communication and exploration, and to promote, encourage and instill a broader cultural understanding. Portuguese is taught to all children from Nursery with differentiated work for native and non-native speakers. At BCB, our specialist Portuguese language teachers ensure that we meet the requirements of the Brazilian curriculum. In Summary We hope that this handbook provides an informative introduction to the school. Of course not every piece of information will be here and if you should need any further guidance, please feel free to contact the appropriate member of the school for further advice. We look forward to working with you this year!

- 14 -