Nov 2017 fritids by Helsingborgs stad

FRITIDS HANDBOOK 2017/2018

Message from the PYP Principal

Welcome to the International School of Helsingborg. We are looking forward to a fantastic school year with lots of amazing learning opportunities. We hope that you and your family will become active members in our ISH community. At ISH, we have a staff who are dedicated to helping your child succeed in developing as a whole child while enjoying Fritids. We model action to inspire action! Our mission at the school is to encourage the students to be engaged global learners who take action within and beyond the school as a result of their learning. It is also our aim, that all members of our school community (staff, students, and parents) strive to work together to model the IB learner profile attributes to work towards our mission. We recognize that it is vital to have a strong partnership between the Fritids and families to help students experience a success. We have created this handbook to give you information about Fritids routines as well as general rules and procedures.

We hope that you will find all of this information helpful. It is very important that you read and understand the handbook, so please feel free to contact the school if you have any questions. We look forward to working closely with you and your family to make this a successful school year for your child.

Sincerely,

Sally Drury PYP Kindergarten and Fritids Principal

Message from the Fritids Team

Dear Parents of Fritids Students, Welcome to the Fritids before and after school program for students enrolled in PYP 1 until the year of their 12th birthday. We trust that you will find this handbook informative and helpful. It is intended to give you an overview of the procedures and practices in Fritids at ISH and to offer some ways in which you and your child can prepare for and settle into Fritids. We will communicate with you on a regular basis throughout the year via the school weekly newsletter. Please do not hesitate to contact the Fritids staff if you have any need for clarification or further information. We look forward to working closely with you this year and helping your child develop. Yours Sincerely,

The Fritids Team

TABLE OF CONTENTS Message from the PYP Principal

Message from the Fritids team

Important contact information

Mission Statement

Learner profiles

8-9

Fritids contacts

Fritids routines

Withdrawing from Fritids

Drop off policy

Reporting absences

What to bring

Health issues

School policies

24-35

General whole school information

18-23

Important Contact Information Addresses

PYP, Daycare and Fritids

MYP1-5 and DP

International School of Helsingborg

Östra Vallgatan 9

Studievägen 2

251 89 Helsingborg

Main Office: M rs. J ulie Little, M s M argareta Hanerus and M r. Simon Vickers PYP Campus: 042 105755 Main line 042 105705

MYP Campus: 042 106821 Fritids: 073 2311 045

DP Campus 042-106470 Daycare: 072 974 8401

E-mail: ish@helsingborg.se Fritids: ish.fritids@helsingborg.se

Website: w w w .helsingborg.se/ internationalschool

Management Team

Other

Head of School: Öivind Linnerud

Care Taker: M ikael Fransson

PYP Kindergarten & Fritids Principal: Sally Drury

Lunchroom Contact (Petri): Rebecca Dahlvid

PYP Principal: Carla Johansson

Nurse: Lotta Håkansson 042-104209

MYP Principal: Michael McAneney

Career Counsellor: Gabrielle M astmeier

DP Principal: Öivind Linnerud

School Counsellor: Quinee Frelin Psychologist PYP/MYP: Madeleine van der Reijden

Co-ordinators

Psychologist MYP 5/DP: Sam Al-Obaidy

PYP Coordinator: Sally Drury

Learning Support: Roseanne McCormack, SEN CO

MYP Coordinator: Sally Christensen

ICT: Michiel van der Gragt

DP Coordinator: Daniel Blair

PTA treasurer: Brendon Sidebottom

Mission Statement Our Vision At ISH we believe learning has no boundaries. The school community at ISH will strive to become engaged global learners, who demonstrate these attributes through the actions they choose to take both now and in the future.

Engaged

Global

Creative

Vibrant

Learners

Global

Unified

Balanced

Our Mission We model action to inspire action. Values in Action        

Students and staff enjoy learning together in a safe and secure environment. Diversity is recognized, acknowledged, understood and celebrated. Opportunities to inquire, to think and to reflect, are provided so that we may learn from our experiences. Partnerships in learning are developed within the school community, which then expand to both the local and global community. Continued development of mother tongue languages and the learning of new languages strengthen our ability to fulfill our mission. The ISH community acknowledges our host country by appreciating and learning the language and culture of Sweden. Students are empowered to be able to make responsible choices as global citizens through learning engagements which bring knowledge, skills and attitudes together. In our school community we use communication and information technologies to enhance and expand the traditional role of education.

Learner Profiles The aim of all IB programmes is to develop internationally minded people. Therefore, all members in the IB community should strive to be:

Inquirers

We develop their natural curiosity. We acquire the skills necessary to conduct inquiry and research and show independence in learning. We actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable

We explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers

We exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators

We understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. We work effectively and willingly in collaboration with others.

Principled

We act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. We take responsibility for our own actions and the consequences that accompany them.

Open-minded

We understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. We are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring

We show empathy, compassion and respect towards the needs and feelings of others. We have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers/Courageous

We approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. We are brave and articulate in defending our beliefs.

Balanced

We understand the importance of intellectual, physical and emotional balance to achieve personal well-being for ourselves and others.

Reflective

We give thoughtful consideration to their own learning and experience. We are able to assess and understand their strengths and limitations in order to support ourselves learning and personal development.

Whoâ&#x20AC;&#x2122;s Who in Fritids Fritids

NAME

Fritids

Ms Val

valentina.jovanovic@helsingborg.se

Fritids

Ms Jovana

Jovana.Ristic@helsingborg.se

Fritids

Mr Stuart

Stuart.Callaghan@helsingborg.se

Fritids

Ms Genavieve

Genavieve.Alkana@helsingborg.se

Fritids

Ms Siri

Siri.Evidon@helsingborg.se

Fritids

Ms Vanessa

Vanessa.DosSantosSoares@helsingborg.se

Fritids

Mr Michael

Michael.BarlowJr@helsingborg.se

Fritids

Mr Mike

Michael.Black2@helsingborg.se

Fritids

Mr Derek

derekedward.jackson@helsingborg.se

Fritids

Ms Rachael

Rachel.KennedyJarmo@helsingborg.se

Councelor

Anna Backlund

Anna.Backlund@helsingborg.se

Nurse

Nurse Elisabet

Elisabet.Leijonhielm@helsingborg.se

Fritids

ish.fritids@helsingborg.se

Fritids Daily Routine All Fritids students and families enter and exit the school building through the Daycare / Fritids entrance.

Mornings If students arrive between 7:00 am and 7:30 am they place their bags and coats on their coat peg and go directly to the K1B classroom directly next to the Daycare/Fritids entrance.

At 7:25, the student who are in Fritids already pack up the K1 classroom and at 7:30 Fritids students move to the large Fritids club room. Daycare students stay in the K1B classroom. At 7:55 Fritids students start tidying the Fritids club room. At 8:05 Fritids students are dismissed and go directly to their classroom.

If students arrive for Fritids at or after 7:55 they are to wait outside with the other students. Fritids is packing up at this time, and there is supervision outside.

After school Fritids students are dismissed from class and gather at each grade level Fritids meeting point close to their classroom. A Fritids staff member collects the students and takes the Fritids register. It is very important that you have informed Fritids of any change to your child's Fritids schedule. The email address is ish.fritids@helsingborg.se and the phone number is 073 2311 045 . Please leave a message at this number.

After snack students have the opportunity to participate in a club activity, have outside play, indoor play or free time. It is very important that students use their magnets to indicate which activity they have chosen. It is also important that when you collect your child your remind them to take their magnet off the board and place it back into their class magnet box.

Drop off Fritids and Daycare parents are able to enter the building whilst dropping off and collecting their children from Daycare or Fritids. Parents are not permitted to use this as an access point for entering the building and taking PYP children to class or visiting PYP class teachers.

Snacks Healthy, nut free snacks, such as fresh or dried fruit, vegetable pieces, rice crackers, yogurt or sandwiches make a good choice at snack time. It re-energises your child and gives them the nutrition they need to fully participate in learning and positive social play. Sweets, candy, chips or chocolate are not appropriate snacks for school.

Entering the School Only students and school personnel are permitted to enter the school building without an appointment. All parents and guests must have a prearranged appointment with a staff member in order to enter the building. In addition to this, there will be set events when parents are invited into the school to visit their children's classrooms.

On Monday, Wednesday and Thursday, the students take their coats down to the Fritids area and hang their bag and coat on a coat hook. Then they go to snack. On Tuesdays and Fridays, after the register is taken, students go directly outside to play. They come back inside at around 15:00pm for snack.

Reporting absences:

Drop off policy: From 7:55 - 8:10, the school implements a drop off procedure. Parents are requested to pull up along the curb outside of the school on Ă&#x2013;stra Vallgatan. Staff will be in place to open the door and greet your child. If you wish to escort your child to the school gate yourself, you are asked to park along any of the surrounding streets or at the Nicolai parking lot just across Bergaliden. You are requested not to enter the school building unless you have an appointment. All PYP 1-6 children are to enter the building independently.

Pick up policy: Teachers of students in PYP 1 - 3 will escort the students outside at the end of the school day. If parents need to get a message to the teacher, please send an email.

It is very important that you let Fritids know if your child is going to be absent or has a change of schedule. You can do this by sending an email to Ish.fritids@helsingborg.se or by leaving a message on 073 2311 045.

When your child is being collected by another parent : Children will not be allowed to go home with another parent unless we have written permission. There are forms at the Fritids desk to complete if you know ahead of time. A text message to this number 073 2311 045 is also acceptable.

Withdrawing from Fritids To withdraw your child from Fritids you MUST complete a resignation of placement in childcare form. You can access this form from the office.

What to Bring Clothing: To make your child's day comfortable please make sure they wear appropriate seasonal clothes. Children must have indoor shoes, which have hard soles and a closed toe (no slippers or flipflops). All students in PYP 2 must be prepared to go outdoors in all types of weather, so appropriate outdoor clothing is a must. Rain gear (rain pants, coat, gloves, wellies) and winter gear (gloves, hat, snow boots) are a must. Please label all items of clothing.

Winter clothes include: Winter/snow boots, winter/snow jacket, snow pants/overall, winter hat, mittens, snow gloves. Examples:

Rain clothes include: Rain jacket, rain pants/overall, rain boots/ wellies.

Hunter Kids Rain Boots. Digital image. Red Sole Momma, Nov. 2013. Web. 16 June 2016. Outdoor research Allout rain Jacket and Pants. Digital image. Www.Backpacker.com, Feb. 2015. Web. 16 June 2016. Rainsuite Wheat Canada. Digital image. Wheat Kids Clothing, n.d. Web. 16 June 2016.

Dress:

Appropriate indoor shoe examples:

Students should dress in an appropriate, non-suggestive manner with attention given to neatness and cleanliness. T-shirts or sweatshirts should not display offensive slogans or promote drugs, alcohol or tobacco. All students in PYP are required to wear indoor shoes at all times.

Boyâ&#x20AC;&#x2122;s sneaker https://cdn.shopify.com/s/files/1/0255/3873/products/ Stride_Rite_M2P_Kaleb_Sneaker_Boys_Child_Brown_large.jpg?v=1440099907 Childrenâ&#x20AC;&#x2122;s school shoeshttp://siteaboutchildren.com/wp-content/uploads/2015/04/striderite-childrens-shoes-0od9qz20.jpg Crocks http://cdn2-b.examiner.com/sites/default/files/styles/image_content_width/ hash/18/ae/1347667860_9498_crocs.jpg?itok=02V2V5tn

Eye infections: Eye infections are highly contagious. The child must stay at home until the infection has cleared. Head Lice: Head lice are found in the hair and on the scalp and usually cause itching. Anyone can get head lice. They are found in both washed and unwashed hair. They are caught as a result of close head-to-head contact lasting one minute or longer. Lice rarely spread via objects, as they can only survive a few days away from the scalp.

Health issues School or stay at home? Fevers: Y ou should keep your child at home until he/she is fever-free for 24 hours without medication and able to take part in the usual school activities, including break and P.E. lessons.

Stomach problems: You should keep your child at home for ideally two days after the last episode of vomiting/diarrhoea. If there is a widespread and hard-to-eradicate outbreak of the stomach flu virus at the school, it may also be necessary to keep all of your children at home.

Self-care / medical treatment: Only those with head lice need to be treated. If your child comes to school with signs of lice, he/she will be sent home. Over the counter remedies (Paranix, Hedin, Linicin) can be bought at pharmacies/ “apoteket” and it is important that all the instructions are followed. Comb the child’s hair thoroughly each day, using a lice comb for two weeks to check that the treatment has helped. Check everyone in the family and treat if needed. Once treatment has been completed, your child can go back to school. It is highly recommended you check your child’s hair a few times a week for lice.

Coughs/runny nose: If your child has the energy to follow along in the daily routine, he/she is welcome to come to school. If they are not able to follow along due to lack of energy, they should remain at home. Head Lice Mayo Clinic. Digital image. Mayo Foundation for Medical Education and Research, 26 Aug. 2013. Web. 16 June 2016.

General Fritids Information Pinworms: Pinworms are 10mm long and as thin as a needle, they are a common and harmless complaint. Infection begins with severe itching, primarily in the evenings or night, when the worm emerges to lay its eggs around the anus. Children often have repeated infections from the eggs. Itching may start up to 37 weeks from infection. Self-care / medical treatment: Treat using over-the-counter medication – ask at the pharmacy. Make sure your child has clean hands with trimmed nails, put on clean underwear every day and change the bedding frequently.

Information can be found at www.1177.se or you can telephone 1177 for information about children’s health in Swedish or English.

Birthdays: Our students’ birthdays are special days and are happily recognized by the staff. If you would like to bring a treat to share with the class, which is completely optional, we request that you provide ice lollies (must be milk free, e.g. Piggelin) or cut fruit and vegetables. Please know that teachers will only take the last 5 minutes of class to hand out these treats. If other foods are sent to school they will be returned home at the end of the day. We do not allow a full birthday party to take place within school. Please discuss in advance with your child’s teacher and ensure that you do not bring in any food that contains peanuts, peanut products or nuts of any kind as some children are fatally allergic. Party bags are not allowed and no invitations will be given out in school.

Communication: Weekly newsletters will be sent out to keep you informed of what is happening in Fritids as well as whole school information. It is vital that you read this information as it is the main source of communication from the school. An email is sent to each registered parent with a link that leads to the school newsletter. Please remember to inform the school if your email address changes.

General Whole School Information Abbreviations

Code of Conduct

PYP – Primary Years Programme MYP – Middle Years Programme DP – Diploma Programme IB – International Baccalaureate Organization PTA - Parent Teacher Association

We have created a zero tolerance policy. A behaviour contract will be sent home at the start of the school year for all parents and students to sign. Bullying, physical fighting, stealing, swearing (in any language) is not accepted in school.

Academic Honesty At ISH we believe academic honesty reflects the IB Learner Profile Attributes, especially of principled behaviour, and effective communication and collaboration. As such, teachers model best practice of academic honesty and integrity in their classrooms, and educate students appropriately in each subject and grade level on how to write, collaborate, and borrow the intellectual property with integrity. Please see he Policies Appendix for more information.

Assessment Philosophy In order to support and encourage effective teaching and learning it is essential to have meaningful assessment in all three IB programmes. Assessment needs to involve students to make them aware of the criterion/ criteria before the coursework begins. We believe assessment is necessary in facilitating growth of students by identifying areas of achievement and areas of improvement. We believe feedback is beneficial when it is constructive, meaningful and timely. Please see the Policies Appendix for more information.

Buddy Program In the ISH PYP school we run a Buddy program that consists of the older PYP students being paired with the younger PYP students. Students meet weekly or fortnightly to do a range of activities, such as read together, write short stories, participate in learning activities and celebrate special days.

Bullying What is Bullying?

Expected School Behaviour 1. Respect yourself (listen, be responsible for

belongings, be on time etc.) 2. Respect others (walk in hall, avoid namecalling & fighting, be polite, wait your turn, etc.) 3. Respect the environment (use equipment safely, clean up after yourself both inside and outside, etc)

Contact Information School Administrators Mrs. Julie Little Mr. Simon Vickers E-mail: ish@helsingborg.se Address PYP & MYP 1-4 International School of Helsingborg Östra Vallgatan 9 251 89 Helsingborg +46 (0) 42-10 57 05 MYP 5 & DP1-2 International School of Helsingborg Studievägen 2 251 89 Helsingborg +46 (0) 42-10 57 05 Fritids +46 (0) 42-10 58 75 ish.fritids@helsingbog.se

Daycare 07 29748401 ishdaycare@helsingborg.se

Field trips Field trips enrich student learning and are apart of the ISH curriculum. Information regarding all field trips will be in the weekly parent newsletter. For any field trip requiring travel on public transport, a permission slip will be sent home. The permission slip must be signed and returned. Students will not be allowed to attend without the signed consent form. Students are sometimes required to bring a packed lunch to school if they are going out on a school trip. Packed lunches should be healthy and nutritious and not include nuts, candy, chips, chocolate biscuits or fizzy drink.

ID for field trips All students are required to have a Swedish identity card or a current passport to enable them to participate in excursions.

Holidays ISH observes all Swedish national holidays within the approved school calendar. In addition to national holidays, there is an Autumn Break, Winter Break, Sports Break and Spring Break. A list of important dates will be provided to you in the weekly bulletin.

Homework The International School of Helsingborg’s Homework Policy aims to help students establish a healthy balance between commitments in school, after school and at home. Homework benefits your child by complementing classroom learning, fostering good study habits, and providing an opportunity for children to be responsible for their own learning. In addition, it serves as a means of communication between home and school about what your child is learning. As such, we appreciate your effort in providing a suitable homework space and encouraging your child to complete homework tasks to the best of their ability. If the tasks are too challenging to be completed in the allocated time, please contact your child's teacher. Please see the Policies Appendix for more information.

Learning Support At ISH, the students have access to support in order to be successful both academically and socially. There is a Student Welfare Team which consists of learning support teachers, psychologist, counselor, career counselor, school nurse and the principals. Students who need extra support to meet the goals have individual development plans or an action plan. These plans are created by the teachers, with input given from the guardians as well as the student. Action plans are formal documents which are signed in agreement with the mentor/ class teacher and parents.

within three weeks of the date you have received the decision. Write which decision you are appealing, which change you want and why. Write the name, personal number and contact information. Sign the appeal. Read more at www.overklagandenamnden.se

Library The library is a quiet place for the school community to read, study or do research. The library is open during school hours. If a child misplaces/damages a Petri library book, the cost of the book will be invoiced to the family. All PYP classes have a session in the library with a librarian on a weekly basis. Students also have the opportunity to visit the to exchange books during break or directly after school. Library hours: Mon / Wed / Thur 8:15—15:00 Tuesday and Friday 8:15—12:00

Mobile Phones Students in the PYP are not able to use their phones during the school day. If a parent needs to contact their child during the day they are to ring the main office and leave a message or email the child's teacher. Mobile phones that are brought to school need to be turned off and stored appropriately. Phones that repeatedly cause a disruption will result in a parent meeting.

No Smoking Policy at ISH ISH is a non-smoking environment. Parents are required by law not to smoke in or around the school building.

The action plan decision can be appealed according to 28 sect. 16 § school law to the Department of Education’s appeal’s panel by the student’s parents and by a student who has turned 16 years of age. The appeal should be sent to the person who has made the decision, not directly to the Department of Education’s appeal panel. The appeal should be submitted

PE Students are required to wear appropriate clothing for PE lessons. Clean indoor sports shoes must always be worn when the lessons are indoors. A change of clothes, a towel and toiletries are expected to be brought to school for each PE lesson. Changing rooms are equipped with shower facilities. Students from PYP 2 to PYP 6 are expected to shower after their PE lesson. Please be aware that jewellery of any kind is not to be worn during PE. Earrings must be removed or covered with tape which you need to provide.

PTA This association consists of parents, staff and principals. The PTA Board is elected annually and is led by the PTA Chair. In addition to this board, there are also parent representatives from each class who volunteer at the beginning of each school year. If you are interested in volunteering as a class parent, please speak to your childâ&#x20AC;&#x2122;s teacher.

The PTA requests a voluntary annual donation of SEK 300/500 from each family in the school depending on the number of children in the family. This money and all other funds raised by the PTA are invested back into the school. Investments that are made are to benefit all within the school. In addition to the annual donation, each family is asked to volunteer throughout the school year. This may be done in a variety of ways, such as helping with school activities, assisting with PTA activities, or donating items. Please keep in mind how important it is for students, parents and teachers to be involved together in a childâ&#x20AC;&#x2122;s education. All new families moving to the area receive a helpful booklet with practical information from the PTA. The PTA has their own website where current information is published: http://

ishpta.wordpress.com/

Reading with your child Reading is a fundamental lifelong skill. To support the development of your child’s reading skills at all stages of the PYP program you can make a regular time at home to read together and talk about the book. Some ideas for discussing the read text are: 

using the pictures and keywords to make predictions



asking your child questions about the text to check they understand what your or they have read



sharing reading materials that are of interest to your child and your family



read old favourites again and again to promote familiarity and confidence



encourage your child to read familiar texts to you



discuss the parts of the book ‘Show me the cover, where is the title.



read aloud together and look for the clues to tell you how to say what is written, e.g. “quotation marks”, bold print , italic or (brackets).

In addition you can display an interest in reading by letting your child see you reading e.g. newspapers, phone books, magazines, novels. Show your child that reading should make sense and share with them what you do when the meaning isn’t clear.

• Re-read a tricky section. • Look for information in the pictures. • Have a go at unknown words. • Use the initial/end letters as a clue. • Ask them what would make sense in the context of the rest of the story. • Ask them to say the beginning sound and slide their finger under the word. Most important of all, enjoy reading together.

Sports House The school house colours at ISH are: black, white, red, blue, green and yellow. When students in PYP 1- PYP 6 enrol at ISH, they are placed into a house colour team. House colour teams are used on school sports days and during some whole school activities.

Withdrawing from ISH If the parents have plans to withdraw their child from ISH, they must inform the school. Students have checkout procedures that need to be followed. All student work that is left at ISH after departing will be discarded.

School Map

Please see the map at the end of the general school information section to see the two different school locations: Petri, which houses PYP K1—MYP 4 and Nic, which houses MYP 5—DP2.

PYP Campus (PYPK1-PYP6) Östra Vallgatan 9

MYP and DP Campus (Aula/assembly hall) Studievagen 2

Policies Appendix

Policies Academic Honesty At ISH we believe academic honesty reflects the IB Learner Profile Attributes, especially of principled behaviour, and effective communication and collaboration. As such, teachers model best practice of academic honesty and integrity in their classrooms, and educate students appropriately in each subject and grade level on how to write, collaborate, and borrow the intellectual property with integrity. 1. What we believe At ISH we believe in Integrity Always, as a part of developing well-rounded students. We believe in learning from our mistakes, and as a result being able to make better choices for the future. We encourage our school community to treat the works of others with respect, and as such, to credit any intellectual property used in an appropriate manner. We expect students, teachers, and staff to take responsibility for the proper representation of their own ideas, and of the ideas borrowed from other sources. We believe that all students: 1.

should be honest in presenting all their school work

should not cheat

should seek inspiration from the ideas of other people and understand that it is acceptable to use the ideas of others, they just need to be acknowledged

should understand that their teachers value their ideas and want them to present their ideas using their own language and voice

should know that you must say â&#x20AC;&#x2DC;noâ&#x20AC;&#x2122; to others who want to copy their work

should know that working in groups can be a wonderful learning experience, and what they present to the teacher is their own work, expressed in their own words

should understand the benefits of properly conducted research and respect for the creative efforts of others

should be given the opportunity to understand what academic honesty is and how to uphold the academic honesty expectations of the school

We believe that all teachers: 1.

should model good practice in academic honesty. Model Action to Inspire Action.

should provide clear guidelines for learning tasks

should promote the benefits of properly conducted research and respect for the creative efforts of others

should as much as possible design learning tasks that require thinking skills, and are not able to be completed by simply copying or falsifying information

should ensure that all students understand the requirements of a task

should follow through with appropriate consequences when encountering instances of academic honesty

should use anti-plagiarism tools as teaching instruments in raising awareness of academic honesty

should make clear what the expectations are regarding academic honesty, such as referencing, bibliographies etc

should scaffold larger tasks, with opportunities to submit interim work or with milestone checks, to help students maintain their own 'voice' in completing these tasks

We believe that the school: 1.

should be responsible for creating a learning environment that promotes academic honesty, while allowing the student to grow as a user of knowledge, researcher, and writer in a safe and supportive environment.

should be responsible for the creation and updating of this document to reflect the schoolâ&#x20AC;&#x2122;s ethos and current educational contexts.

should ensure that the use of this document is done in fairness and transparency, and that if academic honesty infringements are deemed severe or blatant, that the consequences are timely and reflect this policy.

Policies Assessment Policy Philosophy In order to support and encourage effective teaching and learning it is essential to have meaningful assessment in all three IB programmes. Assessment needs to involve students to make them aware of the criterion/criteria before the coursework begins. We believe assessment is necessary in facilitating growth of students by identifying areas of achievement and areas of improvement. We believe feedback is beneficial when it is constructive, meaningful and timely. Purpose of formative and summative assessment Assessment helps the student  Receive feedback in relation to set criteria/goals  Develop strategies for improvement for future tasks. Assessment helps the teacher  Establish a picture of students understanding and monitor effectiveness of programme taught.  Analyse and act upon areas of concern, developing and implementing strategies which address identified learning needs.

 Assessment helps parents and/or other professionals  Communicate student’s progress.  Provide a framework for supporting students outside of school. Formative Assessment Formative assessment is an ongoing formal and informal process that teachers and students use to gather evidence of students’ understanding and progress. The purpose of this process is to improve learning and to plan the next stage of personalized learning. Formative assessment and teaching are directly linked: neither can function effectively or purposefully without the other. Summative Assessment Summative assessments are the opportunities for students to demonstrate what has been learnt. These take place at the end of a teaching and learning process.

Students in the English Language Acquisition (ELA) programme Teachers, when assessing students in the ELA programme, will collaborate with the ELA teacher to ensure that appropriate assessment tasks are created. Teachers are assessing students’ conceptual knowledge, communicated by the students as effectively as possible, rather than grammatical accuracy and English language ability. All teachers should support ELA students in their language development. (Refer to ISH Whole School Language Policy for further details on teacher support of language learning.)appropriate assessment tasks are created. Principles of assessment in PYP The prime objective of assessment in the PYP is to provide feedback on the learning process. Bruner states that students should receive feedback “not as a reward or punishment, but as infor-

Students in Learning Support

Teachers will collaborate with the learning support teacher(s) during both the planning and assessment stages of a unit. The purpose is to take into account the learning needs of the student and to ensure that appropriate assessment tasks are created. Principles of assessment in PYP The prime objective of assessment in the PYP is to provide feedback on the learning process. Bruner states that students should receive feedback “not as a reward or punishment, but as information” (Bruner 1961: 26). Teachers need to select assessment strategies and design assessment instruments to reflect clearly the particular learning outcomes on which they intend to report. They need to employ a range of strategies for assessing student work that take into account the diverse, complicated and sophisticated ways that individual students use to understand their experiences. Additionally, the PYP stresses the importance of both student and teacher selfassessment and reflection. The assessment strategies and instruments—rubrics, anecdotal records, checklists, anchor papers, continuums, portfolios of work—proposed by the PYP are designed to accommodate a variety of intelligences (Gardner 1993) and ways of knowing (Bruner 1986). Where possible, they should provide effective means of recording students’ responses and performances in real-life situations that have genuine problems to solve. These authentic assessment strategies may be used in conjunction with other forms of assessment, such as standardized tests, in order to assess both student performance and the efficacy of the programme. References Bruner, J. 1961. “The Act of Discovery”. Harvard Educational Review. Vol 31. Pp 21–32. Bruner, J. 1986. Actual Minds, Possible Worlds. Cambridge, Massachusetts, USA. Harvard University Press. Gardner, H. 1993. Multiple Intelligences: The Theory in Practice. New York, USA. Basic books.

Grading in PYP By law in Sweden, ISH does not issue grades to students up to PYP 6. Progress reports are provided through Managebac, an online reporting system. If a parent has any questions or concerns about their child’s progress, they may contact the teacher and make an appointment to discuss this with them. Step 1 = Beginning

The student is beginning to understand concepts and skills with assistance.

Step 2 = Consolidating

The student is developing understanding and is able to make connec tions to key concepts and skills, with or without assistance.

Step 3 = Meeting

The student demonstrates a sound understanding of key concepts and skills, is able to make connections and apply their knowledge appropriately without assistance.

Step 4 = Exceeding

The student demonstrates a thorough understanding of key concepts and skills, makes connections and readily applies their knowledge competently in new situations.

Policies Behaviour Policy

PYP Expected Behaviour 1.

Respect yourself (listen, be responsible for belongings, complete tasks, do not swear)

Respect others (avoid name calling, avoid fighting, walk in hallways, speak politely, avoid aggressive body language, avoid swearing—in any language)

Respect the environment (use equipment safely, clean up, look but don’t touch displayed work)

Steps taken if expectations are not followed after warning: Step 1 Teacher – Student discussion (email may be sent home) Step 2 Teacher - Parent discussion Step 3 Principal – Student discussion Step 4 Principal—Student & Parent discussion Immediate consequence will be loss of 5 – 15 minutes of the next break time if deemed appropriate.

In the PYP at ISH we have a Zero Tolerance Policy. This means that any extreme poor behaviour, such as physical fighting, stealing, or threatening behaviour is not accepted in school.

There are NO exceptions.

Steps taken if student chooses extremely poor behaviour: Step 1 Teacher – Student discussion (email sent home) Step 2 Principal – Student discussion (email sent home) Step 3 Principal—Student & Parent discussion

In extreme events there may be an immediate Principal – Student discussion and a student may be temporarily removed from the classroom or in very extreme cases, temporarily removed from the school.

Policies Bullying Policy What is Bullying?

Bullying is repeated verbal, physical, social or psychological behaviour that is harmful. It involves the misuse of power, meaning one side is “stronger” than the other. Cyber bullying refers to bullying through information and communication technologies. Bullying is the deliberate intention to harm someone who does not have the power to stop it. Bullying, harassment or any form of discrimination, is immoral and can be unlawful because it interferes with the right of a person to feel safe and valued as a member of a community. Conflicts or fights between “equals” or single incidents are not considered bullying. It is important to understand that bullying is not the odd occasion of falling out with friends, name calling, arguments or when the occasional trick or joke is played on someone. It is bullying if it is done several times on purpose. Types of bullying: Verbal bullying is saying or writing mean things. Verbal bullying includes:  Name-calling  Inappropriate sexual comments  Taunting  Threatening to cause harm  Insults Social bullying involves hurting someone’s reputation or relationships. Social bullying includes:  Leaving someone out on purpose  Telling others not to be friends with someone  Spreading rumours about someone  Embarrassing someone in public Physical bullying involves hurting a person’s body or possessions. Physical bullying includes:  Hitting/kicking/pinching  Spitting

   

Purposely bumping into someone by pretending it was an accident Tripping/pushing Taking, breaking or hiding someone’s things Making mean or rude, hand or facial, gestures

Psychological bullying involves hurting a person’s feelings through actions. Psychological bullying includes:  Spreading rumours  “Dirty” looks  Hiding or damaging possessions  Malicious SMS and email messages  Inappropriate use of camera phones

Olweus ISH follows the ideas from the Olweus method regarding anti-bullying. There are specific routines/ steps to take if someone is bullying or being bullied. All staff are expected to work actively to investigate and report any suspicions of bullying at ISH. All students at ISH will follow these four anti-bullying rules: 1. We will not bully others. 2. We will try to help those who are bullied. 3. We will try to include those who are left out. 4. If we know that somebody is being bullied, we will tell an adult at school and an adult at home. Working Towards Prevention:  The four anti-bullying rules will be taught in all classrooms.  • Class meetings will be held where students talk about what bullying is. Students will learn why bullying should not happen. They will also learn to ask an adult for help if they see or experience bullying.  • Teachers will use positive and negative consequences for following and not following the four anti-bullying rules.  Teachers will work to make the classroom a positive place for students. For Individuals Who Bully or Who Are Bullied: 

Teachers and the school principal will meet with all involved separately to get their accounts of the situation.  All accounts will be documented.  Students who are bullied will be supported by staff. They will be told what action will be taken to end the bullying.  Teachers and other staff will meet with the parents of students who bully and students who are bullied. An action plan will be created and followed

Policies Homework Policy The International School of Helsingborgâ&#x20AC;&#x2122;s Homework Policy aims to help students establish a healthy balance between commitments in school, after school and at home. Homework benefits your child by complementing classroom learning, fostering good study habits, and providing an opportunity for children to be responsible for their own learning. In addition, it serves as a means of communication between home and school about what your child is learning. As such, we appreciate your effort in providing a suitable homework space and encouraging your child to complete homework tasks to the best of their ability. If the tasks are too challenging to be completed in the allocated time, please contact your child's teacher. If your child is absent from school please contact the teacher regarding work that may be assigned during their absence. K classes Homework is not set for students in the K classes on a regular basis, however time spent with your child talking about what they are learning, what they see around them in the local environment and the things that they enjoy doing, as well as spending time reading to and with your child will build and support their skill development.

PYP

Homework in PYP is used to enhance the units of inquiry and reinforce the key skills and concepts that have been taught at school. Homework may vary from week to week and will be differentiated within the class and feedback will be provided in a variety of forms with links made to their current learning. Please do not do your child's homework for them.

Homework in PYP has been organised so that three of the weekly homework sessions will focus on class tasks, and one weekly homework session will focus on Swedish tasks. Reading should be done in English, Swedish and / or mother tongue languages. It is expected that students will allocate this time over the week, ensuring time for extracurricular activities and time to play.

Below is the approximate amount of time a child who is focused on the task should spend on homework each day:

Grade

Minutes spent on homework tasks per day (Mon-Thur)

Minutes spent reading per day*

PYP 1

5-10

10-15

PYP 2

10-15

PYP 3

10=15

15-20

PYP 4

15-20

PYP 5

20-25

20-30

PYP 6

25-30

20-30

* Includes reading in English, Swedish and mother tongue.

Consequences for those students who do not complete their homework: 1st time: a verbal warning with work to be completed by the student in their time. 2nd time: an email home to parents informing them of incomplete homework. 3rd time: a meeting at school with the parents and the child to implement a plan of action. In addition to this, we highly recommend that parents read with and read to their children to engage in discussion about what they are reading. Parents who need assistance with book selections can speak to the librarian and / or their childâ&#x20AC;&#x2122;s class or specialists teacher.