Nov 2017 pyp 4 by Helsingborgs stad

PYP 4 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 learning while enjoying school. We model action to inspire action! Our mission at the school is to encourage the students to be engaged global learners who take action as a result of their learning. It is 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 school and the parents to help students experience a successful learning environment

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 have created this handbook to give you information about your childâ&#x20AC;&#x2122;s class routines and curriculum as well as general rules and procedures.

Carla Johansson

We look forward to working closely with you and your family to make this a successful school year for your child.

Sincerely,

PYP Principal

Message from the PYP 4 Team

Dear Parents of PYP 4 Students, Welcome to the Primary Years Programme (PYP) PYP 4 class at ISH. We trust that you will find this guide informative and helpful. It is intended to give you an overview of the procedures and practices at ISH in PYP 4 and to offer some ways in which you and your child can prepare for and settle into this grade level. We will communicate with you on a regular basis throughout the year via the school weekly newsletter. We will also be inviting you to visit the school to celebrate your child’s learning throughout the school year. Your participation in key events during the year is highly valued and important for your child’s success. The success of our school is also dependent on parent volunteers.

Please do not hesitate to contact your child’s teachers 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 PYP 4 Team

TABLE OF CONTENTS Message from the PYP Principal

How the day is organized

Message from the PYP 4 Team

IB Learning

Important contact information

Learning celebrations

Mission Statement

Learning support

18 & 38

Learner profiles

8-9

Library

Class contacts

Lost and Found

After School Hours

Managebac

Academic honesty

36 & 44

Meet the teacher

20 & 39

Assessment

36 & 46

Mobile Phones

Birthdays

Money at school

Buddy program

National Test

Bullying

36 & 48

15 & 39

Code of conduct

Program of inquiry

22 â&#x20AC;&#x201C;23

Communication

PTA

Contact information

6 & 38

Reading with your child

Curriculum

24-35

Reporting absences

Daily routine

School map

Drop off policy

Snacks at break

Entering the School

Sports house

Expectations of parents

Weekly assembly

Feld trips

What to bring

Handwriting

16 & 37

Whoâ&#x20AC;&#x2122;s who in PYP 4

Health issues

Withdraw from ISH

Helping in the classroom

Helsingborg Library card

Holidays

Homework

38 & 50

Important Contact Information Addresses

PYPK1—6 (PYP Campus)

MYP1 - DP2 (MYP—DP Campus)

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

MYP Campus: 042 106821

Main line 042 105705

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 PYP 4 Classes CLASS

NAME

CLASS

Class Teacher

Ms Kolberg

Emily.Kollberg@helsingborg.se

Class Teacher

Ms Rooney

Eleanor.Rooney@helsingborg.se

Class Teacher

Ms Baltzar

Malin.Baltzar@helsingborg.se

Swedish Teachers

Ms Larsson

PYP 1-6 yvette.larsson@helsingborg.se

Ms Sarenvik

PYP 1-6 Hanna.Sarenvik@helsingborg.se

Ms A Hill

PYP 1-6 Annelichristine.Hill@helsingborg.se

Swedish Language Ms Lowe Acquisition

PYP 1-6

STEAM

Ms Andersson

PYP1-6 Kristen.Andersson@helsingborg.se

Music

Mr Per Kincaid

PYP 4-6 Per.Kincaid@helsingborg.se

Mr Dejan

PYP 1-6 Dejan.Jovanovic@helsingborg.se

Learning Support

Ms Kojdic

PYP 1-6 Dusanka.Kojdic@helsingborg.se

Ms Kremser

PYP 1-6 Stephanie.Kremser@helsingborg.se

English Language Acquisition

Ms Ivarsson

PYP 1-6 lynda.ivarsson@helsingborg.se

Library

Ms. Sally

PYP

Sally.Russell@helsingborg.se

Ms. Sheila

PYP

Sheila.campbell@helsingborg.se

Councelor

Queenie

PYP

Queenie.Frelin@helsingborg.se

Nurse

Nurse Lotta

PYP

Ann-charlotte.hakansson@helsingborg.se

Fritids

Eva.Lowe@helsingborg.se

ISH.Fritids@helsingborg.se

How the day is organised

PYP 4 Daily Routine PYP 4 students who are coming directly to class are welcome to arrive at ISH from 7:55 and wait at the front of the school building. The school door opens at 8:05. Teachers are there to supervise as students enter the school grounds. If your child needs to arrive before 7:55 they must be enrolled in Fritids. At the end of the day, you may meet your child at the front of the school.

After the first day of school students in PYP 1PYP 6 are expected to enter the school building independently. There are staff on hand to ensure all children get to their classrooms safely. Due to arrival and departure congestion, parents are expected to wait outside of the school building when dropping off or picking up their children.

After School Hours Students are not allowed to remain in any part of the school building, including the playground, unless they are participating in a school sponsored activities. Parents are requested to meet other parents and play in the park opposite the school once the morning preschool session is finished. School personnel do not supervise the playground before or after school hours.

School door opens at 8:05 Teachers welcome students from 8:10-8:15 Registration is at 8:15. Classes start promptly at 8:15. There is a 30 minute morning break at 9:30 Children have 30 minutes to eat lunch, which is provided for every child in our school canteen There is a 30 minute afternoon break Mondays, Wednesdays and Thursdays school finishes at 14:45 Tuesdays and Fridays school finishes at 13:50

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.

Weekly Assembly Once a week, PYP 1- PYP 6 students will come together to share information, this could include identifying a learner profile or attitude for all students to focus on for the week, sharing information about whole school events or activities as well as highlight and celebrating cultural and global events.

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: Students in PYP 4-6 will leave the building independently. If parents need to get a message to the teacher, please send an email.

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.

Attending Fritids Fritids and Daycare parents will still be permitted to enter the building whilst dropping off and collecting their children from these services. 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. All fritids and preschool students must enter and exit the building through the preschool entrance. Students attending morning Fritids must arrive before 7:55. If they arrive after 7:55 they are must wait at the front enterance with the rest of the PYP community. As Fritids is cleaning up and closing at this time.

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 4 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.

Children's Bennie Winter Hat. Digital image. Esellerpro, n.d. Web. 16 June 2016. Children's gloves. Digital image. Sanzzygems, n.d. Web. 16 June 2016. Snow Boots for Kids. Digital image. Whatsonhire, n.d. Web. 16 June 2016. Snow Jacket and Pants. Digital image. The House, n.d. Web. 16 June 2016. Snow Gloves. Digital image. Waterproof Gloves, n.d. Web. 16 June 2016.

Clothing for PE:

Jewellery

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.

It is strongly advised that children do not wear expensive jewellery at school, its loss can cause upset to students and families and it is not the responsibility of the school or staff to search for the missing items.

Dress: 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.

Appropriate indoor shoe examples:

Green towel with soap on white background. Digital image. Colourbox .com, n.d. Web. 16 June 2016. What I need for PE. Digital image. RCSDK, n.d. Web. 16 June 2016.

Earrings During PE lessons, earrings must be removed or covered with tape which you need to provide.

Reporting absences: Students in PYP 1 - PYP 6 are registered in the attendance system Skola24. If a student is absent, this should be reported by calling 0515-869 42 (English) or 0515-777 604 (Swedish). Please note that all students are expected to attend school during each day of the school year unless they are ill. If your child is in PYP and you are aware, in advance, of a period of time that your child will be missing school due to an extenuating circumstance, please contact the school and fill out the ‘Request for Absence’ form. If a student is absent for more than two days he/she must have approval from the school principal. The completed ‘Request for Absence’ form must be given to the class teacher well in advance as consent must be given before the time off can start. A copy of the ‘Request for absence’ form with/without consent is given to the parents and a copy is kept on file.

National Tests Students in PYP 4 complete Swedish National Tests in the Spring term. The Swedish team prepare and support students for and during this test.

Cursive Handwriting PYP 4 students will have the opportunity to continue to develop and practice their cursive handwriting throughout the year.

Helsingborg City Library Card It is recommended that students in PYP 4 have a Helsingborg City Library card. This provides students with the opportunity to borrow books from the community library.

Money at school In the event of something taking place at school where your child would need money it should be sent in a sealed envelope with your child’s name on the front. Your child should bring the envelope into the classroom and put it in their drawer. It is not recommended that your child leave the money in their school bag.

Helping with Classroom Activities and Field Trips If you would like to volunteer to help with classroom activities and field trips please inform your child’s teacher and have a look at the weekly newsletter.

Health issues School or stay at home?

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.

Fevers: You 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.

Head Lice Mayo Clinic. Digital image. Mayo Foundation for Medical Education and Research, 26 Aug. 2013. Web. 16 June 2016.

Coughs/runny nose: I f 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.

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.

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. 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.

Pinworms: Pinworms are 10mm long and as

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.

General PYP 4 Class Information Birthdays: Our students’ birthdays are special days and are happily recognized by the PYP 4 teachers. 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.

Learning Celebrations Each spring term, parents will be invited in to take part in their child’s learning celebration. This will be a time for you to spend some time with your child in the classroom. Your child will guide you through a few learning activities demonstrating their learning. Please keep in mind, this is the time for your child to shine. Siblings who attend the celebration must be supervised by the parent and must have something from home to occupy their time. If there is disruptive behaviour, the teacher will ask the family to return another time without siblings.

Communication: Weekly newsletters will be sent out to keep you informed of what is happening in your child’s class 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.

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. 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 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

School Expectations of Parents We strive to ensure your child has the best opportunity to become caring, responsible, and independent individuals. The only way this works is by having the school and home work closely together. At ISH, we have a very involved parent community and this one of the factors that has made the school so successful. In order for things to run smoothly, parents/ guardians need to: 

Keep up to date with school news by reading the school newsletter weekly



Volunteer for at least one event: field trips, spring/winter fair, class assistance, Parent Teacher Association (PTA)



Keep the main office and class teacher informed if emails, addresses, phone number change



Inform the class teacher and the main office if the schedule will change



Ensure your child is dropped off and picked up according to schedule



Maintain close contact with their child’s teacher



For daycare/preschool students: inform if there is a change in employment

Managebac Managebac is a web based application that the school uses for planning the curriculum as well as reporting student progress to parents. Upon progress report time, families and students who are new to the school will get an email from Managebac with a password and directions on how to access the student’s report. Parents and students simply log on to the website with the link and secure password to view the report.

Meet the Teacher Met the Teacher Evening is held at the beginning of the first term of the school year. This is an opportunity to visit your child’s classroom, meet the teachers and hear in more detail about the curriculum and procedures in your child’s class.

Lost and Found There is a lost and found basket at the main entrance of the school, as well as each of the P.E. changing rooms. There is also a lost and found located at the preschool entrance. Once every 5 - 8 weeks, unclaimed articles are donated to charity.

IB Learning The Primary Years Programme (PYP) presents the International School of Helsingborg (ISH) with a comprehensive plan for high quality, international education. It provides a curriculum framework of essential elements â&#x20AC;&#x201D; the knowledge, concepts, skills, attitudes, and action that young students need to equip them for successful lives, both now and in the future. The International School of Helsingborg works with the five elements to construct a rigorous and challenging primary curriculum for international education. The PYP aims to create a curriculum that is engaging, relevant, challenging and significant for learners in the 3â&#x20AC;&#x201C;12 age range. The curriculum is transdisciplinary, meaning that it focuses on issues that go across subject areas.

by all students and some students will surpass the grade level learning outcomes, so their focus will be on creating deeper understanding and extending their learning. The learning outcomes will form a basis for planning units of work and for the assessment of student progress. Please do not hesitate to contact us if you would like to learn more the continuum of learning phases.

Program of inquiry in PYP 4 Within the program of inquiry, students inquire into, and learn about globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme. Lines of inquiry are identified in order to explore the scope of the central idea for each unit. Curriculum Our school curriculum is based on phases with learning outcomes. The learning outcomes are from the International Baccalaureate Primary Years Programme and are based on the philosophy that learning is a developmental process. The student learning outcomes are part of a continuum, which is a continuing process of education. This process is in phases, with phase 1 starting in the K classes and continuing through to phase 4 in PYP 6. Students in each class will be working at different levels of learning, understanding and achievement. This means that not all outcomes will be achieved

Themes around which learning is planned are: Who we are. Where we are in place and time. How we express ourselves. How the world works. How we organize ourselves. Sharing the planet. These themes are selected for their relevance to the real world. They are described as transdisciplinary because they focus on issues that go across subject areas.

Program of inquiry in PYP 4

Who We Are

Where We Are In Place and Time

How We Express Ourselves

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Values and beliefs help to shape people.

Knowing about history enables us to discover how the world has changed over time.

Our need to share our feelings and ideas drives us to develop effective ways to communicate.

Lines of Inquiry:

Lines of Inquiry: 1. 2. 3.

Own beliefs and practices 1. Contributions to modern Religious beliefs and practices society Values and their influence 2. Comparing past lives with over decision making. ours today 3. The main characteristics of different time periods

During this unit the students have the opportunity to inquire into their own beliefs and practices. Through researching major world religions students gain a greater perspective of how religious beliefs and traditions vary. Additionally students explore personal values and their influence over decision making and who they are as individuals. Continued reflection, presentation by students, guest speakers and when possible, visits to places of worship, allow students to develop a greater sense of tolerance and open mindedness towards others and their beliefs.

In this unit students think about how the Stone and Bronze age have influenced modern society. During the process of researching characteristics of these different time periods, students gain knowledge of how civilizations developed over time. Through investigating important contributions made by ancient civilizations, such as the growth of communities and societies, inventions and pieces of art, students can recognize how they have influenced how the world has changed over time. Students will gain an appreciation of the similarities and differences between the lives of people in past ages to ours today.

1. 2. 3.

Identifying our feelings Ways of expressing our feelings and ideas Effective communication of feelings and ideas

Drama and expressive art are the key vehicles in encouraging the students to develop the recognition of their feelings in a given situation. Acknowledging that their feelings are real and a part of their individual personalities helps bring this full circle. We explore different ways of expressing our feelings and discuss the most effective way for the individual to do this. Students also cooperate during role play activities to dramatize how oneâ&#x20AC;&#x2122;s reactions based upon intense feelings can affect the communication between people in various types of encounters.

How the World Works

How We Organize Ourselves

Sharing the Planet

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution

Everything in our solar system is connected through gravity.

People use digital media to access information and connect with each other.

People can interact with the environment and its resources in different ways

Lines of Inquiry:

Lines of Inquiry: 1.

The natural and unnatural objects in our solar system Gravity Earth and Sun connections Earth and Moon connections

1. How new digital media is used or organized 2. Evaluating information 3. Our responsibility in virtual environments

The science of the force of gravity and its interaction with the solar system is explored throughout this unit. Activities and simple experiments spark the students’ inquiry into gravity’s connection to all the objects that are present within the solar system. This includes the Earth’s rotation around the sun and how the sun interacts with seasonal changes, weather patterns and climate of Earth. An interesting cookie challenge gives students a fun look at the phases of the moon and the tidal movement of the world’s oceans in reaction to this. Through class group work and the use of technology, students gain knowledge about of the components of our solar system, their form and how they work together in their orbital

In this unit students explore age appropriate digital media and how to use it responsibly. The students are challenged to evaluate their responsibilities in virtual environments. Students look at how digital media is used and organised and how this connected to their social network. Through looking at different netiquette students create their own digital citizen handbook which details their understanding.

2. 3. 4.

1. Human impact on the environment 2. Consequences of choices we make 3. What we can do now Students develop an understanding of the consequences human actions are having on the environment by researching global environmental issues such as climate change, water pollution and plastic waste. They learn to respect Earth’s finite resources, distinguishing between renewable and nonrenewable ones. After our visit to the city waste disposal centre and follow up presentation by a guest speaker from Miljöverkstaden (city environmental agency), students gain a greater understanding of the need for commitment of us all to take responsibility now to prevent future environmental damage.

English Language Language is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts.

Listening and Speaking

Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language. Conceptual understandings 1.

Spoken language varies according to the purpose and audience.

People interpret messages according to their unique experiences and ways of understanding.

Spoken communication is different from written communication—it has its own set of rules.

Reading

Learners show an understanding that text is used to convey meaning in different ways and for different purposes—they are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning. Conceptual understandings: 1.

Different types of texts serve different purposes.

What we already know enables us to understand what we read.

Applying a range of strategies helps us to read and understand new texts.

Wondering about texts and asking questions helps us to understand the meaning.

The structure and organization of written language influences and conveys meaning.

Viewing and presenting

Learners show an understanding that visual text may represent reality or fantasy. They recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information. Conceptual understandings: 1.

Visual texts can expand our database of sources of information.

Visual texts provide alternative means to develop new levels of understanding.

Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.

Different visual techniques produce different effects and are used to present different types of information.

Writing Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing. Conceptual understandings: 1.

We write in different ways for different purposes.

The structure of different types of texts includes identifiable features.

Mathematics

Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.

Thinking about storybook characters and people in real life helps us to develop characters in our own stories.

When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.

The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions.

Data Handling

Learners will continue to collect, organize, display and analyse data, developing an understanding of how different graphs highlight different aspects of data more efficiently. They will understand that scale can represent different quantities in graphs and that mode can be used to summarize a set of data. The learners will make the connection that probability is based on experimental events and can be expressed numerically.

Conceptual Understandings: 1.

Data can be collected, organized, displayed and analysed in different ways.

Different graph forms highlight different aspects of data more efficiently.

Probability can be based on experimental events in daily life.

Probability can be expressed in numerical notations.

Measurement

Learners will continue to use standard units to measure objects, in particular developing their understanding of measuring perimeter, area and volume. They will select and use appropriate tools and units of measurement, and will be able to describe measures that fall between two numbers on a scale. The learners will be given the opportunity to construct meaning about the concept of an angle as a measure of rotation. Conceptual understandings 1.

Objects and events have attributes that can be measured using appropriate tools.

Relationships exist between standard units that measure the same attributes.

Shape and Space

Learners will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will be able to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of symmetry, in particular reflective and rotational symmetry. They will understand how geometric shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations.

Conceptual understandings 1.

Changing the position of a shape does not alter its properties.

Shapes can be transformed in ent ways.

Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations.

differ-

Pattern and Function

Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set. They will understand the inverse relationship between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations.

Conceptual understandings

Conceptual understandings 1.

Functions are relationships or rules that uniquely associate members of one set with members of another set.

By analysing patterns and identifying rules for patterns it is possible to make predictions.

The base 10 place value system can be extended to represent magnitude.

Fractions and decimals are ways of representing whole-part relationships.

The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems.

4. Even complex operations can be modelled in a variety of ways, for example, an algorithm is a way to represent an operation.

Number

Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will demonstrate this understanding by modelling equivalent fractions and decimal fractions to hundredths or beyond. They will be able to model, read, write, compare and order fractions, and use them in real-life situations. Learners will have automatic recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers.

Swedish Students have three hours of Swedish language learning in PYP 4. The learning focuses on all aspects of language curriculum; speaking and listening, viewing and presenting, reading and writing. Links are made between Swedish language and culture and the units of inquiry. Students are assessed and grouped according to their language skill into mother tongue, intermediate or beginner levels and the curriculum is adapted to ensure all students develop their Swedish language proficiency.

Science Science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. Science leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world.

Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts.

Science Skills 

Observe carefully in order to gather data



Use a variety of instruments and tools to measure data accurately



Use scientific vocabulary to explain their observations and experiences



Identify or generate a question or problem to be explored



Plan and carry out systematic investigations, manipulating variables as necessary



Make and test predictions



Interpret and evaluate data gathered in order to draw conclusions



Consider scientific models and applications of these models (including their limitations)

They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.

Social Studies Social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning.

Students will extend their understanding of human society, focusing on themselves and others within their own community as well as other communities that are distant in time and place. They will investigate how and why groups are organized within communities, and the ways in which communities reflect the cultures and customs of their people. They will recognize the interdependency of systems and their function within local and national communities. They will increase their awareness of how people influence, and are influenced by, the places in their environment.

Students will explore the relationship between valuing the environment and protecting it. They will extend their understanding of time, recognizing important events in people’s lives, and how the past is recorded and remembered in different ways. They will broaden their understanding of the impact of advances in technology over time, on individuals, society and the environment. Social Studies Skills 

Formulate and ask questions about the past, the future, places and society



Use and analyse evidence from a variety of historical, geographical and societal sources



Orientate in relation to place and time



Identify roles, rights and responsibilities in society



Assess the accuracy, validity and possible bias of sources

Visual Art The arts are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. Arts support the acquisition of essential knowledge and skills, the development of conceptual understanding, the demonstration of positive attitudes, and the taking of action. The arts include the strands of Dance, Drama, Music and Visual Art.

Arts have the power to influence thinking and behaviour.

We make connections between our artwork and that of others to extend our thinking.

We can explore our personal interests, beliefs and values through arts.

Responding and Creating

Learners show an understanding that issues, beliefs and values can be explored in arts. They demonstrate an understanding that there are similarities and differences between different cultures, places and times. They analyse their own work and identify areas to revise to improve its quality. They use strategies, based on what they know, to interpret arts and understand the role of arts in our world.

Learners show that, as artists, they can influence thinking and behaviour through the arts they create. They think critically about their work and recognize that their personal interests, beliefs and values can inform their creative work. They show an understanding of the relationships between their work and that of others.

Conceptual understandings 1.

When experiencing arts, we make connections between different cultures, places and times.

People explore issues, beliefs and values through arts.

There are different kinds of audiences responding to different arts.

We use what we know to interpret arts and deepen our understanding of ourselves and the world around us.

Personal, Social and Physical Education (PSPE) PSPE is concerned with the individualâ&#x20AC;&#x2122;s wellbeing through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a studentâ&#x20AC;&#x2122;s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle.

Identity

Active Living

Learners understand that a personâ&#x20AC;&#x2122;s identity is shaped by a range of factors and that this identity evolves over time. They explore and reflect on the strategies they use to manage change, approach new challenges and overcome adversity. They analyse how they are connected to the wider community and are open to learning about others. Learners use their understanding of their own emotions to interact positively with others. They are aware that developing selfreliance and persisting with tasks independently will support their efforts to be more autonomous learners.

Learners understand the factors that contribute to a healthy lifestyle. They understand that they can enhance their participation in physical activities through developing and maintaining physical fitness, refining movement skills, and reflecting on technique and performance. Learners are able to identify different stages of life and understand that rates of development are different for everyone. Learners understand that there are potential positive and negative outcomes for risk-taking behaviours and are able to identify these risks in order to maximize enjoyment and promote safety.

Conceptual understandings

A personâ&#x20AC;&#x2122;s identity evolves as a result of many cultural influences.

A personâ&#x20AC;&#x2122;s self-concept is influenced by how others regard and treat him or her.

Embracing and developing optimism helps us to have confidence in ourselves and our future.

Understanding ourselves helps us to understand and empathize with others.

Self-efficacy influences the way people feel, think and motivate themselves, and behave.

Reflecting on the strategies we use to manage change and face challenges helps us to develop new strategies to cope with adversity.

Increasing our self-reliance and persisting with tasks independently supports our efforts to be more autonomous.

Regular exercise, hydration, nutrition and rest are all important in a healthy lifestyle.

We can develop and maintain physical fitness by applying basic training principles.

People go through different life stages, developing at different rates from one another.

Attention to technique and regular practice can improve the effectiveness of our movements.

A dynamic cycle of plan, perform and reflect can influence a creative movement composition.

There are positive and negative outcomes for taking personal and group risks that can be evaluated in order to maximize enjoyment and promote safety.

Interactions

Learners understand that group work can be enhanced through the development of a plan of action and through identifying and utilizing the strengths of individual group members. Learners reflect on the perspectives and ideas of others. They understand that healthy relationships are supported by the development and demonstration of constructive attitudes towards other people and the environment. Conceptual understandings 1.

A plan of action is a necessary strategy for a group to achieve its goal.

An effective group capitalizes on the strengths of its individual members.

Healthy relationships are supported by the development and demonstration of constructive attitudes such as respect, empathy and compassion.

Behaviour can be modified by applying deliberate strategies.

Communities and societies have their own norms, rules and regulations.

Communities and their citizens have a collective responsibility to care for local and global environments.

ICT The ever-increasing impact of ICT on learning is an important consideration in education. Through ICT, there are greater opportunities for interactive communication and exchange of information through global collaboration, authentic learning, expansion of the learning community and empowerment for all learners. The following six ICT skills are relevant to all learners: Investigating Creating Communicating Collaborating Organizing Becoming responsible digital citizens. Each skill is transdisciplinary and will support learning both within the transdisciplinary programme of inquiry and within the subject areas. These skills interact with each other to support the development of learners.

S.T.E.A.M. During S.T.E.A.M., students will participate in exciting challenges where they will interact with a variety of materials, utilize tools as well as concepts and skills which are connected to science, technology, engineering art and mathematics. S.T.E.A.M. challenges in the PYP will include the use of the Engineering Design Process, as well as the Scientific Method to guide students through their challenge, record data and reflect upon the challenge.

ISH PYP Program o Who We Are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Where We Are In Place and Time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives

How We Express Ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

People change and develop over time.

Songs and rhymes help human expression.

Families have unique values and traditions.

People communicate ideas and feelings in many creative ways

Friendships develop with rights and responsibilities.

Forms of transport have changed over time.

Stories are a form of expression that help us develop our imagination.

PYP 1

The senses help us communicate, experience, explore and interpret the world.

Homes can be reflective of global and local conditions.

Imagination is a powerful tool for extending our ability to think, create and express ourselves.

PYP 2

A balance of relaxation, exer- Knowing about our family hiscise and nutrition promotes tories enables us to discover good health. our cultural origins and develop understanding of history.

PYP 3

Choices of role models reflect the characteristics that a society values

PYP 4

Values and beliefs help to shape people.

PYP 5

PYP 6

People use different tools to explore and understand time and place.

Illustrations express a personâ&#x20AC;&#x2122;s perspective through a variety of media.

Knowing about history enaOur need to share our feelings and bles us to discover how the ideas drives us to develop effective world has changed over time. ways to communicate.

Overcoming prejudice can be Human exploration leads to discoveries, opportunities and attained through understandnew understandings. ing. The Human body consists of many interrelated systems.

Fairy tales and folklore reflect culture and creativity from people around the world.

By discovering the history of our continent, we learn about our connections with other people and places in the

Creating and responding to art develops understanding of ourselves and the world around us. The need for self-expression has endured through time and reflects changes in our world.

of Inquiry Overview How the World Works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

How We Organize Ourselves An inquiry into the interconnectedness of humanmade systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact on humankind and the environment.

Sharing the Planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Seasons show changes in weather and environment.

People share the world with many tiny creatures.

Humans use their understanding of air and water in practical ways.

Animals and plants develop and change during a life cycle.

Light and sound are forms of energy that help us experience our world.

Sharing the planet with people and other living things comes with responsibilities.

Habitats provide what living things need to survive

PYP 1

Number systems provide a Peaceful relationships within our common language we can use community strengthen our commuto make sense of the world. nity environment.

PYP 2

Matter exists in changing states.

Natural and unnatural processes shape and reshape the Earth's surfaces.

Communities function more effectively when systems and routines are in place.

Weather & seasonal changes influence the interactions between the natural world and human society.

Money functions as a system of exchange in trade.

Food as a resource may go through processes in order to be distributed globally.

PYP 3

Everything in our solar system is connected through gravity.

People use digital media to access information and connect with each other.

People can interact with the environment and its resources in different ways.

PYP 4

Wealth and resources determine access to equal opportunities.

PYP 5

Understanding the laws of sciSystems of production, exchange, and consumption ence determines how we apbring about economic activity. ply them in our everyday lives. Organisms interact with one another and with their environment in an ecosystem.

Political systems structure EXHIBITION how nations are organized and This issue matters to me, my comconnected munity and my world.

PYP 6

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

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

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.

School Administrators Mrs. Julie Little Ms Margareta Hanerus Mr. Simon Vickers E-mail: ish@helsingborg.se

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.

Contact numbers PYP Campus

042 105755

MYP Campus

042 106821

DP Campus

042 106740

Main line

042 105705Address

Address PYP K1– 6 International School of Helsingborg Östra Vallgatan 9 251 89 Helsingborg

Bullying What is Bullying?

MYP 1â&#x20AC;&#x201D; DP 2 International School of Helsingborg StudievĂ¤gen 2 251 89 Helsingborg

Fritids +46 (0) 42-10 58 75 ish.fritids@helsingborg.se Daycare 0729748401 ishdaycare@helsingborg.se

Data Protection Students, guests and staff attending school events should be aware that these are regarded as public events. Photographs of those attending may be taken for use in the schools promotional materials, on the website and social media channels. We will try to ensure that attendees are aware that they have been photographed and that we obtain their consent to use the photographs. However, because of the nature of these events, this may not always be possible. Some small group photography may be taken and we will endeavour to advise all those taking part that these photographs will be used for school promotional purposes. Names of those in photographs will not be used unless permission has been sought.

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.

Handwriting Students arrive at ISH using a range of different handwriting styles. Teachers accommodate for these different styles and encourage good posture, correct pencil hold and a neat and legible letter formation and handwriting script.

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.

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.

Please see the Policies Appendix for more information.

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.

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 within three weeks of the date you have received the decision. Write which decision you are appealing, which change you want and

No Smoking Policy at ISH

PTA

ISH is a non-smoking environment. Parents are required by law not to smoke in or around the school building.

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.

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.

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 location (PYP K1– PYP 6) 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. Parents will be informed of an extreme incident on the day it occurs. Parents may be contacted via email, or phone call by either the class teacher or the teacher who witnessed the event.

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.