Nov 2017 pyp 5 by Helsingborgs stad

PYP 5 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 5 Team

Dear Parents of PYP 5 Students, Welcome to the Primary Years Programme (PYP) PYP 5 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 5 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 5 Team

Table of Contents Message from the PYP Principal

Homework

38 & 50

Message from the PYP 5 Team

How the day is organized

Important contact information

IB Learning

Mission Statement

Learning celebrations

Learner profiles

8-9

Learning support

19 & 38

Class contact

Library

After School Hours

Lost and Found

Academic honesty

36 & 44

Managebac

Assessment

36 & 46

Meet the teacher

20 & 39

Birthdays

Mobile Phones

Buddy program

Money at school

Bullying

36 & 48

15 & 39

Chess

Program of inquiry

22 â&#x20AC;&#x201C;23

Code of conduct

PTA

Communication

Reading with your child

Contact information

6 & 38

Reporting absences

Curriculum

24-35

School map

Daily routine

Snacks at break

Data Protection

Sports house

Drop off policy

Viking camp

Entering the School

Weekly assembly

Expectations of parents

What to bring

Feld trips

Whoâ&#x20AC;&#x2122;s who in PYP 5

Handwriting

Withdraw from ISH

Health issues

Helping in the classroom

Helsingborg Library card

Holidays

38 4

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 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 Head of School: Öivind Linnerud

Other 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

Co-ordinators PYP Coordinator: Sally Drury MYP Coordinator: Sally Christensen DP Coordinator: Daniel Blair

Psychologist PYP/MYP: Madeleine van der Reijden Psychologist MYP 5/DP: Sam Al-Obaidy Learning Support: Roseanne McCormack, SEN CO ICT: Michiel van der Gragt 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 5 Classes CLASS / SUBJECT AREA

NAME

PYP 5 Class Teacher

Mr Long

Daune.Long@helsingborg.se

PYP 5 Class Teacher

Ms Gruhle

Sabrina,Gruhle@helsingborg.se

Swedish Teachers

Ms A. Hill

PYP 5

Annelichristine.Hill@helsingborg.se

Miss Sarenvik

PYP 5

Hanna.Sarenvik@helsingborg.se

Ms Larsson

PYP 5

Yvette.Larsson@helsingborg.se

Music

Mr Per Kincaid

PYP 5

Per.Kincaid@helsingborg.se

Mr Dejan

PYP

Dejan.Jovanovic@helsingborg.se

STEAM

Mrs Andersson

PYP

Kristen.Andersson@helsingborg.se

Learning Support

Miss Kojdic

PYP

Dusanka.kojdic@helsingborg.se

Ms Kremser

PYP

Stephanie.Kremser@helsingborg.se

Ms Ivarsson

PYP

English Language Acquisition

CLASS

lynda.ivarsson@helsingborg.se

Swedish Language Acquisition

Ms Lowe

Librarians

Ms. Sally

PYP

Sally.Russell@helsingborg.se

Ms Sheila

PYP

Sheila.Campbell@helsingborg.se

PYP

Eva.Lowe@helsingborg.se

Councelor

Quinee Frelin

Queenie.Frelin@helsingborg.se

Nurse

Lotta HĂĽwkansson

ann-charlotte.hakansson@helsingborg.se

Fritids

ISH.Fritids@helsingborg.se

PYP 5 Daily Routine PYP 5 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.

How the day is organised 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 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.

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 allowed.

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 Kindergarten entrance. Students attending morning Fritids must arrive before 7:55. If they arrive after 7:55 they are must wait at the front entrance 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 5 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: 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.

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

Jewellery 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.

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.

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.

Chess Part of the PYP 5 experience is learning how to play chess. Community volunteers come to school on a weekly basis and share their expertise and enthusiasm for chess with the students. During the Spring term, all PYP 5 students participate in the Helsingborg Inter-school Chess Playoff, a fun and exciting opportunity where the PYP 5 students play chess with other students from the Helsingborg region of the same age.

Helsingborg City Library Card It is recommended that students in PYP 5 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.

Viking Camp It has become a tradition for students to attend a Viking Camp overnight in May/ June of each year. However, it is not a school requirement. It is only possible if parents wish for this fantastic overnight excursion to occur and fundraising support from all parents and students in the class is essential.

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? 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.

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.

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

Pinworms: Pinworms are 10mm long and as 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.

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.

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.

General PYP 5 Class Information Birthdays: Our students’ birthdays are special days and are happily recognized by the PYP 5 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.

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 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.

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

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.

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

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 5 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 5

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.

Overcoming prejudice can be attained through understanding.

Human exploration leads to discoveries, opportunities and new understandings.

Creation of art and our response to it develops understanding of ourselves and the world around us.

Lines of Inquiry:

1. How prejudice begins 2. Actions against prejudice 3. Human similarities and differences

In this unit students explore identity and learn about the importance of diversity, tolerance and respect. They gain an understanding of how they as individuals have a responsibility to challenge prejudice in their community.

Lines of Inquiry: 1. Causes of exploration 1. How the arts develop appreciation (historical and personal) 2. Consequences of human explo- 2. Ways cultures and societies express ideas, individuality and valration ues through creativity 3. Connection from the past to 3. How the arts can be a reflection today of values and issues

Students will explore causes for exploration and the consequences, both positive and negative. They will make connections between past and present day explorations.

Students will investigate how art is a reflection of our personal and cultural identities.

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

Understanding the laws of science determines how we apply them in our everyday lives.

Systems of production, exchange, and consumption bring about economic activity.

Wealth and resources determine access to equal opportunities.

Lines of Inquiry:

1. 2. 3.

Natural laws How science has changed our Understanding of the world Uses of scientific principles in everyday life

Students will investigate different areas of science through experimentation and the use of scientific and engineering methods.

1. Trade â&#x20AC;&#x201C; local and global 2. Distribution of good and services 3. Role of supply and demand

Students will learn about production, exchange, and consumption through real life situations.

1. Quality of life around the world 2. Resource distribution 3. Relationship between wealth and power

Students will investigate issues of inequality and limited world resources. In this unit, the students will learn how poverty can affect access to equal opportunities.

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.

Knowing about the techniques used in visual texts helps us to interpret presentations and create our own visual effects.

Synthesizing information from visual texts is dependent upon personal interpretation and leads to new understanding.

Listening and Speaking Reading Learners are able to understand the difference between literal and figurative language; how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning. Conceptual understandings

Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can articulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them to further knowledge about, and understanding of, the world.

Spoken language can be used to persuade and influence people.

Conceptual understandings:

Metaphorical language creates strong visual images in our imagination.

Listeners identify key ideas in spoken language and synthesize them to create their own understanding.

Authors structure stories around significant themes. Effective stories have a structure, purpose and sequence of events (plot) that help to make the authorâ&#x20AC;&#x2122;s intention clear.

People draw on what they already know in order to infer new meaning from what they hear.

Synthesizing ideas and information from texts leads to new ideas and understanding.

Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act. print and organizing books.

Viewing and presenting

Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position. Conceptual understandings: 1.

The aim of commercial media is to influence and persuade viewers.

Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives. 24

Writing Learners show an understanding of the conventions pertaining to writing, in its different forms, that are widely accepted. In addition, they demonstrate a high level of integration of the strands of language in order to create meaning in a manner that suits their learning styles. They can analyse the writing of others and identify common or recurring themes or issues. They accept feedback from others. Conceptual understandings: 1.

Stories that people want to read are built around themes to which they can make connections.

Effective stories have a purpose and structure that help to make the author’s intention clear.

Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.

Data Handling

Knowing what we aim to achieve helps us to plan and develop different forms of writing.

Through the process of planning, drafting, editing and revising, our writing improves over time.

Learners will collect, organize and display data for the purposes of valid interpretation and communication. They will be able to use the mode, median, mean and range to summarize a set of data. They will create and manipulate an electronic database for their own purposes, including setting up spreadsheets and using simple formulas to create graphs. Learners will understand that probability can be expressed on a scale (0–1 or 0%–100%) and that the probability of an event can be predicted theoretically.

Mathematics 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.

Conceptual Understandings: 1.

Data can be presented effectively for valid interpretation and communication.

Range, mode, median and mean can be used to analyse statistical data.

Probability can be represented on a scale between 0–1 or 0%–100%.

The probability of an event can be predicted theoretically.

Measurement

Shape and Space

Learners will understand that a range of procedures exists to measure different attributes of objects and events, for example, the use of formulas for finding area, perimeter and volume. They will be able to decide on the level of accuracy required for measuring and using decimal and fraction notation when precise measurements are necessary. To demonstrate their understanding of angles as a measure of rotation, the learners will be able to measure and construct angles.

Learners will understand the properties of regular and irregular polyhedra. They will understand the properties of 2D shapes and understand that 2D representations of 3D objects can be used to visualize and solve problems in the real world, for example, through the use of drawing and modelling. Learners will develop their understanding of the use of scale (ratio) to enlarge and reduce shapes. They will apply the language and notation of bearing to describe direction and position.

Conceptual understandings

Accuracy of measurements depends on the situation and the precision of the tool.

Conversion of units and measurements allows us to make sense of the world we live in.

A range of procedures exists to measure different attributes of objects and events.

Manipulation of shape and space takes place for a particular purpose.

Consolidating what we know of geometric concepts allow us to make sense of and interact with our world.

Geometric tools and methods can be used to solve problems relating to shape and space.

Pattern and Function

Learners will understand that patterns can be represented, analysed and generalized using algebraic expressions, equations or functions. They will use words, tables, graphs and, where possible, symbolic rules to analyse and represent patterns. They will develop an understanding of exponential notation as a way to express repeated products, and of the inverse relationship that exists between exponents and roots.

They will use mental and written strategies to solve problems involving whole numbers, fractions and decimals in real-life situations, using a range of strategies to evaluate reasonableness of answers.

Conceptual understandings 1.

The base 10 place value system extends infinitely in two directions.

Fractions, decimal fractions and percentages are ways of representing whole-part relationships.

For fractional and decimal computation, the ideas developed for whole-number computation can apply.

Ratios are a comparison of two numbers or quantities.

The students will continue to use their understanding of pattern and function to represent and make sense of real-life situations and to solve problems involving the four operations. Conceptual understandings 1.

Patterns can often be generalized using algebraic expressions, equations or functions.

Exponential notation is a powerful way to express repeated products of the same number.

Number

Swedish Learners will understand that the base 10 place value system extends infinitely in two directions and will be able to model, compare, read, write and order numbers to millions or beyond, as well as model integers. They will develop an understanding of ratios. They will understand that fractions, decimals and percentages are ways of representing whole-part relationships and will work towards modelling, comparing, reading, writing, ordering and converting fractions, decimals and percentages.

Students have three hours of Swedish language learning in PYP 5. 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 they will recognize that change may be affected by one or more variables. Students will reflect on the impact that the application of science, including advances in technology, has had on themselves, society and the environment.

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 examine ethical and social issues in sciencerelated contexts and express their responses appropriately. They will 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.

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)

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 recognize different aspects of human society, focusing on themselves and others within their own community as well as groups of people that are distant in time and place. They will extend their understanding of how and why groups are organized within communities, and how participation within groups involves both rights and responsibilities. They will understand the interdependency of systems and their function within local and national communities. Students will gain an appreciation of how cultural groups may vary in their customs and practices but reflect similar purposes. They will deepen their awareness of how people influence, and are influenced by, places in the environment. They will realize the significance of developing a sense of belonging and stewardship towards the environment, valuing and caring for it, in the interests of themselves and future generations.

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

Students will consolidate their understanding of time, recognizing how ideas and actions of people in the past have changed the lives of others, and appreciating how the past is recorded and remembered in different ways. They will gain an understanding of how and why people manage resources. They will understand the impact of technological advances on their own lives, on society and on the world, and will reflect on the need to make responsible decisions concerning the use of technologies.

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.

We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.

Arts provide opportunities to explore our creative potential and engage in a personal artistic journey.

Responding and Creating

Learners show an understanding that throughout different cultures, places and times, people have innovated and created new modes in arts. They can analyse different art forms and identify common or recurring themes or issues. They recognize that there are many ways to enjoy and interpret arts. They accept feedback from others.

Learners show an understanding that their own creative work in dance, drama, music and visual arts can be interpreted and appreciated in different ways. They explore different media and begin to innovate in arts. They consider the feedback from others in improving their work. They recognize that creating in arts provides a sense of accomplishment, not only in the process, but also in providing them with a way to understand the world. Conceptual understandings 1.

Through exploring arts across cultures, places and times we can appreciate that people innovate.

People communicate across cultures, places and times through arts.

The arts provide us with multiple perspectives.

We reflect and act on the responses to our creative work.

We act on the responses to our artwork to inform and challenge our artistic development.

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. Wellbeing 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 the physical changes they will experience at different stages in their lives affect their evolving identities. They understand that the values, beliefs and norms within society can impact on an individualâ&#x20AC;&#x2122;s self -concept and self-worth. Learners understand that being emotionally aware helps them to manage relationships. They recognize and describe how a sense of self-efficacy contributes to human accomplishments and personal wellbeing. Learners apply and reflect on strategies that develop resilience and, in particular, help them to cope with change, challenge and adversity in their lives.

Learners understand the interconnectedness of the factors that contribute to a safe and healthy lifestyle, and set goals and identify strategies that will help develop well-being. They understand the physical, social and emotional changes associated with puberty. They apply movement skills appropriately, and develop plans to help refine movements, improve performance and enhance participation in a range of physical contexts. Conceptual understandings 1.

Identifying and participating in activities we enjoy can motivate us to maintain a healthy lifestyle.

There is a connection between exercise, nutrition and physical well-being.

Conceptual understandings 1.

Many different and conflicting cultures influence identity formation.

The physical changes people experience at different stages in their lives affect their evolving identities.

Setting personal goals and developing plans to achieve these goals can enhance performance.

Stereotyping or prejudging can lead to misconceptions and conflict.

There are physical, social and emotional changes associated with puberty.

The values, beliefs and norms of a society can impact on an individualâ&#x20AC;&#x2122;s self-concept and self-worth.

Appropriate application of skills is vital to effective performance.

Complexity and style adds aesthetic value to a performance.

Being emotionally aware helps us to manage relationships and support each other.

Understanding our limits and using mod-

A personâ&#x20AC;&#x2122;s self-worth is reinforced and reflected in engagement with and/or service to others.

A strong sense of self-efficacy enhances human accomplishments and personal well-being.

Coping with situations of change, challenge and adversity develops our resilience.

3. 4.

Interactions

Learners understand that they can experience intrinsic satisfaction and personal growth from interactions with others in formal and informal contexts. They understand the need for developing and nurturing relationships with others and are able to apply strategies independently to resolve conflict as it arises. They recognize that people have an interdependent relationship with the environment and other living things and take action to restore and repair when harm has been done. Conceptual understandings 1.

An effective group can accomplish more than a set of individuals.

An individual can experience both intrinsic satisfaction and personal growth from interactions.

Individuals can extend and challenge their current understanding by engaging with the ideas and perspectives of others.

People are interdependent with, and have a custodial responsibility towards, the environment in which they live.

People have a responsibility to repair and restore relationships and environments where harm has taken place.

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.

PYP K1

People change and develop over time.

Songs and rhymes help human expression.

PYP K2

Families have unique values and traditions.

People communicate ideas and feelings in many creative ways

PYP K3

Humans bond by nurturing relationships.

Systems of transportation exist to meet peopleâ&#x20AC;&#x2122;s needs within a community.

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

PYP 1

The senses help us 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.

Fairy tales and folklore reflect cul- N ture and creativity from people around the world.

PYP 3

Choices of role models reflect the characteristics that a society values

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

Illustrations convey meaning and interpretation through a unique style.

PYP 4

Values and beliefs help to shape people.

Knowing about history enables us to discover our unique identities.

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

PYP 5

PYP 6

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

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

Creation of art and our response to it develops understanding of ourselves and the world around us. People use self-expression as a means to communicate ideas and feelings.

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.

PYP K1

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

Animals and plants develop and change during a life cycle.

PYP K2

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

Sharing the planet comes with responsibilities.

PYP K3

Habitats provide what living things need to survive

PYP 1

Peaceful relationships lead to a better quality of life.

PYP 2

Matter exists in changing states.

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

Natural and unnatural processNumber systems provide a es shape and reshape the common language we can use Earth's surfaces. to make sense of the world. Weather & seasonal changes influence the interactions between the natural world and human society. Everything in our solar system is connected through gravity.

Money is used as a system of Food as a resource may go through exchange in most parts of the processes in order to be distributed world to facilitate trade. globally. People use digital media to access information and connect with each other.

Understanding the laws of sciSystems of production, exchange, and consumption ence determines how we apply bring about economic activity. them in our everyday lives. An eco-system of organisms interact with one another and with their environment.

Political systems structure how nations are organized.

PYP 3

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

PYP 4

Wealth and resources determine access to equal opportunities.

PYP 5

EXHIBITION This issue matters to me, my community 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 the 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 he Policies Appendix for more information.

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 Ms Margareta Hanerus Mr. Simon Vickers E-mail: ish@helsingborg.se Contact numbers PYP Campus

042 105755

MYP Campus

042 106821

DP Campus

042 106740

Main line

042 105705

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?

Address PYP Kindergarten –PYP6 International School of Helsingborg Östra Vallgatan 9 251 89 Helsingborg

MYP 1— DP2 International School of Helsingborg Studievägen 2 251 89 Helsingborg

Please see he Policies Appendix for more information.

Field trips Fritids +46 (0) 42-10 58 75 ish.fritids@helsingborg.se Daycare 07 29748401 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 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.

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.

Please see the Policies Appendix for more information. Students will be encouraged to record homework in homework diaries. The diaries are purchased from the class teacher at a cost of 50:-/diary. This is intended to lend value to the importance of the diaries.

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.

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.

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.

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 child’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 child’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 (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.

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.