Nov 2017 pyp k by Helsingborgs stad

Kindergarten HANDBOOK 2017-2018

Message from the PYP Kindergarten Principal

Welcome to the International School of Helsingborg. We are looking forward to being part of your child’s educational journey. It is our goal to work with you to create a rich learning environment for your child or children and we welcome you and your family to our ISH community. Our school mission is ‘We model action to inspire action’. We support our mission by encourage students to be engaged global learners who take action as a result of their learning. In addition, it is our aim that all members of our school community (staff, students, and families) strive to work together to model the IB learner profile attributes and work towards our mission. Our staff are dedicated to helping your child succeed in learning while enjoying school. We recognise the important role that families play in supporting and encouraging each child to succeed. Through strong school and home partnerships, students are able to experience a successful learning journey. We have created this handbook to give you information about your child’s class routines and curriculum as well as general rules and procedures.

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

Sally Drury PYP Kindergarten & Fritids Principal

Message from the K Team

Dear Parents of K Students, Welcome to the International School Helsingborg’s (ISH) Primary Years Programme (PYP) Kindergarten classes. 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 the Kindergarten classes and to offer some ways in which you and your child may prepare for and settle into Kindergarten The kindergarten class teachers will communicate with you on a regular basis throughout the year via the school weekly newsletter and at pick up or drop off time. 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 dependent on parent volunteers. Please read the weekly newsletter to be aware of opportunities to support our school. 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 enjoy and grow this year at ISH. Yours Sincerely,

The PYP Kindergarten Team

TABLE OF CONTENTS Message from the PYP K Principal

IB Learning

Message from the PYP K Team

Induction

Important contact information

Learning celebrations

Mission Statement

Learning support

19 & 34

Learner profiles

8-9

Library

Academic honesty

32 & 40

Lost and Found

Arrivals and departures

Managebac

Assessment

32 & 42

Meet the teacher

20 & 39

Birthdays

Mobile Phones

Buddy program

Money at school

Bullying

32 & 44

Parent taking vacation

Code of conduct

15 & 35

Communication

Kindergarten costs

Contact information

6 & 33

Program of inquiry

22 â&#x20AC;&#x201C;23

Curriculum

21-31

PTA

Daily routine

Reading with your child

Dress

Reporting absences

Drop off policy

Rules for daycare

Entering the School

Rules for Kindergarten

Expectations of parents

School map

Feld trips

Settling in

Handwriting

Snacks

Health issues

Resting time

Helping in the classroom

Toys

Helsingborg Library card

What to bring

Holidays

Whoâ&#x20AC;&#x2122;s who in PYP K

Homework

34 & 46

Withdraw from ISH

How the day is organized

Withdrawing from preschool and or daycare

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

Other Management Team

Care Taker: M ikael Fransson

Head of School: Öivind Linnerud

Lunchroom Contact (Petri): Rebecca Dahlvid

PYP Kindergarten & Fritids Principal Sally Drury

Nurse: Lotta Håkansson 042-104209

PYP Principal: Carla Johansson

Career Counsellor: Gabrielle M astmeier

MYP Principal: Michael McAneney

School Counsellor: Quinee Frelin

DP Principal: Öivind Linnerud

Psychologist PYP/MYP: Madeleine van der Reijden Psychologist MYP 5/DP: Sam Al-Obaidy

Co-ordinators

Learning Support: Roseanne McCormack, SEN CO

PYP Coordinator: Sally Drury

ICT: Michiel van der Gragt

MYP Coordinator: Sally Christensen

PTA treasurer: Brendon Sidebottom

DP Coordinator: Daniel Blair

Mission Statement Our Vision At ISH we believe learning has no boundaries. The school community at ISH will strive to becole

Engaged

Global

Learners

Who demonstrate these attributes through the actions they choose to take both now and in the future.

Creative

Vibrant

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 experences. 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 the Kindergarten Classes CLASS / SUBJECT AREA

NAME

Class Teacher

Ms. Laura

PYP K1A

Laura.Bohmer@helsingborg.se

Class Assistant

Ms. Zigrida

PYP K1A

Zigrida.Bugiene@helsingborg.se

Class Assistant

Ms. Viola

PYP K1A

Viola.LeCompte@helsingborg.se

Class Teacher

Ms. Suzanne

PYP K1B

Suzanne.Doosorest@helsingborg.se

Class Assistant

Ms. Katie

PYP K1B

Kate.Persson@helsingborg.se

Class Assistant

Ms. Ondine

PYP K1B

Ondine.petrie@helsingborg.se

Class Teacher

Ms. Maria

PYP K2A

Maria.AguadoGil@helsingborg.se

Class Assistant

Ms. Fiore

PYP K2A

Fiore.Gebregeorghis@helsingborg.se

Class Assistant

Mr. Derek

PYP K2A

Derekedward.jackson@helsingborg.se

Class Teacher

Ms. Konstantina

PYP K2B

Konstantina.Kastorini@helsingborg.se

Class Assistant

Ms. Sanja

PYP K2B

Sanja.Cicvara@helsingborg.se

Class Assistant

Ms Mariam

PYP K2B

Mariam.Meisamifar@helsingborg.se

Class Teacher

Mr Stelios

PYP K2C

Stylianos.Mentetis@helsingborg.se

Class Assistant

Ms. Catherine

PYP K2C

Catherine.Nthama@helsingborg.se

Class Teacher

Ms. Ann

PYP K3A

Ann.Ertsas@helsingborg.se

Class Assistant

Ms Suzie

PYP K3A

Suzanna.juhlin@helsingborg.se

Class Assistant

Ms Joshi

PYPK3A

Rashmi.Joshi@helsingborg.se

Class Teacher

Ms. Ioanna

PYP K3B

Ioanna.Karmiri@helsingborg.se

Class Assistant

Ms. Paula

PYP K3B

Paula.ChambersReinholdt@helsingborg.se

Class Assistant

Ms. Nina

PYP K3

Nina.Zejnelovska@helsingborg.se

Class Teacher

Ms. Vaishali

PYPK3C

Vaishali.Chougule@helsingborg.se

Class Assistance

Ms. Frances

PYPK3C

Frances.Griffiths@helsingborg.se

K Support

Ms. Laura

Librarians

Ms. Sally

Sally.Russell@helsingborg.se

Ms. Sheila

Sheila.campbell@helsingborg.se

General Daycare

CLASS

Kindergarten Laura.Kolano@helsingborg.se

ishdaycare@helsingborg.se 10

SETTLING IN How can I help my child settle in to the kindergarten program at ISH ? During the first week of school you and your child will follow an induction schedule . This w ill help your child feel m ore secure and accepting of their new environment. Every child reacts differently in new situations. Some children may become upset when you leave. However, be assured, if your child is unable to be consoled by staff in a reasonable time, we will immediately let you know. Please talk with the staff about how your child feels and how you are feeling.

During your child’s induction week the following schedule applies:

Day five of induction

Day one of induction

08:15-11:15

09:00 – 10:00

Parents please leave your child with their teachers they stay in the vicinity.

Parents please join the classroom for approximately an hour.

Day two of induction 08:15 – 10:15 Parents join the classroom for approximately 30 minutes then stay in the vicinity.

Collect your child at 11:15.

After the times above, you can discuss continued induction as necessary with your class teacher and administration.

Collect your child at 10:15.

Day three of induction 8:15 – 10:45 Parents please leave your child with their teachers then stay in the vicinity. Collect your child at 10:45.

If your child will be attending extended daycare, you may be invited by the class teacher or principal to follow this adapted induction program: Day one 9:00—10:00 Day Two 8:15—10:00 Day Three 8:15—12:15

Day four of induction 08:15 – 11:15

Day four 8:15—14:30 Day Five 8:15—pickup time

Parents please leave your child with their teachers then stay in the vicinity. Collect your child at 11:15.

Rules for kindergarten and daycare enrolment

As the government subsidizes the cost of kindergarten and daycare, it is very important you adhere to your child’s care schedule. If your child attends daycare it is essential you follow the holiday scheduling deadlines on the forms that are sent home prior to each holiday. Staffing and food orders depend on the number of students attending and are placed at least a month in advance.

place in the morning for the child to be able to attend kindergarten. If the course runs only in the afternoon, your child would be eligible to only attend daycare in the afternoon.

Kindergarten is offered from 8:15 - 11:15. Daycare is offered from 7:00 - 8:15 and 11:15 18:00. Depending on which type of care your child receives will depend under which category they are listed. 15 hour students/“allmän förskola”: from August of the year a child turns 3 years old, they have the right to join kindergarten in order to learn socialization skills. Providing one parent is not working, studying, or on parental leave this is free of charge. Children who are registered under “allmän förskola”/ 15 hour students, attend kindergarten from 8:15 - 11:15 Monday through Friday during the school terms only, not during holidays.

15 hour students when parents are seeking employment: An enrolled child will come under this category if a parent is actively seeking employment and is registered at the unemployment agency. There is a fee for this type of enrolment because extra care can be arranged if needed due to a job interview. Parents/Guardians who are working or studying: I f both parents w ork or study, a student has the right to kindergarten/daycare based around the hours of work or study. There is a fee for this type of enrolment. In the cases of parent study, the course time must take

Kindergarten Cost The cost for child care is dependent on the number of children you have enrolled in childcare within Helsingborg. The cost for the first child enrolled in kindergarten/daycare or fritids/after school care (for students ages 6 - 11) is 2% of your household income before tax. For the second child enrolled, the cost is 1% of your household income before tax.

Rules for daycare enrolment Birth of a sibling: If a new sibling is born during the time your child is enrolled in kindergarten/ daycare, your child has the right to continue on his/her normally scheduled hours until the new sibling is 2 months old. Once the new sibling turns two months, your kindergaten/daycare aged child will fall into the 15 hour students /”allmän förskola” category and will only be eligible for care from 8:15 - 11:15 Monday Friday.

Parents taking a vacation day If a parent is taking a vacation day from work, traveling for pleasure, or not studying, your child is not eligible to attend daycare on this day. Caregivers who care for the child while the parents are away must follow the same schedule that the child has previously followed.

Withdrawing from kindergarten/ daycare There is a 1 month notice period from the time you wish to withdraw your child from child care. There is a specific form that must be completed in order for withdraw. Please visit the main office in the Petri building to get this form.

Kindergarten Procedures Arrivals and departures: K students who are coming directly to class are welcome to arrive at ISH from 8:10. Teachers are there to supervise as students enter the school grounds and supervise as they place their bag and coat on their peg. If your child needs to arrive before 8:10 they must be enrolled in daycare. For those students who will leave at 11:15 when kindergarten ends, parents are expected to wait outside at the kindergarten entrance. This is due to safety reasons, as the hallways become crowded with parents and daycare students are trying to go to the lunchroom. Please call if you are going to be late. For daycare pickup, please collect your child from the classroom and inform the current daycare teacher that you are leaving. If anyone other than yourself or your usual caregiver is to collect your child, please notify the classroom teacher or the daycare teacher verbally or in writing. This is for the safety of your child. When leaving the playground area, please be sure close the gate behind you.

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 help your child out of the car and escort your child to the daycare area. If you wish to escort your child yourself, you are asked to park along any of the surrounding streets or at the Nicolai parking lot just across Bergaliden

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 K classes 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 or rainboots) and winter gear (gloves, hat, snow boots) are a must. All students should have two or three full sets of clothes that can be kept at school ( including underwear and socks) as both weather and â&#x20AC;&#x153;accidentsâ&#x20AC;? can be a reason for a need to change clothes. Label all items of clothing so that the clothing can be returned to the correct student.

Dress: Students should dress in an appro-

priate manner for active play. Dress should be neat and clean. 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.

Clothing for PE: Students are required to wear appropriate clothing for PE lessons. Clean indoor shoes must always be worn when the lessons are indoors.

Toys - Children are discourage from bring-

Blue Rain Jacket and Pants. Digital image. Oakiwear, 2014. Web. 16 June 2016. Kids Waterproof Rain Boots. Digital image. Yeskey, n.d. Web. 16 June 2016. Let it Snow. Digital image. Babyccino, 2011/11. Web. 16 June 2016. Snow Boots for Kids. Digital image. Whatsonhire, n.d. Web. 16 June 2016. The Best Rain and Splash Gear. Digital image. Kushies, 2013. Web. 16 June 2016.

ing toys and unnecessary accessories such as tiaras to school. Toys can be easily lost or broken, causing unnecessary distress for the owner and other children. Please do not let children bring toys such as plastic knives, swords and guns to school. We do allow special comforters such as teddies, blankets etc at nap time in the K1 and K2 classes. The school cannot accept responsibility for the personal property of children. All items should be labelled and please make sure your child does not bring valuables to school.

How the day is organised Kindergarten Time Kindergarten class runs from 8:15 -11:15. The students have various educationally focused activities based on the programme of inquiry such as circle time, math, language, art, music and library. Students also have time to learn and play outdoors.

Snack

All students in the PYP K classes are given a small portion of fruit for snack between 9:30 10:15. Students who attend daycare will also receive a snack at 14:00 and another piece of fruit at around 16:30.

Lunch

Lunch is served for PYP K classes at 11:30. Students in daycare are required to eat the free school lunch that is provided by the school. The meals contain ingredients required for a balanced diet. If your child has a special dietary concern, please let the school know about it immediately. In order to have special dietary food provided, a medical note from the doctor must be submitted. Due to allergy concerns the school is a nut free environment. It is forbidden to send snacks to school that contain nuts or nut products.

Resting time

Students in PYP K1 have a 30 - 45 minute resting time after lunch. Students are not required to sleep, but to at least spend the time quietly relaxing and resting. PYP K2 and PYP K3 have story time.

Reporting absences: call 042- 105705

Parents must inform the school by 8:15 if their child will not be attending school that day. If there is no one answering the telephone, please leave a message on the answering machine. The class teacher will receive the message before the school day begins. Please do not call the daycare phone to report absences as this phone is not used before daycare begins.

Helping with Classroom Activities and Field Trips If you would like to volunteer to help with classroom activities and field trips please inform your childâ&#x20AC;&#x2122;s teacher and have a look at the weekly newsletter.

Health Issues Kindergarten 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 hardto-eradicate outbreak of the stomach flu virus at the pre-school, it may also be necessary to keep all of your children at home. Coughs/runny nose: if your child has the energy to follow along in the daily routine, he/she is welcome to come to school. If they are not able to follow along due to lack of energy, they should remain at home.

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

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

Eye infections: Eye infections are highly contagious. The child must stay at home until the infection has cleared.

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

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. 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.

General K Class Information Birthdays: Often children like to celebrate their birthdays at school by bringing in food to share with the class. This is fine but is completely optional. If you would like to bring food to share with the class we request that you provide cupcakes (no whole cakes), ice lollies or a fruit and vegetable platter. We do not allow a full birthday party to take place within school. Please discuss in advance with your child’s teacher before sending in the treat as there are many students with allergies. 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 private invitations will only be given out if the entire class is invited.

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, just as you would inform if your telephone or physical address changed.

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.

Meet the Teacher Our Meet 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 The lost and found is located at the preschool entrance. There is also an additional lost and found at the main entrance of the school. Once every 5 - 8 weeks, unclaimed articles are donated to charity. Please label all clothing that comes to ISH.

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/kindergarten students: inform if there is a change in employment

Curriculum

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 — 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 3–12 age range. The curriculum is transdisciplinary, meaning that it focuses on issues that go across subject areas.

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 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 the K’s 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. 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 Kindergarten 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.

PYP K1

People change and develop over time. Lines of Inquiry: 1. Body parts 2. How I look 3. Growth 4. What I can do with my body parts

Songs and rhymes help human expression. Students in K classes are not required to complete all units of inquiry and at ISH the transdisciplinary unit of where we are in place and time is introduced in K3.

Throughout this unit of who we are, we inquire into facial awareness , how bodies grow and how physical abilities develop.

Lines of Inquiry: 1. Songs and rhymes in our cultures 2. How songs and nursery rhymes make us feel 3. How we express ourselves through movement During this unit of songs and rhymes we inquire into what songs and rhymes we know and how they make us feel.

Families have unique values and traditions.

People communicate ideas and feelings in many creative ways.

Lines of Inquiry:

PYP K2

How families function

The relationships within families

Family structures

Students in K classes are not required to complete all units of inquiry and at ISH the transdisciplinary unit of where we are in place and time is introduced in K3.

Lines of Inquiry: 1.

What we like about art

How we express ourselves through the arts

Different forms of creativity

Students will inquire into unique-

In this unit students will get the opportunity to develop their creative skills. They will learn about different artists and techniques they use. During the unit students will gain an understanding about different art forms; music, dance, drama and visual art, and explore different ways to express themselves

ness of families, their culture, language and traditions. Students will have an opportunity to compare their own and others families and share their own experience of what family means to them.

Friendships develop with rights and responsibilities.

PYP K3

Lines of Inquiry: 1. The purpose of friends 2. How to be good friend 3. How to resolve conflicts

In this unit students will inquire into the purpose of being a good friend and how to resolve conflict. between themselves and their peers.

Forms of transport have changed over time.

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

Lines of inquiry 1.

How transportation has changed over time 2. Forms of transportation change with destination 3. Safety precautions involved with transportation 4. Different journeys we take During this unit the students will inquire how transportation has changed over time. The safety and precaution that is involved with transportation. Types of transportation changes with distinct destinations.

Lines of Inquiry: 1. 2. 3.

Messages in stories Story structure How stories help our imagination and creativity grow During this unit the students will be introduced to different stories and their structures. The students will acquire how stories can help their imagination and creativity grow.

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

Seasons show changes in weather and environment. Students in K classes are not required to complete all units of inquiry and at ISH the transdisciplinary unit of how we organise ourselves is introduced in the PYP.

Lines of Inquiry: 1. Mini beasts around us 2. Sharing our environment 3. How minibeasts help us

During this year long unit students inquire into the change of everyday weather throughout the different seasons of the year. The changes in nature when going on a walk to the park or woods. How we need to wear appropriate clothing according to weather.

During this unit students inquire into the mini beasts which are to be found in our environment.

Humans use their understanding of air and water in practical ways. Lines of Inquiry: Where air and water can be found Uses of water and air How water and air can change

Animals and plants develop and change during a life cycle.

Students in K classes are not required to complete all units of inquiry and at ISH the transdisciplinary unit of how we organise ourselves is introduced in the PYP.

During this unit the students will inquire into the relationship between air and water and their specific attributes. Students explore how they are incorporated in an everyday life. The students will engage in a range of hands-on experimentation such as building their own sail boats and explore what techniques can be used to make it move on water.

Sharing the planet with people and other living things comes with responsibilities. Students in K classes are not required to complete all units of inquiry and at ISH the transdisciplinary unit of how we organise ourselves is introduced in the PYP.

Lines of Inquiry: 1. 2. 3.

Turning waste into resources Our responsibility to the environment The impact of waste

PYP K3

During this unit the students will explore about different sources of light and sound and their properties and manipulation

1. What a life cycle is 2. How animals and plants change during a life cycle 3. How we take care of the creatures in our environment In this unit the students will develop important skills to be able to see the needs of plants and animals and how to grow and survive. They will inspect the lifecycle of butterflies and tadpoles and also nourish a ant and worm farm

Light and sound are forms of energy that help us experience our world .Lines of Inquiry: 1. The sources of light and sound 2. The properties of light and sound 3. The manipulation of light and sound

Lines of Inquiry:

PYP K2

1. 2. 3.

PYP K1

Lines of Inquiry: 1. Different seasons throughout the year 2. Changes in nature 3. How we adapt to the seasons

People share the world with many tiny creatures.

In this unit the students will explore our responsibilities to the environment and the impact of waste. Possible ways of how to turn waste into resources..

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 value of speaking and listening to communicate. They recognize and understand that sounds are associated with objects, or with symbolic representations of them. They are using language to name their environment, to get to know each other, to initiate and explore relationships, to question and inquire.

People use static and moving images to communicate ideas and information.

Visual texts can immediately gain our attention.

Reading

Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a “book”, and an awareness of some of its structural elements. They use visual cues to recall sounds and the words they are “reading” to construct meaning.

Conceptual understandings

Conceptual understandings:

Spoken words connect us with others.

Illustrations convey meaning.

People listen and speak to share thoughts and feelings.

The sounds of spoken language can be represented visually.

People ask questions to learn from others.

Written language works differently from spoken language.

The sounds of language are a symbolic way of representing ideas and objects.

Print conveys meaning.

People communicate using different languages.

People read for pleasure.

Stories can tell about imagined worlds.

Everyone has the right to speak and be listened to.

Printed information can tell about the real world.

There are established ways of setting out print and organizing books.

Viewing and presenting Learners show an understanding that the world around them is full of visual language that conveys meaning. They are able to interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and using visual language in more purposeful ways. Conceptual understandings: 1.

Visual language is all around us.

The pictures, images, and symbols in our environment have meaning.

We can enjoy and learn from visual language.

Writing Learners show an understanding that writing is a form of expression to be enjoyed. They know that how you write and what you write conveys meaning; that writing is a purposeful act, with both individual and collaborative aspects. Conceptual understandings: 1.

Writing conveys meaning.

People write to communicate.

The sounds of spoken language can be represented visually (letters, symbols, characters).

People write to tell about their experiences, ideas and feelings.

Everyone can express themselves in writing.

Talking about our stories and pictures helps other people to understand and enjoy them

Mathematics Phase 1 Learners will develop an understanding of how the collection and organization of information helps to make sense of the world. They will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks. The learners will discuss chance in daily events. Conceptual Understandings: 1.

We collect information to make sense of the world around us.

Organizing objects and events helps us to solve problems.

Events in daily life involve chance.

Measurement

Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of events. They will be able to identify, compare and describe attributes of real objects as well as describe and sequence familiar events in their daily routine.

Conceptual understandings 1.

Shapes can be described and organized according to their properties.

Objects in our immediate environment have a position in space that can be described according to a point of reference.

Pattern and Function

Conceptual understandings 1.

Measurement involves comparing objects and events.

Objects have attributes that can be measured using non-standard units.

Events can be ordered and sequenced.

Shape and Space

Learners will understand that shapes have characteristics that can be described and compared. They will understand and use common language to describe paths, regions and boundaries of their immediate environment.

Learners will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend and create patterns in various ways. Conceptual understandings 1.

Patterns and sequences occur in everyday situations.

Patterns repeat and grow.

Number

Learners will understand that numbers are used for many different purposes in the real world. They will develop an understanding of one-to-one correspondence and conservation of number, and be able to count and use number words and numerals to represent quantities. Conceptual understandings 1.

Numbers are a naming system.

Numbers can be used in many ways for different purposes in the real world.

Numbers are connected to each other through a variety of relationships.

Making connections between our experiences with number can help us to develop number sense.



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

Science Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify simple patterns, make predictions and discuss their ideas. They will explore the way objects and phenomena function, and will recognize basic cause and effect relationships. Students will examine change over varying time periods and know that different variables and conditions may affect change. They will be aware of different perspectives, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and vocabulary

Students will explore their understanding of people and their lives, focusing on themselves, their friends and families, and their immediate environment. They will practise applying rules and routines to work and play. They will gain an increasing awareness of themselves in relation to the various groups to which they belong and be conscious of systems by which they organize themselves. They will develop their sense of place, and the reasons why particular places are important to people. They will also develop their sense of time, and recognize important events in their own lives, and how time and change affect people. They will explore the role of technology in their lives. 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

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

Visual Art Responding and Creating Learners show an understanding that the different forms of arts are forms of expression to be enjoyed. They know that dance, drama, music and visual arts use symbols and representations to convey meaning. They have a concept of being an audience of different art forms and display awareness of sharing art with others. They are able to interpret and respond to different art forms, including their own work and that of others. Learners show an understanding that they can express themselves by creating artworks in dance, drama, music and visual arts. They know that creating in arts can be done on their own or with others. They are aware that inspiration to create in arts comes from their own experiences and imagination. They recognize that they use symbols and representations to convey meaning in their work. Conceptual understandings 1. 2.

We enjoy and experience different forms of arts. The art is a means of communication and expression. People make meaning through the use of symbols. People share art with others. We express our responses to artwork in a variety of ways. We reflect on our artwork and the work of others.

Conceptual understandings 1.

Each person is an individual.

As people grow and change they develop new skills, understandings and abilities.

Emotions, attitudes and beliefs influence the way we act.

Positive thoughts help us to develop a positive attitude.

Personal, Social and Physical Education (PSPE)

Knowing how we are similar to and different from others helps shape our understanding of self.

Reflecting on our experiences helps us to understand ourselves better.

Identity

Developing independence builds selfworthยน and personal responsibility.

3. 4. 5. 6.

Learners have an awareness of themselves and how they are similar and different to others. They can describe how they have grown and changed, and they can talk about the new understandings and abilities that have accompanied these changes. They demonstrate a sense of competence with developmentally appropriate daily tasks and can identify and explore strategies that help them cope with change. Learners reflect on their experiences in order to inform future learning and to understand themselves better.

Active Living

Interactions

Learners show an awareness of how daily practices, including exercise, can have an impact on well being. They understand that their bodies change as they grow. They explore the bodyâ&#x20AC;&#x2122;s capacity for movement, including creative movement, through participating in a range of physical activities. Learners recognize the need for safe participation when interacting in a range of physical contexts.

Learners interact, play and engage with others, sharing ideas, cooperating and communicating feelings in developmentally appropriate ways. They are aware that their behaviour affects others and identify when their actions have had an impact. Learners interact with, and demonstrate care for, local environments. Conceptual understandings 1.

interacting with others can be fun.

Group experiences depend on cooperation of group members.

Ideas and feelings can be communicated with others in a variety of modes.

Our relationships with others contribute to our well-being (for example, parent: child; teacher: student; friend: friend).

Our behaviour affects others.

Caring for local environments fosters appreciation.

Conceptual understandings 1.

Our daily practices can have an impact on our well-being.

We can observe changes in our bodies when we exercise.

Our bodies change as we grow.

We can explore our bodyâ&#x20AC;&#x2122;s capacity for movement.

Our bodies can move creatively in response to different stimuli.

Safe participation requires sharing space and following rules.

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

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, exercise and nutrition promotes good health.

Knowing about our family histories enables us to discover our cultural origins and devel-

Fairy tales and folklore reflect culture 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 express a personâ&#x20AC;&#x2122;s perspective through a variety of media.

PYP 4

Values and beliefs help to shape people.

PYP 5

Overcoming prejudice can be attained through understanding.

Human exploration leads to discoveries, opportunities and new understandings.

Creating and responding to art develops understanding of ourselves and the world around

PYP 6

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.

The need for self-expression has endured through time and reflects changes in our world.

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.

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 K3

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 with people and other living things comes with responsibilities.

PYP K3

Matter exists in changing states.

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

Habitats provide what living things need to survive

PYP 1

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

Number systems provide a common language we can use to make sense of the world.

Peaceful relationships within our community strengthen our community environment.

PYP 2

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 a 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

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.

PYP 5

Organisms interact with one another and with their environment in an ecosystem.

Political systems structure how nations are organized and connected

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

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.

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

Expected School Behaviour

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.

1. Respect yourself (listen, be responsible for belongings, be on time etc.) 2. Respect others (walk in hall, avoid name-calling & 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

Please see he Policies Appendix for more information.

Buddy Program

Address

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.

PYP Kindergarten –PYP6

Bullying

International School of Helsingborg Östra Vallgatan 9 251 89 Helsingborg MYP 1— DP2 International School of Helsingborg

What is Bullying?

Studievägen 2

251 89 Helsingborg

Please see he Policies Appendix for more information. 32

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 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. Please see the Policies Appendix for more information.

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

Library The library is a quiet place for the school community to read, study or do research. The library is open during school hours. If a child misplaces/damages a Petri library book, the cost of the book will be invoiced to the family. All PYP classes have ta 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—3:00 Tuesday and Friday 8:15—12:00

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

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.

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

PTA This association consists of parents, staff and principals. The PTA Board is elected annually and is led by the PTA Chair. In addition to this board, there are also parent representatives from each class who volunteer at the beginning of each school year. If you are interested in volunteering as a class parent, please speak to your childâ&#x20AC;&#x2122;s teacher. The PTA requests a voluntary annual donation of SEK 300/500 from each family in the school depending on the number of children in the family. This money and all other funds raised by the PTA are invested back into the school. Investments that are made are to benefit all within the school. In addition to the annual donation, each family is asked to volunteer throughout the school year. This may be done in a variety of ways, such as helping with school activities, assisting with PTA activities, or donating items. Please keep in mind how important it is for students, parents and teachers to be involved together in a childâ&#x20AC;&#x2122;s education. All new families moving to the area receive a helpful booklet with practical information from the PTA. The PTA has their own website where current information is published: http://

ishpta.wordpress.com/

Reading with your child Reading is a fundamental lifelong skill. To support the development of your child’s reading skills at all stages of the PYP program you can make a regular time at home to read together and talk about the book. Some ideas for discussing the read text are, using the pictures and keywords to make predictions, asking your child questions about the text to check they understand what your or they have read, sharing reading materials that are of interest to your child and your family, read old favourites again and again to promote familiarity and confidence and encourage your child to read them to you and discussing the parts of the book ‘Show me the cover. Where is the title/Do you know 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.

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.

• 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.

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.)

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 connections to key concepts and skills, with or without assistance.

Step 3 = Meeting

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

Step 4 = Exceeding

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

Policies Behaviour Policy

PYP Expected Behaviour 1.

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

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

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

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

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

There are NO exceptions.

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

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

Policies Bullying Policy What is Bullying?

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

   

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

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

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

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

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 and 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.