HIS Secondary Parent Handbook by HISVietnam

Secondary School Parent-Student Handbook Information and Overview

Academic Year 2014-15

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48 Lieu Giai, Ba Dinh, Hanoi, Vietnam Telephone: +8443832 8140; +844 38327379 Fax: +844 37624184 Email: mainoffice@hisvietnam.com Website: www.hisvietnam.com

Table of Contents A MESSAGE FROM THE HEAD OF SECONDARY ................................................................................................. 5 SCHOOL VISION, MISSION AND PHILOSOPHY .................................................................................................. 6 VISION OF HIS ....................................................................................................................................................... 6 HIS MISSION STATEMENT ........................................................................................................................................ 6 SCHOOL PHILOSOPHICAL AIMS .................................................................................................................................. 6 THE INTERNATIONAL BACCALAUREATE LEARNER PROFILE .............................................................................. 7 SECTION 1: SECONDARY SCHOOL OVERVIEW .............................................................................................. 9 1.1 CURRICULUM ............................................................................................................................................... 9 1.2 SECONDARY SCHOOL ADMINISTRATIVE STRUCTURE.............................................................................................. 9 1.3 SECONDARY SCHOOL ACADEMIC STAFF LIST ..................................................................................................... 10 SECTION 2: PROGRAMMES AND SERVICES ................................................................................................ 13 2.1 THE SECONDARY SCHOOL CURRICULUM........................................................................................................... 13 2.2 HIS HIGH SCHOOL DIPLOMA REQUIREMENTS.................................................................................................... 15 2.3 EXTRA LEARNING SUPPORT (ELS) ................................................................................................................... 16 2.4 STUDENT SUPPORT ...................................................................................................................................... 16 2.5 CAREERS AND UNIVERSITY GUIDANCE ............................................................................................................. 16 2.6 INTERNAL AND EXTERNAL EXAMINATIONS ........................................................................................................ 16 2.7 ICT RESPONSIBLE USER AGREEMENT .............................................................................................................. 17 2.8 PHYSICAL EDUCATION .................................................................................................................................. 18 2.9 STUDENT HEALTH ........................................................................................................................................ 18 2.10 SOCIAL SERVICE AND COMMUNITY EDUCATION ............................................................................................ 18 2.11 PASTORAL CARE ..................................................................................................................................... 18 2.12 CHANGES OF PERSONAL CIRCUMSTANCES AND OTHER DETAILS ......................................................................... 19 2.13 HOUSE SYSTEM ...................................................................................................................................... 19 2.14 STUDENT COUNCIL.................................................................................................................................. 19 2.15 AWARDS ............................................................................................................................................... 20 2.16 WORK EXPERIENCE ................................................................................................................................. 20 2.17 CO-CURRICULAR PROGRAMME (CCP) ........................................................................................................ 20 2.18 FIELD TRIPS ........................................................................................................................................... 22 2.19 MRISA EVENTS ..................................................................................................................................... 22 2.20 HOMEWORK & KEEPING TRACK OF SCHOOL COMMITMENTS............................................................................ 22 2.21 LIBRARY AND MEDIA CENTRE .................................................................................................................... 23 2.22 CAFETERIA ............................................................................................................................................ 23 2.23 EQUAL OPPORTUNITIES ........................................................................................................................... 24 SECTION 3: EXPECTATIONS FOR STUDENTS ............................................................................................... 25 3.1 THE SCHOOL DAY ........................................................................................................................................ 25 3.2 THE SCHOOL CALENDAR ............................................................................................................................... 25 3.3 ATTENDANCE.............................................................................................................................................. 25 3.4 LEAVING THE CAMPUS.................................................................................................................................. 25 3.5 LATENESS................................................................................................................................................... 26 3.6 DRESS CODE ............................................................................................................................................... 26 3.7 STUDENT EQUIPMENT .................................................................................................................................. 27 3.8 STUDENT CODE OF CONDUCT ........................................................................................................................ 28 3.9 SMOKING, ALCOHOL AND DRUGS ................................................................................................................... 31 3.10 STUDENT ORGANIZED SOCIAL EVENTS ........................................................................................................ 31 3.11 CHEWING GUM...................................................................................................................................... 31

3.12 SECURITY: LOCKERS, VALUABLES AND LOST PROPERTY. .................................................................................. 31 3.13 MOTORBIKE SAFETY ................................................................................................................................ 32 3.14 EMERGENCY AND EVACUATION PROCEDURES............................................................................................... 32 SECTION 4: PARENT-SCHOOL COMMUNICATION....................................................................................... 33 4.1 WRITTEN COMMUNICATIONS BETWEEN SCHOOL AND HOME ............................................................................... 33 4.2 REGULAR NEWSLETTER................................................................................................................................. 33 4.3 MATTERS OF GENERAL CONCERN ................................................................................................................... 33 4.4 PARENTAL COMPLAINTS PROCEDURE .............................................................................................................. 33 4.5 PARENT/TEACHER ASSOCIATION AND OTHER PARENT FORUMS ............................................................................ 34 4.6 MESSAGES FOR STUDENTS ............................................................................................................................ 34 4.7 CAMPUS GUESTS......................................................................................................................................... 34 4.8 COMMUNICATING PROGRESS ........................................................................................................................ 34 4.9 ASSESSMENT GRADES .................................................................................................................................. 36 4.10 SCHOOL CALENDAR ................................................................................................................................. 37 4.11 DAILY SCHOOL TIMETABLE ....................................................................................................................... 37 4.12 SCHOOL EVACUATION PLAN...................................................................................................................... 38

A message from the Head of Secondary To those of you who are returning to HIS for another academic year: Welcome back! And to those of you who are joining us for the first time: I would like to extend my warmest regards and I hope you will enjoy your time with us. The Secondary School provides education to English-speaking students in the 11-19 age range. We follow an international curriculum currentlyleading to IGCSE (Cambridge University) qualifications and then the International Baccalaureate Diploma Programme. Our rich and exciting cultural mix of young people from many different countries gives us a special international ambience. Last year, HIS received formal accreditation status from the Council of International Schools (CIS) and the New England Association of Schools & Colleges (NEASC). This was a proud moment for all involved, the result of several years of reflection and hard work, and the accreditation recognises the high quality of the educational experience we provide. In particular, in their feedback to the school, the accreditation team highlighted the strong collegial relationships between staff, and the selfevident pride our students have in the school. Quality and care are at the centre of our educational philosophy. Our main aim is to provide your children with the necessary skills and knowledge to enable them to excelon whatever pathway they choose to take. All students are encouraged, supported, and guidedtowardsbecoming confident, independent, life-long learners and active participants in both local and global communities. Oursupportive and friendly ethos promotes personal excellence and challenge. We aim to develop enquiring minds and encourage self-motivation. The link between school and home is crucial and student progresscomes as a result of a team effort involving the student, school and parents.We expect students to take the lead in understanding their progress and determining how to achieve the goals they set themselves. Everyone at HIS, whatever their role, is respected for what she or he brings to the school. The school is a place where people work hard and become friends. We have an active PTA which is always on the lookout for parents who are interested in actively contributing to the development of the school. Please take time to read through this handbook carefully to ensure you and your child(ren) are aware of its contents. Should there be any other information that you require, do not hesitate to contact me, or better still, call in!

David Miles Vice-Principal & Head of Secondary

School Vision, Mission and Philosophy Vision of HIS “PREPARING LEARNERS FOR LIFELONG CHALLENGES AND OPPORTUNITIES”

HIS Mission Statement “Hanoi International School enables all students to realise their full potential in a caring and positive learning environment. Through our broad and balanced international curriculum we endeavour to develop responsible, globally conscious citizens. We strive to develop the whole child as a life-long learner with a strong sense of self-worth.”

School Philosophical Aims Teachers, students and parents will form a partnership to ensure that all students fulfil the aims of Hanoi International School. The aims of the school are to: -

Encourage students to develop a sense of wonder and curiosity about themselves and the world around them. Encourage students to view learning as a process which continues throughout their lives. Encourage students to celebrate our religious, cultural and social diversity. Encourage students to develop a positive attitude, understanding and knowledge of Vietnam. Encourage students to promote concern for the quality and care of the local and global environment. Provide equal access to a broad and balanced curriculum for all students regardless of race, gender and ability. Offer education in a genuinely international context to ensure transferability and continuity with other educational institutions. Provide students with opportunities to develop a strong sense of their own self-worth and to strive for personal excellence. Develop enquiring minds and an ability to question change and implement knowledge effectively. Develop interpersonal skills which will serve them in a variety of social contexts. Enable students to acquire communication, mathematical, technological, scientific, artistic and physical skills across the curriculum and in a variety of contexts.

The International Baccalaureate Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conductinquiry and research and show independence in learning. They actively enjoylearning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance.In so doing, they acquire in-depth knowledge and develop understandingacross a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creativelyto recognize and approach complex problems, and make reasoned, ethicaldecisions. Communicators They understand and express ideas and information confidently and creativelyin more than one language and in a variety of modes of communication. Theywork effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice andrespect for the dignity of the individual, groups and communities. They takeresponsibility for their own actions and the consequences that accompanythem. Open-minded They understand and appreciate their own cultures and personal histories, andare open to the perspectives, values and traditions of other individuals andcommunities. They are accustomed to seeking and evaluating a range of pointsof view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings ofothers. They have a personal commitment to service, and act to make a positivedifference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage andforethought, and have the independence of spirit to explore new roles, ideasand strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balanceto achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. Theyare able to assess and understand their strengths and limitations in order tosupport their learning and personal development. Source: http://www.ibo.org/programmes/profile/documents/Learnerprofileguide.pdf

Section 1: Secondary School Overview 1.1

Curriculum

The secondary school curriculum, based on a range of national and international systems, focuses on student inquiry and the development of life-long learning skills. Students are encouraged to be inquisitive, courageous, critical thinkers who participate actively in the learning process. All students who successfully complete an appropriate course of study will graduate at the end of Grade 12 with a High School Diploma (HSD) which satisfies entry requirements to many universities around the world. At the end of Grade 10, most students take IGCSE examinations in a range of subjects, and in Grades 11 & 12, the school offers the International Baccalaureateâ&#x20AC;&#x2122;s Diploma Programme (IBDP). These are both globally-recognized qualificationsand the IBDP is considered to be one of the best programmes worldwide for developing independent, well-rounded and confident individuals. The IBDP is regarded very favourably by many (and increasing numbers) of universities around the world. Small class sizes throughout the school mean that students receive close attention from teachers and instruction can be differentiated to meet their needs and abilities. In addition, students are encouraged to approach their teachers outside of regular class time, whether this be to seek additional support, or because they want to go deeper into the subject. The language of instruction at HIS is English and students need to develop a certain level of fluency in order to access the curriculum to the best of their ability. We actively welcome students with a wide range of English skills and where necessary, we provide additional support for students with weaker English. This may be in the form of English as an Additional Language (EAL) classes, or by providing in-class support in a range of subjects. For older students (particularly those new to the school), we often recommend they also receive further English tuition outside of school. We expect students to develop fluency in at least two languages and value highly the language and culture of our host country. All students study basic Vietnamese Language and Culture in Grades 6-8. The Secondary school has provision for French and Vietnamese classes from Grade 6, and Japanese and Korean from Grade 8 (for native speakers). Where families would like to develop other languages and are able to provide a tutor, we make time available for this to happen during the school day. We have a limited ability to support students with mild learning disabilities, and encourage you to raise this with us upon application to the school. Our location is something we take advantage of as much as possible. Our Secondary School Camps Week is an integral part of our curriculum, and a number of optional field trips exploring the history, geography and culture of Vietnam take place throughout the school year. We also provide numerous opportunities for students to share their own experiences and culture with their classmates.

1.2

Secondary School Administrative Structure

The Principal, in conjunction with the Board of Directors, is responsible for the overall organisation and development of HIS. The Vice-Principal is the Head of Secondary and is responsible for all aspects of the Secondary school. 9

1.3

Secondary School Academic Staff List Teaching Staff

Teacher Adam Lee Ali Waugh

Amy Hanson Andrew Smith Brandon Gauthier Catherine Huey Ceri Thorns

Chad Taylor

Position PE and Sports Coordinator Careers &University Counsellor High School Counsellor Arts Department Coordinator Co-Curricular Activities Coordinator Teacher Middle Yearâ&#x20AC;&#x2122;s Counsellor Teacher CAS Coordinator

Christophe Haroune

Teacher

Dan Slaughter

Teacher

Daniel Suarez

Middle Years Coordinator Vice-Principal/ Head of Secondary

David Miles

Subject

Qualifications.

P.E, Sports

BA(Hons) PE with QTS

ELS, English, TOK

BA, DipEd

Visual Arts, Art & Design

BA, DipVisualArts, DipEd

P.E, Sports,

B. PE, B. Teaching

Geography SEN, ESL Combined Science, Biology Humanities, Global Perspectives

BA, TESOL DipEd MEd, BSc, Teach Cert

French, Art

MArts

Economics, Business Studies, History English

BSc, Grad Dip Teaching Ma Ed, BSc Tertiary Teachers Cert TESOL

BSc, MBA, MEd, Teacher Certification. MEd, BA, Teach Cert.

Mathematics, ICT

BA, PGCE

Dinh Ngoc Bich Khuyen

Teacher

Vietnamese History

MEd

GenetiDufera

Teacher

Mathematics

BBA, MEd, US State Certification

Jonathan Thorns

Teacher

Kaori Ichijo

Teacher

Le Thi Lan Anh

Teacher Humanities Department Coordinator Language A Department Coordinator Mathematics &Science Department Coordinator

Leo Dyar Maria Carina Schlieske Matthew Kirk Michael Clifford

ICT & Network Coordinator

Mathematics, Science Japanese Language & Literature Vietnamese Economics, Business Studies

B. For. Science, Dip. Teaching

English

Science Chemistry, Physics

BSc (Hons), GRSC, PGCE

ITGS and ICT

BA (Hons) Communication Studies

BA Ed (Teaching Japanese) BA, MA, Cert Teaching B.Comm, MA, DipEd

Teacher

Position

Nguyen Anh Hai

Teacher

Robert Huey

Teacher

Rosa Carbajal

Teacher Language B Department Coordinator

Steve Stander

Subject Science, Chemistry English & Humanities Mathematics

Qualifications. PGCE, MSc, BSc

EAL, ICT, TOK

BA, MA in TESOL

TOK, History

MA, BA, DipEd, Cert Teaching

BA MEd, BSc

Terry Hamilton

Principal

Tran Thi Thu Trang

Teacher

Volker Schlieske

Diploma Programme Coordinator

English, TOK

Teaching Degree, Second Teaching Degree

Vu Thi Thu Huong

Vietnamese Department Coordinator

Vietnamese

BA Teachers’ Cert

XousathSouvandy Yoon Hee Ha

Teacher

Assistant Teaching Staff Name Giang Kieu My Le Tien Dung Loan Ngo Minh Nguyen Ngoc Anh Nguyen ThiThuyHanh Tieu Thi Minh Ngoc Tran Bao Long Trinh ThiThao

Role Library Assistant PE Assistant Library Assistant ICT Technician ICT Technician Art Assistant PE Assistant Science Assistant

Vietnamese

French Korean Language & Literature

B.A Teachers’ Cert

BA (English) MA (French as a Foreign Language) Degree, Ewha Woman’s Univ, Korea

Section 2: Programmes and Services 2.1

The Secondary School Curriculum

We aim to provide the very best education for students of all levels of ability by means of:     

A well designed international curriculum High expectations Excellent resources Encouragement of self-discipline Careful monitoring of student progress

The school seeks to provide for change and academic success by encouraging staff and students to develop flexible approaches to teaching and learning, which help students achieve the self-respect, self-discipline, organisational skills and examination success required for their futures either in Vietnam or overseas. Secondary students are in a unique period of transition from childhood into adolescence, and will experience more rapid physical, emotional and academic growth during these years than at any other time of their life. It is important for students at this age to understand and accept the changes they will be going through, and it is equally important for teachers and parents to understand the age group, and to cooperate with each other by sharing information and strategies for supporting students as they go through the Secondary School years. We recognise that our students are often recent arrivals to Vietnam and may only spend a few years in the country before moving to their home country or elsewhere around the world. Many of our graduates study at universities around the world. In accordance with our Mission and Philosophy, therefore, we endeavour to ensure that we provide a genuinely international focus to all our studies.

Grades 6-8 In Grades 6-8, students follow a common curriculum consisting of:     

English Vietnamese Studies or Vietnamese for Native Speakers French Humanities Science

    

Mathematics Music Art Physical Education Information & Technology (ICT)

Communication

NOTES  

Students in the EAL programme do not study French. Instead they receive additional English or supported Study classes. In Grade 8 o as an alternative to French, native speakers of Japanese or Korean usually begin their study of these languages. o Vietnamese students are required to take Vietnamese as their additional language.

Grades 9-10 Students will normally study eight subjects including English, Another language, Science, Mathematics, Physical Education, and three other subjects from a range on offer. Within these courses (not including Physical Education), students will complete the curriculum requirements for the International General Certificate of Secondary Education (IGCSE), and the majority of students will take external examinations at the end of the two years of study. Vietnamese students are required to study Vietnamese as their additional language. In 2014-15, all Grade 9 students will take Global Perspectives as one of the compulsory subjects. The IGCSE qualification is an internationally recognised passport to post-16 education, for example for International Baccalaureate studies or other national examination systems.Further details of the IGCSE courses on offer at HIS can be obtained from the Middle Years Coordinator. Students normally make their subject choices during the latter half of Grade 8. Any changes in course choices must be confirmed with the Middle Years Coordinator and can only take place if written approval is received from parents.

Grades 11-12 HIS is authorised to offer the IB Diploma Programme (IBDP), and all courses on offer during Grades 11 & 12 are IB DP courses. The IBDP is a two-year pre-university course designed to facilitate the mobility of students and to promote international understanding.Students select from a range of courses on offer to develop a programme that is both achievable and personally challenging. For students on the full Diploma, in addition to studying six subjects (three at Higher Level, three at Standard Level) they also complete a 4000 word Extended Essay (EE), the Theory of Knowledge (TOK) course, and the Creativity, Action, Service (CAS) programme. At HIS, all students complete the CAS programme, and some students not taking the full diploma will also complete the EE and TOK. Students holding the IB Diploma are accepted by universities and other institutions of higher learning around the world. In some cases, universities will give university credit for IB DP courses.By providing access to tertiaryeducation on a worldwide basis, the IBDPcan truly claim to be an â&#x20AC;&#x2DC;international passportâ&#x20AC;&#x2122; to higher education. Much importance is attached to fostering international understanding and to providing a relevant, coherent Diploma Programme, consisting of a blend of rigorous specialisation balanced by an appropriate element of breadth. Further details of the IBDP courses on offer at HIS can be obtained from the DP Coordinator. Students normally make their subject choices during the latter half of Grade 10 in consultation with the DP Coordinator; academic performance and approaches to learning during Grades 9 & 10 are influential during this process. Any changes in course choices must be discussed with the DP Coordinator who has the final say on whether such changes will be approved. It is also strongly recommended that students/parents speak to the Careers and University Counsellor during this process to ensure that students embark on an appropriately challenging programme of study that will assist them in achieving their long-term goals. 14

2.2

HIS High School Diploma requirements

The HIS HS Diploma is a minimum requirement for entry into university education. All courses studied from Grade 9 onwards count towards the HIS HS Diploma. Where students transfer to HIS at a later stage (i.e. after the first semester of Grade 9) their previous records are considered towards their HIS ISD HS Diploma. The HIS HS Diploma is awarded to students at the end of Grade 12, subject to them meeting the graduation requirements. Credits are awarded for each semester of study, according to the following system: Grade 9-10 courses: Grade 11-12 courses:

A minimum of a D on the Semester Report A minimum of a 3 on the Semester Report

Assuming the student has achieved the minimum level of performance required credits are awarded as follows: Year(s)

Credits per semester 9 & 10 Per subject 2 11 & 12 Per HL subject 5 Per SL subject 3 CAS 3 TOK 2 EE 1 In order to graduate with the HIS High School Diploma, students must:  

Course

Have at least a 90% attendance rate over Grades 9-12. Obtain at least 100 credits. Within these 100 credits, there are certain prerequisites: English Additional Language Social Studies Science Mathematics Creativity, Action, Service

20 credits 12 credits 12 credits 12 credits 16 credits 12 credits

Notes  

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Students who successfully complete the full IB Diploma Programme automatically qualify for the HIS HS Certificate. Credits are awarded each semester. Progress is monitored throughout Grades 9-12 in order to ensure that each student has the ability to be successful in their HIS HS Certificate. Where necessary, students and their families will receive counselling regarding the student’s ability to meet minimum requirements and the implications for graduation from HIS. Students who fail a semester of study in a particular course can recuperate the lost credits by sitting the official external examinations at the end of the course and achieving the required minimum grade.

2.3

Extra Learning Support (ELS)

HIS welcomes students from a wide variety of backgrounds and countries. In order to access the curriculum on offer, students need to possess a certain minimum level of English, depending on the grade level of entry. In Grades 6-8, the school provides English as an Additional Language (EAL) classes for students with minimal English. All students are assessed upon application to the school and, where necessary, are required to attend EAL classes instead of mainstream English. These classes are smaller in size and are geared towards helping students quickly develop a more functional level of English. Students are assessed throughout each Quarter, and can graduate to mainstream English at the end of a Quarter once they can consistently demonstrate the required level of proficiency. Some students require additional support for non-language reasons, in order for them to access the curriculum to the best of their ability. This support may involve in-class support, or withdrawal from certain lessons. There is an additional fee for ELS. Details of this fee are available from the Main Office.

2.4

Student Support

Students often require a range of support ranging from personal or social issues to concerns regarding their academic performance. Much of this support is provided by Homeroom teachers, who meet students on a daily basis. Students should be encouraged to develop a positive relationship with their homeroom teacher who can provide much assistance. In addition to the homeroom teacher, the school also provides student Counsellors, and students are encouraged to speak to them. Matters brought to the attention of the Counsellors are dealt with in strict confidentiality, except where it is necessary to bring the matter to the attention of certain others in order to assist with solving the issue.Counsellors also provide assistance with the Homeroom programme, helping with discussion of a range of sensitive issues.

2.5

Careers and University Guidance

As students prepare for study in Grades 9 and beyond, their interests and skills become very important for making appropriate choices that will influence their life after school. In order to assist with this process, the school has a Careers and University Counsellor. In addition to the Middle Years and DP Coordinators, students and their families should speak to the counsellor regarding their career and personal interests in order to ensure that they follow the most appropriate course of study. The counsellor will provide help and guidance in selecting courses and will work with students throughout Grades 9-12 to help them make their university choices and to develop a competitive academic and personal profile that will be advantageous to them in their university applications.

2.6

Internal and External Examinations

Internal examinations are held at the end of semester 2 for Grades 9 and 11, normally around the middle of May. Mock examinations are held for Grades 10 and 12 in January/February, normally before the Tet holiday.

2.7

ICT Responsible User Agreement

Students at HIS make extensive use of ICT in their personal and school lives. It is assumed that all students, and their parents/guardians, are aware of, and accept, the contents and commitments within the Responsible User Agreement outlined below.

THINK Like the Digital Citizen You Are When aligned with effective pedagogy, technology enhances student learning experiences in profound ways. Responsible use of technology by students, with guidance from teaching staff, provides a secure and safe learning environment. Students have the right to expect access to devices, digital content, learning objects and resources to support their learning. As such, the students agree to the following responsible behaviours in order to maintain their right as digital citizens. Students will:



Treat themselves with respect, sustaining a healthy self-image online, understanding the lasting impact of digital footprints;



Honour and respect others, refraining from intentionally malicious acts against another human being;



Incorporate fair use, crediting creators for their work and respecting intellectual property rights;



Navigate sites for learning purposes, searching content appropriate to the educational setting and refrain from acts that may damage the network;



Keep themselves safe, abstaining from sharing personal information and notifying an adult if they receive something inappropriate.

I have read the above information about the responsible use of technology, and I agree to model these behaviours. I understand that neglecting to THINKmayresult in limiting access to, or revoking the right to use, devices and the HIS network and systems. Any action that results in harming others may result in consequences outlined by the HIS Code of Conduct. Parents: I understand that my child, as a user of HIS’s technology resources, accepts responsibility for his or her actions and conduct in using these resources. The use of all electronic devices and networks is a privilege, not an entitlement. I understand that I need to reinforce this sensible use of technology beyond the school and in my home.

2.8

Physical Education

The compulsory Physical Education programme runs from Grade 6 and includes a wide variety of sports and other physical activities. If students need to be excused from a Physical Education lesson, they must present a note to their teacher, written and signed by a parent. A student who needs to miss three or more lessons must bring a medical certificate from the family doctor. A wide range of sporting activities is available in the Co-Curricular Programme (Section2.17), and HIS is an active and enthusiastic member of MRISA (See section 2.19 for more details). All students are expected to become actively involved in sporting activities beyond their Physical Education classes.

2.9

Student Health

The School has a clinic on the campus where students can be treated for minor illnesses or accidents that may occur during the day. The full-time nurse is a qualified Vietnamese practitioner who is able to treat children at school or to arrange for them to return home. In the event of a more serious medical emergency the School will arrange emergency treatment at a hospital while contacting the parents. The School carries a local insurance policy to cover accidents but while this covers the cost of attending a local Vietnamese clinic/doctor, it will not cover the higher costs of attending one of the ‘international’ clinics such as SOS and Family Medical Practice. Families opting to go to the more expensive ‘international’ option will need to have this covered by their own family insurance. For their children’s safety, parents/guardians are expected to inform the school of any long standing medical conditions, illnesses or allergies. In such cases, a physician’s letter with instructions describing appropriate action in an emergency should be provided. Medication sent to the school with a student should be accompanied by a note explaining how the medication is to be administered. Families are required to notify the school secretary immediately of any serious health problems or of any contagious disease carried by the child.

2.10 Social Service and Community Education The school has a philosophical commitment to the ideals of service to the local community. This is expressed in a variety of ways - mainly through raising money for local charities and participation in activities with local schools and charities. Students are strongly encouraged to initiate and lead such activities.

2.11 Pastoral Care The primary concerns of our pastoral system are the personal development of each student, the integration of each student into the social framework of the community of the school, and the establishment of an ethos and environment within which effective learning can take place. The pastoral system at HIS is comprised of Homeroom teachers and is overseen by the VicePrincipal. 18

Within the school, the homeroom teacher is probably the most important person for each student. They build a strong relationship with each child and help the group of children to settle in well together. Homeroom teachers stress the positive achievements of their homeroom groups and develop high standards of work and behaviour in the children. For day to day questions the homeroom teacher will be the person to ask. He or she will also keep an eye on the welfare of your child, both in and out of the classroom. They will also regularly set aside time to talk to individuals and small groups about their work and their own development. Every morning your child will spend ten minutes with his or her homeroom teacher in registration. Wednesday period 3 is the time allocated for a Homeroom period. This time gives an opportunity for any problems to be resolved. Assemblies are also conducted in this period.

2.12 Changes of personal circumstances and other details It is important that the school is advised of any changes of personal circumstances which may have an effect on your child’s school life. It is also essential that any changes of address, telephone numbers etc. are forwarded, in writing or via email, to the Main Office so that all school records are up-to-date. The email address in this case is mainoffice@hisvietnam.com.

2.13 House System On admission, each student is placed in one of three houses: “Gecko” (green), “Buffalo” (yellow) and “Dragon” (red). There are regular whole school inter-house competitions and sports events. The House system is an integral feature of the life of the school and we expect all students to participate either during normal school hours or in the afternoon. Every student is expected to have a house coloured t-shirt to wear on competitive occasions.

2.14 Student Council The Student Council is one of the most important of the School’s activities for students. This is an excellent forum for students to develop and exercise their leadership skills, and to provide an example to the wider student body. Councillors are elected by their Grade level peers and officers by the student body as a whole. The Executive of the Student Council normally consists of students from Grade 11. The Council organises activities for students and liaises with the school administration on issues of particular concern to students. The Student Council supports various social, fund-raising and charitable activities.

2.15 Awards To recognise student academic achievement in the Secondary School, certificatesare awarded at the end of each semester foracademic excellence based on the results achieved. The awards are given as follows: Award Academic High Distinction Academic Distinction Academic Credit EAL Merit

G6–8 10 – 11 As 8 – 9 As 6 – 7 As 1 per grade level

G 9 – 10 7 – 8 As 6 As 5 As 1 per grade level

G 11 – 12 40– 42 36– 39 32– 35 1 per grade level

2.16 Work experience This is a one-week compulsory programme for Grade 9 students. The students are placed in businesses and other work places in the local community and work experience forms part of their introduction to career choices. This is a very popular activity for students and one of the most memorable. Many students use this as an opportunity to try doing something they might be interested in as a career. After completion of the programme students participate in a debriefing session where they are given an opportunity to reflect on their experience. Their immediate line managers in the work place provide the school with valuable feedback on their progress during the placement.

2.17 Co-Curricular Programme (CCP) The Co-Curricular Programme isa core part of the school programme, with the aim of helping students maintain balance in their lives, take risks and try out new experiences, and participate in the wider aspects of school life beyond academic study. All students in the secondary school are required to participate in at least one CCP activity each year. Students choose from a range of activities spread throughout the week. These activities usually happen after 3 pm, but can also take place at other times (e.g. before school, during lunch, on weekends). The type of activity offered varies according to the season; the interests and skills of staff; student interest; and parent volunteers. We usually change the activities every quarter and try to find a balance between sports, arts and cultural activities. Some examples of the sorts of activities that are offered are:        20

MRISA Sports Training Drama activities Model United Nations (MUN) Debating Cooking Club Chess Club Tae Kwon Do

Parents are encouraged to take part in these activities and share their skills and interests with students. CCP activities are normally free of charge - although there may be a fee for materials that are required specifically for an activity or if a teacher is hired specifically to teach a subject. There is a cost involved in MRISA events. Parents who would like to offer a CCP should contact the CCP Coordinator, Andy Smith (asmith@hisvietnam.com) . Please note that we do not provide supervision for students not involved in a CCP activity after 3 pm. If students need to wait for a sibling, they should do so in the library. All other students must leave the campus at 3 pm. Parents/guardians must make necessary travel arrangements for their children to get home at the right time.

2.18 Field Trips Field trips are an important part of studentsâ&#x20AC;&#x2122; educational experiences, enhancing the teaching and learning taking place in the classroom and enabling students to apply their knowledge and understanding directly to the real world. These trips are also opportunities for social growth and to learn more about the country and culture of Vietnam. Most field trips are an integral part of the curriculum and students are expected to participate in them. Field trips are usually organized by subject or Homeroom Teachers and are designed to enhance the teaching that takes place in the classroom. Some of these trips are directly related to student coursework/internal assessment and are an important part of school-based tasks. This is particularly the case for students studying for IGCSE and IB examinations. During the first semester, all homeroom groups in Grades 6-11 go away for Camps Week, on a field trip with a teambuilding/orientation focus. This is an important trip as it sets the tone for the class group for the remainder of the year and provides an opportunity for staff and students to get to know each other better in a non-competitive setting. Enrolment at HIS includes automatic permission from parents/guardians for students to participate in all compulsory field trips. For optional events (e.g. MRISA, Humanities trips), we require parents to complete an additional permission slip. Should you have any questions or concerns about trips please contact the organising teacher(s). Optional field trips are charged to parents, at cost. All students going on field trips must have appropriate medical coverage. The school Code of Conduct is expected to be adhered to on all school trips. Parents/guardians and students are advised to be aware of the Code.

2.19 MRISA Events The Mekong River International Schools Association (MRISA) was founded in 1999 and has eight member international schools drawn from the South East Asia Region (Cambodia, Laos, Thailand, Vietnam). We have a rich and varied sporting, cultural and art exchange programme each year for Middle and High School students. This is an opportunity for our students to travel within our region and take part in activities and competitions with students of their own age, helping them become more confident, independent, and internationally-minded. We hope that all secondary school students will aspire to participate in at least one MRISA event during their time at HIS. All Secondary school students are strongly encouraged to try out for teams and participate in this very popular and personally rewarding experience.

2.20 Homework& Keeping track of school commitments Homework is an integral part of a studentâ&#x20AC;&#x2122;s learning experience.The amount and type of work set depends upon the age and ability of the individual student, together with the nature of the subject. The school seeks to develop increasingly independent learners who take responsibility for their learning.Homework makes an important contribution to this process and, therefore, it is our expectation that students will complete every piece of homework set.

To assist in learning to organise their time, students in Grades 6-10 are provided with a Planner in which to record homework assignments and other commitments, which their class teacher or homeroom teacher regularly checks. Parents/guardianscan provide useful feedback and support to students by checking the planner on a regular basis. Grade 11 & 12 students will be guided to developing their own system for monitoring their obligations, which may involve paper or digital methods. They are expected to demonstrate independence and responsibility without the need for regular monitoring by parents/guardians or teachers. Parents/guardians will greatly assist progress by taking an active interest in homework tasks, helping students establish a routine and allocate time appropriately, and by offering encouragement when necessary. However, there is no benefit to the student if the homework is actually written by a tutor, parent or other family member.Homework is an essential part of the academic programme in the secondary school and it is required of all students. In addition to reinforcing the skills the student has been exposed to in the classroom, homework provides the student with time for internalisation and reflection on classroom work. Students who fail to complete set homework tasks may be required to attend detention classes after school. The subject teacher has the first responsibility in terms of disciplining students who are not fulfilling homework requirements and may ask for an interview with parents. The recommendations for the amount of time students spend on their homework can be found in the Student Planner.

2.21 Library and Media Centre The library is an essential element of an inquiry focussed school programme. Students are encouraged to use the library as a source of reading material for pleasure as well as for research material for their projects. The library is very important as a source of English language books to supplement those in the classroom and at home. Many students also like to use the library as a study space during break, lunch time, and after school. The library is constantly being improved with new books and more up to date reference materials. The different sections of the library are clearly laid out and the books are coded to allow the children to easily choose appropriate reading material. Parents are encouraged to borrow books for use with their children.

2.22 Cafeteria Students may order hot/cold lunches prepared by the School Cafeteria. Please contact donkey@hisvietnam.com for more information on how to order meals. Students may also bring drinks to school and fresh drinking water is available throughout the day from numerous machines. Many students also choose to bring a snack for mid-morning break time or they can choose to buy snacks from the Cafeteria. Two refrigerators and two microwaves are situated in the cafeteria for student use.

2.23 Equal Opportunities No person at Hanoi International School shall be discriminated against on the basis of race, national or ethnic origin, colour, religion, gender, age, marital status, or mental or physical disability. The letter and spirit of applicable human rights law shall be carefully observed, enforced, and supported, so that all members of the school community may work together in an atmosphere of tolerance and respect for individual differences. It is our policy that: 1. 2. 3. 4.

expectations of student behaviour and language with regard to discrimination are made very clear; we shall actively challenge discriminatory behaviour or language and take action if necessary; management and staff shall continuously monitor their own language and the materials which they use; the curriculum, teaching methods, materials and texts shall reflect the diversity of the school community so that no student is disadvantaged by feelings of alienation and all may experience positive role models; the educational experience we offer shall seek to counter existing stereotyping and shall strive for the elimination of prejudice, discrimination and bias by actively promoting nondiscriminatory attitudes so that no student suffers by being or feeling belittled or unfairly characterised or disadvantaged; the educational experience we offer shall foster an appreciation of the unity of humankind and respect forits diversity and for the culture of Vietnam.

Section 3: Expectations for Students 3.1

The School Day

The day begins at 7.45 am with Homeroom Registration. Students arriving to their homeroom after 7:45 am will be recorded as Late. We recommend students arrive at school by 7:40 at the latest, to allow them time to access their lockers and arrive on time to homeroom. Classes begin at 7:55 am and finish at 3 pm. There is a 20 minute morning recess and a45 minute lunch break. The Co-Curricular Programme takes place outside of normal lesson times, and activities can continue until 5 pm, although most finish by 4 pm. That last school bus leaves shortly after 4 pm; students participating in activities that finish after this time must ensure that they have made alternative travel arrangements. Students may not remain on the school campus once the activity has finished and there is no supervising teacher.

3.2

The School Calendar

The school year is based upon approximately 182 days of instructional time plus several days for teacher professional development. The school observes traditional, and some public, Vietnamese holidays including National Day and Tet. There are also a number of events on the school calendar each year such as International Week. Vietnam Week, school productions, Arts Festival, Book Week and the like. We encourage the participation of parents during these events. The school calendar for 2014-15can be found on the school website.

3.3

Attendance

Daily attendance is taken during Homeroom Registration. Students are expected to attend all classes for which they are scheduled. If a student is absent from school, parents/guardians must send a letter or email to the homeroom teacher explaining the absence. Failure to do so will result in the absence being registered as unexcused and the student being considered a truant. If an absence is foreseen a note should be brought giving dates and reason for absence. Permission to leave school during the school day may be obtained through the Main Office. Students leaving the campus without permission during the school day, or skipping classes, will be considered truanting. Truancy will result in parents being informed and the possibility of disciplinary action. A student missing more than 10% of the school days in the year will be subject to review by the Administration Team and may be required to repeat the school year.

3.4

Leaving the Campus

Students in Grades 6-10 are not allowed to leave the campus during the day without a note from parents or permission from theVice-Principal.Grade 11 & 12 students whoare on good academic and disciplinary standingare permitted to go off-campus at lunch time. Students must sign outand back inagain in the Main Office.Failure to do so may result in this privilege being withdrawn. Unauthorised departure from the school campus will be trea ted as a serious disciplinary issue. 25

3.5

Lateness

Punctuality is very important at all times throughout the school day. Students arriving at school after 7:45 am must report to the main office. The attendance record will be updated to reflect this.Parents will be informed of repeated latenessand of any consequences. Difficulties arising from transportation should be communicated to the Principal or Vice-Principal.

3.6

Dress code

The School has no prescribed uniform, except for during Physical Education classes. Students are expected to dress in a manner appropriate for school with consideration given to climate and the culture of Vietnam. They should consider health and safety implications with regards to jewellery, hairstyles, and shoes. For Physical Education classes, students are encouraged to wear the HIS sports kit which is available from the school Shop or an appropriate swimming costume for pool-based lessons. As a minimum, students are expected to change into appropriate clothing for Physical Education classes, and change back into their other clothing after the class.

For general Physical Education classes     

Blue T-shirt with HIS logo Blue shorts Sports Shoes HIS Tracksuit (optional, for cold weather only) For health & safety reasons, students are required to wear appropriate closed shoes when playing sports at any time.

For swimming    Boys   Girls   

Goggles are recommended Swim Caps are optional Normal T-shirts or shorts mayNOT be worn as swimwear. Inappropriately dressed students will not be allowed to swim. Swim shorts (Optional) Fitted Rash top or swim shirt fitted (NO HOODS/ZIPS) One piece swimwear recommended Swim shorts (optional) (Optional) Fitted Rash top or Swim shirt (NO HOODS/ZIPS)

Where required for religious reasons, students may wear additional coverings on arms, legs and head. No jewellery of any kind is to be worn during Physical Education activities, at any time.

3.7

Student Equipment

Students are expected to come to school prepared for lessons. Teachers will communicate materials requirements to students, who are then expected to have these materials for all lessons. A general basic rule for all classes would be â&#x20AC;&#x153;something to write with, and something to write onâ&#x20AC;?. For writing, students should only use blue/black ink, unless informed otherwise. An English Dictionary is strongly encouraged, especially for second language English students. A paper-based translating dictionary is also useful and can be used in a range of formal examinations. Teachers will advise students when that is the case. From Grade 9 onwards, students need access to a Graphical Display Calculator (GDC). Details of suitable models can be obtained from the Mathematics Department. These can be purchased from the school shop.

3.8

Student Code of Conduct

Hanoi International School asserts that no one has the right to interfere with other people, other people's property and other peopleâ&#x20AC;&#x2122;s time. The School should attempt to develop and encourage an attitude of individual responsibility towards the quality of life in the School community. The students of Hanoi International School are made aware of the following Code of Conduct. All students should: 1. 2. 3. 4. 5. 6. 7.

treat each other equally; be polite to each other, teachers, support staff and visitors; look after school property, equipment and other studentsâ&#x20AC;&#x2122; possessions; respect other peoplesâ&#x20AC;&#x2122; cultures; make new students feel welcome; care for younger children; be honest.

All School regulations will be logical extensions of these basic expectations, and will be explained to students in those terms. It is expected that most students, in most instances, will be able to keep to the basic code of conduct outlined above. However, there will inevitably be times when students need to be reminded of their responsibilities to themselves and to the School, and when it may be necessary to impose disciplinary procedures. When problems of behaviour arise, they will be dealt with according to regulations developed by the administration and implemented by the Principal or Vice-Principal, as required under school policy. Specific regulations pertaining to behaviour and discipline during school-related activities will be developed and enforced by the senior management.

Student Rights and Responsibilities Each student in our School has the right to be treated with respect, courtesy and consideration by every other student, teacher, School employee, or other adult in the School. (S)he has the right to know what the rules are; to appeal to authority when (s)he feels unfairly treated, or when (s)he thinks that no objective hearing has been allowed. However, persons in charge of classrooms and of the School as a whole must have the authority to carry out their work for the benefit and safety of everyone concerned without constant arguments. If a student feels that a particular rule or judgment is unfair, (s)he may express such complaints as described below.

Fair Play Fair play is expected of all students who participate, either as athletes or as spectators, in any form of school-related sports activities. Good behaviour rests upon the basic principles set forth in the Code of Conduct above: students are expected to behave with self-control, respect for others, and respect for their own and others’ property. Specific regulations pertaining to behaviour and discipline during school-related activities will be developed and enforced by the administration.

Student Complaints and Grievances In the interest of safety and order in the School, it is expected that students obey directions first and ask questions later. Much as the school management wishes to foster student's gradual development in self-discipline and intelligent decision-making, it must be made clear to students that schools are not a one-person, one-vote democracy but that the persons in charge have special responsibilities that can be carried out only if their authority is accepted, respected, and supported by all. This must not be construed to mean that students who feel that they have been unfairly treated have no recourse. Most complaints and grievances can and must be resolved at the level at which they arise: between the student and the teacher or other School employee, as necessary with the help of the Principal/Vice-Principal. In all cases student complaints will be dealt with courteously and promptly, ideally within two school days after the student raises the question.

Sanctions The Principal is responsible for setting and enforcing rules of behaviour and for coping with behaviour problems as appropriate to the students’ age and maturity. Infractions of the school’s expectations will normally be treated with advice and counselling. Serious or persistent neglect of these expectations may result in various disciplinary measures, including withdrawal of privileges, detention, suspension, probation or other measures deemed appropriate by the Principal/VicePrincipal. Where appropriate, actions will be taken following consultation with parents, either verbally or in writing. For the most serious or persistent neglect of school expectations, permanent expulsion of a student will be recommended by the Principal to the School Board. Expulsion forms part of the permanent record of a dismissed student. Breaches of discipline shall be dealt with using measures which appropriately meet the seriousness of the offence. Disciplinary measures include:     

Being placed ‘on report’ – a daily progress report completed by subject staff and monitored and signed by the Home Room Teacher and parents. Loss of freedom (e.g. detention, performance of useful tasks) Withdrawal of privileges (e.g. off campus at lunch time or afternoon activities.) Detention of student after school. Detention may be imposed only by the senior management, and parents must be given at least one day’s prior notice. Compulsory after-school homework classes.



Disciplinary probation of student. Students may be placed on disciplinary probation following a conference between the student, parent(s) or guardian, and the senior management.

Suspension of student Behaviour that is construed as ‘serious’ or consistently deviates from accepted standards as judged by the administration will lead to suspensions from one to five school days by the Principal. A suspended student cannot return to School until a conference is held between the administration and the student, parent(s) or guardian. Academic work missed during suspensions must be made up. However, any deadlines or assessments that have been missed cannot be made up.

Expulsion of student Very serious and/or chronic offences may lead to expulsion. This action shall only be taken after due consideration and consultation between the Principal/Deputy principal, the student, and the parent(s) or guardian. Members of the School Board shall be involved before a final decision is reached.

Forfeiture of Tuition Fees If a student is suspended or expelled, tuition fees for the period of suspension or for the remainder of the term after expulsion cannot be refunded. Any form of physical punishment of students is strictly prohibited.

3.9

Smoking, Alcohol and Drugs

The possession or use of tobacco, chemical substances or alcohol by a student, whilst on school campus or at school events, is strictly forbidden.

3.10 Student Organized Social Events School dances and other student-organized activities must have prior approval of the Vice-Principal. There will be staff supervision, consistent with the number of students attending the event. The HIS Code of Conduct will be applied to such events. Guests will be allowed only after consultation. Parents should ensure appropriate travel arrangements are made for students at the end of the event at the required time.

3.11 Chewing Gum Chewing gum is not permitted on the school campus at any time.

3.12 Security: Lockers, Valuables and Lost Property. Any object, material or substance that could be construed as dangerous to the health and safety of students and staff, should not be brought to school. All students are allocated a locker fitted with a key. Students are expected to use their lockers for storing valuables and the dayâ&#x20AC;&#x2122;s books so that they are not carrying heavy bags around with them during the day. There is time before school, during break and lunch to visit the locker. Items which are found on the school campusare placed in the Lost and Found box, and students are encouraged to look there in the first instance. Valuable items (such as electronic devices) are handed in to the Main Office staff or the Vice-Principal. At the end of each semester Lost and Found items are displayed for claiming,and then what is left over willgo to charity. Students are responsible for their own property. Where possible, articles brought to school should be labelled. The school will accept no responsibility for loss or damage to students' personal property. Particular procedures and safety precautions are recommended in certain subject areas e.g. science laboratories. Students should ensure that they are familiar with these and exercise appropriate caution.

3.13 Motorbike Safety In the first instance the School administration shall follow the Laws of Vietnam in regard to motorbike usage: ď&#x201A;ˇ ď&#x201A;ˇ

The rider must be able to be licensed in their home country and be 18 years old. An approved helmet must be worn.

The School shall not condone any infringement of the laws of Vietnam therefore, as a corollary; the School shall carry neither financial nor legal responsibility for students who are using motorbikes illegally to attend school. Likewise the School shall not be liable, in any way whatsoever, for the safety of students who are transported by illegal drivers. This statement of policy will be clearly communicated to students and parents, at appropriate times, and in appropriate languages, in school letters, newsletters, the school web-site and other publications. The School draws attention of all concerned parties to the fact that health, medical, disability and death insurance policies may be void due to illegal and/or under-age driving. As an example, international health insurers (e.g. AETNA) state, that any illegal act of this kind would constitute reckless endangerment which could be grounds for a void claim.

3.14 Emergency and Evacuation Procedures The Emergency Evacuation Procedure Plan is posted in each room. An emergency evacuation is carried out regularly to ensure that teachers and students are familiar with the procedures. At the end of the Handbook is the School Evacuation Plan which should be kept for reference in a secure place along with other necessary emergency documentation. In addition, parents/guardians must ensure that the school has emergency contact details in case they are required. These should be in addition to immediate family members.

Section 4: Parent-School Communication 4.1

Written Communications between School and Home

Parents are kept informed by regular letters and emails from the Principal and Vice-Principal. Teachers also send home letters explaining class activities, projects and homework. Much of this classroom-parent communication is carried out via the studentplanner. Information concerning a student’s progress is relayed to parents through telephone calls, informal discussions, progress reports and Parent-Teacher Conferences.The school website – www.hisvietnam.com, contains much information and is regularly updated.

4.2

Regular Newsletter

An official whole school newsletteris published periodically and is passed on to parents/guardians via email and posted on our website. It contains general information about student activities, reports on school events, articles and topical notices.

4.3

Matters of General Concern

Communication between parents/guardians and the school is essential. Please telephone or email the school with any concerns or suggestions. In the first instance, parents/guardians should communicate with the homeroom teacher, or with the appropriate coordinator to discuss any aspect of a student’s education. For matters of general school concern, please see the Principal or Vice-Principal. Staff in the Main Office will help schedule an appointment. The operations of the school and the Parent Teacher Association are subject to written policies. Such policies are available for consultation in the Main Office.

4.4

Parental Complaints Procedure

The following procedure is designed to allow all parents/guardians of children in the school to make complaints or to express concerns to the school in a manner which ensures fairness and integrity to all concerned. Any complaint should be made on an individual basis. If you have a complaint or a matter of concern, please try to sort the matter out by communicating with the teacher concerned. If this does not resolve the issue,the matter should then be brought to the attention of theVice-Principal who will record the complaint and advise when an initial response should be expected. The Vice-Principal will then investigate the matter and come to a decision about the action required. All parties will be informed of this action and a written report will be sent to and kept by the Principal for information. In the event that the parent concerned is not satisfied with the course of action proposed by the Vice-Principal, they can then take their complaint, in writing, to the Principal. The Principal will follow the procedures set out above and come to a decision. Again, all parties will be informed of this decision and a written record of the matter will be filed. The Principal’s decision is final.

4.5

Parent/Teacher Association and other Parent Forums

We are committed to the involvement of parents in all aspects of HIS and parents are encouraged to take an active part in their childâ&#x20AC;&#x2122;s education and in the life of the school. HIS has an active PTA that is involved in fund raising and discussing school issues. The PTA has made a very significant contribution to the development of the facilities available on the campus. The PTA also organises, or helps to organise, social events such as International Week, social evenings, andschool discos.Parents, students and teachers are all involved in the preparations for these school-wide activities. The PTA usually meets once a month, in addition there are often informally arranged Coffee Mornings. Some of our community groups such as the Korean Parents have their own informal forums.

4.6

Messages for Students

Please ensure that all reminders of appointments and after-school arrangements are made before school. Requests for students to leave school during the school day should be in writing and given to the Homeroom Teacher before 7:55 am. Students must sign out in the Main Office and show the signed slip to the security guards. There are telephones in the school offices which students may use on request.

4.7

Campus Guests

Parents and visitors to the school are welcome. All visitors, including parents, must report to gate security for a Visitors ID and then the Main Office on arrival. Students wishing to have visiting friends attend school must apply with a letter from their parents/guardians, at least one week in advance, for permission from the Vice-Principal.

4.8

Communicating Progress

The school sends home regular Reports, and schedules Parent-Student-Teacher Meetings throughout the year. Details of these will be available on the calendar on the website, and will be communicated to parents via email/newsletter during the year. However, we strongly encourage parents to communicate with their childâ&#x20AC;&#x2122;s homeroom or subject teachers at any time regarding any issue they might have. Often the best way to initiate this communication is via email, though it is also possible to arrange a meeting with teachers via the Main Office.

Reports ď&#x201A;ˇ

Quarter Reports are brief reports containing grades and sometimes a homeroom teacher comment. These are intended to advise parents regarding progress and to highlight where there might be areas for concern that could be resolved before the end of the semester. Quarter Report grades are not considered to be official and are not included in student transcripts. This year, the Quarter Reports will be made available to parents/guardians via ManageBac, from where they can be printed out if a paper copy is required.

ď&#x201A;ˇ

Semester Reports are more formal, containing grades, written comments from subject teachers, and a homeroom teacher comment. These are official records of student performance, and these grades are included in student transcripts. For students in Grades 912, these grades contribute to the award of the High School Graduation Certificate, and are influential for university applications.

Parent Consultations As an integral component of the reporting process, Parent Consultations are held approximately one school week after the reports are made available to parents. We expectparents to make use of this opportunity to meet with teachers, where they can discuss both academic and general welfare matters relating to their child. Students are required to attend these meetings.

4.9

Assessment Grades

Achievement grades on reports are related to the grade descriptors outlined below.Additional grading is provided on the ‘Study Skills’ of the student in order to gain a complete picture of the student’s progress. For Grades 6-10, a Level D is considered a passing grade. For Grades 11 & 12, a Level 3is considered a passing grade.

Grades 6 – 8 Level Standard A Excellent

Descriptor The student consistently:  demonstrates a thorough knowledge and understanding of the subject matter  organises and applies information with a veryhigh degree of success  displays a very high level of practical and creative abilities High The student consistently:  demonstrates a good knowledge and understanding of the subject matter  organises and applies information with a high degree of success  displays a high level of practical and creative abilities Competent The student: demonstrates a sound knowledge and understanding of subject matter  organises and applies information with considerable success  displays a competent level of practical and creative abilities Basic The student:  demonstrates a limited knowledge and understanding of subject matter  organises and applies information with limited success  displays a limited level of practical and creative abilities Poor The student:  demonstrates little or no knowledge of the subject matter  organises and applies information with little or no success  displays little or no level of practical or creative ability

Grades 9 – 10 Level Descriptor A* A B C D E F G

Excellent performance Very good performance Good performance Satisfactory performance Minimally acceptable performance Mediocre performance Poor performance Very poor performance

Grades 11 & 12 Level

Performance Descriptor

Excellent

Very good

Good

Satisfactory

Mediocre

Poor

1 N/A

Very poor Not yet assessed

Consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. The student consistently demonstrates originality, insight, and analytical thinking. The student produces work of high quality. Consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a widevariety of situations. The student consistentlydemonstrates originality, insight, and analytical thinking. Thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student occasionally demonstrates originality, insight, and analytical thinking. General understanding of the required knowledge and skills, and the ability to apply them effectively in normalsituations. There is occasional evidence of analytical thinking. Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates alimited understanding of the required knowledge and skills and is only able to apply them fully to normal situations withsupport. Very limited achievement in terms of the objectives. The student has difficulty inunderstanding the required knowledgeand skills and is unable to apply them fully to normal situations, even with support. Minimal achievement in terms of the objectives

Attitudes to Learning, Behaviour and Homework (All Grades) Level Descriptor E Exceeding expectations M Meeting expectations N Not meeting expectations It should be noted that the majority of students should achieve a level M.

4.10 School Calendar An up-to-date calendar of websitewww.hisvietnam.com.

all

school

events

can

found

4.11 Daily School Timetable An outline of the daily school timetable can be found in the Student Planner.

the

school

4.12 School Evacuation Plan It is essential that all parents are familiar with the following and keep this sheet for reference. In the event of a STATE OF EMERGENCY being declared by the authorities during the course of a school day, all parents should be familiar with the following routine. 1. The School will remain open and supervised by staff for a period of TWO HOURS after the declared state of emergency. During this time parents should arrange to have their children collected from the School premises. It is important that if the people collecting the children are not ordinarily known to the School that they are able to show identification. 2. After a period of two hours the School will be closed and any remaining children will be taken kept at school or if the situation necessitates it, to a secure location. Children not collected from this location six hours after the declared emergency will be lodged with the guardian nominated on the Registration Form. 3. In the event of either of the nominated guardians not being available the child will remain in the care of the Principal and or Vice-Principals.