Thank you for choosing Green Valley for your child. We hope that you find this handbook useful. It is designed to keep our parents aware of some useful information and if it cannot be found here - please feel free to ask a member of our team. At the core of any successful school lies its community. For all of us here, your child’s homeroom, or ‘form’ tutor is at the center of this community. They are here to help you, and we would strongly encourage you to reach out and take advantage of that opportunity. Research is very clear that the stronger the homeschool relationship, then the better a child achieves. Our teachers here are fantastic professionals, so please feel free to approach them over any issue. We feel that the education of a child is a team effort based upon trust. No school will ever get everything right, but Green Valley is a small school with a big heart. The level of care shown towards each child here goes beyond the ordinary, and we are lucky to have forged a reputation based upon a strong sense of family support and integrity. In addition, we are a school with a clear ethos and identity. We are adventurous, ‘hands on’ and experiential in our learning. We focus on nature, sustainability and the outdoors. We seek to provide children with bespoke, personalised experiences which value the development of character as much as academic recall. We expect a growth mindset from our community and ‘challenge’ them to be their best. This means that students will need to push themselves, but will ultimately find within themselves the characteristics, qualities and values to lead successful lives.
Welcome to Green Valley.
Mr. Charles Grayhurst
2/30
The Secondary School runs from Year 7 (11 year olds) to Year 13 (18 year olds) and we have nearly 200 students from approximately 30 different countries. At St Andrews Green Valley, it is our philosophy that the best schools are not necessarily the biggest. We love the welcoming family atmosphere we have at present and we don’t want to lose it. As a result we strive to keep class sizes small and we limit ourselves to two form entry. Class sizes in the Secondary School are capped at 22 students, although we will theoretically allow a small increase if sibling places are required. There are 31 full time and 1 part time teachers working in the Secondary School, all of whom are highly experienced in Secondary education. Each holds a degree and an appropriate teacher training qualification. They have wide experience of international education and all except those that teach modern foreign languages have taught in the UK, Europe, Australia or New Zealand. We have deliberately recruited staff who share the same philosophy of education and they work hard to make St. Andrews what it is. As with most international schools, we see students come and go throughout the year, but our most active times are the start and end of our academic year. Former students are studying around the world at the present time in a diverse range of schools and universities within a number of different educational systems. We work closely with transferring students and their families to ensure a smooth progression to their new school. Former graduates of our IB Diploma Programme are currently studying at Universities in the UK, Europe, North America, Asia and Australia, each following their chosen academic path. Welcome to St Andrews, we hope that your time with us will be a happy and memorable one.
Best regards
Kevin McGee Head of Secondary
3/30
Over the past year, the school has thoughtfully reflected upon what makes Green Valley special, and why the school is well placed to prepare students for the future.
We know that the school has a heavy focus upon outdoor education, of ‘hands on’ experiential learning that engages students and gives them real life skills. We want them to be innovative, brave, positive and lead others. We want them to be adventurous. In addition, a holistic education has always been the hallmark of a Green Valley education. Not only do we gain excellent academic results, but we look to develop personal characteristics, values and attitudes in children that prepare them for their futures. We want them to be brilliant. And finally, we recognise that a school is a family. That learning is built upon a community that respects each other, cares for each other and ensures that children can be nurtured in a safe and warm environment. We want them to be happy. As such, our educational philosophy intends to “develop eco-literate students, committed to a sustainable future, who are actively engaged as leaders within their communities. Through our commitment to holistic education, our Green Valley students are uniquely identifiable through a range of personal values, skills and qualifications needed to lead adventurous, brilliant and happy lives in the future”. This new expression of our philosophy truly encapsulates our mission, and over the course of the next academic year, the school looks forward to meeting with the community to refine this philosophy into a school motto that we can all refer to. Watch this space.
4/30
Mr. Kevin McGee Assistant Head of School & Head of Secondary kmcgee@standrews-schools.com
Mrs Samantha Jenkins Teaching, Learning and Assessment Coordinator sjenkins@standrews-schools.com
Mr. Andy Emery IB Coordinator (Y12-13) aemery@standrews-schools.com
Ms. Laura Kerr School SENCO lkerr@standrews-schools.com
Mrs. Emma Cave Key Stage 3 Coordinator ecave@standrews-schools.com
Ms Lisa Kinsella Key Stage 4 Coordinator lkinsella@standrews-schools.com 5/30
Ms Jess Wilson Head of Marketing and Admissions jwilson@standrews-schools.com
Mr Oliver Jackson University and Careers Guidance ojackson@standrews-schools.com
Tamsin Marriott School Counselor tmarriott@standrews-schools.com
Khun Kalaya Finance Manager gvfinance@standrews-schools.com Khun Plaeng Academic Secretary for Secondary nmoungkaew@standrews-schools.com 063 078 9773 Khun Golf Front Office poratha.s@standrews-schools.com 092 174 5999 General Enquiries greenvalley@standrews-schools.com
6/30
Pastoral Head of Secondary
Kevin McGee
kmcgee@standrews-schools.com
Learning Support / SENCO
Laura Kerr
lkerr@standrews-schools.com
School Counselor
Tamsin Marriott
tmarriott@standrews-schools.com
IB Coordinator
Andy Emery
aemery@standrews-schools.com
Key Stage 3 Coordinator
Emma Cave
ecave@standrews-schools.com
Key Stage 4 Coordinator
Lisa Kinsella
lkinsella@standrews-schools.com
Year 7AB
Alex Baker
abaker@standrews-schools.com
Year 7MM Year 8TA
Manon Montfort Thomas Amos
mmontfort@standrews-schools.com tamos@standrews-schools.com
Year 8JH
Jamie Hamilton
jhamilton@standrews-schools.com
Year 9DH
Dan Hill
dhill@standrews-schools.com
Year 9 KV
Kris Van Der Mynsbrugge
kmynsbrugge@standrews-schools.com
Year 10BP
Ben Perry
bperry@standrews-schools.com
Year 10CD
Cardelle Dunne
cdunne@standrews-schools.com
Year 11NF
Nathan Forbes
nforbes@standrews-schools.com
Year 11 DS
David Swinn
dswinn@standrews-schools.com
Year 12RT
Rebecca Tayler
rtayler@standrews-schools.com
Year 12NF
Nick Frost
nfrost@standrews-schools.com
Year 13SP
Simon Paul
spaul@standrews-schools.com
Year 13SC
Stephen Cook
scook@standrews-schools.com
Academic Head of Secondary
Kevin McGee
kmcgee@standrews-schools.com
Teaching, Learning & Assessment
Sam Jenkins
sjenkins@standrews-schools.com
Head of Thai
Khun Nun
paktinanj@standrews-schools.com
Head of English
Kate Emery
kemery@standrews-schools.com
Head of Maths
Oliver Jackson
ojackson@standrews-schools.com
Head of Science
Sam Cronin
scronin@standrews-schools.com
Head of Humanities
Jimmy Jenkins
jjenkins@standrews-schools.com
Head of PE and Sport
Paul Bleasdale
pbleasdale@standrews-schools.com
CCA’s
Harrison Straw
hstraw@standrews-schools.com
Head of Creative Arts
Doug Heron
dheron@standrews-schools.com
Head of MFL
Christine Thiery
cthiery@standrews-schools.com
Head of LEAP and EAL
Bill Minty
wminty@standrews-schools.com
Careers and University Guidance
Oliver Jackson
ojackson@standrews-schools.com
Head of the Dutch Stream
Mr Kris
dutchstream@standrews-schools.com
Outdoor Education
Jo Clark
jclark@standrews-schools.com
CAS Coordinator
Stephen Cook
scook@standrews-schools.com
Coordinator of Instrumental Music
Tara McNeill
tmcneill@standrews-schools.com 7/30
The school uses different channels to communicate with parents and to keep you updated on your child’s learning and what is happening at school each week. The core platforms are detailed below:
SchoolZine (SZApp): The SchoolZine app is accessible through your smartphone. It is the central location to go for all information, including calendars, staff contact details, daily notices etc. Every Friday, a Primary and Secondary ‘What’s On’ Newsletter is published through the app. This newsletter contains notices of what is happening in the week to come, any events to be aware of, school updates etc. Seesaw: Seesaw is an app used in the Primary School to keep you updated with your child’s learning. Through the app, you can directly message your child’s class teacher. The class teacher will also post photos throughout each day so that you can keep updated with your child’s learning. SchoolsBuddy: SchoolsBuddy is an app used for booking extra-curricular activities at the start of every term, as well as to provide consent for school trips etc. Through the app, you can sign up to activities and school trips. You can also pay directly through the app for any activities or trips with an additional charge. LINE: The school also holds a LINE channel whereby notices are shared with parents. These will include day-to-day notices, such as sport match updates, cancellations etc. Messages on the LINE channel are also shared on the SchoolZine app. Email: Occasionally the school will send you a direct email regarding school announcements. These are most often from the Head of School or Head of Primary and Secondary to keep parents informed of school developments etc. Details on how to download and access each channel can be found on the link below: https://issuu.com/standrews-schools2/docs/communication_booklet_22-23? fr=xKAE9_zU1NQ The Admissions Team will help support all new families to access these channels when their child joins the school. You can also contact us for help on the email below: greenvalley@standrews-schools.com 8/30
At Green Valley, the safety of our students is of the utmost importance. As such, we take this duty very seriously.
Arrival Times Please note that the school opens at 0800 for students, and that the educational campus should be clear by 1645, unless there is a school activity planned. The coffee shop is available at other times and a breakfast club is available for early morning arrivals. Please contact the school if you are interested in this service. Students must be collected promptly, please, no later than 1630, in order to ensure the safety and supervision of your children.
Visitors to School All adults who enter the school site require a colour coded lanyard so they are easily identifiable. Parents are given blue lanyards and identification cards at the beginning of the year. All visitors, including parents, should sign in at the Front Office during the school day (other than designated pick up and drop off times). New visitors are given a safeguarding briefing and a red lanyard. If you are not wearing a pass when arriving at the school, security will deny entry and ask you to sign in at reception. Please note that all adults, whether parents or outside visitors, require a purpose for being onsite - for example, during scheduled pick up, a school event, or scheduled appointment. All staff are trained, as per international standards, to politely and respectfully ask as to why parents or other adults are unsupervised around school without a reason to be on campus. They may, on occasion, direct adults back to reception if required, to formally sign in. However, the coffee shop is always open to visitors and parents as it is a secure area separate from the educational campus.
Please note, it is not always possible to see a member of staff if you do not have an appointment due to their teaching and other commitments. Please book an appointment in advance to avoid disappointment. Adults visiting the campus have an important role to play in the life of the school. Working together we can ensure that our students are safe by:
Remaining accompanied by a member of staff at all times;
Wearing your visitor’s badge in a visible place;
Engaging appropriately with students through your words and your actions;
Respecting all members of the community by not exchanging personal details or interrupting activities;
Only using toilets designated for adults. There are bathroom facilities located in the main reception area;
Reporting any concerns about a student’s welfare with your host or the Reception desk staff;
Treating all community members with courtesy and respect
9/30
All visitors are expected to respect the school’s no-smoking and no-alcohol policy.
On departing the school, visitors should leave via the reception and return the visitor’s pass to security. Our school has implemented various security measures, including a 24 hour security presence, surveillance cameras, locked entrances, and staff training, to ensure a safe learning environment for all students.
Guardianship Guardianship is the term used to describe when a child under the age of 18 does not live with their parents or legal carers. This includes living with a family member or grandparents as well as a homestay arrangement. It is important we are informed of guardianship changes, even when temporary, so that we can provide additional support to students and guardians as needed.
Photos of Children Families give or withdraw consent for photos of their children to be taken, at their own discretion as part of the admissions process. For this reason, and to safeguard our students and school community, parents and visitors are asked not to take photos of or publish any photos of children that are not their own.
Medical Centre/School Nurse At St. Andrews, Green Valley, we have a dedicated school nurse who plays a vital role in promoting the health and well being of students, staff and visitors on site. The school nurse is on duty in the medical centre from 8:00am - 5:00pm each day (lunch breaks taken in the canteen - note left for contact). In case of sporting fixtures, the School Nurse will extend her working day until the match is finished. Please ensure that you complete the annual health declaration form at the beginning of the school year. This form provides essential medical information about your child. If any information changes please update the school nurse promptly. Particularly ensure that emergency contact information is up to date in case of any emergencies during school hours. Families should obtain medical insurance cover for their children. In particular in respect to travel and official school activities, against all risks. The school nurse will contact parents in the case of injuries/illness requiring further treatment (example fever), when follow-up care or observation is required (example a head injury note is sent home), and when there is a visible mark from injury or a large wound. If medicine is required to be administered in school time (trips and visits included) a request to administer medication form should be filled out by the parent. This should be accompanied by the medication and prescription from the doctor/pharmacist. The medicine must be delivered to the nurse by a responsible adult (parent/bus monitor preferred). Medicine for school trips should be arranged by the parent at least 2 days before the trip departure. Remember, our school nurse is a valuable resource and partner in your child's health. Feel free to reach out to the nurse with any questions, concerns, or information related to your child's health. By working together, we can create a safe and healthy environment that supports your child's overall well-being.
10/30
School nurse contact: Nurse May 66 School to issue a nurse phone next yearnursegreenvalley@standrewsschools.com
Emergency Evacuation The assembly point for emergency evacuations is in the carpark in front of the administration building/ reception area. The school conducts termly fire drills to ensure preparedness in case of an emergency. Students are instructed on evacuation procedures, and it is essential they follow the instructions of their teachers and staff. If a fire alarm sounds while you are on site please assemble with the visitors on the left hand side of the assembly point.
Duck and Dive Duck and dive drills are conducted termly to prepare students for the possibility of a dangerous situation, such as an intruder on campus. On hearing the siren everyone should seek the shelter of the nearest safe locked space. They should remain hidden quietly until directed by staff that ‘All Clear’ has been announced.
Form groups Each Secondary school student is placed in a form group which meets every morning for 20 minutes.
Tutors Groups Each tutor group has a teacher who acts as their form tutor. Every morning the tutor meets with the class to undertake administrative tasks such as marking the register, as well as pastoral duties such as checking student planners, setting targets and discussing current events etc. The tutor is the first person that both students and parents should contact when there are issues that affect a child. Weekly Assemblies At specific times (usually during morning tutor time) assemblies are held where all Secondary students or groups of students meet together to share experiences and celebrate achievements. Whole School Assemblies These involve everyone from Nursery through to Year 13. These assemblies happen at Loy Krathong and Songkran, Christmas and at the end of the school year.
11/30
School Calendar for 2023 - 2024 https://drive.google.com/file/d/1TCoziZ5QL4hmGdQR4ADdBmlaZNA736e1/view?usp=drive_link
Absence from School or Late Arrival Parents are asked to telephone or email to the Tutor if a child is absent through sickness or any other reason.
Late arrival at school upon arrival, students are to report to the school receptionist at the front office to sign in. The above staff will adjust the official school record accordingly.
Early Departure Occasionally, a child may need to leave school before the end of the school day. Students can leave when prior communication has been received from a parent (Letter, email or phone call). Except for IB students going to the local village for lunch, students are not permitted to leave the campus without a parent or nominated adult during the school day.
Extended Absence If a student needs to be absent for an extended period of time (in excess of one day) a parent is required to email Mr McGee in advance to request a period of leave. Students are expected to keep an attendance rate of 96% or higher so extended periods of leave for holidays etc may not be granted.
The School Day https://docs.google.com/document/d/1KnqhEZ3y_LJgESlKkUV-sWvnnpfKPIxD/edit? usp=sharing&ouid=100846120812863554881&rtpof=true&sd=true
12/30
School uniforms are available in the uniform shop at the front of school. Please ask at reception.
Secondary Uniform: Year 7-11 BOYS
White shirt with school logo
Navy blue shorts or trousers (no denim).
Predominantly black shoes
Year 7– 11 GIRLS
White shirt with school logo
Navy Blue Culottes, shorts or trousers
Predominantly black shoes
Year 12 & 13
Clothing appropriate for business meetings in an office environment
PE Uniform for both Boys and Girls:
Blue St Andrews shorts
White with blue St Andrews polo shirts
FOBISIA sports uniform (Black Kit)
Trainers
Labelling
It is the child’s responsibility for their uniform to be clearly accurately labelled. The school collects and stores any lost property that is found, however
Spare clothes Students in the Early Years and Primary school often bring spare changes of clothes. Please ensure the clothes are extra uniforms or PE kits, rather than personal clothing.
Suncream/Hat It is the child’s responsibility to wear sunscreen and a hat to school each day. The school also makes sunscreen available during the day.
Shoes or trainers Please ensure trainers are suitable for all activities, for example adventurous play, PE, Forest School, Walks. 13/30
Behaviour Management At St. Andrews International School it is our aim to develop independent, confident learners. We work to nurture well-balanced, mature individuals who take responsibility for their actions and who grow into caring, respectful members of the international community. Respect includes •
Respect for self
•
Respect for others
•
Respect for the environment
•
Respect for school rules
•
Respect for learning
•
Respect for other cultures and languages
We believe that by asking people to be safe, caring, respectful, responsible and honest, we are covering all elements of social cohesion and supporting the social and emotional development of our school community Students have the right to be safe in school. They have the responsibility to respect others rights to safety, to treat others with the same kindness they would expect themselves and to obey school rules. Students have the right to learn and be free to express their opinions, feelings and ideas. They also have to be responsible, to work hard, do their best, complete assignments on time and respect others’ opinions, feelings and ideas. Students have the right to be treated with understanding and respect. They also have the responsibility to respect others and to treat them with understanding. Students have the right to hear and be heard but should also be respectful of quiet times for learning and studying. They have the responsibility to listen to others, to wait their turn to speak and to be respectful of quiet times. Students have the right to bring materials they need to school [although valuable belongings should be kept at home]. They have the responsibility to look after their own possessions and to be honest and respectful regarding the property of others. Students must also demonstrate academic honesty. Cheating and plagiarism [copying] are regarded as serious offences both within the school and IBO. Students have the right to hear and be heard but should also be respectful of quiet times for learning and studying. They have the responsibility to listen to others, to wait their turn to speak and to be respectful of quiet times. Students have the right to bring materials they need to school [although valuable belongings should be kept at home]. They have the responsibility to look after their own possessions and to be honest and respectful regarding the property of others. Students must also demonstrate academic honesty. Cheating and plagiarism [copying] are regarded as serious offences both within the school and IBO.
14/30
The School should:
Create an environment where common sense is the most important guide and within this context all members of the community feel happy, respected and are respectful
Allow individual staff members to establish their own boundaries within the learning environment they create, whilst providing consistency across the whole School
Teachers should:
Provide students with a simple, but effective code of behavior for their classroom and then to apply it consistently and fairly
Use positive reinforcement to create a positive learning environment
Use positive examples of behaviour to set good examples
Use rewards, sanctions and punishments to help teach correct behavior
Use the school planner for communication with parents
Keep the form tutor up to date on any behavior issues with a child within their form group.
Meet a child’s parents if a problem is specific to their subject area
The Tutor should:
Check and sign their tutor groups planner
Keep a central record of any behaviour issues for members of their form group
Initiate contact with parents when behaviour issues become more frequent or if a more incident occurs
Involve the Key Stage Coordinator or Head of Secondary when behaviour issues become more frequent or if a more serious incident occurs
serious
Students should:
Clearly understand how they are expected to behave
Treat all other members of the school community with respect and dignity
Follow the school behaviour policy
Actively encourage other students to follow the school behaviour policy.
Parents should:
Actively encourage their children to uphold the school behaviour policy
Regularly communicate with teachers through School Planners, email, phone calls or visits.
15/30
Home School Agreements
Each year the school will send home a home school agreement fn student planners for students and parents to sign regarding behavior expectations. These agreements help to make sure that rules are clear and easy to follow.
Mobile phones at school We recognise that students of Secondary age and some of their parents may wish that they carry a mobile phone with them. Students in the Secondary School may bring their phone to school but it must be switched off or on silent during the day unless a teacher allows the student to use it during a class. It is the students responsibility to keep it safe; it is their responsibility if it is lost or damaged.
Students who are found using a phone during the school day without permission from a teacher will have it taken and stored safely in the Secondary Office. Phones may be collected at the end of the day for a first ‘offense’ or after a week for subsequent ‘offenses’ in the same half term. If a child needs to call home during the school day they may do so from the school office. This has the advantage that we are aware of any issues and we can therefore help should a parent need to call back. Parents too may call the school office to pass on vital messages to their children. Please do not contact your child by mobile phone during the school day as inevitably we end up with lockers ringing when a student has forgotten to turn their phone off. A sure way to interrupt learning!
Laptops/iPads
Students are encouraged to bring a laptop or iPad to school and use it in lessons. When not being used in the requested class, students should keep their laptops locked in their lockers. School does not specify a particular type of device– the students can choose whether it is a PC, Macbook or iPad
Makeup and Jewellery School is not the place for makeup or jewellery therefore wearing obvious makeup is not appropriate and students will be asked to remove it. Obvious makeup includes brightly coloured or heavily applied eyeshadow, lipstick or nail varnish and overly long nails. As jewellery can both pose a hazard and be lost, students are encouraged to keep jewellery to the minimum. Acceptable Jewellery:
Simple rings
Small stud/sleeper earrings (No hoops)
Simple bracelets
A simple necklace
A wristwatch or smart watch
During classes the activities undertaken may require jewellery to be removed for health and safety reasons. Students are responsible for their own property therefore bringing expensive items to school is not advisable. Hair styles and hair colour should not be extreme.
16/30
Bullying & Cyber Bullying
We have zero tolerance to any type of bullying. Any type of bullying should be reported immediately to a teacher. Cyber Bullying is the use of technology to harass, threaten, embarrass, or target another person. This is a form of bullying and will not be tolerated. Standing back and letting bullying happen can be just as bad as being a bully. If a student is worried that someone is getting threatened or hurt by others, they should offer them support and inform an adult they trust so that they can help make it stop. Students should always respect other people and be aware of what you’re sending and receiving whilst online. What can an adult do if they become aware of Cyber-bullied?
1. Speak (or email) immediately to a teacher at school . 2. Save, screen shot or print off evidence. 3. Learn how to block or delete unwanted people from your child’s contacts. 4. Advise your child not reply or retaliate. Tell them not to discuss it with friends as it might make the situation worse. If the person being cyber bullied doesn't respond, the bully is more likely to get bored and move on. What should I do if I believe someone else is being Cyber-bullied? If you believe that someone is being cyber-bullied it is your duty to report it. Tell a teacher at school so that the school can follow up. Don’t allow your child to participate in forwarding or commenting on pictures, messages or insults about a person. Children may think it is a joke, adults need to make them realise that they could really be upsetting the person involved. Students who look at and don’t reporting or forward hurtful material are contributing to cyber-bullying.
17/30
We aim to be an inclusive school community and provide an enriching and supportive education for all students. Every teacher at St Andrews, Green Valley is a teacher of SEND, and we have a culture of high expectations for every student, our teachers use adaptive teaching strategies to ensure progress for all children. Additionally, we have a learning support coordinator, learning support intervention teacher and a team of one to one support assistants for additional support. There are some well recommended local services which we have links with as needed, such as Educational Psychologists and Occupational Therapists. Learning Support Assistants (LSA’s) are employed to support students with additional needs to be successful in the mainstream classroom. Families pay additional fees for this support. If you have any worries about your childs learning please make an appointment with your child’s class teacher and Learning Support Coordinator.
If you are concerned that your child may have difficulties learning, or are seeing signs of special educational needs, please contact our Learning Support Coordinator, Laura Kerr lkerr@standrews-schools.com
Access Arrangements Students who have identified learning needs, and a history of having additional support are assessed for and granted access arrangements, such as extra time. There are very tight criteria and guidelines set by the exam boards.
Counselling Miss Tamsin is our qualified and registered school counsellor and sees students from Early Years to IB. Counselling promotes emotional wellbeing by offering young people a non-judgmental, safe space where children can express their feelings and thoughts about any difficulties they might be experiencing. Counselling sessions are offered once a week for as long as they want or need. When children are experiencing difficulties at home or in school their ability to concentrate in class and the way they behave can be adversely affected. By helping children understand and express their feelings and worries, counselling can help them cope with challenges, feel better about themselves and develop their self-confidence. This puts them in a better position to get the best out of their learning and social environment.
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We are an English medium school that broadly uses the English National Curriculum as its basis in Years 7, 8 and 9. This is modified to reflect the diverse international community at St Andrews. All students use English to unlock this curriculum. Students are supported in their English development with the key purpose of accessing and interacting with the curriculum. In Years 10 and 11 our students study a range of subjects leading to external examinations offered by either Cambridge or the EDEXCEL organization, based in the UK. These (I)GCSE (International General Certificate of Secondary Education) Examinations are widely accepted throughout the world as a reliable indicator of a student’s ability. Our students usually study between 7 and 10 subjects at this level, depending on ability and interest. In years 12 and 13 our students study for the International Baccalaureate Diploma Programme (IBDP) offered by the International Baccalaureate Organisation. Success at IBDP level allows our students access to high quality universities throughout the world.
Summary of Subjects taught within the Secondary school English English is the common medium in which our students operate. It permeates the entire school day. Students learn English, learn through English and learn about English. Our curriculum includes both verbal and written communication. All students of Secondary age must understand English to a high enough level to allow them to access all subjects. Levels of English are assessed before a student is accepted into the school and additional English support may be a condition upon entry. The majority of our students take IGCSE English as a Second Language 2 years early in Year 9. Their success has enabled the vast majority of our students to be studying First Language English and Literature during Years 10 and 11. At IB level students either study English A1 ( First Language) or English B ( Second Language.)
Mathematics Mathematics is viewed as a way of thinking and a language for understanding and constructing meaning. It gives students another way to think and another language to use. There are six strands in our Mathematics curriculum which have equal importance and are necessary for the development of the whole child. These strands are data handling, measurement, number, pattern and function, space and shape and working mathematically. Maths is a compulsory subject for all year groups.
Science Students study a range of units which encompass all three of the sciences; biology, chemistry and physics. In Y7-9 each unit lasts approximately 2-3 weeks and we cover about ten units a year. Students also engage in scientific investigations by making accurate observations, handling instruments, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students will gain experience in testing their own hypotheses and think critically about the perspectives of others in order to further develop their own ideas. Science is a compulsory subject for all year groups, with separate sciences being offered at IB Diploma level in Y12 and 13.
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Geography
Geography at St. Andrews looks at many contemporary issues that face the world and how we can deal with them. It teaches students that we are part of a global community and that we can play a vital role in molding the future. We look at environmental, human and economic changes in in the planet and understand why this is happening and how it will affect communities in the future. Geography is compulsory for students in Y7 to Y9 and is then an optional subject in Y10-13.
History In order for students to understand about the world and their life today it is important for students to know how the world developed and where they came from. History gives students the skills in order to do this. Our History course deals with not only historical content, but perhaps more importantly the transferable skills necessary for piecing together and analysing what happened in the past. History is compulsory for students in Y7 to Y9 and is then an optional subject in Y10 to 13.
Business For students at St Andrews, the business subject starts in year 10 for IGCSE and expands further with the IB Diploma for years 12 to 13. The subject covers how businesses operate and make decisions to improve their performance. This is examined through the functional areas of business structure, growth and planning as a starting point, then the functional areas of business are explored in strategies to meet the organisational objectives. These areas cover people management or human resources, finance, marketing and operations. As students move towards their final years of study, the foundation knowledge is used to analyse in more detailed real world situations linking and the impact in business of sustainability, ethics, creativity and change.
Economics Economics is the study of how individuals and nations make choices about the allocation of scarce resources. Economics gives the student exposure to what's going on in the world. Economics enables them to critically analyse and explore the world economy. They will learn why countries succeed and why they fail, and how to measure this success and failure. Economics is an optional subject in years 10-13.
Personal, Social and Health Education (PSHE) An essential element in the development of a young person – where students understand their own physical development as well as making sense of the social and emotional issues facing them as they grow into young adults. PSHE is compulsory for students in Y7 to Y13.
Physical Education Through PE students are able to build their self-esteem, confidence, cooperation and fitness. They are all included in activities that build skills, knowledge and understanding that can be transferred to their own physical interests outside of the school programme. PE is compulsory for students in Y7 to Y9 (3 lessons / week), Y10 and 11 (two lessons / week) and there is also an optional IGCSE PE subject in Y10 and 11. In Years 12 and 13 students have the opportunity to study Sports Science and also take part in regular sport activities through the CCA programme. All students throughout the school are encouraged to participate in sports activities and this is supported through our extensive CCA programme.
Visual Art Visual Art aims to encourage a personal response by stimulating imagination, sensitivity, conceptual 20/30
thinking, powers of observation and analytical ability. It is hoped that students will gain confidence and enthusiasm as they develop technical skills in two and three dimensional form and learn to identify and solve visual design problems. The creative process aims to show students how to develop ideas from initial attempts to final solutions. This subject is obviously concerned with the development of visual perception and is an essential form of communication and a means of expressing one’s ideas and feelings. Art is compulsory for students in Y7 to Y9 and is then an optional subject in Y10 to Y13.
Drama and IB Theatre Students have the opportunity to develop self awareness and self confidence through action in Drama. The subject helps students to think logically and develop ways in which to communicate their ideas to others. All students in years 7 to 9 study Drama and it is an optional IGCSE subject in Y10 and 11. IB Theatre has now been introduced as an option for Year 12 and 13 students.
Music Music is studied through practical-based performance, composition and listening activities and plays a vital role in the personal development of the student. It encourages self-discipline and develops selfesteem, creativity and teamwork. It also promotes problem-solving and analytical skills and aids gross and fine motor development. As an integral part of cultures, past and present, Music helps pupils to understand the world around them. Music is compulsory for students in Y7 to Y9 and is then an optional GCSE subject in Y10 and 11.
Computing and Computer Science ICT is a tool which facilitates and enhances learning so it is incorporated into all curriculum areas by the teachers. In addition to this, students also receive specific computing lessons from specialist teachers to further develop their skills. In years 7-9 students have a double lesson per week called computing and in years 10-11 they have the option to study the IGCSE Computer Science course. In Years 12 and 13 students have the option to study IB Computer Science. The school has 2 ICT labs and additional computers in subject areas which are all networked and connected to the internet.
Additional Languages Apart from English, there are four languages taught at St Andrews. Your language choice will depend on your nationality and background.
Thai Thai is offered at three different levels; for those new to Thai (Thai as a Modern Foreign Language), those with some Thai (Thai as an Additional Language) and those who are native Thai speakers (Thai as a First Language). Thai is taught following Thai government guidelines. Under current Thai Law, Thai is compulsory for Thai students.
French French is offered as a foreign language and recommended as a possible choice for students who do not have Thai as a native language. This class allows students to obtain fundamental skills in listening, speaking, reading and writing, as well as introducing everyday useful phrases that would be conducive for basic 21/30
communications in French. Lastly, it serves to inspire, motivate and encourage students to study French further, whilst consolidating the foundation of their study in French to adequately prepare them for future pursuits of the language. French is studied from Y7–13.
Dutch These lessons are available for Dutch or Belgian students for whom Dutch is their first language. The lessons are offered to students from Reception through to Secondary School. The Dutch lessons are structured according to the benchmarks for Dutch language set by the Dutch Government and Inspector of Education. Our aim is to provide lessons that will enable your child to read, write and comprehend the Dutch language. To enable the Dutch Department to achieve these standards, a Dutch specific classroom is located in teaching block 2. For more information you can contact the Dutch Department, by sending an e-mail to: dutchstream@standrews-schools.com.
Mandarin This class includes the handling of Mandarin phonetics and the system of hanyu pin-yin. This class allows students to obtain fundamental skills in listening, speaking, reading and writing, as well as introducing everyday useful phrases that would be conducive for basic communications in Mandarin. Lastly, it serves to inspire, motivate and encourage students to study Mandarin further, whilst consolidating the foundation of their study in Mandarin to adequately prepare them for future pursuits of the language. Mandarin is studied from Y7 – 13.
Design and Technology (DT) This very practical and interesting subject which can be studied in Years 7 - 11. All Year 7 - 9 students will have the opportunity to study DT whilst IGCSE DT is an option subject in Years 10 and 11.
Google Classroom Many teachers also use Google Classroom as a way of sharing class content with their students. Google Classroom is a fast and efficient way for teachers and students to work together.
Professional Development of Staff St. Andrews is committed to the professional development of their staff be they teachers or support staff. To this end, Teachers attend workshops locally and internationally. Some of this development happens on non-contact days, some when students are on holidays and some whilst school is in session.
Library The library supports the information and recreational reading needs of the school community. The library is based in the CORE building. The six guiding principles of the library are:
Information Literacy: to develop students’ skills in finding and using information independently
Reading: to develop confidence and enjoyment of literature
Access: to access information within and beyond the school via online resources 22/30
Service: to ensure that library users are supported and welcome
Information Resources: to provide a wide variety of information resources including extensive use of ICT
Place: to offer a stimulating and comfortable environment for the school community to share
A main goal of the library is to build upon its collection and range of books. We continue to add stock to the library on a regular basis, especially in relation to research material required for older students. Parents are asked to help their children to be responsible borrowers by encouraging them to keep books in a set place and return them on time. Any book that is not returned to the library within seven days becomes overdue. Notices are sent out regularly from the library to remind borrowers to return the item before new books may be borrowed. Users will be charged for the replacement cost of any lost book/s. Book Clubs Helping students learn to read and love reading is a team effort. In order to do this we use Baker Books. They provide good quality books to families through a mail-order system. Baker Books orders are distributed through the library staff.
Termly Curriculum Information (Course Outlines) Each subject department will produce a Course Outline each term that will be shared with parents and students. The course outline will give information about course aims and objectives, assessments for the term, key vocabulary, homework expectations and additional learning opportunities.
Khun Penny pennyb@standrews-schools.com operates the canteen. She provides morning snacks and lunches to all students who wish to purchase meals from her. Please note that we are unable to offer ‘incanteen dining’ for adults who are not school staff, due to safeguarding procedures on the campus. At morning break students may purchase their snacks from the canteen. At lunch time the students go to the cafeteria to eat lunch. The canteen is located in the centre of the school. The students line up and select their food, then sit with colleagues to eat. There is always a teacher on duty in the canteen to supervise the students whilst they eat. Billing is between each family and Khun Penny. The school does not participate in this process. Khun Penny is available in the school cafeteria each morning so that cafeteria bills can be paid. Parents are encouraged to pay these bills in person as sending money with students can sometimes be problematic, or there is an option to pay online. Vegetarianism, allergies and specific food requests can be catered for on an individual basis. Please make sure that Khun Penny is aware of your child’s preferences as soon as possible. Using the canteen is not compulsory. You may choose to send food to school with your child if you wish. Your child will still be able to eat with their classmates. 23/30
Co-Curricular Activities Co-Curricular activities take place from 3.15-4.15 every day except Friday. On Friday however, we do have our after school United Football programme which children from reception to year 10 can join at an extra cost. The aim of our Co-Curricular activity programme is to give children the chance to experience and learn new skills or expand and develop existing skills. We try to ensure that children gain enjoyment, healthy exercise, new skills and hopefully the motivation to take those activities they enjoy with them into adult life. Co-Curricular activities give children the chance to experience different teachers and teaching styles and reap the benefits from this. The programme also gives teachers a chance to give their knowledge and expertise not only in their teaching subject but also from whatever interests and experience they have. We offer over 50+ different activities and these include:
FOBISIA (Federation of British International Schools in Asia) Sports training for events.
Team Sports such as basketball, football, T-Ball and volleyball
Drama productions and LAMDA exams
School Newspaper/Podcasting
Athletics, Swimming, Taekwondo and Tennis
Languages: Thai/Mandarin/French
Arts and Crafts
Music: school band and choir
Horsemanship, and Golf may also be offered at any extra cost
Sports fixtures The PE Department will work closely with the Co-Curricular programme to ensure there is minimal disruption and maximum opportunity.
Sports fixtures at Green Valley will take place from approximately 4:00pm. Away fixtures, teams will depart at the start of the Co-Curricular activities. Please be aware at the beginning of the year, students who wish to train and be considered for team selection will be given a kit list for participation.
Instrumental Music and singing lessons An instrumental music programme is offered to all children from Year 1 to Year 13. These children have tuition after school, at lunchtime or are taken from classes by the instrumental music teacher at differing times over the week so children do not miss the same lessons. Children are expected to ‘catch up’ the lessons they miss. There is an additional cost for instrumental music instruction. We currently offer tuition in piano, violin, guitar and singing. If you would like your child to participate in the Instrumental Music programme please get in touch with our head of music Ms Tara McNeill on tmcneill@standrewsschools.com
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Cultural Celebrations St. Andrews has a diverse community and a wide range of languages and cultures are represented within our staff, students and parents. We value this mosaic of diversity. We believe that it is important to educate our community so that we all understand the uniqueness of our own culture and our relationships with the culture of others. Additionally we value the culture of Thailand as our host country. We do not however favour one culture over another in an effort to respect all and celebrate our cultural diversity. Sun Sense A small amount of sun can be healthy but too much can lead to painful burns and sun-stroke. All students are encouraged to have a hat to wear outside and to carry a water bottle from lesson to lesson and at break times. Your child may drink at anytime and there are times when we will ask them to drink to prevent dehydration. These two items are considered to be the major preventers of sunstroke.
Looking after Belongings From as early as nursery, students are encouraged to take responsibility for their belongings. Nevertheless items often end up in lost property and we don’t know who they belong to. All items that come from home are required to be labeled clearly with the child’s name. Remember, all white socks look the same when they are off a foot! Lockers All students of secondary age are allocated a locker. This is for them to store their books etc and to help them become more organized. Lockers are also the only place where valuable items such as phones etc should be kept. Personal Items at School Students get excited when a new craze starts and they may wish to bring items to school to share with their friends. When these items come to school they are sometimes lost, broken or swapped unwisely. Teachers then have to spend time trying to resolve these issues instead of teaching your child. Often there is no resolution to these problems and it causes undue stress both at school and at home. It is preferable that these items stay at home. The school, will not be able to take responsibility for them, so the student will be responsible for any loss or damage.
Homework Homework is an integral part of the learning process. Students develop successful independent learning behaviours by participating in relevant homework. As lessons in class are differentiated so is the homework your child completes. They should find success within the structure provided and if they are struggling we have allowed time for students to ask for help. We hope that all homework tasks build connections between home and school. All homework given out has a deadline set. This deadline allows your child enough time to ask for help from their teacher. Homework should usually be attempted the night it is set to allow your child this opportunity. 25/30
We do not operate a strict homework timetable as it is not educationally sound to set a piece of homework just because it happens to be a particular day of the week. To be effective, homework must be valued by the students as helping their learning and not just some pointless chore to be endured. Students are therefore given homework where it is appropriate to their learning and they record it in their planners. Students are increasingly expected to plan their studies at home to avoid being overloaded on one night and then having nothing to do on another. This requires your help and support, hence we ask you to check their planners regularly. If a child has not been set a specific homework task, we expect them to be reviewing their work done in class and reading as much as possible. All students should be doing this every night. Teachers post a majority of homework tasks on google classroom together or ask students to write it down in their school planner. The deadlines are also clearly displayed and often the students are asked to submit work electronically.
Lost and found
All items that come from home should be labelled clearly with your child’s name. Lost property will be sent to the School Secretary in the front office and stored there until it is collected. In the primary school lost items are displayed for a few days in the foyer in Teaching Block one, to encourage children to ‘find’ their losses. By labelling everything your child brings from home you are ensuring it is returned as soon as it is found.
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We believe that all students, parents and teachers are partners in education. We all work together to make sure our students attain their benchmark expectations. Reporting on student progress takes place continually as part of the teaching and learning process and teachers work, as an integrated part of their teaching, with students to evaluate successes and plan new goals. In addition to providing regular, valuable feedback to students, a schedule of regular reports ensures that parents remain informed about their child’s progress. Teachers also contact parents to report on achievement or to inform parents of concerns or changes in their child’s progress. We encourage discussions about learning to occur with the teacher, child and parent together as this encourages responsibility and continued learning. However, parents are welcome to arrange an appointment with their child’s teacher at any time should they wish to talk about their child’s learning alone. We ask that parents do not ask for a meeting without prior arrangement in order to allow teachers to focus on teaching and learning during the school day. In addition to meetings requested by parents and teachers the following are scheduled reporting times:
Settling-in Reports – After approximately one month at school each new child to St Andrews receives a settling in report. This report tells you how your child has adapted to the new schooling situation. No academic grades are shown on this report as it is usually far too early for us to be able to show academic achievement accurately within such a short period.
Term one and term two reports- teachers complete a grade card assessment of each child’s progress indicating effort and attainment. Term 1 narrative comments are also provided for Year 7 parents so that they can fully assess how their child is settling in to secondary school. Term 1 and 2 reports are followed up by a conference with each child’s parents. A non-teaching day is used to complete this task. This gives both teachers and parents the opportunity to interact freely.
Term three reports a narrative report is completed by teachers with comments and grades. This report reflects on the child’s development throughout the year and is invaluable when transferring schools.
Leaving Reports – are completed upon request for a child who leaves mid-term. This report gives an up-to-date picture of the child’s development. Leaving reports can only be completed if the school receives written notification that a child is leaving well in advance of the departure date.
Attainment and Effort Rubric for Termly Reports Year 7 - 11 students receive report grades in line with the rubric below. IB students in Years 12 and 13 are graded from 1 to 7 with 7 being the highest grade.
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Year 7 - 13 students all receive effort grades on their report cards using the effort rubric below.
Exceeding Expectations +
Participation
Organisation
Excels at independent learning in or out of the classroom, and often seeks out additional learning opportunities.
Exemplary: always comes to class on time and prepared in every way needed, and accomplishes this independently.
Always fully engaged with and focused on classroom tasks. Always takes an active and appropriate part in lessons. Excellent communication skills.
Homework is always completed to the very best of their ability and handed in on time.
Works to the best of their ability in every lesson.
Meeting Expectations = Working Towards Expectations <
Stays engaged with and focused on classroom tasks. Contributes to discussions and activities. Good communication skills. Follows instructions willingly and thoroughly. Seeks additional learning opportunities occasionally.
Usually engaged with and focused on classroom tasks, but sometimes needs reminders. Can communicate effectively through speech and writing, but is inconsistent. Usually willing and ready to learn.
Comes to class on time and prepared in every way needed. Homework is completed to a good standard and handed in on time.
Sometimes comes to lessons late and/or unprepared, e.g. forgetting books or equipment. Homework is inconsistent.
The school provides transportation if this is required. We manage the mini bus service and maintain a high quality of provision. In an attempt to make this accessible to all students the school does not charge an additional fee for the management of the bus service. The cost of the transportation depends upon the area covered by each bus. The current list of transportation charges is available from the school office. These and any other enquiries regarding buses should be directed to Khun BC. bc@standrews-schools.com We aim to provide a door to door school bus service that is safe, reliable and efficient.
Each bus has a Driver and a Bus Monitor. The bus should not leave without both members of the team. Bus Monitors are in mobile phone contact with the school at all times. Students are expected to show respect to both members of the bus team. All buses are air-conditioned, have seat belts and television/video/DVD players. We are happy for students 28/30
to take it in turns to bring their own videos for viewing however only movies rated suitable for children are permitted. Students are expected to wear a seat belt whenever they are on a bus. Bus Monitors are required to make sure they are fastened safely when leaving home/leaving on a school trip/leaving school. Students are not permitted to unbuckle during the journey.
Head Student(s) and School Prefects Students are elected to these positions on a yearly basis. Elections take place in term 1 each year. The Head Student(s) are elected from Years 12 and 13. Prefects come from Years 11—13. Student Council
The Student Council has representatives from Year 7 through to Year 13. These students make decisions on behalf of the students in the school. Their decisions are fed to the Management Team for notification and ratification before they are acted upon. They also run assemblies from time to time and drive their collective initiatives. Island Community Leaders Island Community Leaders are elected at the start of term 1 by their Island Community members. Students in Years 9—11 may nominate themselves to be Island Community leaders. The Eco Council:
These students work as a group on various Eco projects and initiatives in the school and local area. They meet once a week and regularly contribute to assemblies and whole school eco events such as world wildlife and Earth day. Students from any year group may volunteer to join the Eco Council.
How can we help you? We take great care with the quality of the teaching and pastoral care provided to our students. However, if a parent does wish to raise an issue or problem, it is hoped that these complaints will be resolved quickly and informally.
A parent should normally contact their child’s homeroom teacher in the first instance. If the teacher cannot resolve the matter alone, it may be necessary for them to consult with the relevant member of the Senior Leadership Team. Any complaints made directly to the Head of School will usually be referred back to the relevant member 29/30
of staff unless the Head of School considers it more appropriate to deal with the matter personally. Should this be the case, the aim will still be to resolve the matter informally. If it has not been possible to resolve the complaint informally, then the parent should put their complaint in writing to the Head of School. The Head of School will decide, after considering the complaint, the appropriate course of action to take including the person to take the lead in any investigation.
The Friends of Green Valley All parents are, of course, Friends of Green Valley. However, each year, the school canvasses our community to collect together a committee of class representatives who wish to help the school further. Any interested persons should contact the PA to the Head of School, and the school shall also conduct a survey during August. AIMS
The Friends of Green Valley (FOGV) Class Representatives serve a primary role in maintaining good communication between parents, teachers and the School in general.
The Friends of Green Valley (FOGV) provide practical support to enhance the educational experience and opportunities for our students by promoting productive relationships within the School community.
The Friends of Green Valley (FOGV) also facilitate social interaction amongst families in
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