2023 - 2024 Family Handbook

Our Mission

Stratford Hall educates students to the highest global standards, through the programmes of the International Baccalaureate®. Excellence and confidence are developed through a challenging academic curriculum with further emphasis on creativity, activity and service. We foster a strong pluralistic community built on integrity and respect.

Our Vision

Stratford Hall strives to be a global leader in the International Baccalaureate® community. Our students will gain a deep understanding of the world around them, and they will act on their connections to the outside community. They will excel to the best of their abilities, and graduates will be equipped to achieve their chosen goals. This is accomplished by acquiring and retaining the best teachers, and by a commitment to a balanced and enriched curriculum. The success of Stratford Hall is deeply rooted in the establishment of a supportive, knowledgeable and committed community.

Global Citizenship at Stratford Hall

At Stratford Hall, we agree that global citizenship is an integral part of education. To be a global citizen is to understand and promote basic human rights, to know the nature of our physical and social world, and to be aware that our actions impact others and the planet. This goal is best accomplished by knowing ourselves and knowing our place in the world through the cultural backgrounds of all members of our community. Through this knowledge, we strive for a level of empathy that will direct our actions.

Pluralism at Stratford Hall

Stratford Hall endeavours to be a pluralistic community that goes beyond just being diverse. Beyond tolerance and acknowledgment there is pluralism; a place where we not only live around people of different cultures, but also actively learn from, appreciate, and incorporate their different communities, beliefs, and histories into our everyday lives and understandings of the world around us. Pluralism is being open and accepting of ideas and cultures without necessarily losing our own beliefs in an attempt to foster a school culture and climate in which all community members feel safe, accepted, and respected.

International Baccalaureate® Mission Statement

The International Baccalaureate® Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The aim of all IB Programmes is to develop internationally -minded people who, recognizing their common humanity and shared guardianship of the planet, have the character to help create a better and more peaceful world. The IB Learner Profile permeates every aspect of what we do, and it defines what IB learners—both teachers and students—strive to be.

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Courageous / Risk Taker

Balanced

Reflective

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Office Hours

The school reception and office is open from 7:30am to 5:30pm daily. Phone calls made before 7:30am will be directed to voicemail. The office closes for two weeks during Winter Break, but is otherwise open throughout the year.

Communication with the School

A teacher's workday is from 8:00am until 4:00pm. Teachers cannot respond to emails or phone calls while teaching. Please respect teacher's time and avoid communication between 6:00pm and 7:00am. Your cooperation is appreciated.

Teachers will provide parents with weekly updates (Kindergarten to Grade 5), or a phone call to communicate with parents. To discuss any aspect of your child's progress, please contact your child’s homeroom or subject teacher.

Teachers are available to meet during school hours by appointment and are generally able to meet before or after school with advance notice. Meetings may take place virtually or in person. When scheduling a meeting with a teacher, please let the teacher know what you wish to discuss so that they have the opportunity to have all necessary material readily available at the meeting.

If parents need to call the school and send a message to their child, every effort will be made to make sure the child receives it; however, we avoid disrupting class for non-urgent matters.

If there is an urgent matter, please call reception.

E-Communications

As part of our efforts to reduce paper usage at the school, and to provide the most up-to-date information, Stratford Hall relies heavily on electronic communication. It is vital that we maintain reliable email addresses for families at all times. Any electronic communications we send will be sent to the email addresses we have on file. To update your email at anytime, please log in to the Parent Portal.

All students in Grades 4-12 have access to an @stratfordhall.ca email account and should check it regularly.

Each staff member has an email address, which (with some exceptions) is their first name.last name@stratfordhall.ca.

E-Newsletter

An e-newsletter - The Stratford Hall Post - is sent to all families each week on Tuesday afternoon. Please read The Stratford Hall Post weekly as it includes important information and reminders. It is the best way to stay up-to-date with what is happening around the school.

School Website and Parent Portal

The School’s website, www.stratfordhall.ca, contains general information about the school. It is updated on an ongoing basis. Parents can access the Parent Portal through the website. Handbooks, policies, forms and updates can be found on the Parent Portal. A registered email address is required to access the portal.

COMMUNICATIONS

Swift K-12 Messaging Service

We are pleased to offer a text message service to parents for whole school reminders and schedule changes. This service is free and it is a one-way text and voice message from the school to your personal handheld device. We often use this service to remind you of important dates, or to update families when a schedule changes for a group of students (for example, if a sports team bus is running late and will return to school later than anticipated). All families will automatically be added to our "whole school" messaging list and will have the option to opt out if they wish.

Imprint and the Annual Report

The school publishes a school-focused magazine electronically two times per year. The Annual Report, with matriculation data and financial information, will be included in the Fall issue of Imprint

Social Media

Facebook: The school uses Facebook to share information with current Stratford Hall families as well as to connect with alumni and market to new and prospective families. We encourage you to 'like' the Stratford Hall Facebook page - Stratford Hall School - to have access to this information and see updates.

Instagram: We use Instagram to connect with our Stratford Hall community. This is an image-based platform that has gained popularity in recent years and features the use of hashtags. Follow @stratford_hall to get an inside look at daily life at the School.

Other Instagram accounts: @sabresathletics, @sh_studentlife, and @stratford_hall_alumni

Twitter: Twitter is used to communicate with Stratford Hall families and share information. This platform is used for short pieces of information @stratford_hall

Attendance and Absences

Lessons begins promptly at 8:20am. Attendance is taken at this time. All notes regarding absences (including injuries and appointments) are collected at this time. An absence note from the parent or guardian must explain the absence and the exact dates of absence. In lieu of a note, email is acceptable. This is important for the Ministry of Education student audit. Any student who arrives late must check in with their respective building receptionist. Students who leave the school early for personal business must sign out at the front door reception so the School knows who is absent in cases of emergency.

If your child will be absent, please email:

• Kindergarten to Grade 5: pypattendance@stratfordhall.ca

• Grades 6 to 10: mypattendance@stratfordhall.ca

• Grades 11 & 12: dpattendance@stratfordhall.ca

Students must not come to School when ill. Students will be supported with asynchronous learning plans in case of extended absence.

We provide parents with a yearly school calendar and request that family vacations be taken during scheduled school holidays. Teachers are not expected to provide assignments prior to a personal vacation taken while school is in session, or to provide extra instructional sessions after school to make up for class time missed due to such vacation.

Emergency Preparedness

Emergency preparedness drills are practised throughout the year. They include fire and earthquake drills in addition to Hold and Secure and Lock-down drills.

The School has developed an earthquake strategy based on the following principles:

• student safety is our top priority; having up-to-date attendance is vital.

• information and knowledge are crucial when reacting to emergencies.

• in the event of a serious earthquake, injuries will be assessed, attendance will be taken, and only when everyone is accounted for will students be released to parents. Do not come to the school until 30 minutes after an earthquake has ended and upon arrival, sign your child out at the command post. The School has supplies to last 72 hours in the event of an emergency. The School will send updates through Swift Messaging Service.

Field Trips

Field trips are an integral part of the educational program. A one-time general Field Trip Consent Form is included in the Student Information Package. Parents will always be informed about field trips, but a specific form for each is not required. If a trip takes place outside school hours, or activities are beyond the normal field trip parameters, a separate permission form and informed consent form will be sent home.

Outdoor and Experiential Education (OEE)

Information will be sent home regarding all OEE trips and activities. Meetings will be held prior to trips to inform parents of details. Parents are strongly encouraged to attend these meetings.

Only students with informed consent forms signed by parents or guardians are allowed to participate in trips. These forms outline the activity and pertinent details. Anticipated risks are also identified. Parents must be aware of risks common to these sorts of activities, and if unsure, must contact the activity leader for clarification.

POLICIES AND PROCEDURES

Lunches and Snacks

Students are required to bring their own lunch and snacks at the beginning of the day. Junior School parents can drop-off food during the day. No outside food delivery is allowed (e.g. Skip the Dishes, Uber Eats, DoorDash). Please avoid food items that are heavily packaged and have minimal nutritional value. To reduce garbage, please pack your child’s lunch in recyclable containers. Food that is not eaten must be taken home, not stored in cubbies or lockers. Students will eat in their cohort spaces.

We are an allergy aware school. There are students who have serious life-threatening allergies to peanuts and other items, even trace amounts can be very harmful. Please do not pack anything in lunches containing nut products, including peanut butter and nut additives.

External Lunch Provider

The school provides a lunch program option, run by Calhoun’s Catering. Online registration is required with: student name, homeroom and an email address that is checked at least daily for important notices. Lunch orders can be placed the night before. Online ordering will be made available on Friday, September 8 through MunchaLunch. Lunches will start on Monday, September 11

It is parents' responsibility to check the Stratford Hall calendar when ordering; do not order meals on days scheduled for OEE, field trips, sports days, etc.

Leaving School during Lunch Hour

Kindergarten - Grade 10: Any student in Kindergarten to Grade 10 requesting to leave school property during the lunch break must be signed in/out by their parent/guardian. The parent/guardian must accompany the student at all times while the student is off campus.

Grades 11 and 12: Students in Grades 11 and 12 may leave campus during the lunch break and must sign in and out with the respective building receptionist.

Student Health and Medical Records

In all issues we defer to the local health authority (Vancouver Coastal Health). If you have questions or concerns, we ask that you to refer to the Vancouver Coastal Health website, where protocols are outlined. If your child is ill, please keep them at home. If your child becomes ill at school, you will be called to pick-up your child. For this reason, it is extremely important that we have up-todate contact information for every family. If your child has recently been exposed to, or suffered from, a communicable condition (measles, chicken pox, head lice, COVID-19, etc.), please inform the office. Please arrange for medical appointments during nonschool hours, where possible.

Medical Records are kept on file for each student. We request that parents keep these files current by informing the school if your child’s health information changes.

Administration of Medication

Students should not bring prescription medication to school unless under the direction of their physician. Administration of any medication while at school is completed by a staff member. Parents are required to fill out a Medical Permission Form on My Backpack for each child. There is an additional form to be filled out for those students who have life-threatening conditions. If your child has allergies or is taking any medication, the School must be informed. It is crucial the School has the appropriate information immediately accessible, and has the knowledge to avoid potential problems. All medication must be in its original container, clearly labelled with the student’s name, date and dosage to be taken.

Non-Emergencies

Students who require non-emergency care must report to a teacher or directly to a building receptionist. School staff will address the student’s needs on site and, if possible, have the student return to class. Parents will be contacted should the school determine that a student needs to go home or if parents will be asked to take their child to see a doctor. Please note that the school may insist on a doctor’s note before a child returns to school, i.e. for cases of or suspected cases of communicable diseases. We take this precautionary measure from time to time for the health and safety of all students, staff and visitors to the school.

School Closure and Emergency Notification Plan

If inclement weather makes the roads dangerous, the school will close. Closure decisions are made by 6:00am and notification given to CBC (690AM), CKWX (1130AM) and CKNW (980AM) as well as placed on the school’s homepage. A text message will also go out to all families and staff through SwiftK12.

On days when the weather is poor, if public transit is operating and major city roads are acceptable, the school will stay open. Our central location makes it unlikely that a closure would take place; however, individual families must make their own decisions, based on the conditions where they live. Safety is of the utmost importance. If children are kept home, a call to the school is necessary followed by an absence note.

In the event of a sudden mid-day blizzard or other event, a mid-day closure may be necessary. In this case, students in Grades 8 and above will be dismissed from school on their own. Kindergarten to Grade 7 students must be picked-up by a parent/guardian or other adult assigned by a parent/guardian.

UNIFORMS

FORMAL ACADEMIC UNIFORM

(Assemblies and Special Events)

TOPS

White collared long-sleeved dress shirt

(Grades 2-12)

Black blazer (Grades 6-12)

Burgundy cardigan (Kindergarten - Grade 5)

White short sleeve polo, crested (Kindergarten & Grade 1)

School tie (Grades 2-12)

BOTTOMS

Grey dress pants

Tartan tunic

(Kindergarten - Grade 3)

Grey skort (Grade 4 - 12)

Tartan kilt (Grade 4 - 12)

Black belt

Black crew socks

Black knee high socks or tights

Black shorts (to be worn under kilt/ tunic)

ACADEMIC UNIFORM

(Any Day All Year except for assemblies and special events)

TOPS

White collared long-sleeved dress shirt

(Grades 2-12)

Burgundy v-neck sweater vest or cardigan, School tie (Grades 2-12)

White short sleeve polo, crested

BOTTOMS

Grey dress pants

Tartan tunic

(Kindergarten - Grade 3)

Grey skort

(Grade 4 - 12)

Tartan kilt

(Grade 4 - 12)

Grey dress shorts

Black crew socks

Black knee high socks or tights

Black shorts (to be worn under kilt/ tunic)

FOOTWEAR

Black dress shoes with non-marking soles

Weather appropriate outdoor shoes

ATHLETIC UNIFORM (Grades 2 to 10)

TOPS

Grey performance t-shirt, crested

Dark grey sweatshirt, crested

BOTTOMS

Black mesh shorts, crested

TRACKSUIT

(Mandatory if participating on an athletic team)

White athletic socks

OEE

Gym uniform

Any additional weather/activity appropriate gear

FOOTWEAR

Indoor athletic shoes (for gym days)

Outdoor athletic shoes (for park/OEE)

All items are to be purchased at Top Ten School Wear (1638 SE Marine Drive, Vancouver).

Please ensure your child has the correct uniform items and that they are cleaned regularly. If there is a reason a student is unable to wear the correct uniform, please write a note to the classroom teacher, indicating the reason and duration. All students are expected to wear their uniform properly at all times. Only badges and pins presented by the school may be worn on/within the school uniform.

JUNIOR SCHOOL (Kindergarten to Grade 5)

8:00-8:20am

8:25-9:05am

9:05-9:45am

9:45-10:25am

10:25-10:55am

10:55-11:35am

11:35am-12:15pm

Homeroom

Block 1

Block 2 Block 3 Recess Block 4 Block 5

SENIOR SCHOOL (Grades 6 to 12)

8:20-9:40am

9:40-10:30am 10:30-11:50am (10:30-10:50am)

11:50am-12:45pm 12:45-2:05pm

2:05-2:15pm

2:15-3:30pm 3:45-4:45pm

Block A

Community

Block 6

Block 7

Block 8

12:15-12:50pm 12:50-1:15pm 1:15-1:55pm 1:55-2:35pm 2:35-3:15pm 3:00-3:30pm Recess Lunch

Dismissal

Block B (Morning Recess for Grade 6 & 7 students)

Lunch / Recess

Block C

Transition

Block D Study Centre

TIMETABLE

Late Start Tuesdays

On Tuesdays, Grade 6-12 students will have a later start to the academic day, with Block A beginning at 9:00am. In a concerted effort to support student and faculty wellness and overall balance during this time, all students have the option to attend quiet study time in their supervised cohort space.

During these late start mornings, teachers have designated time to collaborate on Department goals, Grade Advisory connections, and Experiential Education development, further enhancing our efforts to support students during these unprecedented times.

SENIOR SCHOOL (Grades 6 to 12)

8:10-9:00am

9:00-10:20am

10:20-11:50am

11:50am-12:10pm 12:10-12:45pm

12:45-2:05pm

2:05-2:15pm

2:15-3:30pm

Teacher Collaboration / Study Time

Block A

Block B

Indoor Lunch

Outside Recess

Block C

Transition

Block D

Study Time Locations

TUESDAYS (8:10-9:00am)

Grade 6

Grade 7

Grade 8

Grade 9 - 10

Grade 11

Grade 12

Grade 6 space

Grade 7 space

Grade 8 space

Grade 9 space

Production Hall

Oxford Hall

Commitment to excellence is fundamental to your child’s success. Students will:

• attend school each day, be on time, well-rested and healthy;

• pay attention in class and participate in positive ways under the teacher’s guidance;

• ask questions and show interest;

• complete all assigned work and meet deadlines;

• seek help when needed;

• read everyday;

• share learning experiences with their parents; and

• be responsible and principled in their use of technology.

Our community is also important. Students will:

• respect all community members;

• respect the opinions of others;

• demonstrate a commitment to taking responsibility for behaviour by reflecting on their actions and making positive changes;

• show pride in Stratford Hall, including wearing the uniform properly at all times, and remembering that when in uniform off campus, their behaviour reflects on the School;

• treat the surroundings well, including the classrooms and any facilities the School uses;

• use appropriate language;

• speak to an adult if bullying occurs; and

• refrain from any activity considered to be harassment.

Safety of all students is a concern to all of us. Students will:

• follow all teacher instructions;

• understand emergency procedures (taught by teachers);

• avoid all dangerous activity and rough play;

• not use prohibited substances;

• refrain from running in school hallways and on the stairs;

• play only in assigned areas and;

• associate only with adults known to them, or who are with an adult known to them;

• follow all health protocols. Students not doing so or endangering others will be sent home.

Expectations are framed around the characteristics of the IB Learner Profile.

SNAPSHOTS INFORMATION FOR STUDENTS

Awards & Recognition

Following the tradition of past years at Stratford Hall, the School continues to select students to receive school based awards at the end of each academic year. Students are nominated and selected for various awards at the end of each academic year. In the Senior School, students in Grade 6 - 11 are eligible to receive an award. In the Junior School, awards are given to Grade 5 students who are in their final year of Primary Years Programme (PYP). Grade 5 homeroom teachers nominate students for each award based on the descriptors below and provide a brief rationale for each nomination. Homeroom teachers consult with other homeroom teachers, specialists and support staff to assist in this process. After completing the nominations, the Grade 5 teachers, in consultation with school leadership, select winners based on the recommendations and feedback.

Sabres Award: Awarded to the student who stands out from all others as one who best demonstrates leadership and integrity in the International Baccalaureate Learner Profile. The recipient is a principled student who cares and advocates for others. The student is an open-minded communicator who seek balance in academics, creativity, activity, and service. The student demonstrates leadership in their approaches to learning skills; they are a thinker, inquirer, and a reflective learner.

Sabres Book Award: Awarded to the student who demonstrates leadership and integrity in the International Baccalaureate Learner Profile. The recipient is a principled student who cares and advocates for others. The student is an open-minded communicator who seeks balance in academics, creativity, activity, and service. The student demonstrates leadership in their approaches to learning skills; they are a thinker, inquirer, and a reflective learner.

Spirit Book Award: Awarded to the student who has best led with positive attitude and enthusiasm and has made significant contributions to the spirit of the school community. They may have initiated a club or activity that celebrates diverse interests, promotes inclusion and raises student spirit; taken an existing club or activity and raised its profile and effectiveness; taken action in connecting Stratford Hall to the broader community. The recipient may be awarded for an ongoing project, or a single, significant event.

Inquiry Book Award: Awarded to the student who best demonstrates curiosity and a love of learning. The student consistently demonstrates an interest in their academic courses and models that enthusiasm to others. They consistently apply the approaches to learning skills and are intellectually engaged. They take risks in actively pursuing learning interests beyond the curriculum and take hold of opportunities to extend their learning.

Counsellors

The work of a school counsellor is multi-faceted. We work closely with all members of the school community to support students and families.

KINDERGARTEN - GRADE 5

Heather Main (heather.main@stratfordhall.ca)

GRADE 6 - 8

Hayley Jacobs (hayley.jacobs@stratfordhall.ca)

GRADE 9 - 12

Nancy Kartsonas (nancy.kartsonas@stratfordhall.ca)

Post-Secondary Advisors

Post-secondary advisors work with students to select courses within secondary school that will assist with their post-secondary aspirations. This also includes supporting students through the application and selection process for post-secondary opportunities.

Angela Collins (angela.collins@stratfordhall.ca)

David Chiu (david.chiu@stratfordhall.ca)

Stratford Hall’s mission is to develop insightful, principled, and courageous leaders. Achieving our mission requires the partnership of all community members, especially school administrators, teachers, and parents. To this end, and on behalf of our students, we submit the following principles to guide a healthy and productive parent-school partnership.

What parents can expect from Stratford Hall? We will:

• keep students at the centre of our mission and goals;

• provide students with appropriate enrichment opportunities and reasonable learning accommodations, as warranted;

• communicate in a timely manner about your child’s learning progress and school news;

• ensure faculty and staff members regularly partake in meaningful and relevant professional development opportunities to stay at the top of their respective fields; and

• maintain a professional and respectful relationship with all school constituents.

What Stratford Hall expects from parents? Our families will:

• support Stratford Hall’s policies and procedures;

• respond in a timely manner to school-to-home communications;

• follow proper communication channels when questions or concerns arise, typically beginning with the teacher or coach, then, as appropriate, moving to the Principal, and ultimately, the Head of School;

• maintain civility and respect in all relationships with the school and community members; and

• participate in school activities by volunteering and contributing their time, talent, and treasures.

Parents and Guardians as Partners

Parents and guardians play an important role in the education of their children. To be successful, the school needs and expects the cooperation of its parents, who must understand and embrace the school’s mission, share its core values, and fully support its curriculum, faculty and staff.

Parents best support a school climate of trust and respect by communicating concerns openly and constructively. While parents may not agree with every decision made by the school, in most cases, the parent and the school will find enough common ground to continue a mutually respectful relationship.

Family Phone Directory

The parent/guardian phone directory uses information provided by each family. Only those who have consented are included. The directory makes it possible for families to contact students for social events, locate neighbouring families to carpool, and even locate Senior School students who live nearby for babysitting.

In accordance with the Personal Information Privacy Policy, families may use the list for school purposes only and may not share it with anyone outside the distribution group. The directories are the property of Stratford Hall and are available when families complete their consent forms.

Gifts for Teachers

On occasions, parents may wish to give a teacher a gift. Often, a group of parents in a class will pool small donations to present a group gift card. This is often organized by the class representative. Under no circumstances may cash gifts be given, and the teachers are instructed not to accept cash gifts. The maximum value of gift should not exceed $150.

Parents in the School During School Hours

Parents are encouraged to call or email instead of visiting the School.

Board of Governors

The Stratford Hall Board of Governors safeguards the school's assets and oversees executive decision making to enhance the school's performance and reputation. The Board sets priorities, approves annual budgets, and appoints the Head of School who, in turn, is responsible for ensuring that Stratford Hall is run in a manner that supports the mission and vision of the school. It is the job of the Board to ensure the school has perpetual funding. The Board meets monthly.

School Policies

The school maintains a comprehensive set of policy documents that provide detailed information on a wide range of topics regarding our school programs and student welfare. The policies are thoughtfully written to uphold the school’s values, ensure adherence to the law, and respect students’ rights.

To view the policies, visit the Family Portal and select Important Documents.

Due Process and Appeals

It is of utmost importance that students at Stratford Hall have a great learning and social experience. Should an issue or concern arise, it is important for the school to maintain confidentiality for the sake of privacy of those involved. As such, families must adhere to the following procedure for due process and appeals.

Should a parent or guardian wish to discuss an issue or concern, it must first be addressed with the individual who made the decision. Subsequent appeals are made to the person(s) as outlined below.

The Head of School has the final authority on all matters related to the daily operations of the school. While Stratford Hall hopes never to have to use an external appeal process, one exists through the Independent School Association of British Columbia (ISABC). If a situation is not satisfactorily resolved with the Head of School, an independent third party, the ISABC ombudsperson, can hear the case.

NATURE OF THE ISSUE

Academic

Emotional / Social / Safety

Athletics

Post Secondary Advising

Admissions

Communications

Development / Fundraising

Accounting / Finance, Fees, Payments, Invoices

Facilities / Transportation

Board/Governance

STEP ONE

Subject / Homeroom Teacher or

Programme Coordinator

Homeroom Teacher or School Counsellor

Coach

Post Secondary Advisor

STEP TWO

School Principal

School Principal

Director of Athletics

Senior School Principal

Deputy Head of School for Advancement & Strategy

Director of Finance and Operations

Board Chair

TRAFFIC

Traffic Plan

The City of Vancouver requires that we have a Traffic Management Plan that aligns with input received from the Neighbourhood Parking and Transportation Branch of the Engineering Department. The School has developed its Traffic Plan with the assistance of Bunt and Associates Engineering, traffic management specialists.

We must be sensitive to the local neighbourhood and minimize our impact. Our morning drop-off results in about 350 car trips to the school in a half-hour span. The afternoon pick-up is spread out over two hours, but involves far more parked and idling cars.

Commercial Drive is a busy major street in Vancouver. Extra care must be taken when on or near Commercial Drive. There several specific areas we must attend to:

1. The safety of our students, parents and staff

2. The safety of others

3. The efficient flow of traffic around the school

4. Proper use of areas for drop-off and pick-up

5. Zero impact on our nearby neighbours

We encourage parents to arrange car pools, use our bus service or allow/encourage their child(ren) to take transit or ride a bike.

Traffic and our Neighbours

All Stratford Hall buildings are located on Commercial Drive between East 14th and East 16th Avenues. However, one of the biggest issues for city planners is the traffic impact on the neighbourhood. Considering this, it is imperative that Stratford Hall be viewed by neighbours as a positive addition to the area. That means families and staff should reduce reliance on cars by increasing carpooling and using public transit.

Administrative staff act as car service volunteers, and parents as crossing guards.

Extra traffic on 14th or 15th Avenues will generate complaints to the City, and our present and/or future status in the area may be jeopardized.

Students are expected to stay on the sidewalks if walking along any of the streets. Parents may pick-up and drop-off along Commercial Drive, but not use the side streets. All students must enter and exit the school via their assigned entrance and exit.

Parking on the east side of Commercial Drive, in front of the PYP, MYP, or DP Buildings during drop-off and pick-up times is strictly prohibited.

We expect that students will be dropped-off and picked-up, and not escorted into and out of the school by parents. Please remember to drop students off at the curb, never in the driving lane.

Please drive legally and follow signage instructions.

This information is also available on our website.

Stratford Hall Parking Spaces

Stratford Hall owns the parking under the Skytrain between 13th and 16th Avenues. This is for staff or school bus parking only. For school functions after 6:00pm, all available staff parking spaces and parking spaces around the school may be used.

The parking that is immediately behind the DP Building is reserved for:

• School visitors: This can include a school parent if that visit occurs during school time and is for a meeting at the school. It may not be used for an extended stay. Please register your car with the DP building receptionist.

• Handicapped parking

• Head of School parking

• Loading bay

Parking is available at the Croatian Cultural Centre, Monday to Friday between 8:00 -8:45am and 3:00 -3:45pm. Please only park within the marked spots.

Alternative Methods of Transportation

Transit: The School is well served by public transit. The Skytrain is a five-minute walk away, and the #20 bus stops very nearby. We encourage older students to use transit.

Bicycles: There are bicycle parking spaces at the entrance of each building and in the secure bicycle storage area behind the middle building. Students must bring their own bike locks. Bicycle racks are not directly monitored by Stratford Hall.

Secure Bike Storage Access Schedule:

Morning Access

• 8:00am: Bike storage open

• 8:30am Bike storage closed

Dismissal Time Access

• 3:00pm: Bike storage open

• 4:00pm: Bike storage closed

• After 4:00pm: Students will need to contact DP Reception for access.

JUNIOR SCHOOL

Classes

Each grade is a learning cohort with educational staff assigned to each group. There are two classes at each grade, with a homeroom teacher for each class in Kindergarten to Grade 5. Kindergarten to Grade 5 homeroom teachers teach their class units of inquiry, literacy, and numeracy. Students are divided into two homeroom cohorts for attendance, and see both core teachers for mathematics, science, language and literature and social studies. Specialists teach French, Music, Physical Education/Outdoor Experiential Education (OEE), Design (Applied design, Skills, and Technologies), and Visual Art.

Teachers consider many factors when making decisions about next year’s class make-up, including individual student progress, peer relationships, and group dynamics. A great deal of time and thought goes into this process, which is then confirmed by the respective Principal. Because this process is very complex and integral to all students’ success, the school maintains the responsibility for the decision-making process and does not take class placement requests from families. However, should there be information that a parent feels is not already known by teachers, parents are invited to share this with their teachers or the respective Principal, prior to classes being formed in May.

After

School Dismissal and Leaving School Early

Entrance 3:15pm 2M - East 15th Avenue | 2S - Commercial Drive

Grade 3 8:00am PYP Back Alley Entrance 3:20pm 3F - East 15th Avenue | 3S - Commercial Drive

Grade 4 8:05am PYP Front Entrance 3:20pm MacInnes Park (North Side of 15th)

Grade 5 8:05am PYP Back Alley Entrance 3:20pm MacInnes Park (South Side of 15th)

Please note siblings can be dropped off and picked up at the same time from the same door.

Students in the PYP are released by teachers directly to someone on the Contacts for pick-up or Emergency List. PYP students must be picked up from the assigned outside pick-up location after school promptly, or after any supervised club or sports activity. Students not picked up within their 10 minute window will be brought back to their class. Parents and guardians are to wait in line if they are late for their child to be brought back down again.

If students are not picked up by 3:30pm, they will be placed in After School Care and the fee for the time spent there will be charged. After saying goodbye to their teachers and waiting to go home, students are under the supervision of their parents who must ensure their child(ren) is/are behaving safely and appropriately on the sidewalks outside.

Students leaving early must leave through the main entrance on Commercial Drive and must sign out at reception. Except in an emergency, no other exits may be used.

After School Care and Day Camps

We are pleased to offer after school care for students in Kindergarten to Grade 7 every day from school dismissal time, (3:20pm for Kindergarten to Grade 5 and 3:30pm for Grades 6 and 7) until 5:30pm.

Our After School Care program is run by a team of support staff who are an integral part of our school community. Programs are developed based on student interest and are designed to engage students with each other and with the supervising staff.

Our program is run within the school facilities allowing students to have access to a variety of resources and materials. Our program is divided into three unique groupings: Kindergarten - Grade 2, Grades 3-5 and Grades 6-7. Pre-paid registration will occur per term: September-December, January-March, and April-June. All students must be picked up by 5:30pm.

Drop-in After School Care is available. Please email asc@stratfordhall.ca as well as the child’s teacher if you require this service.

Day Camps: The school will hold day camps for Junior School students during part of November Mid-Term Break, Winter Break, Spring Break and Summer Break. Registration notices will be available through The Stratford Hall Post.

Co-curricular Activities

Students will engage in co-curricular activities. Most of these take place after school and are run by both Stratford Hall teachers and external providers. The school encourages every student to find at least one activity in which to be involved. Activities will be multiage, but may be restricted by a minimum and/or maximum age.

The activities have been thoughtfully developed to complement the academic and experiential courses that students participate in during the school day and provide students with further opportunities to develop interests and abilities. External clubs offered by outside organizations/instructors are vetted by the Principal. They have a separate fee and may take place offsite.

In the Junior School, most activities take place between 3:30pm and 4:30pm (please pick-up at 4:30pm after these activities). Most of the activities start mid-September. Membership in these activities is driven by student and teacher interest. The School’s Code of Conduct applies to co-curricular activities and clubs.

In school sports will take place after school from 3:30 to 4:30 or 5:00pm.

Student Council

The Junior School Student Council is composed of two students from each grade. The representatives are elected by their classes in October.

JUNIOR SCHOOL

Community Block and Assemblies

Once per week in block three students engage in a range of learning opportunities. The learning may be focused on an important day of recognition such as Truth and Reconciliation and once per month assemblies.

Conferences

The Junior School hosts two types of conferences during the academic year: goal setting and student-led.

Stratford Hall follows a conference timeline each year.

• Term 1: Parent-Teacher Goal Setting Conference

• Term 2: Student-Parent-Teacher Goal Setting Conference

• Term 3: Student-led Conference

Students benefit as they:

• develop accountability for their learning and are actively involved in reporting their progress;

• gain greater commitment to school work and learning;

• build self-confidence and self esteem as they analyze and assess their own work;

• practice student- parent communication and critical thinking skills;

• describe the work that they are doing, their strengths and weaknesses;

• work with parents/guardians to set positive goals and a plan of action; and

• demonstrate process, not just products.

Parents benefit as they:

• receive a variety of information about their child’s learning and skills;

• see the child’s work and thinking first-hand;

• have an opportunity to help their student set positive goals; and

• are an active participant in their student’s learning.

Materials, Items and Devices Brought from Home

Items may be brought at the teacher’s discretion. Please label all items and monitor what your child brings. Violent or dangerous toys are not permitted, and valuable items should be left at home. Students may be asked to leave trading and game cards or toys at home.

The school will not assume responsibility for lost or broken items, including phones and electronic devices. If an object is being brought to the teacher for a particular purpose, the teacher will secure it in a safe place. Students must remember to pick up items and take them home.

Home Learning and Agendas

From Grade 1, work may be assigned to complete at home, though at times, students complete assignments before they leave school for the day. Home learning is important as a reinforcement of the day’s work or as preparation for future work. Reading at home is always important and is encouraged at every grade level, every day. Avid readers have advantages in all aspects of school work.

Home learning completion times are different for each student; therefore, the school does not have a policy on the time homework should take each night. Teachers will outline grade-level expectations at the beginning of the year. Other evening activities are also very important, such as time with family, friends, sports, music, dance, theatre, and community organizations. Playtime is also important for the development of creativity, motivation, and commitment.

Parents can assist children by motivating with praise and encouraging independence. Please make a particular place available where homework is done, away from distractions. The use of a homework book, in which parents may also make comments back to the teacher, is encouraged, and required in some grades.

Agendas: Teachers of students in Kindergarten to Grade 2 develop systems to communicate between home and school. Students in Grades 3 to 5 receive an agenda in September to use daily to keep track of assignments and events. Students in the MYP may use a device to stay organized. The use of online platforms is helpful for students and parents.

Treats and Special Occasions

Often, parents, students or teachers want to mark special occasions with food and treats. Celebrations are important, and we want to celebrate in all ways, not just with food. Because the frequency and type of food treats can impact student learning, and not all students may be able to participate, these requests will be monitored by classroom teachers. To bring treats, parents are required to seek permission from the Homeroom teacher in advance. At times, health and safety regulations may restrict outside food being brought into the school.

Class Parties: Class parties are permitted before the winter break and before the last day of school. Class parents are asked to request permission to host a class party by writing to the teachers and Principal two weeks or more in advance.

SENIOR SCHOOL

Assemblies

Assemblies are an important avenue for student leadership, community-building, sharing opportunities, and celebrating accomplishments.

Senior School students must be in their formal academic uniform, unless the timetable calls for alternate dress.

Junior School students wear their full academic uniform for K-12 assemblies. When the K-12 assembly is on a PHE day, JS students are permitted to wear their PE strip.

We will also meet as a whole school monthly to celebrate events, honour achievements, highlight student action, communicate school-wide goals, and build our K-12 community. These assemblies include our annual Opening Day Assembly, Truth and Reconciliation Assembly, Remembrance Day, and Closing Day Assembly.

Signing Out Early

Grade 6-10 MYP students must have a note from and be accompanied by a parent or guardian for personal appointments during the course of a school day.

During the school day, Grade 11 and 12 DP students may sign out for personal appointments that are supported by a parent or guardian’s note or email. Please email the DP attendance to dpattendance@stratfordhall.ca. Students in Grades 11 and 12 may leave campus and walk down Commercial Drive (going as far as East Broadway) during the lunch break and must sign in and out with the respective building receptionist.

Students and Cars

In unique circumstances, it may be necessary for students to drive to school within their graduating year. All drivers must be in full compliance with the graduated driving regulations of British Columbia at all times. Students may NOT park in the faculty parking lots and must abide by all parking enforcement regulations in the neighbourhood. Furthermore, as active leaders in our commitment to environmental responsibility, it is highly encouraged that all Senior School students utilise public transportation in getting to and from school. DP students are not permitted to drive at any time during the school day.

Cell Phone Usage

MYP: MYP students are not permitted to use their cell phone for personal use between the hours of 8:20am-3:30pm. If students need to communicate with parents or guardians, they are able to use the phone at the MYP reception. Teachers may guide curricular use of cell phones within the classroom.

DP: DP students are permitted to use their cell phone for personal use during lunch time. They are not permitted to use their cell phones for personal use during class time; however, teachers may guide curricular use of phones within the classroom. DP students occupying an MYP space must abide by the MYP cell phone use policy (no phones between 8:20am-3:30pm).

Student Life

Co-Curriculars

Student Life exists to promote student well-being at Stratford Hall. In the Senior School, one way this is accomplished is through a strong co-curricular program. Involvement in co-curriculars fosters a sense of belonging amongst students. They afford students an additional space to learn and lead together while they do initiatives connecting with their local and global communities; both within and outside our school. Co-curriculars are student-led and teacher-supported and serve to enrich the school experience for every student at Stratford Hall. We believe that student well-being is supported when they are actively involved in their community in a meaningful way. It is an expectation that each student be involved in at least one co-curricular per term as there is a great benefit to mental health, sense of belonging, and personal exploration of interests. Student commitment is important with all cocurricular activities and each individual is encouraged to consider carefully their academic and personal balance. Generally, these opportunities come under four broad categories:

Sabres Athletics: A cornerstone of a good school is a strong athletic program. Interscholastic sports are an integral part of Stratford Hall’s educational program and they support the school’s mission and vision. The athletic program fosters student participation in multiple sporting events and promotes equal opportunities and experiences for all students. A range of athletic opportunities are provided each year.

Student Councils: The Senior School has five student councils: Action & Wellness, Arts, Athletics, Innovation & Academics, and Spirit. These councils are student-led by our graduating Prefects and Junior Prefects. All students have the opportunity to apply for a council that interests them. This provides a wonderful opportunity to interact with students spanning Grades 6 to 12. Councils meet biweekly to initiate, plan, and lead various school experiences. Some examples include: Care Package and Winter Clothing Drive, Design Challenges, Spirit Days, Staff vs Student Games, and Arts Week.

To hear from our students and their experiences in Councils, visit www.stratfordhall.ca/our-programs/student-life.

Clubs: Student-led clubs are held during the lunch recess or after-school for students interested in furthering a particular interest, hobby, or passion. Examples include: Model United Nations, Earth Club, Chess Team, and many more. The specific listing of clubs being offered each year will be made available to students in September at the Clubs Fair. All clubs are student-led. Students are welcome and encouraged to propose a Club with the support of a faculty member. We also offer several Clubs led by external providers. PresentPro and Digital Media Academy are two of our leading providers that support students in connecting them with specialist organizations that strive to take their passions to the next level.

To hear from our students and their experiences in Councils, visit www.stratfordhall.ca/our-programs/student-life

Leadership Positions

At Stratford Hall, every student can apply to become a leader in a defined position. In leadership positions, students learn to lead themselves as they become people of character informed by the IB Learner Profile and as they incorporate ATL skills (such as selfmanagement) into their habitual practices. Students are given the opportunity to lead with others in a variety of settings. In the classroom, students lead with others as they take action in their learning. In athletics, students lead with others as they accomplish a common goal. In co-curricular activities, students lead with others as they organize an initiative for the student body. Lastly, students also learn to lead others through a variety of defined positions available. These defined positions include Prefects, Junior Prefects, Advisory Leaders, Club Leaders, and DEI Ambassadors.

SENIOR SCHOOL

Prefects and Junior Prefects

There are a maximum of 10 Prefects and 10 Junior Prefects elected in Term 3 for the upcoming school year. Each appointed student co-leads on our five Councils. This group meets once per week as a group and leads a Council that meets every other week.

Primarily, a Prefect/Junior Prefect has more to do with who a person is than what they do. Prefects/Junior Prefects are selected because of their character and desire to lead. In the role, they represent and advocate for a positive, safe, healthy, and inclusive community by modeling this daily, both in and out of school, through their character as an IB Learner. They live it out. Overall, a Prefect/Junior Prefect impacts the Stratford Hall culture. They are exemplary students who strive to positively shape their school community. Prefect/sJunior Prefects should be active in all facets of school life and should model the school’s mission and vision.

Advisory Leaders

Advisory Leaders are selected by their Advisor, Student Life Coordinator, and fellow Advisees to uphold and promote every aspect of the Advisory “Essential Agreement” (set of expectations set out by each Advisory to promote relational accountability). They uphold this through leading by example, modeling the character traits of the IB Learner Profile. They promote this by leading sessions focused on developing the culture of their Advisory through the lens of the Learner Profile. In addition, Advisory Leaders promote the Essential Agreement of the grade by planning events for their grade and the entire school. Overall, Advisory Leaders represent and advocate for a positive, safe, healthy, and inclusive community by modeling this daily, both in and out of school, through their character as an IB Learner.

Club Leaders

Club leaders have demonstrated a particular desire to lead within a Club they are passionate about. Students who wish to serve in leadership positions within their Club will apply to their faculty support who determines, in conjunction with Student Life and members of the Club, their fit for the role. Club leaders are expected to set the vision for their Club, lead meetings and activities, and support a sense of belonging for all Club members. As well, in their role, leaders' capacities are stretched and strengthened as they grow in character informed by the IB Learners Profile.

House Captains

House Captains (elected Grade 11 students) and Junior House Captains (elected Grade 7 students) are students who advocate for a positive, safe, healthy, and inclusive community at Stratford Hall. One of the ways they do this is by promoting school pride, leading and organizing all House events, and leading their House towards achieving the coveted House Cup. House Captains are elected by their House and there are two House Captains per House.

Homework and Agendas

Homework completion times are different for each student; therefore, the school does not have a policy on the amount of time homework should take each night. Other evening activities are also very important, such as time with family, friends, sports, music, dance, theatre, and community engagement or service learning opportunities. Free time and play are also important for the development of creativity, motivation, and commitment.

Agenda: Students in Grades 6 to 12 receive an agenda in September to use daily to keep track of assignments and events. Students in the MYP/DP may also use a device or online applications to organize their work. In addition, for MYP and DP the ManageBac platform must be monitored by students, as this is where teachers post important due dates and resources. For Grade 6 and 7 students, Google Classroom is the platform used by teachers for communication with students.

Bring Your Own Device Programme

In recent years, there has been a shift in education away from technology as a stand-alone subject and towards it being used as a tool that is integrated across the curriculum. Rather than devices just being confined to labs, they are placed in classrooms with students so they can be used authentically, in the moment, to support the IB curriculum. Computers are not just used to teach “tech” skills, but are also taught to support learning skills that are needed for success in the 21st century.

Personal devices must be brought home at the end of each day, not left at the school, and charged overnight. Please see our One to World Bring Your Own Device Programme brochure for more details.

Please refer to the Technology, Devices and Appropriate Uses for Students policy in the Parent Portal.

Restorative Practices and Behaviour Management

Stratford Hall subscribes to the use of restitution and restorative justice practices to build community and deal with disciplinary issues that arise. The aim of restitution is to provide the opportunity for all impacted parties to have a voice, to redress grievances in a way that restores relationships, and to work collaboratively to build a stronger foundation moving forward so as to decrease the likelihood of problems recurring.

In addition, the IB Learner Profile reflects the core set of values that guide attitude, intentions and behavior for all parties in the school; staff and student alike. It is the set of principles that underpins the creation of all essential agreements and rules at Stratford Hall. Students who act out are usually attempting to fulfill a basic need such as fun, freedom, power or belonging. When teachers thoughtfully plan instruction, engage every student to a high degree through appropriate/differentiated tasks, build positive relationships, and model and teach the attributes of the Learner Profile, the general climate and culture of the school serves to proactively prevent potential issues.

When a student misbehaves or harm has been caused, all students involved are led through a restorative process which sheds lights on the thought process that led to the behaviour and guides students towards their role in repairing the harm done. Critical incidents that are more serious in nature (those that involve serious endangerment of the basic safety and wellbeing of students through physical violence, blatant insubordination, property destruction, theft, drug use or distribution, etc.) are referred immediately to the Senior School Principal; in these cases disciplinary measures such as suspension may be paired with restorative justice. In extreme or repeated cases, the Head of School may achieve community restoration through student expulsion.

Student-Parent-Teacher Conferences

Student-Parent-Teacher Conferences are held twice a school year in Terms 1 and 2. These conferences provide parents with the opportunity to hear about the progress of their child from their teacher(s). Student-led conferences are an alternative to the traditional parent-teacher conference in which teachers and parents meet to discuss a child's progress. The student-led conference involves the student, parent, and teacher and provides the opportunity for students to demonstrate their knowledge and skills to their parents. Students must attend in full academic uniform.

Conferences promote student self-awareness and responsibility, and provide direct evidence of performance to the parent. Students parents and teachers will explore portfolio of assessments, both formative and summative.

Student-Parent-Teacher Conferences will take place virtually; registration information will be sent in the weeks prior to the conferences.

SENIOR SCHOOL

Late Submission Policy for Summative Assessments

Stratford Hall seeks to discover and nurture the special gifts each student possesses and to inspire each to realize their full potential. We believe assessment informs, enhances, and improves both teaching and learning, and allows teachers to guide student growth and adapt their teaching practices to best meet students’ needs. We aim for assessments to be relevant, have a multi-dimensional approach for various learning styles, have task clarity and promote development of critical and creative thinking skills. Assessments will also promote development of Approach to Learning skills, the IB Learner Profile attributes, and the traits of Stratford Hall graduates.

Summative Assessment Tasks

In general, assessment tasks that span over a period of time and contribute to the determination of a student’s achievement level are deemed to be summative assessment tasks. Individual and group projects, written essays and reports, investigations, presentations and exhibitions are examples of summative assessment tasks.

Furthermore, certain formative tasks leading up to the submission of summative tasks are also observed by this policy. For example, the first draft of an extended essay or an internal assessment task, an outline for a project, the planning stage and the interviews for presentations are key milestones in their formative stages that will enable students to complete their summative assessment tasks successfully.

Late Work: work that fails to show necessary learning, and non-submission of summative assessment tasks

In criterion-related marking, punitive action must not affect a students’ achievement level in an assessment task or when determining summative assessment levels, while late or incomplete work may contribute to the awarding of a lower achievement level due to the quality of the work. However, work will not be marked down as a direct consequence of being late. If a student’s work on a summative assessment task is late or fails to show the necessary learning then the following procedures are followed at the school:

Student Procedures:

• The student must submit a request to their subject teacher for an extension prior to the assessment due date. The student must understand that a request may not necessarily be approved.

• The student will be asked to explain why they are unable to submit the required work on time or is unable to show the necessary learning.

• IEP students who have flexible deadlines as part of their accommodations must still make a request. IEP students will be granted extensions if requested.

• If an extension is granted, the student must submit their summative assessment task that best demonstrates their level of ability by the new due date.

• If the student is still unable to submit their work by the new date, then they need to meet with the principal to discuss how the work will be submitted.

• As soon as a piece of student work is not submitted by the due date, the student will need to attend mandatory study centre until the work is completed.

Teaching Procedures:

• Students should be contacted by teachers immediately after a due date is missed.

• If an extension is requested by a student for no more than 3 calendar days, the teacher can exercise their professional judgment to accept it and communicate a new due date with the student.

The teacher will keep a record of these short-term extension requests.

• If an extension is requested by a student for more than 3 calendar days, it needs to be communicated with the respective programme coordinator before approval.

The teacher and the programme coordinator will keep a record of these long-term extension requests. These records may also be shared with the Student Support team to best support the students as they continue through the programme.

Once a new due date has been scheduled, it will be communicated to the student.

The subject teacher will notify the parents, when a student has submitted a request for an extension for more than 3 calendar days.

• If a student is unable to meet the new due date, the teacher must notify the programme coordinator and the principal immediately.

The programme coordinator will notify the parents when a student is unable to submit their work by the new due date.

• If work is not submitted by the original due date or the agreed-upon extended due date then the student will need to attend mandatory study centre until the work is completed.

The teacher will provide feedback on IB DP Internal Assessments given there is a reasonable time between the first submission (i.e. draft submission) and the final due date. It is likely that the student will have a much shorter period of time to revise their draft submission before the final submission is required.

Programme Specific Details

• If a student has accumulated more than 3 extended requests (requests that require approval by the coordinator) in an academic year, an academic contract will be written and shared with the student, their parents to outline the academic improvement plan for the current and the next academic year.

• Students who are in the full IB Diploma Programme may need to be deregistered and pursue course results if they fail to submit DP coursework for external moderation by the due date as published on the Stratford Hall DP Summative Assessment Calendar.

• All DP coursework for external moderation must be submitted and received by March 1 of year 2 of the Diploma Programme. Students who are unable to submit coursework by this date will be deregistered for that subject.

Missing Summative due to Absences

Students with legitimate reasons for their absences will be given opportunities to complete their summative tasks. If the task is an in-class written assessment, these students may either write it as soon as they have the next class or during a test-writing session on a designated date after school. If the task is not an in-class written assessment (i.e. presentation, orals), these students will need to complete it on the next available date as designated by the teacher.

Students without legitimate reasons or those unable to complete the summatives on an alternate date will be given a mark of zero for the task, and the mark will be used in considering the final grade for the term and for the year. These students are still encouraged to submit for formative feedback.

New Submission Dates and Reporting

When an extension is given for a student’s work, the new due date needs to be at a minimum of two weeks before the next report is issued in order for that piece of work to be assessed and included for evaluation. In the event when the new due date is less than two weeks away from the report, the student work may be included for the next report provided that the course has not concluded.