ES Handbook for Parent's & Students 2015-2016 by Western Academy of Beijing

Western Academy of Beijing

Contents 4 Welcome 5 Mission, Philosophy, Values, IB Learner Profile

9 Program Overview International Baccalaureate Primary Years Programme (IBPYP) Assessment and Reporting Conferences International Schoolsâ&#x20AC;&#x2122; Assessment (ISA) Information and Digital Literacy Library Services China Engagement

21 Transition

Transition to Beijing Transition to WAB First Days at WAB

25 Developing Independence

Playground Communication Expectations Self-Management Skills Personal Items at School Mobile Phones at School Lost Property Home Learning Parents Absent From Beijing

29 Support Services

Support Services at WAB A Model of Instruction at WAB Support Services Referral Process Specific Responsibilities & Roles of the Support Services

33 Student Services Student ID Cards Food Services Transportation Health Services

37 Supportive Environment

Peer Support Parent Involvement Room Parents Cybersafety Class Placements Emergency Evacuation Security Housekeeping Staff Supporting Student Behavior in the School Environment Role of the Counselors and the Principal/Assistant Principal

45 Extracurricular Programs

WABX Program WABX - ES After School Activities Grades 1-5 WABX - ES Lunchtime Programs WABX - ES TigerSharks Swim Team Band & Strings Ensembles ES Instrumental Music Program Cultural Celebrations Class Parties

49 The School Day

Bell Times Assemblies Play Times - Indoor & Outdoor Options Playgrounds and Supervision Clothing Recommendations Arrival at School Absence from School or Late Arrival Early Departure Attendance and Punctuality Field Trips Use of School Facilities After School Hours Overseas or Alumni Student Visitors Student Use of Telephones

55 Campus Map

Welcome

welcome FROM THE ELEMENTARY SCHOOL ADMINISTRATIVE TEAM Welcome to the Elementary School at the Western Academy of Beijing (WAB). The Elementary years at WAB are a special time in a child’s life. Students from all around the world come together to make friends and learn that people have different needs, abilities, values, cultures and beliefs. Most importantly, they learn to respect these differences. We are confident that WAB’s international community and its setting here in Beijing, China, will provide unique opportunities for students to gain the knowledge, skills and understanding to contribute positively within their own communities and, ultimately, to the world, both as children and as adults. Our programming at WAB begins in our Early Childhood Center (ECC) where our Early Years and Kindergarten classes are housed. Grade 1 through Grade 5 classes are located in our main ES building. Many of our valuable ES resources are shared across all levels, such as the Sabina Brady Library, the gymnasium and the aquatics center; additional WAB resources, such as Tiger Field, Tiger L’Air, the Peace Park and the Chinese Garden are also utilized by all. Our teaching programs and curriculum at WAB give our students the chance to build upon their own prior experiences and to make new discoveries through further investigation. Through the implementation of the International Baccalaureate Primary Years Programme (IB PYP), student learning takes place in relevant contexts where clear goals and expectations are discussed and negotiated in order to engage and guide students as active participants in the learning process. Learning through meaningful and connected tasks using an inquiry-based approach requires our students to think, reflect, apply, analyze, problem solve and evaluate. These processes all require higher-order thinking skills that allow for application of learned concepts, the necessary tools for life-long learning. Our teachers at WAB “Make a Difference” every day. They make special contributions to each child’s education and to their unique understanding of the world in which they live. We hire teachers who are experienced, dedicated, professional and committed to student-centered learning opportunities. WAB teachers are constantly striving to learn and grow professionally to incorporate the best strategies for the effective engagement of all learners. Families are an important part of our program. We value your input and support. Our door is always open as it is our goal to create strong bonds between home and school. This handbook provides useful information for both students and parents. Please do not hesitate to contact us at any time should you need any additional information. Kindest Regards, asey Cosgray Justine Smyth C Principal Assistant Principal

Angela Meikle

Holly Reardon

PYP Coordinator

Early Childhood Education

WAB Elementary School Handbook

Mission, Philosophy, Values, IB Learner Profile

Mission | Philosophy | Values

MISSION

PHILOSOPHY The Western Academy of Beijing offers a challenging and caring, community-based educational environment in which students are active participants in the learning process. WAB fosters critical thinking and inquirybased skills to ensure its students achieve their full potential as individuals and as members of the global community. In this setting, students, staff and parents co-operate in the educational process guided by the following principles:

The Western Academy Educates the Whole Child The Western Academy of Beijing seeks to develop the intellectual, social and emotional, physical and aesthetic potential of each child along with moral sensitivity. WAB children will learn how to analyze, synthesize and evaluate new situations, knowledge and rapidly changing technology with ease, confidence and creativity. WAB’s educational program provides its students with a fundamental respect for the beliefs and values of other peoples, and will take full advantage of the culture of its host country, China.

The Western Academy Champions its Staff The staff teaches with an international perspective. They are selected for their professionalism, high qualifications, skills and creativity. Individual professional development is both supported and expected, while WAB creates an atmosphere in which the staff’s expertise and talents enrich the school community as a whole.

The Western Academy Involves the Parents Parents are encouraged to participate as partners in the education of their children and in the continuing development of the school. WAB supports, respects and desires such an active role for parents. The Western Academy of Beijing, a community of students, staff and parents, is committed to the creation and support of a dynamic model school with high academic, social and ethical standards.

VALUES Learner-Centered Where all decisions are made and actions taken to enhance the life-long learning process so that each member of the WAB Family is an inquiring, critical and purposeful Learner.

China Global Coherence Where we strive to nurture socially responsive global citizens bound together by China – the common thread woven throughout our diverse Family Mosaic.

Mosaic of Diversity Where each makes unique and irreplaceable contributions that, when combined, create the WAB Family.

Caring Where by valuing and respecting our environment, we sustain and nurture healthy relationships with, and life-long responsibilities, to self, family, and the world.

WAB Spirit (Gong He) Where with a spirit of commitment, enthusiasm and shared purpose, each member of the WAB Family contributes to the whole.

WAB Elementary School Handbook

IB Learner Profile

IB LEARNER PROFILE The aim of all IB Programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB Learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

WAB Elementary School Handbook

Program Overview • International Baccalaureate Primary Years Programme (IBPYP) - Connect - Inspire - Challenge - Make a Difference • Assessment and Reporting • Conferences • International Schools’ Assessment (ISA) • Information and Digital Literacy • Library Services • China Engagement

Program Overview

INTERNATIONAL BACCALAUREATE PRIMARY YEARS PROGRAMME Due to its philosophy and pedagogy, the International Baccalaureate Primary Years Programme (IB PYP) is an excellent vehicle for putting WAB’s mission into practice. Like WAB, the PYP places learning at the center. Our emphasis is on helping students develop physically, intellectually, emotionally and ethically. Preparing students for success in school as well as in the world beyond school empowers them to become independent, lifelong learners.

CONNECT Life-long learners need to be knowledgeable, and the PYP Programme helps students connect to concepts and knowledge that have global significance through the six transdisciplinary themes. These themes guide teachers in the design of units of inquiry that will help students understand:

• Who we are • Where we are in place and time • How we express ourselves • How the world works • How we organize ourselves • Sharing the planet The use of the transdisciplinary themes to organize curriculum means that the connections that learners naturally make between and within subjects are emphasized. Students in the Early Years Programme study units of inquiry in four of these six themes each year, while students from Kindergarten to Grade 5 study one unit of inquiry under each of these themes. The fact that students revisit these themes each year allows them to make connections between their learning from one year to the next. Units of inquiry are developed by teaching teams to be engaging, relevant, challenging and significant. They generally last between five and six weeks. The school identifies the core knowledge, skills, concepts and attitudes that will be developed throughout the unit, as well as anticipating action that the students may take. Although the learning goals for each unit do not vary from class to class, the teachers connect to students’ interests to guide them in how best to reach these goals with their

WAB Elementary School Handbook

Program Overview

Figure 1: IBPYP Curriculum Model

group of students. Students truly are partners in the learning, and this is what makes the units relevant and engaging.

INSPIRE All units of inquiry are designed to be: • Engaging (of interest to the students and involving them actively in their learning) • Relevant (linked to the students’ experience and circumstances as well as having relevance in the world beyond school) • Challenging (extending prior knowledge and experiences to increase understanding) • Significant (contributing to an understanding of the commonality of human experiences) It is our hope that through creating units that meet these criteria, students will be inspired to learn and extend their learning beyond school.

CHALLENGE The PYP is highly regarded, as it requires that students are literate in the traditional sense and also in the languages of Mathematics and the Arts. These literacies prepare students to rise to the challenge of participating in the critical thinking that the Programme demands. The subject areas therefore retain an important place at WAB. All units of inquiry are supported and balanced

by the six PYP subject areas. Science and Social Studies content (as well as many outcomes from the other subject areas) are covered through the transdisciplinary units of inquiry. At the same time, students will also be engaged in disciplinary units of inquiry, or inquiries into the big ideas of Languages, Mathematics, the Arts and Physical Education. All Elementary School students at WAB study all six PYP subject areas – Language; Mathematics; Personal, Social and Physical Education; the Arts (Visual and Performing); Science and Social Studies. The Western Academy of Beijing is committed to offering a challenging curriculum with a clearly articulated progression of understanding, knowledge and skills that will empower students to transition seamlessly from one grade to the next and one school section to the next. As such, we have developed Standards and Benchmarks in all of the subject areas that outline our intended learning from Early Years to Grade 12. These Standards and Benchmarks documents connect all three IB Programmes together and can be referenced and downloaded through my.wab.edu.

Language The language of instruction at WAB is English. Language, as the vehicle for thinking, is fundamental to all learning. By acquiring language as well as learning about and through language, we nurture an appreciation of the

WAB Elementary School Handbook

Program Overview

richness of language and a love of literature.

There are four strands the Language Curriculum: • Oral language - listening and speaking • Visual language - viewing and presenting • Written language - reading • Written language - writing The Elementary School Chinese Language program is dedicated to improving students’ ability to communicate in Chinese. Early Years students are exposed to Chinese language and culture through integrations with their units of study. Students in KG through Grade 5 receive 200 minutes of Chinese instruction per week and are grouped according to their proficiency level. Classes are differentiated to ensure that everyone is given the challenge necessary to further their learning. As much as possible, the learning in Chinese classes supports the learning in the homerooms Unit of Inquiry.

Mathematics Mathematics is viewed as a way of thinking and a language for understanding the world. To study Mathematics is to inquire into this language and to learn to think in this way. There are five interwoven strands in the Mathematics Curriculum through units of inquiry and stand-alone units of work. • Number (including the mastery of basic numeracy skills) • Pattern and function • Data handling • Measurement • Shape and space

Personal, Social and Physical Education (PSPE) The PSPE Curriculum incorporates both Physical Education (PE), addressed mainly by our specialist PE teachers and Personal, Social Education (PSE) addressed by all teachers in all subject areas. This subject area includes three strands: • Active living • Interactions • Identity

Physical Education

Through Physical Education (PE), students learn the ‘language’ of physical movement and explore the skills associated with different WAB Elementary School Handbook

Program Overview

strands of PE. They learn to understand what they can and cannot do physically and become aware of their own strengths and weaknesses in this regard. Physical activity is an essential aspect of a well-balanced, healthy lifestyle and learning through PSPE helps to build self-esteem, confidence, cooperation and fitness. Learning in PSPE will include:

tools, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students gain experience in testing their own assumptions and thinking critically about the perspectives of others in order to further develop their own ideas.

• Individual pursuits

There are four strands in the Science Curriculum that are explored through the units of inquiry:

• Movement composition

• Living things

• Games

• Earth and space

• Adventure challenges

• Materials and matter

• Health-related fitness

• Forces and energy

Personal and Social Education

Humanities (Social Studies)

Personal and Social Education (PSE) provides the models, processes and values for handling social and personal issues and ensuring health and well-being. Through PSE, students will develop their self-identity, use appropriate social skills when interacting with others in a range of situations, and learn to communicate and manage their feelings, emotions and opinions. Students develop aspects of PSE continually, through all subjects and at their own pace.

Humanities provides opportunities for students to look at and think about human behavior realistically, objectively and with sensitivity. It aims to guide students toward a deeper understanding of themselves and others, and of their place in an increasingly global society.

The Arts: Visual Arts & Performing Arts

• Social organization and culture

The Arts include the development of creative skills, verbal and non-verbal expression, an awareness of the perspectives of others and aesthetic appreciation. The Arts enable students to develop and communicate their understandings in powerful ways that go beyond their spoken language ability.

The strands in The Arts Curriculum are: • Creating

There are five strands in our Humanities curriculum that are explored through the units of inquiry: • Human systems and economic activities • Continuity and change through time • Human and natural environments • Resources and the environment

MAKE A DIFFERENCE: STUDENT ACTION, SERVICE AND LEADERSHIP

Science

At WAB we promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.

Science provides opportunities for students to engage in scientific investigations by making accurate observations, handling

Through our International Baccalaureate Primary Years Programme (IB PYP), we believe that education must extend beyond

• Responding

WAB Elementary School Handbook

Program Overview

the intellectual to include not only socially responsible attitudes but also thoughtful and appropriate action initiated by students. This self-initiated action can also involve service or lead to service. In helping to educate our students to take responsibility for shaping a better world, we recognize that skills in both leadership and teamwork are vital. WAB’s challenging, holistic education fosters academic achievement, student-initiated action, service to others and the development of leadership and team building skills. Action, service and leadership development are a significant part of what we do at WAB.

Action At the heart of the PYP philosophy is a commitment to structured inquiry as the leading vehicle for learning. Successful inquiry may lead to action initiated by the student as a result of the learning process. This action may extend the student’s own learning, the learning of others or it may have a wider social impact. Effective action begins at the most immediate and basic level: with the self; within the family; within the classroom, the hallways and the playground. Even very young children can have strong feelings about fairness and justice, and teachers can facilitate positive expressions of these opinions. Effective action can be a demonstration of a sense of responsibility and respect for self, others and the environment. At WAB it is intended that the student taking action will grow from the experience, and that the process of taking action, or not, will contribute to each student establishing a set of values.

Some examples of student selfinitiated action at WAB include: • Games day for local Chinese children • Orphanage and senior care home visits • Kids inspiring kids • Saving water • Bake sales to raise money for a particular cause • Collection of filled backpacks for local children • Recycling • “Turn off the light” signs in classrooms

WAB Elementary School Handbook

Program Overview

• Saving paper

Leadership

• Reducing disposable products

In helping to educate our students to be individuals who are willing to take responsibility for making a difference in the world, we recognize that skills in both leadership and teamwork are vital. From the youngest students to the oldest, every child has age-appropriate opportunities to explore and develop these skills.

Through taking action within the curriculum, students begin to develop the awareness that inspires them to take part in some type of service to others or the environment. Students’ self-initiated actions can be preparation for service, and action is an essential element of service.

Service Service is an action, but action does not have to be a service. The action component of the PYP can involve service in the widest sense of the word: service to fellow students, and to the larger community, both inside and outside the school. Through such service, students are able to grow both personally and socially, developing skills such as cooperation, problem solving, conflict rEALution, and creative and critical thinking. Moreover, these service actions are ways in which the students demonstrate the attributes of the learner profile and the attitudes that we seek to engender within the PYP classroom. Service can create a community of thinkers.

Some examples of service at WAB include: • Buddy classes • Green Team – Roots & Shoots • Small Change Appeal • Sichuan Appeal • Clothing drives • Locks of Love • Peer mediation • Tree planting • Lake clean-up • “A-thons” (for example, a read-a-thon) • Bake sales

The Elementary School’s student leadership mission is:

“Empowering our students by providing opportunities for them to contribute to the school and our community.” The purpose of student leadership in our school is to provide opportunities for Elementary students to contribute to the WAB community, and to be active stakeholders in their school. This goal is achieved through a variety of programs and activities including: • Student Council: Students are elected to represent their class on the student council. Student council provides a student voice on issues raised by students and also serves as an organizational body where students plan and organize a range of student-initiated activities and events. These can include talent events, spelling bees and movie nights. There is a Grade 4/5 United Student Council that meets as an After School Activity (ASA). • Classes meet regularly to discuss both class and wider issues. It is from and through these meetings that information is communicated between the student body and staff via the student councils. • Big Brother Big Sister Program: This is a voluntary program where upper elementary students provide mentorship to younger students. The role of the big sisters and brothers is to interact with younger children, help them find friends, provide activities, organize games and help rEALve conflict. • ASA Leaders and Helpers: ASA Leaders and Helpers provides an opportunity for students

WAB Elementary School Handbook

Program Overview

diverse, complicated and sophisticated ways that individual students use to develop and demonstrate their understanding. Continuous assessment provides insights into students’ understanding, knowledge, skills and attitudes. It is also a means of exploring the learning styles and individual differences of the students in order to differentiate instruction. Feedback from assessment allows for the improvement of the overall program. Formative assessment is interwoven with the daily learning and helps teachers and children find out what the children already know in order to plan for the next stage of learning. Formative assessment and teaching are directly linked; neither can function effectively or purposefully without the other. Summative assessment takes place at the end of the teaching and learning processes and gives the students opportunities to demonstrate what has been learned. Summative assessments may include any of the following: acquisition of data, synthesis of information, and application of knowledge and processes.

with particular skills in an area of interest to share their talents as an ASA leader or helper. ASA leaders have a teacher mentor to assist with organization and supervision.

• Recognition of Student Action (ROSA): Students are recognized for their contribution to the school and community through this initiative. The three levels of ROSA recognition are based upon the service action completed by the student. The criteria for a ROSA award is “Student action above and beyond expectations.”

ASSESSMENT AND REPORTING The prime objective of assessing student learning and performance is to make a difference to subsequent learning. Assessment at WAB is designed to give feedback to: • Students: to encourage the start of life-long learning; • Teachers: to support their reflection on what to teach and how to teach it; • Parents: to highlight their child’s learning and development. Teachers assess students by selecting or designing methods of assessment appropriate to the learning outcomes they intend to capture. Teachers also take into account the

WAB Elementary School Handbook

Teachers employ a range of assessment strategies and tools when they are assessing students. Some strategies include observations, performance tasks, tests and open-ended tasks. When they are employing these strategies, they use anecdotal records, rubrics, checklists and continuums to record their findings. These tools may be used during formative and summative assessments, self-assessments and peer assessments.

Reporting Cycle WAB believes that for effective learning to occur, students should be partners in the assessment and evaluation of their progress. Reporting on student progress takes place continually as part of the teaching and learning process. Teachers work with students, as an integrated part of their teaching, to evaluate successes and plan new goals. In addition to providing regular, valuable feedback to students, a schedule of reports as follows ensures that parents remain informed about student progress and achievement. Teachers also contact parents by email or phone to report on student achievement or to inform parents of concerns or changes in student progress. The Elementary School encourages discussions about learning to occur with the teacher, student and parent together. However, parents are welcome to make an appointment to

Program Overview

discuss their child’s learning with the teacher at any time during the year. Parents are asked to make a prior arrangement to meet with a teacher in order to allow teachers to focus on teaching and planning during the school day. In addition to individual meetings requested by parents and teachers, the following are scheduled reporting times held during the year:

CONFERENCES

requires a high level of knowledge, skill and understanding about their own learning. On Student-led Conference Day students guide their parents through examples of their learning in all subject areas. Student-led Conference Day allows parents to see a slice of the everyday program at WAB in a way that written communication alone cannot. Feedback from parents who have attended SLC Days has been very positive, and the school highly recommends that parents make themselves available for a full day. On Student-led Conference Day, parents and students arrive together at the scheduled time, participate in activities and depart together.

October: Parent-Teacher Conferences for students in Early Years-G2; ParentStudent-Teacher Conferences (PSTCs) for students in Grades 3-5 June: Student Progress Report These Conferences give the parent and teacher an opportunity to reflect on how the student has begun the academic year. A review of the academic, social, emotional and behavior progress will be discussed.

January: Student Progress Report In January, the Student Progress Report includes a description of the learning covered during that part of the year in each subject, a summary of overall achievement against the school curriculum and individual comments.

February: Parent-StudentTeacher Conferences These conference sessions allow for the opportunity for parents, teachers and students to jointly discuss the academic, social, emotional and behavioral progress of students during the first semester of school.

April/May: Student-led Conference Day A Student-led Conference (SLC) is recognized as a powerful learning event that highlights the essential partnership between students, parents and teachers. Students explain and share what they have learned, how they learned it and what they need to learn next. As a student, this

The Student Progress Report issued in June follows the same format as the January Student Progress Report. Each year, students in the Elementary School will each have a digital student portfolio of their work. The collection of work samples in a portfolio shows a student’s understanding and application of the curriculum, including their development of the skills of learning and the attributes of the IB Learner Profile. Throughout the process of portfolio compilation, students are encouraged to focus and reflect on their learning, recognize the progress they have made and set achievable goals. The portfolios are also used during Student-led Conference Day where parents are invited to celebrate, appreciate and understand their child’s learning and the learning processes their child uses.

INTERNATIONAL SCHOOLS’ ASSESSMENT Students in Grades 3-5 at WAB participate in the International Schools’ Assessment (ISA). This assessment tool has been developed in order to allow comparison of student achievement

WAB Elementary School Handbook

Program Overview

in participating international schools against the performance of students in participating Organization for Economic Cooperation and Development (OECD) countries. This is done by benchmarking student achievement against results in the Program for International Student Assessment (PISA). The ISA provides standardized assessment in Mathematical Literacy, Reading, Narrative and Expository Writing at Grades 3, 5, 7 and 10. Using an 800-point scale, the ISA describes the band of achievement in schools in OECD countries and compares these with the achievement of each individual student at WAB. The ISA provides WAB with useful data about student achievement in comparison to other comparable international schools and assists teachers in reviewing and developing the effectiveness of the WAB curriculum.

INFORMATION AND DIGITAL LITERACY All teaching and learning in the PYP is underpinned by inquiry. To enhance both teaching and learning, WAB provides multimedia resources, technology tools and services. WAB provides excellent opportunities for students to explore digital literacy skills and digital tools using a transdisciplinary curriculum framework. From the crafting of words into a work of art using word processing skills to videoing problem-solving skills in a physical education class, technology used

WAB Elementary School Handbook

for the right purpose enhances learning and achievement. The transdisciplinary approach of the PYP challenges students and teachers to go beyond the obvious appeal of technology to actively exploring and developing digital literacy skills and tools for high-level thinking, research, communication, socialization and selfmanagement. In an age where managing information and knowledge is as crucial as acquiring them, WAB is committed to developing in students the essential information and digital literacy skills that will allow them to be effective life-long learners in the digital age. To support this vision, WAB has strategically created a wealth of technology services, resources and tools. All students have access to classroom, grade-level and public resources including computers, digital cameras, video equipment, scanners and copier/print services and current software applications. Specialist ICT teachers contribute to the flexibility of this model by attending the homeroom and providing in-class sessions or opportunities within a specialist classroom setting. Based on the learning needs and tasks, small or large group teaching options are used.

LIBRARY SERVICES The Sabina Brady Library supports the information and recreational reading needs of the Elementary School community.

Program Overview

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; • 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; • Environment: to offer a stimulating & comfortable environment to be shared by the WAB community. The Sabina Brady Library, one of three libraries school-wide, offers an extensive collection of more than 95,000 resources: digital equipment, books, posters, DVDs, audio books, magazines and online databases. In keeping with WAB’s belief that the library is central to the development of information literacy, the library also houses computers and boasts a team of dedicated staff committed to helping enrich the teaching and learning opportunities.

are available. You are most welcome to borrow these resources.

Borrowing Thousands of books are borrowed and returned each week. Please help your child be a responsible borrower, encouraging him/her to keep books in a set place at home and return them on time. Any resource that is not returned to the library within 14 days becomes overdue. Notices are emailed weekly to remind borrowers to return the item(s) before new resources may be borrowed. Please contact library staff to discuss matters arising from overdue notices. Should a resource become lost, a replacement cost will be charged. If the resource is found, money will be refunded. At the end of the school year all borrowed items must be returned for stocktaking purposes. Early Years and KG

2 books for up to 14 days

Grades 1 – 3 3 books for up to 14 days  Grades 4 – 5 4 books for up to 14 days Parents 10 resources for up to

Mother Tongue Collection

14 days

The Chinese collection has books for children and adults and continues to grow. There are small mother tongue collections in French, Spanish, Korean, Finnish, Dutch, German, Japanese, Danish, Norwegian and Swedish in varying stages of development, in partnership with parents who manage these collections, which reflect the many cultures in the school.

Library Bags

Library Hours • Monday to Friday 8:00am - 5:00pm • Grade 3, 4 and 5 students can use library independently after school • Early Years - Grade 2 students must be accompanied by an adult

Borrowers Parents are welcome to join the library and borrow for themselves and their children. Library staff will help you sign up as a patron. A parent paperback ‘swap’ collection is available and donations are always appreciated. You are free to take any of these novels for your recreational reading. Parents also have access to a ‘parenting’ section – where relevant resources on a huge variety of parenting and child issues

Only new students in Early Years - Grade 1 will receive a red library bag. Continuing students are asked to reuse their red library bag from the previous year. Children are asked to use this bag to protect and store their books. They will bring their bag to the library each week during the borrowing period. Should a library bag become lost, replacements are available for purchase in the Parent Link shop in the Elementary School.

Parent Link Friends of the Library Helping students learn to read and love reading is a team effort. Library staff and the Teacher-Librarian welcome contact from parents and are keen to support reading needs and extensive use of the library by the WAB community. Parents are also encouraged to become active supporters of the Friends of Libraries initiatives throughout the year! Information about this is also available on the library homepage.

WAB Elementary School Handbook

Program Overview

Online Access Borrowers can access the school library catalogue & resources by clicking on the ‘Library’ link in MyWAB (my.wab.edu). A large range of online databases for magazines, research and current information is also available.

CHINA ENGAGEMENT As part of WAB’s core value of China-Global Coherence, the school is committed to providing opportunities for students to engage with their host country, China, in an authentic and meaningful way. Interactions with members of the Chinese community within WAB, in the neighborhood and in Beijing form an integral part of the Elementary School curriculum. They provide genuine opportunities for students to develop and use Chinese language for real purposes while learning more about Chinese culture and society. All students learn more about Chinese traditional festivals through a variety of activities. China is considered a key platform for learning, as developing understandings in this particular context enables students to deepen understandings of globally significant themes. Real-life investigations and experiences that cannot be replicated in the classroom are integral to our China Engagement. Field trips and in-school visits are woven through transdisciplinary and single-subject units of inquiry with an emphasis on students developing connections to people and issues

WAB Elementary School Handbook

in a richer and more meaningful way than they might do as tourists. This may take the form of service where the focus is on genuine service developed through collaboration with local groups and individuals. These opportunities are planned to be developmentally appropriate and also to be responsive to the needs identified through students’ inquiries. As such they will change from year to year. In additional to day trips around Beijing and on-campus China Engagement workshops to support authentic experiential teaching and learning at WAB ES, our Grade 5 students have their annual China Studies Residential Field Trips in Guandi Village at the foot of the Great Wall in Huairou, Beijing. The main aims of the trip are to broaden the students’ experience of China and to improve the students’ understanding and awareness of Chinese culture, geography and history; to enhance the school curriculum, in particular our Units of Inquiry, by providing opportunities to apply knowledge gained in the classroom to a real situation. As part of their studies, students inquire into the school’s local neighborhood. Through their inquiries students identify ways in which they can work with local Chinese communities and organizations to deal with the real-life issues affecting them. In collaboration with these local groups the students form teams and plan positive action that strengthens the community. In doing so, students’ connections to the community, of which they are a part, are strengthened.

Transition • Transition to Beijing

• Transition to WAB • First Days at WAB

Transition

TRANSITION TO BEIJING Moving from one country to another is a life-changing experience. The process of transitioning into a new life, a new culture and new friendships can lead to conflicting feelings. We might feel exhilaration at the discovery of the new, and also a feeling of loss at what was left behind. Everybody experiences these mixed feelings during transition, no matter how experienced we might be in moving workplaces, schools and countries. Some people move through transition quickly, while others might take up to a year or longer to feel comfortable and fully “arrive” in their new country.

For yourself • Understand that people in your family may be transitioning at different rates; • Be kind to yourself and to those around you; • Try to look after yourself; keep an eye on your diet and make sure you get enough sleep; • Exercise - you may not feel like it, but it is one of the best solutions to feeling stressed; • Try to keep a sense of humor and look for the positives in every situation; • When someone invites you to an event or suggests you give them a call – try it.

For your child • Children need special time with you during the early days of a new place • Try to identify your child’s special space where they feel most comfortable (it is often their bed). Set it up according to their desires (even if it doesn’t make sense at the time). • Make a time every day where you do nothing but listen to your child. When they talk about their feelings, acknowledge them – don’t try to get them to feel differently. If they are identifying problems don’t step in and solve them but support them to come up with their own solutions. Children need to feel a sense of control over their new environment too.

For your family • Routine - try to re-establish positive family routines at home as soon as possible. • Rituals - does your family have special celebrations, ways of doing things together or special meals together? Keep them going.

WAB Elementary School Handbook

• Relationships - be kind to each other and recognize that the up and down emotions you may all be experiencing are a normal part of transition, and that they will pass.

Transition

TRANSITION TO WAB

FIRST DAYS AT WAB

As with any international school, transition is a normal part of the life of WAB and all staff are aware of and monitor the impact of transition continuously. Between entering Early Years in the Early Childhood Center and leaving Grade 5, Elementary students experience a variety of physical, emotional, psychological, social, moral and intellectual developments. For many of our students it is also a time of transition to a new country, a new culture and for many, a new language. WAB recognizes the fundamental importance of carefully supporting Elementary students through each phase of transition.

Transition and change always bring feelings of uncertainty for all involved whether it be your first day at WAB or a change of class for existing students. WAB staff are very aware and skilled in managing the feelings and behaviors of students during this time. Parents may feel that by increasing their presence at school during this time, things will run more smoothly for their child. Research and experience tell us that in fact the opposite occurs, with the period and intensity of anxiety often increasing, sometimes resulting in behaviors from a student that can be difficult to manage.

WAB aims to support transition through a range of activities, including a comprehensive new student orientation program and parent workshops. Leaving WAB is an equally important time for transition support as arriving at the school and the WAB Alumni Network (WAN) provides a way for students of all ages to maintain a connection to the school. Teachers and Counselors plan for transition at all stages of a student’s development in both formal and informal ways including:

WAB advises parents to: • Model confidence and calm to children in both what is said and what is done; • Keep farewells at school or the bus stop caring but brief; • Keep visits to the school short and purposeful until the child has settled in; • Advise teachers or counselors if the child or the family is struggling with transition.

• A common curriculum framework and language for learning across the school; •

A Learning to Learn Program for all grades at the start of each academic year, which is intended to support students academically, socially and emotionally as they enter their new grade and class;

• A formal transition program at the end of Grade 5 for students moving to Grade 6 in the Middle School; • A full Unit of Inquiry devoted to the theme of Transition and Change in the final month of Grade 5; • Information sharing and dialogue between Grade 5 and Grade 6 teachers; • Parent Information Sessions for parents of students transitioning; • A Community Picnic at the start of the school year; • A Buddy Program for students joining the school; • A transition program for arriving and leaving students, supported and led by the Elementary Counselors; • A China Engagement focus to the curriculum to encourage authentic connection to our host country, China.

WAB Elementary School Handbook

Developing Independence • Playground • Communication Expectations • Self-Management Skills • Personal Items at School • Mobile Phones at School • Lost Property • Home Learning • Parents Absent From Beijing

Developing Independence

COMMUNICATION EXPECTATIONS WAB uses a wide variety of strategies to ensure parents remain informed of student progress and aware of school events. The following publications are produced on a regular basis: • ‘WAB Weekly’ is the school’s newsletter. It is published on Fridays in the MyWAB Parents Section and on the WAB app, with email reminders sent immediately after they’re published. • WAB Special Emails are sent on an as-needed basis, and may come from WAB Administration or the Elementary School to inform parents of events or other school related issues; • Featured stories about WAB initiatives, activities and accomplishments are also published on the school website’s ‘Lianxi’ page several times per week. • Regular grade level/class newsletters are posted on class and grade-level blogs to keep parents in touch with the classroom program, events and news.

PLAYGROUND At WAB, the playground is a learning environment that is as important as the structured activities provided for students inside the classroom. WAB promotes opportunities for students to experiment with things they have learned and to problem solve. This might occur on the play equipment, through the creation of imaginative games or through social interactions. When students engage in play they may become dirty, receive minor injuries or find themselves in conflict with others. This often comes as a result of exploring the limits of their own experiences. Through a strong commitment to the IB Learner Profile, staff members support students to explore, learn and negotiate their way through experiences on the playground and with their peers. WAB also utilizes the skills of Big Bothers Big Sisters (Peer Mediators that are trained Grade 4/5 student leaders) to support students to rEALve issues that may occur and to lead more structured games with younger students.

WAB Elementary School Handbook

Teachers and parents use a range of communication systems to share information between home and school. These include but are not limited to classroom, department and grade-level blogs, communication books, homework diaries, email and home reading record books. Teachers will inform you which system they use. These systems are regarded as an essential means of direct communication between parents and the Homeroom Teacher.

SELF-MANAGEMENT SKILLS From a very early age, students are supported by teachers to develop responsibility and independence in looking after their own belongings (i.e. clothing, school bags, library books, lunchboxes, drink bottles, etc.). Teachers also support students in making decisions about their own safety and comfort (e.g. appropriate shoes to wear to school and the need for coats on cold days). Teachers achieve this by asking students questions such as, “Are those shoes suitable for the climbing equipment?”; “What do we need to do when we go outside in cold weather?”; “What do we do with our coat/sweater when we take it off?” etc. It is beneficial for families to work together to develop a similar independence at home.

Developing Independence

All learning involves making mistakes, and students will misplace items at school. To allow for easy return of lost goods, parents are asked to help by labeling clothing and other items with the student’s name.

PERSONAL ITEMS AT SCHOOL Many students are keen to bring their latest “craze” item to school or to collect items and share them with their friends. When these items are brought to school they are often lost, misplaced or swapped unwisely. Investigating student complaints about sports cards, marbles, mobile phones, iPods, etc. is very time consuming and usually cannot be fully rEALved. Therefore, it is preferred that these items are not brought to school. Any items brought from home to school are at the discretion of the parents and are the full responsibility of the student while at school. WAB is not responsible for any losses.

MOBILE PHONES AT SCHOOL Students in the Elementary School are not permitted to use mobile phones during the school day. WAB understands that on occasion parents provide mobile phones for contact after school hours. Mobile phones must be switched off during the school day and must be left in school bags. Phone calls to home can be made through school phones, if necessary, with teacher permission. From time to time students with mobile phones use them to call parents when they have a problem or concern, without the knowledge of staff. Parents are encouraged to keep class teachers, Counselors or Administrators informed if this occurs, so that WAB can help support the student to rEALve issues at school. Counselors are available to help students work through any issues or problems that they may be experiencing.

Lost and Found locations in the school. Once or twice a year, any unclaimed items are given to charity. WAB takes no responsibility for lost or unclaimed goods.

HOME LEARNING (HOMEWORK IN MS/HS) Philosophy Statement Home Learning connects home and school. It allows parents and children to have the opportunity to share aspects of the child’s learning. Home learning should be related to the needs of each individual student. The goal of Home Learning is to support and extend in-school instruction in a positive way. For students in the earlier grades, it should foster positive attitudes and habits; it will require home involvement and reinforce simple skills introduced in class. For students in upper Elementary grades, it plays a more direct role in fostering improved school achievement. Home Learning is not an expectation for Early Years students. We would encourage you to read with your child (in your first language) to help foster a positive attitude towards reading, along with discussions and follow up on any areas in which your child shows a particular interest.

Recommended Time allocated daily to home learning in Elementary School Specific home learning tasks will most likely be set for all students from Monday to Thursday.

Early Years - Kindergarten

Reading/discussions as appropriate

Grade 1

15 min (10 minutes homeroom, 5 minutes Languages)

Grade 2

LOST PROPERTY

20 min (10 minutes homeroom, 10 minutes Languages)

Lost items are transferred to “Lost & Found” cupboards, which for the Early Childhood Center are under the fish tanks and for Elementary School are located outside the library, near the Atrium dining court. Labeled items will be returned to students immediately. When lost and found items accumulate they are put on display for homeroom classes to check. Periodic announcements in WAB Weekly also remind students and parents to check the

Grade 3

30 min (15 minutes homeroom, 15 minutes Languages)

Grade 4

40 min (20 minutes homeroom, 20 minutes Languages)

Grade 5

50 min (25 min homeroom, 25 minutes Languages)

WAB Elementary School Handbook

Developing Independence

“Languages” in this policy refers to Beginner English, Chinese and Dutch. EAL home learning should be given priority and if time permits complete the homeroom home learning that they can do. Home learning will begin in the week after the Open House evenings at the beginning of the academic year. Transdisciplinary skills are addressed through multiple sources of home learning. Reading is encouraged from any language source. Reading set for home learning is part of the time allocation. We encourage students to continue to read for enjoyment in addition to this time allocation.

Degree of consistency within a team Consistency within a team means teams: • decide what goes home for home learning; same general categories and differentiation of content(such as for EAL, mathematics, etc.) • agree on general format of home learning (e.g., tri-fold brochure, word table, etc.); method of delivery may be different, with electronic (preferred) / hard copy (by request from parent) • collaborate to determine dates of issue (by UOI, by week, etc.)

Responsibilities of the Teacher: • ensure that home learning tasks are reflective of the work and practices that take place in the classroom • check home learning and give feedback before the home learning is returned to the student (feedback can be verbal or written) • must clearly communicate the home learning to the stakeholders (parents and students) • must respect and respond to parent feedback • set home learning within the recommended time allocations

Responsibilities of the Student: • know what the home learning requirements are before leaving school and be able to share this with parents • remember to take home all the resources for home learning and return it to school by the due date • clarify with the teacher(s) if they do not understand the home learning

WAB Elementary School Handbook

• organize and manage his/her time • speak with the teacher(s) if there are any issues with completing his/her home learning • work with independence, but share home learning with parents

Responsibilities of the Parent/Guardian: • provide a space that is suitable for your child as a learner • encourage your child to ask the teacher for clarification when needed • be aware of and support your child in the meeting of their home learning expectations familiarize yourself with the expectations, format and content of your child’s home learning • provide constructive feedback to your child, focusing on the positive elements of their learning

PARENTS ABSENT FROM BEIJING On rare occasions both parents may be absent from Beijing for a period of time. During this time the family must appoint a temporary guardian who is responsible for the care of their child, and WAB must be informed of this arrangement. This requires the temporary guardian to make decisions about the educational, social or emotional needs of the student, support the school in dealing with any issues arising, take responsibility in the case of an accident or injury e.g. taking the student to hospital, giving permission for school field trips or special events and attending required functions at school. Parents must complete the “Temporary Guardianship Form” and return it to the Counselors Office prior to their absence and also advise their child’s teachers that they will be absent. This is essential in order for staff to ensure the safety and well-being of students.

Support Services • Support Services at WAB • A Model of Instruction at WAB • Support Services Referral Process • Specific Responsibilities & Roles of the Support Services

Support services Services support

SUPPORT SERVICES AT WAB At WAB we believe students learn best in a caring and inclusive environment. WAB’s Support Services model provides focused and targeted instruction to meet diverse student needs. We use a collaborative approach to coplan, co-teach, and co-assess so that students can learn in an inclusive environment with high expectations and high support. The school’s philosophy is to help students to  reach their full potential as individuals in the global community. This collaborative approach allows all students to receive support, regardless of identification. This service also aims to differentiate for students who demonstrate a need. The Support Services specialist confers with the homeroom teacher to discuss goals and content material to meet the individual learner’s needs. Our goal is to offer transparency in our programs to all stakeholders as appropriate. We look at each individual child’s needs at time of admission with a view of support.

A MODEL OF INSTRUCTION AT WAB Students receive support in the classroom from the homeroom teacher, the support services teachers and teaching assistants. The staff members work together with students to assess, plan and teach students. Each classroom and grade level uses a flexible menu of approaches such as co-teaching models, in-class accommodations and strategies and/ or small groups to support the learning needs of students. In addition, two counselors, a speech

WAB Elementary School Handbook

pathologist and an enrichment coordinator liaise across the Early Childhood Center and the Elementary School. These personnel meet regularly with homeroom teachers and support service teachers to address the needs of specific students. Effective Classroom Instruction with differentiated instructional strategies: All students receive instruction in a differentiated classroom by the homeroom/single subject teacher, in collaboration with the support team as appropriate. Co-teaching models are implemented for this instruction as required. Strategic and Targeted Instruction: Identified students have a plan that includes necessary accommodations and targeted strategies provided by the support team. These students are on the support register. Individualized Instruction: This instruction involves detailed plans. These students receive some one-to-one support and extensive accommodations are in place. This includes long-term goals and ongoing partnership between the school and home. WAB continually assesses how or if we can meet the needs of the students in this category. Our Support Services model includes: Counseling, English as an Additional Language (EAL), Learning Support, Enrichment, Speech and Language, Nursing and Behavior. Students, parents and staff are involved in a collaborative process for developing differentiated programs that best support the learning needs of the child as a whole in an inclusive class environment. We offer pullout support: Literacy Support Program (LSP), Beginner English (BE) and individualized support. We also offer individualized support on a case-by-case basis. We track our students and have set procedures for documentation.

Support Services

MODEL OF INSTRUCTION AT WAB

STUDENT SUPPORT MODEL Learning Support English Language Learning Support

Homeroom/ Subject Teacher

Individualized Instruction Estimated 1-5% of student population

Strategic and Targeted Interventions

Nursing

STUDENT

Enrichment Support

Estimated 15-20% of student population Behavioral Support

Effective Classroom Instruction with Differentiated Instructional Strategies

Speech and Language Support

Estimated 70-75% of student population

SUPPORT SERVICES REFERRAL PROCESS When there is a concern about a student’s learning a teacher or parent may ask for assistance. This concern may be about specific academic, social, emotional or behavioral issues. The homeroom teacher and the student’s grade-level learning team develop a student support plan for that child and share it and get input from the parents. The identification of students’ learning needs is a collaborative process that is achieved through analysis of a variety of objective and subjective assessment data. Objective assessments include group and individual tests of ability, standardized tests of achievement, curriculum assessments from WAB and previous schools results. Subjective assessments may include observations, checklists (parent, teacher and student), student work samples and interviews.

SPECIFIC RESPONSIBILITIES AND ROLES OF THE SUPPORT SERVICES Learning Support WAB’s Learning support (LS) teachers support students with learning disabilities and difficulties through collaboration, co-teaching and pullout lessons. The LS teachers collaborate with classroom teachers to differentiate their programs and to ensure that accommodations and modifications that may be required by the LS student are implemented. Sometimes they will be required to assist with referrals to community professionals and collaborate with teachers to follow recommendations.

Counseling

LS teachers, when appropriate, will work with specialists to provide opportunities for students to receive therapy and specialized programs from professionals in the community. The LS teachers will also plan and implement Individual Education Plans (IEP) for identified high-needs students.

English As an Additional Language (EAL) WAB’s EAL teachers support EAL students as well as assist classroom teachers with the differentiation of their programs. EAL programs are designed to help both EAL students who may need extra support with various tasks in the homeroom or individual subjects. The EAL specialist and involved teachers confer regularly to discuss students’ needs, and develop strategies based on the student’s needs and the task’s expectations.

Enrichment WAB believes that while all our students have strengths that must be valued and promoted, there are students whose educational needs are different from their age peers due to the nature of their academic strengths. Enrichment support within the school promotes student progress in all elements of the IB and WAB programs and utilizes a range of individualization options and grouping and regrouping practices for a variety of learning situations. In order to facilitate appropriate provision for enrichment students, WAB will assess students’ levels of ability and achievement using multiple criteria.

WAB Elementary School Handbook

Support Services

Counseling The Counselors support the academic, social and emotional needs of students. Counselors offer support services for students and families as they manage issues of studying and living in an international environment. Counselors endeavor to promote personal well-being, healthy relationships and the successful balance of academic, extracurricular and community involvement for WAB students.

Speech And Language Speech and Language support, within this model as a collaborative member of the support team, aims to provide speech and language screening, assessments, therapy and consultation across the whole school (EY-12), as needed, to address the following concerns: • Articulation errors - Including persistent developmentally appropriate errors, developmentally inappropriate errors, and other articulation errors affecting academics, peer relationships and/or intelligibility. • Language delays and disorders - Including expressive and receptive language problems in the areas of but not limited to grammar, vocabulary, oral comprehension and following directions. • Literacy - Including skill development in the areas of phonemic awareness, vocabulary acquisition and reading comprehension to address literacy delays. • Working memory and executive functioning - Including testing to determine if inattention in class is due to weaknesses in memory and/ or organization and planning. • Pragmatics - Including problems relating to social language and peer interaction problems developing from social pragmatic issues. • Other speech and language issues - Including disorders of voice and fluency.

Behavioral Support Students needing behavior support will receive support through a collaborative team approach, which may include: administration, grade level leader, homeroom teacher, support services staff and counseling.

Nursing WAB Nurses form an important part of our support team. Nurses focus on the health and well-being of families and students. They collaborate with other school services as appropriate. WAB employs a full-time Chinese

WAB Elementary School Handbook

registered nurse, as well as foreign-hire registered nurses.

Homeroom Teacher The homeroom teacher is an integral part of support for students. They work in collaboration with other services as needs arise.

Individual Education Plans (IEP) This is a school-wide term used for individual plans for students who need one-to-one support and extensive accommodations. This plan includes long-term goals and ongoing partnership between school and home. Students may have had internal and external evaluations. These plans are written and reviewed collaboratively with relevant teaching personnel  and parents. When the school receives an external evaluation such as an occupational therapy, language or psycho-educational evaluation, an IEP will be written. When WAB accepts a student with an updated IEP, WAB endeavors to follow the recommendations sited in the plan.

Literacy Support Program (LSP) LSP is an academic intervention program for students who have specific, identified learning needs. This program occurs during the additional Languages block. Students in this program have an IEP. Their progress is closely monitored, and their the plans are reviewed and updated twice a year. Access to this program has strict criteria. Student enrollment in this program alters from year to year.

Beginner English Program (BEP) The Beginner English Program is designed to give intensive English language support for those new to English acquisition. Students involved in this program will attend classes during, and in place of, the additional languages block.

Student Services • Student ID Cards • Food Services • Transportation • Health Services

Student Services

STUDENT ID CARDS

Adding Money To Smart Cards

Student ID Cards (Smart Cards) are issued upon enrollment. They are used for a variety of purposes that include the purchase of food items, borrowing sports equipment and other resources, or to release printing from the School’s printers.

Depositing funds using Aramark’s online recharging service (http://education.aramark. cn/credit) is a quick and efficient way to ensure that your child can purchase food during the school day. In addition, money can be added to the cards at the recharging station in the Atrium.

FOOD SERVICES

A minimum balance of 150 RMB is recommended, and represents approximately five days of meals for most students. When the balance is below 50 RMB students will receive a “reminder notice” to add value to the card. Should a card reach a negative balance, the parent will be contacted to pay the minimum balance as soon as possible. Parents are strongly urged to monitor their child’s Smart Card consumption. Smart Card balances and transaction reports are available by visiting: http://education.aramark.cn/ and inputting each student’s unique ID and password (given by Aramark).

WAB Food Services are managed by ARAMARK, an international company highly regarded amongst its industry peers. WAB Food Services provide a wide range of international food options from various outlets within the school. The ECC food service is located in the Piazza and served family style. The Elementary School Food Service is located in the Atrium and has four serving counters: three hot-food counters and the salad/sandwich bar. All food is prepared fresh daily in WAB kitchens. Menus can be viewed online at: http://education. aramark.cn/. Student meal offers include: Set Menus, which are balanced meals, custom-made sandwiches, salads and snacks, which are served at morning break and lunchtime. Additional frequently asked questions can be found online under Food Services group in myWAB. Queries about food or food services can be forwarded to the Aramark Unit Manager at aramark@wab.edu.

WAB Elementary School Handbook

Official invoices (fapiao) for Smart Card transactions will be issued upon request. The fapio will be forwarded onto student’s homeroom teacher and placed in the parent’s envelope. For further information please contact the Aramark Unit Manager. Students who forget their cards may obtain a one-day permit to purchase from the Aramark reloading zone. This permit may only be used

Student Services

during the last 10 minutes of Morning Break and for Set Menus during lunch. Students should report lost cards to Aramark immediately and complete a request for a new card, or you may email the Aramark Unit Manager. A new card will take approximately three days to process. Students may use a one-day permit until they have received their new card.

TRANSPORTATION WAB provides a student bus service to and from school. Buses arrive at school between 8:10 and 8:30am each day, although delays can occur due to traffic congestion. Afternoon buses depart at the following times:

Early Years Half Day Monday, Tuesday, Wednesday, Thursday, Friday 12:00pm

Early Years Full Day Monday, Tuesday, Thursday, Friday | 3:30pm Wednesday | 12:00pm

KG-Grade 5 Monday- Friday | 3:30pm A 4:30pm bus service is available to take students home from after school activities Monday to Thursday, from August to June. In addition, a 5:30pm late bus is available for students Monday to Friday throughout the year. The late bus service is limited due to the limited number of buses in the fleet and traffic conditions. We recommend only students Grade 4 and above use the late bus service unless they have a sibling on the bus to accompany them. Any bus changes need to be communicated to the Manager of Student Services through email, text message or bus change slips, which are available at the Elementary reception desk. Students will not be allowed to travel on an alternative bus without written consent from their parent. Please do not email or text the homeroom teacher, as it may not be seen during the school day. The bus service is coordinated by the Manager of Student Services who can be contacted through the Elementary School Reception desk. School buses are supervised by Bus Supervisors (WAB Teacher Assistants) who are in mobile telephone contact with the school at all times.

HEALTH SERVICES A Health Clinic staffed by Registered Nurses is

located within the Elementary School building and available to Elementary students. A log is kept of all treatment, and parents are notified in the event of any significant illness or injury.

Illness Parents are asked to notify the School Nurse of any infectious diseases or of any change in the health status of a student, e.g. a vaccination, illness, injury or operation. It is important for parents to keep students at home if they are sick or injured. WAB maintains a â&#x20AC;&#x153;Fever Freeâ&#x20AC;? environment and requires that no student attend school if they have a temperature of over 37.50C. Parents need to pick up their child from school if the School Nurse calls to let the parent know that the student is too sick to be at school. By following this protocol we are able to maintain a healthy environment for all and minimize infections. Parents should advise the Elementary reception desk of reasons for all absences from the school including illness. In the event of extended illness where the student will be absent for a number of days, parents are requested to contact the clinic.

Injuries The School Nurse will call parents in the event that a student needs to go home due to illness or injury. In the event of a serious injury or illness, the nurse will contact the parents or

WAB Elementary School Handbook

Student Services

Illnesses and Exclusion from School WAB’s exclusion period for the following illnesses/conditions are: • Chickenpox: Students are expected to stay at home at least 5 days after the rash first appears and all blisters have crusted over. • Conjunctivitis: Students are expected to stay at home while discharge is present in the infected eye. • Diarrhea and vomiting: Students who have diarrhea and/or are vomiting are excluded from school until 24 hours after the last episode. • Fever: WAB maintains a “Fever free” environment, students with a temperature of 37.50C and above are excluded. Students are expected to be fever free, without medication, for 24 hours before returning to school. • Hand, foot and mouth disease: Students can return to school when all blisters are dried out. guardian so the student can be transported to a medical center or hospital for further attention. If necessary, the nurse or designated person will accompany the student to the hospital or medical center and meet the parent there. Parents will be notified of any head injury whether a minor or more serious injury.

Medication at School The School Nurse must administer all medication during school hours. Please fill in the Permission to Administer Medicine form or send a note with the student’s name, reason to give medicine, dosage and time. All medicines must be in their original container, clearly labeled in English with the student’s name, class and the dosage to be given. A few over-the-counter medications (i.e. Panadol, Ibuprofen) are available in the Clinic and can be given if parental permission is on file.

Medical Records It is very important that WAB Nurses have complete, updated medical records for students at all times. Parents are asked to complete and return the WAB Medical Questionnaire to the Clinic and keep the nurses updated of any new conditions or immunizations. It is also important to keep the school informed of current work, home and mobile numbers of parents or guardians and emergency contact information.

WAB Elementary School Handbook

• Head lice: Students can return to school after their hair has been treated and they have been checked by the WAB school nurse • Impetigo: Students can return to school when all sores are dry. • Measles: Students are expected to stay at home at least 7 days after the rash appears. • Mumps: Students are expected to stay at home at least 10 days from the onset of the first symptoms. • Ringworm: Students can return to school when they are fully recovered. • Rubella (German Measles): Students are expected to stay at home at least 7 days after the rash first appears. • Threadworms: Students can return to school 2 days after the first treatment. • Verrucas (foot wart): Flip-flops must be worn at all time in the pool area and in the changing room until the wart is gone

Student Health Screenings Students are screened by our school nurses for general vision, color vision, height and weight as follows: Grade 1: Height, weight, general vision and color vision Grade 3: General vision Grade 4: Height and weight Grade 5: Height, weight and color vision. All results are sent home to parents via hard copy letter.

Supportive Environment • Peer Support • Parent Involvement • Room Parents • Cybersafety • Class Placements • Emergency Evacuation • Security • Housekeeping Staff • Supporting Student Behavior in the School Environment • Role of the Counselors and the Principal/Assistant Principal

Supportive Environment

PEER SUPPORT Students at WAB are encouraged to contribute to our unique and caring school environment. As a part of the Student Leadership program, there are many avenues by which students are able to support one another.

Big Brother Big Sister (Ge Ge, Jie Jie) Grade 4 and 5 students have an opportunity to participate in this extremely successful and popular community service program. Big Brother Big Sister participants spend at least one break or lunchtime a week going to either the ECC or Kindergarten/Grade 1 playgrounds to literally be big brothers and sisters for the younger students. This may involve simply playing with the children, but often includes such responsibilities as helping children develop friendships if they seem to be alone, helping rEALve conflicts or even organizing games.

Buddy Classes Almost all of the homeroom classes have a particular buddy class with which they will do regular activities. Commonly there is a two-tofour-year grade gap between the two classes, for example a Kindergarten class with a Grade 4, or Grade 1 class with a Grade 5. Example activities may be reading a story to the younger students, helping them choose a library book, or leading them through a challenging activity using computer technology.

ASA Leaders and Helpers Students in Grade 4 and 5 have an opportunity to assist teachers running an After School Activity (ASA). Grade 5 students may also run their own ASA with the guidance of a teacher.

Additional Opportunities Within the spirit of student leadership, other opportunities arise each year for children to take a leadership role. Examples include older students running lunchtime drawing or dancing clubs for the younger children.

PARENT INVOLVEMENT Parents are encouraged to participate as partners in the education of their children and in the continuing development of the school. Many procedures are established to enable parents to be involved in and informed about their childâ&#x20AC;&#x2122;s education. Parental involvement can occur through a variety of avenues including:

WAB Elementary School Handbook

• Attendance on field trips; • Classroom involvement e.g. reading, electives, cooking; • Assisting in the library;

required. A good example is the planned International Day where Room Parents may be asked to coordinate an international lunch celebration. Room Parents are also invaluable in helping with the annual Parent Link Fun Fair.

• Assisting with sports and other events; • Regular class newsletters;

CYBERSAFETY

• Parent-Student-Teacher Conferences (PSTC);

The wireless network service at WAB provides Internet access anytime, anywhere. A certain amount of responsibility and management must be taken to use such services in a safe and acceptable manner.

• Student-led Conferences; • Parent information evenings; • Parent workshops; • Room Parents. A significant contribution can be made by parents to the decision-making processes at WAB through volunteering on the WAB Board (elected position), WAB Board Committee or Parent Link. Parents are encouraged to provide input and feedback through a variety of means including: • Parent surveys; • Feedback sheets; • Meetings with staff; • Emails to staff. Parents are most welcome at WAB during the school day and after school hours. Parents should contact teachers directly if they are interested in helping in the classroom.

ROOM PARENTS Room Parents are organized by Parent Link. The primary role of a Room Parent is to support the teacher and their main objective is to enhance communication between teachers and parents. The role of a Room Parent will vary considerably between grades and Room Parents and teachers will build relationships that will meet individual classroom needs. Room Parents should assist parents to identify the right staff member to approach to answer any questions. Room Parents also have a Parent Link support function and will be called on from time to time to be the Parent Link or school “spokesperson” where effective lines of communication are

To maintain a safe environment, WAB monitors Internet usage and employs filters to manage inappropriate content and sites. Although filtering software is provided to restrict access to certain sites, such resources are never complete safeguards to the mass volumes of information stored on the Internet. At times, some students may accidentally encounter inappropriate website content. Where instances like this arise filters will be checked and updated accordingly. To enable students to use technology appropriately and critically, WAB provides an Acceptable Use Policy (AUP) that students must agree to. The AUP describes appropriate and acceptable use for technologies including Internet, email, print and copier services, file sharing, managing personal information and intellectual property. All students at WAB are expected to use technology resources and services in a manner appropriate to a school setting and in keeping with WAB expectations and values. At all times, WAB students are expected to conduct themselves in a manner that is cognizant of the rights, feelings and freedoms of others as well as themselves. Currently, all students from Grade 1 to Grade 5 must complete and submit the Acceptable Use Policy agreement. Records are maintained by the Admissions Department and made accessible to class teachers to manage student safety and develop age-appropriate habits.

WAB Elementary School Handbook

Supportive Environment

CLASS PLACEMENTS Teachers’ professional judgment is sought in placing students in classes for each academic school year. As many perspectives as possible are considered when placing students in classes and comments from single subject teachers, students and parents are also considered. Parents are invited to submit any relevant information to the Elementary Principal regarding their child’s placement for the following school year. Members of our teaching staff have an international perspective and are selected for their professionalism, high qualifications, skills and creativity. As all teachers at WAB are highly competent, parental requests for a specific teacher based on a personal preference will not be considered.

EMERGENCY EVACUATION Established procedures exist for staff and students to follow in the event of fire, earthquake or unauthorized intrusion. In such circumstances, student safety is of paramount importance. In emergency situations, access for emergency vehicles is vital and parents are therefore asked to ensure the school entry areas remain clear of vehicles at all times. If it is necessary to evacuate the school campus, students and staff will be directed to the park at the rear of the Obelisco Restaurant near the school. In the event that students must return home, parents will be notified through the school’s emergency contact procedures including SMS, email and/or phone calls. Periodically, WAB conducts evacuation or lock down drills to practice safe and efficient evacuation or lock down procedures. Students are reminded that evacuation and lock down procedures must be conducted in an orderly and quiet manner. Should a crisis ever occur, it is vital that the communication of information be accurate and quickly available. Teachers will review procedures with students at the start of the year. Students are also advised to familiarize themselves with the designated evacuation routes from classrooms. Signs with evacuation routes are posted in every classroom.

SECURITY WAB provides a comprehensive 24-hour security service. All vehicles are required to have a WAB vehicle sticker. Staff and parents are required

WAB Elementary School Handbook

Supportive Environment

to show their WAB ID (Smart Card) to enter the school campus. All visitors must register at the front gate and be issued with a Visitor’s Pass. The campus is equipped with closed circuit television and a state-of-the-art Fire Command Center.

a sense of well-being for all students. Each school section is designed to provide a friendly community environment that is welcoming, promotes positive social exchange and supports teaching and learning. A range of support staff, counselors and administrators provide support services to our student and school community.

HOUSEKEEPING STAFF

At WAB students learn to follow these three expectations:

Housekeeping staff (ayis) are employed at WAB to carry out specific roles in relation to maintaining and keeping a clean and tidy environment. To help support students to develop independence and take responsibility for their own items, ayis are encouraged to not pick up after students or to do things that students can do themselves. In the ECC the ayis also work in classrooms for periods of time where they may be involved in mixing paints, setting out materials, playing with children, escorting students to the toilets as other similar tasks as instructed by the teacher.

SUPPORTING STUDENT BEHAVIOR IN THE SCHOOL ENVIRONMENT At WAB our goal is to encourage students to become active, compassionate and life-long learners who strive to exemplify the attributes of the IB Learner Profile. Everyone in the school works to model the IB Learner Profile attributes, which are that students become: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.

• Respect yourself - WAB provides a supportive learning environment that encourages all members to be successful and confident learners.

• Respect others - WAB emphasizes care, effective communication and high-quality relationships based on respect for others and their differences.

• Respect the environment - WAB provides a stimulating and positive learning environment that allows all members to feel safe.

- WAB is committed to maintaining a bullyfree learning environment. WAB takes a whole-school approach in addressing bullying behaviors by increasing awareness through community education, being proactive and responsive to reported bullying incidents and increasing teacher understanding and competencies in the use of effective behavior-management strategies.

WAB has always been a school that has placed great importance on providing a caring and supportive school environment and promoting

WAB Elementary School Handbook

Supportive Environment

INAPPROPRIATE BEHAVIORS and CONSEQUENCES TO SUPPORT BEHAVIOR CHANGE LEVEL 1 – Low level, minor, infrequent behaviors that do not significantly interrupt the teaching and learning of others • Off task

• Littering

• Not finishing work or homework

• Spitting

• Non compliance

• Bringing inappropriate items to school

• Inappropriate moving around the school

• Being late

• Using inappropriate language

• Being in an inappropriate area

• Chewing gum CONSEQUENCES LEVEL 1 – Logical and planned interventions. Least to most intrusive. • Clear direction • Safe & supportiveenvironment guidelines reminder • Choice • Logical consequence • Time out

LEVEL 2 – Persistent behaviors that disrupt the teaching and learning, or repeated Level 1 Behaviors. • Non compliance

• Unsafe play

• Defiance or disrespect

• Theft

• Swearing or other verbal abuse

• Vandalism or graffiti

• Sexual or racial harassment

• Leaving school without permission, truancy

• Teasing or bullying

• Inappropriate use of computers

• Physical abuse, fighting

• Cheating

CONSEQUENCES LEVEL 2 – Planned Team Support which may involve teachers, parents, counselors, administration and may include: • Time out

• Family conference

• Suspension of privileges

• Solution space

• Buddy classroom

• Individual behavior plan

• Contracts

• Counseling

LEVEL 3 – Repeated Level 2 Behaviors, Extreme Violence, Dangerous or Illegal Behaviors while under school jurisdiction. • Extreme violence towards self, others or property • Using, possessing or distributing tobacco, alcohol or other chemical products • Possessing dangerous items or weapons • Possessing or accessing pornographic material • Computer hacking, trashing or interfering in any way with another persons’ work or intellectual property CONSEQUENCES LEVEL 3 – Planned team support which will involve parents, teachers, counselor, administrators and other support agencies as appropriate: • Solution Sspace • Family conference • In-School suspension • Drug testing (urine testing) • Suspension • Exclusion

WAB Elementary School Handbook

Supportive Environment

ROLE OF COUNSELORS AND the PRINCIPAL/ASSISTANT PRINCIPAL The Counselors, Principal and Assistant Principal work very closely as a team. ES Counselors are selected for their professionalism, high qualifications, skills and ability to work with students and families in times of transition and need. Counselors’ roles are diverse and their ultimate aim is to promote a safe, supportive environment for all students. The Principal and Assistant Principal play a vital role in ensuring that WAB has a safe and supportive environment. They are readily available to deal with serious student behavioral issues, manage emergency and crisis situations while also working towards being proactive in preventative programs.

Terms used: Logical consequence – e.g. Drop litter, pick up papers for 5 minutes. Time out – Student moves to a seat or a place away from the activity until they are ready to follow the SSE Guidelines. Thinking time – A time for a student to reflect on their behavior Partner classroom – Student is sent to another classroom with work. Contract – A written or verbal agreement between a teacher and student outlining behavior or learning expectations. Parents receive a copy. In-school suspension – Student attends school but not regular classes or activities. An IBP is written and implemented. Suspension - Student is asked to remain at home for a period of time. Re-entry to WAB is negotiated with the student, parents and relevant school staff. This is recorded in an Individual Behavior Plan. Exclusion – A student’s enrollment at WAB will be permanently withdrawn.

WAB Elementary School Handbook

Extracurricular Programs • WABX Program • WABX - ES After School Activities Grades 1-5 • WABX - ES Lunchtime Programs • WABX - ES TigerSharks Swim Team • Band & String Ensembles • ES Instrumental Music Program • Cultural Celebrations • Class Parties

Extracurricular Programs

WABX PROGRAM WAB provides extensive extracurricular activities through its WABX program. A large range of high-quality activities is available to cater to the interests and needs of students. These may be conducted during lunchtimes, after school and on weekends. The recreation program focuses on the social needs of expatriate students in Beijing and endeavors to provide a range of interesting activities that promote an active lifestyle and provide support for students making positive lifestyle choices. In addition, activities aim to provide opportunity for the development of leadership skills. Encouraging meaningful interaction with students from local Chinese schools is an integral part of the WABX program.

Elementary School students may choose to participate in the following: • Choir and Band (full year commitment); • Swim team(TigerSharks); • After School Activity program (one eight-week block commitment per term); • Home Language Classes – offers vary from year to year; • Library until 4:30pm daily for Grades 3, 4, 5; • Social activities including movie nights and discos; • Instrumental music lessons in strings, woodwind, brass (full-year commitment). Information is sent home regularly outlining activities. Parents may also contact relevant school personnel for specific information.

WABX-ES AFTERSCHOOL ACTIVITIES GRADES 1-5 An After School Activities (ASA) program runs three days a week for three blocks per year and offers an opportunity for students from Grade 1 to Grade 5 to select activities. Students have the opportunity to choose from over 75 activities falling under these main categories: Arts, Information Communication Technology, Environment, Dance, Sports, Chinese Cultural Activities and Home Languages. A full ASA program brochure is sent home prior to each block outlining dates and asking students to select and register for the upcoming program.

WAB Elementary School Handbook

Extracurricular Programs

WABX-ES LUNCHTIME SPORTS PROGRAMS Olympic Dream Series The Olympic Dream Series is a series of sporting events run at lunchtime throughout the year. It is designed to provide students from Grade 2–5 with the opportunity to be active and experience a variety of sports during their lunchtime. Depending on the grade level, students are able to participate in sports such as the biathlon, cross-country, badminton, table tennis, handball, swimming, track and field and benchball.

Lunchtime Sports Program/ Interschool Sports In addition to the Olympic Dream Series, WAB Elementary School students have the opportunity to participate in a lunchtime sports program that exposes students to the sports WAB participates in at a representative level. The International Schools Athletic Conference (ISAC) provides the Elementary students from Grades 2-5 with opportunities to represent WAB in soccer, cross-country, handball, table tennis, track and field, badminton and benchball. Exposure to these sports and training for interschool events happens during the lunchtimes.

WABX-ES TIGERSHARKS SWIM TEAM The WAB Tigersharks Competitive Swim Team is open to those elementary students who can complete 25 meters of at least three competitive strokes. The season will run in three parts from August to May. During these seasons, tryouts will be held. There will be competitions offered throughout the year that all participants are expected to attend. The majority of these will be in the Beijing area, though we will have a few outside of Beijing and China.

BAND AND STRINGs ENSEMBLES The Beginner Band and Beginner Strings are instrumental ensembles that give students the opportunity to play their instrument in a group setting, even if they have just begun learning. Students from Grade 3 to Grade 5 can join Beginner Band and students from Grade 2 to Grade 5 can join Beginner Strings. Students within the ES Instrumental Music Program are encouraged to take part in the ensembles when they begin private lessons. Ensembles allow students to develop their skills further and to give their lessons greater purpose and direction. Great opportunities exist for string, wind and brass students! These ensembles are year-long commitments. The Beginner Band and Strings perform at assemblies as well as perform a mid-year and end-of-year concert for parents. If your child has been playing longer and is confident in playing and reading music, opportunities exist in the Development Band and Intermediate Strings. Placements in these ensembles are at the Music Director’s discretion.

ES INSTRUMENTAL MUSIC PROGRAM Weekly instrumental tuition on a wide variety of instruments is offered. Lessons are offered after school. There is an additional fee for the Instrumental Program. All lessons are individual, as it is believed that students benefit most from a 1:1 teaching and learning situation. Once a student’s place in the program is confirmed, all fees must be paid in full prior to the first lesson. Lesson books are included. This program requires a full-year commitment and includes a performance component through recitals or ensemble performances, such as the band or string concerts. Students are encouraged to make a commitment to perform in order to give their learning a purpose.

WAB Elementary School Handbook

Extracurricular Programs

It is suggested that parents not wishing or unable to follow through on these commitments seek out private tuition as a more suitable alternative for the needs of their child and family. The ES Instrumental Coordinator can help with these arrangements. All students will need to have (or purchase) their own instrument to enable them to practice during the week. The Elementary School Instrumental Coordinator can assist in the selection and purchase of any instrument if help is required.

CULTURAL CELEBRATIONS WAB is a diverse community with over 50 nationalities, with a wide range of languages and cultures represented within staff, students and parents. WAB values this mosaic of diversity and believes that it is important to educate the community so that everyone understands the uniqueness of their own culture and their interconnectedness with the culture of others. While taking the opportunity to involve the WAB Community in the significant celebrations and traditions of Chinese Culture, WAB also aims to acknowledge cultural events that are significant in the lives of our community members in an inclusive way. In striving to be sensitive to the diversity of

WAB Elementary School Handbook

our community, WAB takes great care to plan school-wide events around celebrations and events that do not exclude or offend members of our community.

CLASS PARTIES From time to time, individual classes will hold â&#x20AC;&#x2DC;Class Partiesâ&#x20AC;&#x2122; to celebrate a special event, farewell a student or celebrate the end of term. Teachers will ask for food or drinks to be sent along to be shared at this time. Parents are often invited to join in the celebrations.

The School Day • Bell Times • Assemblies • Play Times - Indoor & Outdoor Options • Playgrounds and Supervision • Clothing Recommendations • Arrival at School • Absence from School or Late Arrival • Early Departure • Attendance and Punctuality • Field Trips • Use of School Facilities After School Hours • Overseas or Alumni Student Visitors • Student Use of Telephones

The School Day

BELL TIMES 8:10am

Supervision begins on the playground

8:20am

Students may enter classrooms

8:30am

Classes commence

10:40am-11:00am

Morning Break

12:20pm-12:50pm

K-G2 eat while G3-G5 play

12:50pm-1:20pm

G3-G5 eat while K-G2 play

3:20pm

Dismissal from school

BELL TIMES (EARLY CHILDHOOD CENTER) 8:10am

Supervision begins on the playground, in the Piazza and in the classrooms

8:30am

Classes commence

10:40am-11:00am

Morning Break

12:00pm

3-year-old half day: Dismissal from school

12:00pm

3- and 4-year-old full day: Dismissal from school on Wednesdays only

12:20pm-1:20pm

EY and KG Students eat

3:20pm

Dismissal from school

ASSEMBLIES WAB encourages everyone to be a part of the WAB Community but also to value the many communities that exist within the school. Contributing to community events are assemblies, which occur at different times throughout the school year. Elementary Assemblies are divided into two categories: Grade-Level Assemblies and Elementary School Assemblies.

Grade-Level Assemblies Two Elementary Grade Level assemblies occur on alternate Friday mornings in the Founders’ Theatre – Kindergarten and Grade 1 alternate with Grade 2 and 3. Grade 4 and 5 Assemblies take place on Fridays in the Founders’ Theatre approximately every 2 weeks. The focus of these assemblies is a celebration and sharing of students’ learning and an opportunity for students, teachers and parents to enjoy being together as a group. These assemblies usually feature one or more classes

WAB Elementary School Handbook

that prepare and perform items that reflect ongoing learning in the classroom. Very often students from various classes will lead the assemblies. These assemblies are also a forum to disseminate information from the administration and WAB community about events that may be happening in and around WAB. In the Early Years, students gather together in the Piazza for singing and celebrations every Friday morning.

Elementary Assemblies and Whole School Assemblies Elementary Assemblies (Early Years-Grade 5) and Whole School Assemblies (Early Years-Grade 12) occur usually at the end of most terms and include Farewells, Leaving Certificates, the WAB Band and Choir. These assemblies are usually held in the Elementary Gymnasium.

Special Events Assemblies Special Events Assemblies are scheduled at various times throughout the school year to feature guest artists from outside of WAB such as traveling performers from other countries or from others schools in China. The purpose of these assemblies may be for entertainment, education and cultural exchange. Traditionally, a Staff Pantomime is held on the last day of term in December. Parents are always welcome to attend Elementary School assemblies. For safety reasons, and due to the student population and space restrictions, parents are unable to attend Whole School assemblies.

PLAY TIMES – INDOOR AND OUTDOOR All students are encouraged to be outside at break times unless they are participating in an indoor activity or the Inclement Weather Bell has rung. Students who do not wish to go outside can participate in a range of activities indoors including: Library (which is open at all break times), as well as the Gymnasium, the Music Suites and Art rooms, which are open as advertised. Students may also be indoors if they are using the toilets, are visiting the School Nurse, or meeting with one of our Counselors.

The School Day

PLAYGROUNDS AND SUPERVISION The following are the playground areas for students to use at break times: Area A: Lower Elementary Playground Grade 1-Grade 2 (equipment use only) Area B: Upper Elementary Playground Grade 2-Grade 5 (equipment use only) Area C: Secret Garden All ES students Area D: Tiger Field, Library, Visual and Performing Arts Rooms All Early Years students An Elementary “Staff Supervision Schedule” is in operation at all times in all playground areas. The Early Years Courtyard and Tiger L’Air are also supervised play areas.

CLOTHING RECOMMENDATIONS WAB does not require a school uniform, however many Elementary students find it comfortable to wear the WAB Physical Education (PE) kit. As our students are highly physically active during the day, we ask parents to send students to school in shoes that are appropriate, in particular, for running and ball games, even on non-PE days. For this reason, students should not come to school wearing crocs or flip-flops. For students playing soccer, closed toed shoes are essential. Please also ensure that open-toed shoes or sandals are not worn on a Personal-Social-Physical Education (PSPE) day unless your child has swimming. WAB recommends the following clothing choices for single subject lessons:

Physical Education All students should come to school on Physical Education (PE) days wearing suitable clothing for PE to maximize their activity time. We recommend that they wear the PE kit to school, which is popular with many students who often wear it throughout the week as well. Specific sports shoes for PE should be sent or worn to school on these days. Open sandals, boots and jewelry are not suitable for PE lessons. Additional items of PE clothing such as tracksuit tops and bottoms, long sleeved tops and swimwear are available to be purchased through the Parent Link outlet known as the Tiger’s Den in the ES, or Jing Xi Place in the HUB. All PSPE clothing should be clearly marked for quick return if lost.

Swimming Swimming is a part of the educational program at WAB, and all students are expected to participate. When swimming is scheduled, students should bring a towel and swimwear. Goggles are optional. It is recommended that girls wear one-piece swimsuits. Generally, if students are not feeling well enough to swim we recommend they not attend school that day. In the event that a student cannot swim on any particular day then a note is required from the parent.

Visual Arts All students wear supplied art smocks or aprons during Visual Arts lessons. However, students are encouraged not to wear ‘good’ clothes on Art days as accidents can and often do happen.

ARRIVAL AT SCHOOL Students should not arrive at school before 8:00am. Indoor and outdoor supervised areas

WAB Elementary School Handbook

The School Day

are provided. The first bell rings at 8:30, at which point students are expected to go to their homerooms.

ABSENCE FROM SCHOOL OR LATE ARRIVAL Parents are asked to telephone, email or send a note of explanation to the Homeroom Teacher if a student is absent through sickness or any other reason. If arriving late at school after the bell at 8:30am, students are to report to the Elementary reception desk to sign in. Administration staff will adjust the official school records accordingly.

EARLY DEPARTURE Occasionally, a student may need to leave campus before the end of the school day. Elementary School students can leave when prior communication has been received from a parent. Prior to departure the parent and student are asked to report to the Elementary reception desk and sign-out with the receptionist. Elementary School students are NOT permitted to leave the campus without a parent or nominated adult during the school day.

ATTENDANCE AND PUNCTUALITY To ensure student learning and achievement is optimized, attendance and punctuality at school is essential. WAB is committed to maximizing school attendance. Students are expected to attend school everyday unless they are sick or there are any extenuating circumstances that prevent them from being at school.

Expectations of parents While we appreciate that some school absence is inevitable, families are asked to support us by: • Ensuring that your children attend school and arrive punctually every school day. • Providing the school with notification in the event that your child will be absent or late. This can be done by emailing or writing to the teacher or phoning the ES reception desk. • Communicating with your children about the importance of daily attendance and punctuality and their effects on learning and achievement.

WAB Elementary School Handbook

The School Day

• Informing the school Principal or Assistant Principal of any special circumstances that may have an effect on their child’s attendance.

Extended Absence Parents are requested to advise homeroom and single subject teachers if your child will be absent from school for an extended period of time (i.e. anything greater than three consecutive days). The nature of the PYP and learning at WAB is inquiry-based. As such, class activities and assignments are organized in such a way that they cannot always be replicated at a later date. Because it is not possible to replicate the school’s learning environment, teachers are unable to provide schoolwork for a student who is absent from class except in the case of a student who has a documented acute or chronic medical condition requiring extended time away from school. Regular daily attendance, therefore, is necessary and expected of all students. We urge parents to exercise discretion and avoid absences due to convenience, travel or vacation during regularly scheduled school days including days adjacent to weekends and school holidays.

FIELD TRIPS China is considered a key platform for learning, providing opportunities for real-life investigations and experiences that cannot be replicated in the classroom. Field trips and in-school visits are woven through transdisciplinary and single-subject units of inquiry with an emphasis on students developing connections to people and issues in a richer and more meaningful way than they might do as tourists. These opportunities are planned to be developmentally appropriate

and also to be responsive to the needs identified through students’ inquiries. When students go on WAB field trips: • Parents receive written communication about the field trip which outlines the date, mode of transport, student’s needs, e.g. lunch, drinks etc., description and reason for field trip, and permission slip for parents to sign; • At least one Chinese speaking adult will attend; • Written permission from the parent/guardian must be given otherwise the student cannot attend; • Students not attending the field trip will be placed in another class for the duration of the field trip. WAB uses recommended adult/student ratios when going on field trips. Teachers may request parental help for field trips, depending on the field trip. Students may, from time to time, do local walks close to school. Parent permission is given upon enrollment and therefore is not sought each time for these local walks.

USE OF SCHOOL FACILITIES AFTER SCHOOL HOURS Elementary students must be supervised by an adult when using the outdoor facilities after school hours. Elementary students in Grades 3-5 can independently use the library after school hours for homework, research and study purposes until 5:00pm. Early Years-Grade 2 students must be accompanied by an adult. Parents are welcome to use public areas after school hours, however some of these spaces may not be available if they are being used for After School Activities. Please refrain from using these areas during After School Activities.

WAB Elementary School Handbook

The School Day

OVERSEAS OR ALUMNI STUDENT VISITORS Requests should be made to the homeroom teacher and a member of the ES Administrative Team. The following procedures should be followed: • The family should make the request to the Homeroom Teacher who has the right to decline if it will adversely interrupt their teaching for that day; • The guest should be approximately the same age as the student attending WAB; • The Homeroom Teacher will inform all single subject teachers if the guest will be attending school for the day. All visitors to the school must report to the Main Gate. Each visitor will be given a visitor’s badge and be asked to sign the “Visitor’s Register.” Visitors may then proceed to their destination if the visit has been prearranged. If unsure, please proceed to the Elementary reception desk.

STUDENT USE OF TELEPHONES Students may use school telephones with the permission of a teacher and when supervised by an adult.

WAB Elementary School Handbook

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P.O. Box 8547, 10 Lai Guang Ying Dong Lu, Chaoyang District 100102, Beijing PRC Tel: (86 10) 5986 5588 Fax: (86 10) 6432 2440 wabinfo@wab.edu www.wab.edu