Policies

IBSB operates on an open admissions system, accepting children into the school throughout the year. All applications for admission are given equal status by the school and no child is excluded on the basis of nationality, culture, religious beliefs or academic ability.

Parents meet the Executive Director and the School Principal or the Head of the Junior School prior to admission. This meeting is to ensure:

1. That all due forms are given to the parents and are completed by them. These include the admission form, the medical form and the Parent’s handbook.
2. That the parents have the opportunity of sharing information about their child with the Principal/Head of Junior School.
3. That all parties are clear as to the obligations and the expectations of others.

During the admission process and the induction period parents are obliged to provide the office with the academic history from previous schools and also where necessary, (records of Special Educational Needs) or medical records of their children.
Parents must understand before enrolling their children in this school that IBSB is an International British School and it offers the entire English learning experience from Reception/Year 1 to Year 13. It is not part of the ethos of this school to act as a solely English Language centre.
Parents must pay the registration fee promptly and al the necessary fee payments on time; failure to do so will result in the loss of place.

Children are admitted to the school into the class appropriate to their age. Parents are required to produce evidence of age when submitting the application form. The academic year is from the beginning of September of one year to the end of August of the next and this constitutes the cut off point when making decisions as to the appropriate year group.

When admitting a student in the Senior School, an admission test will be administered to determine the student’s ability level in English, Mathematics and Science. When admitting a child in the Junior School the Head Teacher will use assessment tasks in order to determine the child’s ability in English and Mathematics. It may be necessary to then refer the parents to the school’s Special Needs, with regard to services which may be appropriate for their child.

Children are not necessarily excluded on the grounds of behavior or educational ability. Any educational, emotional or physical needs must be noted in detail in the admission application.
The school seeks to meet the needs of all its pupils. Each child will be admitted into the school on a six week trial period, during which time their needs and talents will be assessed. Where specific needs are identified, the school’s SEN and the Educational Psychologist will work with the class teacher and parents to provide an Individual Educational Plan (IEP). This will contain objectives appropriate to the individual child and their progress will be monitored closely.

In some exceptional cases, parents may be asked to provide one-to-one special educational needs support from an additional assistant and fees for these services are paid privately by the student’s family.

IBSB does not have the resources or programs to support students with major learning disabilities or physical challenges and reserve the rights to deny admission to any child whose needs are unable to be met by the school.

Re-enrolment Policy

We give preference to our students to re-enroll. After we know the parent’s option (re-enrolment or withdrawn) – end of February, we give the possibility of enrolment to students from the waiting lists.

Waiting list Policy

The official policy of the school is that JS classes should rise to a ceiling of 20 only. The reception class total must rest on the number of assistant teachers allocated. SS classes will not exceed 20 per year group.

Order of Priority – loyalty clause

1. Children of teachers at FIBSB will be given preference.

2. Brothers and sisters of student’s current in school will be given preference.

3. Children from “Acorns” will be given preference – the dead line for their registration is 1st of March for the next year starting in September.

4. The last criteria will be “First come, first served”.

Updated 12th February 2009

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Form tutors are required to register their students in the morning at 8.30am and in the afternoon at 1.05pm in the Senior School. In the Junior School the times are slightly different being between 8.30-9.00am and 12.50-1.10pm. Students that are not present are marked absent in the register. Registers must be in the office before 9.00am. The office staff totals the absences on a daily absence sheet and these are put in the staff room in a folder. The Office also has a record of these sheets.

Students that miss the registration periods are late to school and must go to the Office to sign in where they will be issued with a late slip.
If students enter the school late then this should be acknowledged in the register by marking the absence circle with the letter L. If students are regularly late parents will be contacted to discuss a solution.

If students are absent from school they must bring a letter signed by parents informing about the reason for the period of absence or must phone the Office to explain. The appropriate letter should be placed in the register for that period of time and will be stored by the Office. If parents phone the Office then the Office will inform the Form Tutor who will note this in the register.

Unexplained absences will be followed up by the Form Tutor with a letter or phone call home. Ongoing absence problems will result in a meeting with parents to address the issue and discuss a solution.

If parents wish for their child to be absent from the school for a period of time then they must ask the school for permission, either the Head Teacher or the Owner.

If students deliberately avoid coming in to school without permission from their parents or from the school then action by the school will be taken to attempt to correct this behavior.

The class teacher has the responsibility of keeping a daily register of attendance. The behavior and attendance patterns of children are monitored by the class teacher. Any concerns should be shared with the Principal before talking to parents. It is important that parents should be kept informed as to their children’s behavior and progress at all times.

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Aims

• The following policy is intended to guide all personnel within school as to the types of behaviour which we expect to see from our children, the ways in which we will encourage and reward good behaviour and sanction misbehaviour. It is important that children are treated consistently, with all adults in school having the same understanding of acceptable behaviours, following the same reward system and exercising the same sanctions for misbehaviour.

• As well as keeping in mind our vision statement we should at all times, in relation to behaviour, be aware of the paragraph in our school philosophy statement that reads: ' We will promote a caring ethos throughout the school (between children, staff and parents) so there is an atmosphere of mutual respect and co-operation.'

• Good behaviour follows naturally when children see the need for it, when they are treated with respect themselves and when they see good role models in the behaviour of the adults round about them. We need to be aware, as adults that we are powerful influences (for good and bad) upon the children in our care and this influence can be experienced by the children even when we are not conscious or aware of it.

Objectives

Behaviour

1. We aim to uphold the important rights of everyone at IBSB.
These rights include:

the right to communicate ideas, feelings and needs;

the right to move safely around the school;

the right to work and learn;

the right to feel secure at all times and, if disputes occur, to have them settled positively, fairly and non-aggressively.

2. The implications of these rights and the “Golden Rules” will be discussed with classes.
The Golden Rules are:

Don’t lie, don’t cheat and don’t steal.

No chewing gum.

Wear school uniform / follow the dress code.

Use mobile phones only during break times.

Drinks and snacks to be consumed only during break times.

Lunch should be consumed only in the lunch room.

Be punctual to lessons.

Leave bags tidily in classrooms during break times.

Be quiet before and during assemblies.

Look after your own property.

3. Rules will be displayed prominently in classrooms, and referred to regularly, so that children will be quite clear as to the expectations of them and their behaviour.

These will need to be different for children of different age groups so that the rules are clear and in appropriate language for the children concerned.

4. It must be made clear to children that the expectations are the same whether they are in the classroom or out, whether it is their teacher or any other adult within school - acceptable behaviour is expected in all aspects of school life.

5. Each teacher should make concerted efforts to catch students being good. We believe we can shape the behaviour of students by rewarding and praising good behaviour when it is observed.

Rewards and Sanctions

Rewards

Praise the good behaviour of others or find a way to praise the individual's good behaviour if possible.

A merit system will be used to award good behaviour and academic effort and achievement in classes.

o The students will collect merits throughout the year and bronze, silver, gold and platinum certificates will be awarded by the relevant Head of School (200 merits = bronze, 350 = silver, 650 = gold, 1000 = platinum) Merits will be awarded taking into account the following criteria: classroom contribution (1 to 3 merits), homework (1 to 5 merits) and test results (1 to 5 merits). Merits will be recorded on weekly basses in the school data base according to the weekly merit/warning sheet subject teacher have to submit to a designated coordinator. The students will also keep a record of their merits in their students profile folder and in their homework diaries.

A house points system will also be used to reward students involvement in extra curricular activities and school life – see house system policy.

Sanctions

In the case where students do not demonstrate good behaviour in the school a hierarchy of sanctions (detailed below) will be followed. This is necessary in order to promote a good educational environment where the highest standards of teaching and learning can be achieved.

Give a verbal warning (up to 3) then give a written warning.
• As a suggestion the teacher can also withdraw a break time, supervised by the teacher who gave the warning. The misbehaviour should be discussed with the student during this period so that the student is fully aware of their misbehaviour. The fact that this break was withdrawn should be recorded in a student's diary (if not available then it should be demanded by a deadline if this is not met then a written warning should be given).
  
The written warnings are put on a merits/warning sheet. This sheet is submitted weekly to a designated coordinator and recorded in a database and in their Student Portfolio.
Each warning should also be recorded in a student's diary. Each student should have their diaries with them during each lesson, if not then this is a possible warning in itself.

If a student receives more than 3 warnings in a week they will be obliged to attend a discipline committee ran by senior members of staff.

This committee:

Is held weekly

Will discuss individual misbehaviour.

Will set sanctions according to the following guidelines:
• 1 detention per warning supervised by a member of staff on the committee (if 3 warnings are given by an individual teacher then that teacher will hold the 3 detentions).
  During this time their misbehaviour may be discussed further and sanctions given. Possible sanctions are listed below.
• During the detentions each student's student diaries will be checked (to see if their warnings have been recorded by teachers) and an entry made as to the attendance to a discipline committee (if the student does not have it with them then breaks will continue to be removed until they do).
• If misbehaviour occurs during these detentions, they are missed or attend late then the sanctions will continue as consequence.
If a student attends 3 or more discipline committees in a half term then:
• A Saturday morning detention will be given.
• Parents will be informed by phone and a letter inviting them into school to discuss their children behaviour
• Students will be placed on a daily lesson by lesson monitoring sheet.
  • o This sheet is to be collected by the student from their form teacher when they arrive in the morning and submitted at the end of the day / morning registration the next morning to a designated staff member of the discipline committee. Students are required to give the sheet to their teacher at the beginning of each lesson / break and to collect it at the end of each lesson / period. Copies of these monitoring sheets will be sent to parents at the end of the week.
  • The monitoring sheets are kept by the students themselves in their student profile folders after they have been seen by their form teacher.
    The monitoring sheets can also be used at the discretion of form teachers in special cases.
    
Fails will be given for:
• Not working hard enough in the lesson.
• Misbehaviour or lack of punctuality by individual subject and form teachers.
• Not collecting the sheet when they arrive.
• Not submitting the sheet to a teacher at the beginning of a lesson or collecting it at the end.
• Not submitting the sheet to a form teacher by the morning registration of the next day they attend school.
• Not keeping their sheets in their student profile folders.
  
  
Each student will be also asked to write a behaviour contract detailing their misbehaviours and promising to cease them. This should be signed by the Head of School, the form teacher, a discipline committee member, the student and parents.

Letters will be sent to parents informing them of the situation and invited in to discuss with Head of School, form teachers, a discipline committee member and other relevant teachers.

Students will be removed from the monitoring sheet if they complete 100 consecutive school days with no fails (this includes breaks and lessons).

If a student fails the monitoring sheets on a regular basis then they are on the point of suspension up to one week.

If a student runs through this entire procedure twice then they are on the point of permanent exclusion.

Possible sanctions during detentions or Saturday detentions (N.B. lunch time withdraws apply from 12:50 – 1.05)

Tidying up.

Copying from books.

Completing missed homework.

Completing extra work.

Writing lines.

Misbehaviours include (N.B. This is not an exhaustive list but does cover the types of behaviour which are considered to be inappropriate.

Physical abuse of others.

Verbal abuse of others (including swearing and demeaning others)

Theft or destruction of other people's property (including the schools)

Lying or cheating

Not following other reasonable classroom rules set by individual teachers.

Breaking the golden rules of the school.

Not completing homework.

Not wearing school uniform or following the dress code.

Severe physical or verbal abuse of others.

Severe theft or destruction of other people's property (including the schools)

Again this list is not exhaustive but does cover the types of behaviour which are considered to be inappropriate.

Last updated 13th October 2008 [CT/NL/RC]

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This document is the product of all the staff and is intended to guide us all in the manner in which we ensure a safe environment for our children. It will be regularly reviewed and may be amended in the light of experience. It is the responsibility of us all to reflect on this aspect of school life and ensure the best possible environment for our students, parents and staff.

Health

• Children should not attend school unless they are physically fit to do so – if children are in school then they will be expected to join in with all school activities (including PE and playtime). Any exceptions to this should be arranged through the school Principal.
• Allergic reactions or special medical conditions will come to the attention of the teaching staff through the medical form which parents fill in on applying for admission to the school. These should be noted on the appropriate form and kept in a prominent place in the classroom (junior school), IEP folder in the staff room (senior school).
• Parents are informed on admission of the medical insurance arrangement with the designated school medical clinic that enables sick children to be visited by the doctor at school. Parents are encouraged to take up this option. 2
• Medicines can only be administered to children by the office staff if there is permission from home.

Safety

• Students are not allowed to be on the school site before 8.00 am in the morning and they have to leave the school at 4.00 pm unless they are involved in an after school activity and they are supervised by a member a staff.
• A member of staff will be on duty every morning between 8.00 – 8.15 am.
• There will a senior school teacher and a junior school teacher on duty between 8.15 – 8. 30 every morning and 4.00 – 4.15 every afternoon. All break times are supervised by two teachers in both schools. At all break times students are expected to stay outside except when a bad weather break is called (see break time policy)
• Teaching and support staff are expected to be in school at 8:15 each morning.
• Children are expected to arrive in school between 8:15 and 8:30.
• On entering the school children are expected to hang up their coats on the pegs provided in the corridors. The corridor should be left looking neat and tidy (while children are expected to leave the corridor tidy it is the teachers’ responsibility to ensure they do so). Lunchboxes, bags and PE kit should be stored in the classroom in the places provided and should also be left in a tidy and responsible way.

• Children are expected to move around the school in orderly fashion. There should be no running or pushing. When moving as a class, children should move in single file. When using the staircases we should all keep to the right hand side and it is expected that all users of the building will respond courteously to others when passing through doors.

• It is expected that children will be encouraged to move around the building on their own in order to carry out errands for the teacher – this will encourage a sense of responsibility in the children.

• Visitors to the building should give advance notice of their intention to visit. They will be met by the security guard at the gate and given a visitor’s badge to wear for the duration of their visit. Their visit will be noted in the visitor’s book in the office. Should anybody encounter a stranger in the building not wearing a badge they should enquire politely if the person needs any help – this should be reported to either the office or the relevant Head of School.

• There are procedures drawn up for action in the event of fire or earthquake. These are displayed in classrooms and corridors in English and Romanian and it is the responsibility of all staff to read these and be aware of the correct course of action in the event of these disasters. There are fire drills once a term and earthquake drills once a year.

• Lunch (hot or cold) is eaten in the dining room for both schools. This should take 15 min and it is expected the children will help maintain order and cleanliness in the room. The reminder of the lunch break will take place outside, if the weather permits, or in the classrooms at the discretion of the supervisor. As well as the usual whole school rules on behavior applying, children are not allowed to climb on walls or go behind the school / fire escape – this area is out of bounds.

• Children should wear appropriate clothing to school. There is a school uniform which all students in years 1 to 12 are expected to wear. There is a dress code for year 13 which they are expected to follow. Students should bring appropriate clothing for PE – shorts and T shirt or, in cold weather, tracksuits with trainers as footwear. It is important that children have a change of clothing for this activity. Children should also have suitable clothing for outdoors at playtimes – in winter they should have warm clothing and in summer it is advisable they have a cap. Students should not wear excessive jewelry to school.

• At the end of the day in the junior school it is the responsibility of the class teacher or the teacher in charge of an afternoon activity to ensure the children go with one of the designated ‘pickers up’. The school has a record of those authorized to pick up children and children must never be allowed go with anyone without prior written authority. Parents and other ‘pickers up’ may gather on the playground in preparation for meeting their children and may then enter the school after the students have left the building if they wish to see a teacher.

o Private cars are not allowed on the school grounds during school hours but school buses are to drop off and pick up students. Special care is taken by staff (teaching and ancillary) on duty to ensure that students are kept away form school buses.

• In the senior school the students who are not traveling on school buses or are not collected by parents must have permission from parents to leave school by themselves. There must be a list with the name of these students in the office and available for the teachers on duty.

• There is a faults book in the office. Any faults in the building should be recorded in this so that the administration can rectify them.

o A monthly health and safety audit / inspection is also carried out on the building and appliances contained there in.

• Electrical cables and equipment is inspected yearly and labeled with the date of the last inspection.

• Any abuse or harassment of staff should be reported to the Principal immediately.

• The school is a No Smoking area.

• Staff are trained yearly in health and safety including competence in risk assessment, occupational health services and work-related stress and Manual handling.

o Romanian law dictates that staff sign a document indicating that they know the guidelines for health and safety at work quarterly.

• The school has 24 hour security staff at the gates and CCTV.

• Educational visits – see policy.

Accidents

• There are accident books in the staffroom for both pupils and staff. In the event of a child being injured it is the responsibility of the teacher to note this in the appropriate book and to inform the parents (verbally).

• Bodily fluids are dealt with by the teacher or assistant in the case of looking after the child (injuries should be cleaned but not treated) while the school cleaners are responsible for any contaminated surfaces – in both cases gloves should be worn and any surfaces should be cleaned with bleach.

• There are designated staff responsible with First Aid in both schools and in the office.

• There is a First Aid kit in the office and this contains gloves as well as other basic equipment.

• There is a medical room in the office which can be used if the situation is deemed appropriate.

• In the case of a more serious injury the school office will call the ambulance from the designated medical clinic.

Last updated in January 2009 [NL]

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Rationale & Aims

Homework is work undertaken by students at home. It is an integral, planned part of the curriculum and the learning experiences of our students. It is set by the teacher, appraised by the teacher and forms part of the overall curriculum and learning opportunities experienced by each pupil. Our policy is based on guidelines developed by the Department for Children, Schools and Families which were, in turn, based on good practice observed in successful schools in England.
See, for example http://www.dfes.gov.uk/homework/second.pdf.

We require students to complete homework for a variety of reasons. We wish them to see studying as part of the whole of their lives, not just school; we wish them to reinforce their learning in school by work at home; we wish to involve parents in the education of their children; we wish to assist our students in developing self discipline and self organisation, and we wish students to relate their life and experiences at home to their work at school.
Homework should be a positive experience for pupils and not detract from their family life. There should still be time at the end of the day for children to relax, play and spend time with their family.

Setting Homework

Students’ homework will be written in their homework diaries when set by themselves or by the class teacher. Deadlines for completion will always be clearly defined and students will use homework diaries to record what is expected of them. Teachers will keep a record of how students fulfil their homework tasks as part of their record keeping.

If students are struggling to complete tasks in the given time the given time at home they should be commended for trying and be allowed to stop. It is helpful for parents to communicate this to the relevant teacher through a note written in the student’s homework diary in circumstances where the homework has not been able to be completed.

Guidelines: Content

Teachers will set students homework at a level appropriate to their age and understanding. Throughout the school we expect students to take home reading books and/or library books. We expect parents to enjoy these books with their children or for students to use these books in their homework. As students progress through the school the load of homework will increase as follows:

• Year 1 - Reading books and/or sound books

• Year 2 - The addition of spellings to learn

• Year 3 - The above plus an item of homework each week related to a core subject

• Year 4/5 - The above plus two items of homework each week

• Year - 6 The above plus three or four items of homework each week

• Year 7 & above - A daily homework exercise set by subject teachers

Homework will be related to school work but will be achievable by the student without input from any adult. It will not be necessary for parents to teach their children in order for the homework to be achieved but it is hoped that parents will take an interest in the tasks. These tasks will also inform parents as to the nature of the work going on in class and the achievement levels of their children.

Homework may, amongst other things, be reinforcement of objectives learned in class, it may be gathering information for using in a lesson or it may be the completion of work unfinished in class. There should always be a purpose to homework and it is never given out as a ‘time-filler’.

Guidelines: Time

Homework tasks should not take an excessive amount of time. This varies in relation to the student’s year group. The following are the guidelines we follow, in total hours, for each year group:

• Years 1 & 2 - 1 hour per week

• Years 3, 4 & 5 - 1.5 hours per week

• Year 6 - 30 minutes per day

• Year 7 - 45 to 90 minutes per day

• Year 8 - 45 to 90 minutes per day

• Year 9 and above - 90-120 minutes per day

In the senior school, a homework timetable is provided for students to try to ensure that homework does not over-accumulate on certain days. This should mean that each student has around 3 subjects of around 30-40 minutes each per evening. Each subject should set a maximum of 2 pieces of homework per week. It is expected that teachers will allow students larger periods of time to complete longer homework tasks.

Teachers will mark homework and give feedback to students as part of the classroom routine.

See Staff INSET folder in Staff Room for more practical homework advice.

Updated 25/06/08 [RC]

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PSHEE and Citizenship are an essential part of our curriculum as they deal with issues affecting our pupil's lives, both on an individual basis as well as the whole school community, which in turn lead to the wider world. It is essential that attention be paid to the requirements of PSHEE and Citizenship if we, as a school, are to provide solid foundations for our pupils' futures.

Aims

Through the PSHEE and Citizenship curriculum we aim to equip our pupils with the knowledge, understanding attitudes and practical skills they need to lead confident, healthy, safe and independent lives. We aim to make continuous positive contributions to our pupils' education, enabling them to become informed, active and responsible citizens.

Guidelines

In the planning and presentation of PSHEE and Citizenship we follow the guidelines found in the National Curriculum for England and Wales.
At KS1 and KS2, the curriculum is separated into four strands that suggest areas in which the pupils will progress:

1. developing confidence and responsibility and making the most of their abilities;
2. preparing to play an active role as citizens;
3. developing a healthy, safer lifestyle;
4. developing good relationships and respecting the differences between people.

At KS3 and KS4, there are two new non-statutory programmes of studies: personal wellbeing and financial capability. These programmes are based on Every Child Matters outcomes and build on the existing frameworks and guidelines in these areas. The social and emotional aspects of learning (SEAL) programme also makes a significant contribution to our approach.

To ensure that all areas of the curriculum are covered, the subject co-ordinator will devise termly plans.. It is the responsibility of individual classroom teachers to write half-termly and weekly plans for PSHEE and Citizenship based upon both the weekly themes and the NC guidelines. In the Primary School, each week will have a new theme, which is relevant to religious, school or the year's calendars. The Secondary School may base the weekly Friday assembly theme upon the same theme

In addition to this planned work, the curriculum is fulfilled by day to day classroom life and situations. Though PSHEE and Citizenship is timetabled for each week it is a very diverse and cross-curricular subject. It may be the case, on some occasions that a formal lesson structure is not relevant as the theme may lend itself more readily to a subtler approach. Teachers are sensitive to the opportunities offered by other subjects and by momentary or unexpected experiences.
Thus, the PSHEE and Citizenship programme will include:

- learning opportunities across the curriculum
- specific lessons with separate curriculum time
- explicit opportunities in other curriculum subjects
- whole school and extended timetable activities
- specific projects
- information, support, guidance on specific areas of learning and development
- learning through involvement in the life of the school and wider community.

These opportunities should be planned, coordinated, assessed, monitored and evaluated. Children and young people should be involved in this process, influencing provision from the start as well as having a say in how learning develops.

Whole school Assembly is an integral part of PSHEE and Citizenship. It is during this time that the pupils begin to see and understand that they are not only an important member of their class and year group but they have an active role to play as a member of the whole school community. It is necessary that all pupils and staff attend assemblies not to give the impression that any individual may be superior or inferior to the rest of the school.

The main emphasis of teaching PSHEE and Citizenship lies in providing children with practical experiences. They then need opportunities to reflect upon their experiences enabling them to understand how they are developing personally and socially. In addition to this spiritual, moral, social and cultural issues must never be overlooked, as the development of empathy is an all-important part of growing up.

The use of ICT is greatly encouraged in PSHEE and Citizenship. The Internet is a means by which both teachers and pupils can research topics of interest along with the use of relevant information CD-ROM's. Music often has a role to play along with video footage, OHPs and books.

Above all it is vitally important that PSHEE and Citizenship is accessible to all pupils in the school. Though it is not a subject that can be assessed by attainment targets it is necessary to observe the social and personal progression that pupils make as they grow in the school.

Aspects of Religious Education will be explored within the topics of PSHEE, and will be planned in to the termly PSHEE topic scheme.

Updated GH, March 2009

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Introduction

IBSB is a British School following the National Curriculum for England and Wales, committed to providing a high standard of international education taught through the medium of English. All teachers at IBSB, both native and non-native English speakers, are required to teach classes- with the exception of foreign languages- by means of the English language. To this extent, the English program stands alongside and adds to a whole-school approach to improving the English Language skills of every pupil.

Aims

The main aim of English at IBSB is to improve the ability of every pupil to use the English language. We also aim to stimulate interest and real enjoyment in the study of English language and literature. These aims are set out further below:

1. English proficiency/fluency

The first key aim of the English Language Program is to enable students entering the program at the beginning to become fluent in English in order to best prepare students for work in a situation where English is the primary language, or for tertiary study at an institution where English is the common medium of exchange. For a student entering the IBSB program later in their education, the central aim is to ensure that student has or gains a sufficient level of English proficiency to enable successful integration into the British National Curriculum, with a view to future work prospects or commencing tertiary study at an institution where English is the common medium of exchange. Where students clearly lack the level of English proficiency necessary to cope with the requirements of the British National Curriculum, an English as an Additional Language [EAL] support program will be individually devised to assist student integration.

2. Listening and Speaking

In Key Stage 1, students are taught to listen attentively, to respond appropriately, to ask questions, and to speak clearly and accurately, taking into account the needs of the audience, on a set list of topics and in the given situations outlined in the British National Curriculum. Within Key Stages 2-5, students are taught to listen and to speak appropriately and with a greater level of confidence across a wider range of topics and situations.

3. Reading

As a part of process of achieving English proficiency or fluency, the English program at IBSB is committed to the aim of nurturing an interest in the English language and in English literature. Students are taught to use a range of strategies to help enable them to read with fluency, accuracy, understanding, and enjoyment. To this extent the program, from Key Stage 1-5, aims to progressively introduce students to increasingly complex ideas, as well as forms and patterns of English, through a range of written texts such as stories, poetry, drama and non-fiction as well as a range of visual media.

As students advance through the program, they have the opportunity and are encouraged to respond to the texts they encounter and are asked to employ, with an increasing level of dexterity, the tools of critical analysis, acquired at each stage of the program, to respond to texts with greater accuracy and depth, both orally and in writing. Students also have the opportunity to experience a wide variety of English as it is used around the world in various contexts, as a means to develop an understanding of English as a world language.

4. Writing

Writing is a key focus at IBSB. In Key Stages 1-2 there is a strong emphasis on primary writing skills, including handwriting (following the Nelson Handwriting Scheme) and spelling, with considerable attention paid to sound-spelling correspondences and word literacy strategies. As the program progresses through Key Stage 3-5, the focus shifts to punctuation, the organisation of different texts, and the writing process: planning, drafting, revising, proofreading, presenting, and discussing.

From Key Stage 4 onward, Cambridge examinations in many subjects, including English, Geography, History, and Business/ Economics among others, require students to be proficient in essay writing. That is to say, at Cambridge International Examinations in IGCSE, AS, and A Level, students are assessed, in part on the basis of their essay writing skills. With this in mind, a key focus of the English program at IBSB from IGCSE level onward is more formal essay writing, in order to best prepare students for study at university level.

5. Vocabulary

Another key focus at IBSB is to increase student vocabulary to enable students to express themselves articulately, eloquently, and effectively across a broad range of topics and situations. With this in mind, the learning of vocabulary, in terms of both spelling and usage, is given a high profile. This is ensured through teachers drawing attention to likely new words through the course of teaching as well as learning new words in more systematic way through spelling and usage tests.

Teacher Guidelines

1. Planning

All teachers at IBSB are required to submit a half-term plan (at the beginning of each half term) and a weekly lesson plan (at the start of each week) to the head teacher for review. This is in part to ensure that course content complies with both the British National Curriculum and the National Literacy Strategy, where appropriate. Lesson plans are also requested to help insure content continuity and to provide a means for teacher development through the process of reflection and self-evaluation.

2. Observations

In addition to planning, teachers are observed at least once a term, by either the head teacher or a senior teacher as, as a measure to ensure that lessons are of a high quality and as a part of the IBSB commitment to ongoing teacher development.

Student Progress & Assessment

Teachers are required to carry out both formal and informal student assessment throughout the course of the year in order to inform students and parents of student performance and progress. Assessment will be done in adherence to the assessment criteria set out in the British National Curriculum.

Formal student assessment will be officially recorded both in the class folder and on computer and will be accessible to all IBSB teachers and to parents upon. Teachers are also required to produce twice-yearly reports that will be issued to parents. A copy of these reports is kept in the school office.

At Key Stage 1 and 2, one of the primary areas of assessment is reading: each class keeps a reading record for each student. There is also internal formal half-term and full-term assessment that carries through to the end of A Levels and external assessment at the end of each year in the form of National Curriculum exams for Key Stage 1-2 and Cambridge Exams (or mocks) for Years 7-13.

Secondary School: as well as exercise books, each student has an English folder in which any handouts or student work is stored. Teachers are responsible for checking student folders to insure that they are kept up-to-date. Students’ half-termly assessment grades and targets are also recorded here.

AS and A level English Language/ Literature

Students intending to take AS or A Level English papers will be required to pass 0500 IGCSE First Language English with a minimum C Pass. Students lacking the minimum level of English proficiency required to successfully pass 0500 IGCSE and 0486 English Literature (strong upper intermediate student/ pre-advanced student: 80+ on the school proficiency test), will be required to complete the English as a Second Language exam (0510) as a minimum before graduation from the school.

ICT

ICT has an important role to play within the teaching of English. Teachers are encouraged to include whole-class ICT lessons as well getting the pupils to use ICT, where relevant, for carrying out research or word processing.

Other Resources

English teaching resources may be found in the school library, as well as in individual classrooms. The department also organises visits to the library at the British Council and English bookshops in Bucharest.

In addition to class texts, teachers are also encouraged to make use of the teaching aids available within the school, including whiteboards, the data projector and art resources, such as coloured paper and other art accessories available for creating classroom displays and for project work.

Classroom Displays

It is the responsibility of each teacher to look after their individual class and to organise their class in such a way so as to be presentable, attractive and, where possible, in a way which reinforces visual learning. Displays should include a range of examples of assessed pupil work of a good quality.

Extra-Curricular Activities

The department is actively involved in ordering extra-curricular events in an out of school. Examples include:

• Half-termly whole school debates on topical issues

• School Newspaper The International Voice

• Cultural and Theatre Trips

• Gifted and Talented Club topics

• Creative Writing
  

Cross-Curricular and Transition Work

The English Department is committed to strengthening further links between the primary and secondary schools. Examples include:

• Secondary school pupils teaching in the primary school

• Teacher swaps

• Sharing work in assemblies

• Transition program of Year 6 pupils into Year 7
  

The following table indicates both the compulsory program and voluntary options available to students in English at IBSB. Students are required to complete the English program up to and including IGCSE 0500 First Language English, following a ‘pass’ [grade C or above] at IGCSE 0510 English as a Second Language.

Prerequisites for AS/A Level English Courses:

• AS 8693 English Language: Grade C Pass in IGCSE First Language English.
• AS/A2 Level English Literature: Grade C Pass in both IGCSE First Language and Literature. A2 Literature requires a pass in AS Literature.

Additional Information

IBSB English as an Additional Language Policy

IBSB Assessment Policy

http://curriculum.qca.org.uk/ [UK National Curriculum online]

www.cie.org.uk [Cambridge International Examinations]

Updated March 2009 [RC]

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As an international school our student body will naturally include non-native speakers of English. It is important that students learning EAL [English as an Additional Language] are enabled to derive full benefit from the curriculum of a British school through inclusion in whole class teaching. We are also aware that language is best learned in context, listening to the teacher and other students, by relating the conversation to what is happening around them and by joining in. However, students with EAL needs entering the school will benefit greatly from additional support provided through the EAL program for the development of their English language skills.

Aims

We will regularly assess the English proficiency of all school pupils. We will use an individual planning strategy which is aimed at meeting the extra needs of each participant in the EAL program.

The main aims of the EAL program are to:

• advance the ability of the pupils to use and understand the English language

• develop a level of confidence in the pupils which will help them to participate in whole class and group activities

• to give EAL students extra support in understanding and applying course material from core subjects

Procedure

Students will be recommended to the EAL program at the request of the form teachers. Each student recommended will be given an evaluation by the EAL co-ordinator. An Individual Education Plan will be created for each pupil in the EAL program. Information on the English proficiency of all pupils will be made available to all teachers.

Teachers of EAL will plan their lessons weekly based on the pupils’ IEPs for learning English. EAL teachers will communicate information on individuals’ ability, needs and suitable strategies for mainstream staff.

Students will learn through a diverse set of activities. These will include listening, speaking, reading and writing tasks. Progress will be measured by the students’ ability to apply learning in their verbal and written communication and their comprehension of both.

Resources, texts and other materials specific to EAL will be supplied by the school. They will be available to all EAL tutors and form teachers. Materials will be inventoried and monitored by the EAL co-ordinator.

The EAL co-ordinator will be available to provide advice on inclusive strategies for mainstream teachers. He or she will also guide the weekly planning of the EAL tutors.

Updated October 2008

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Primary School Mathematics Policy

As we prepare our students for being part of a wider, adult world they require a competency with number, a familiarity and ease with using numbers and calculations in every day life and the ability to solve mathematical problems that arise in both work and leisure activities.

Aims

We aim to develop an interest and excitement in mathematics in all our students. Learning will be activity based (so that students have a concrete basis to their understanding) and will follow a logical progression in the development of skills. We will ensure all children have equal access to the Maths curriculum so that they develop, at the least, the key skills of numeracy at the appropriate level for their age.

Guidelines

In planning the curriculum we will follow:

The guidance of the National Curriculum of England and Wales and the specific stages of progression as outlined in the National Numeracy Strategy.

We will use the Ginn New Abacus Scheme as the basis for our work with Key Stages 1 and 2, supported by other material as appropriate.

Teachers will plan their work on yearly, termly and weekly bases as laid out in the Numeracy Strategy and lessons will, largely, follow the pattern defined by the Strategy. There will, consequently, be an emphasis upon teaching of the class by the teacher, an emphasis upon oral work and the use of written work as a means of reinforcement of ideas already learnt. Planning will also ensure that all areas of the curriculum are covered.

Students will learn through doing and, as far as possible, there will be practical tasks and practical uses of mathematics as the vehicle for learning new skills. Skills and processes are more important than pages of sums and it is the teacher's task to evaluate and assess children in a variety of ways to ensure they are making progress in their knowledge and understanding.

Students will be encouraged to develop their thinking and reasoning skills in a variety of ways. In particular, they will be encouraged to think for themselves as to the most efficient ways of solving problems, the appropriate methods of record keeping and the reasonableness of answers and solutions.

Regular assessment and record keeping in National Curriculum levels will be undertaken (twice a year). These will form part of the students record of achievement. This will take the form of a record sheet and a sample of the student's work and will be passed on to any school to which the student moves.

ICT will be used to reinforce, not replace, teaching within the classroom, in accordance with the ICT policy.
Maths equipment will be stored centrally in the Maths cupboard (items used occasionally and by the whole school) and in the classroom (items used every day). Children will be encouraged to act responsibly in the use and care of equipment, wherever it is stored, and will be trained to look after it appropriately.

Equipment will be audited annually by the Maths co-ordinator and needs for the forthcoming year incorporated into the whole school order. It is particularly important that, as the school grows, the learning needs of all students are addressed and the school is adequately resourced to meet the needs of all.

All pupils can benefit from the mathematics curriculum. We aim to encourage all children to reach their full potential through the provision of appropriate opportunities. Tasks and learning opportunities are therefore provided for all children that are at the appropriate level - to consolidate understanding and to lead to greater levels of competence.

Secondary School Mathematics Policy

Every student at IBSB – secondary school will study Mathematics as a compulsory subject from Year 7 up to Year 11 in accordance with the Cambridge syllabus as follow:

• Year 7/8/9 will study the Cambridge Checkpoint program

• Year 10 and 11 will study the Cambridge IGCSE program

Students who will chose to study mathematics in Year 12 and 13 (it is optional) will follow the International Advanced Subsidiary Level and the Advanced Level offered by Cambridge University.

Each student is encouraged to develop a positive attitude to mathematics and to work with confidence and enjoyment.

It is the aim of the Mathematics Department that students will develop:

• An appreciation of the place of mathematics in society, including historical and cultural influences

• An ability to think mathematically - precisely, logically and creatively

• A willingness and ability to work independently and co-operatively

• An ability to understand mathematical ideas, and to communicate them in a variety of modes

• An appreciation of the interdependence of different branches of mathematics

• An appreciation of the ways mathematics is used

• The knowledge, skills and understanding needed to apply a range of mathematical concepts to situations which may arise in their own lives

• The skill to investigate mathematical ideas and to test and prove their own hypotheses

• An ability to use mathematics across the curriculum

• A firm foundation for appropriate further study

Courses

Checkpoint Level

• All students in years 7, 8 and 9 will follow the Checkpoint program offered by Cambridge and they will sit the Progression tests at the end of years 7/8 and the Checkpoint exam at the end of year 9. The Checkpoint exams are designed to provide a good indication of IGCSE results.

IGCSE Level

• In years 10 and 11 the IGCSE Mathematics course (core and extended) is available. International General Certificate of Secondary Education (IGCSE) syllabuses are designed as two-year courses for examination at age 16-plus. The aims are set out below and describe the educational purposes of a course in Mathematics for the IGCSE examination. They are not listed in order of priority.

The aims are to enable students to:

• Develop their mathematical knowledge and oral, written and practical skills in a way which encourages confidence and provides satisfaction and enjoyment;

• Read mathematics, and write and talk about the subject in a variety of ways;

• Develop a feel for number, carry out calculations and understand the significance of the results obtained;

• Apply mathematics in everyday situations and develop an understanding of the part which mathematics plays in the world around them;

• Solve problems, present the solutions clearly, check and interpret the results;

• Develop an understanding of mathematical principles;

• Recognise when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem;

• Use mathematics as a means of communication with emphasis on the use of clear expression;

• Develop an ability to apply mathematics in other subjects, particularly science and technology;

• Develop the abilities to reason logically, to classify, to generalise and to prove;

• Appreciate patterns and relationships in mathematics;

• Produce and appreciate imaginative and creative work arising from mathematical ideas;

• Develop their mathematical abilities by considering problems and conducting individual and co-operative enquiry and experiment, including extended pieces of work of a practical and investigative kind;

• Appreciate the interdependence of different branches of mathematics;

• Acquire a foundation appropriate to their further study of mathematics and of other disciplines.

Advanced Level

• In years 12 and 13 all students who are opting to continue the Mathematics course will study the International Advanced Level offered by Cambridge University.

• The syllabus has been designed to allow Centers flexibility to construct Mathematics courses appropriate to their candidates, in terms of both the content studied and the depth of study. Thus the syllabus enables shorter courses to be constructed leading to the Advanced Subsidiary (AS) qualification and longer courses to be constructed leading to the Advanced Level qualification.

• Syllabus content is broadly based on previous syllabuses but has been revised to update the syllabus and give coherence.

• The AS Mathematics syllabus has been designed to be suitable for candidates who would formerly have studied for Additional or Subsidiary Mathematics.

• The syllabus is intended to provide continuity from IGCSE Mathematics courses. The content has been divided into two roughly equal halves with candidates taking two papers for AS Mathematics and four papers for the Advanced Level qualification.

• Candidates for A Level Mathematics take four papers of which two may have been taken at an earlier examination session for an AS Mathematics qualification.

• Alternatively, candidates may take all four papers for an Advanced Level qualification at the same session.

• Candidates may take the AS Mathematics qualification only.

• The syllabus allows Centers flexibility to choose from three different routes to AS Mathematics – Pure Mathematics only or Pure Mathematics and Mechanics or Pure Mathematics and Probability and Statistics.

• Continuity with the current A Level Mathematics syllabus has been maintained by allowing Centers to choose from three different routes to A Level Mathematics depending on the choice of Mechanics, or Probability and Statistics, or both, in the broad area of ‘applications’.

The aims of the syllabus are the same for all students. These are set out below, and describe the educational purposes of any course based on the Mathematics units for the AICE, AS and A Level examinations. The aims are not listed in order of priority.

The aims are to enable students to:

• Develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment;
• Develop an understanding of mathematical principles and an appreciation of mathematics as a logical and coherent subject;
• Acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of everyday situations and of other subjects they may be studying;
• Develop the ability to analyse problems logically, recognise when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem;
• Use mathematics as a means of communication with emphasis on the use of clear expression;
• Acquire the mathematical background necessary for further study in this or related subjects

Organization of Teaching Groups

Throughout the school all students receive four or five 55 minute lessons per week.

Staff Development

It is faculty policy for each member of the faculty to teach the full age and ability range where possible. In this way colleagues gain a wide range of experience in all key stages 3, 4, 5 and are able to keep up to date with all the changes in the syllabus.

Behavior

There is an assertive school policy in operation which is outlined in the staff handbook and is for all staff to follow.

Special Educational Needs

There may be children in the school who need a lot of help and support. The mathematics faculty works very closely with the special needs faculty in order to provide the right sort of environment, resources and work for all students to make progress. The faculty has a setting policy which has already been explained which mean that particular sets of students can be targeted to receive extra help. Some classes have support teachers in their lessons. Where this happens colleagues need to involve support teachers in the advanced planning, organization and teaching of lessons as appropriate.

There are regular special needs meetings to discuss students on the special needs register (one stage at a time) and from this I.E.P.s are issued for colleagues to work with. The faculty sends a representative to these meetings to have a "mathematics" input to the discussions taking place. Each colleague has a pro-forma for providing information for these meetings which colleagues take in turns to attend.

Assessment and Recording of Attainment

Most class work is completed in an exercise book. Most pieces of work should be marked. It is acceptable for the students to occasionally mark their own work.

Colleagues should look through books to make sure that work is presented to a satisfactory standard and follows the Schools "Things to remember about presenting your work" which each student has glued in the front cover of their first exercise book of the year.

Homework is set weekly according to the Schools homework timetable and should be marked regularly.
When colleagues mark exercise books constructive comments should be written in the book to give students feedback on their performance.

All students' marks should be recorded by the teacher.

In all years the students should be tested regularly so that their progress can be monitored. Each teacher has a copy of the tests for this purpose.

Annual reports are written for parents using the school report sheets on the dates given by the school calendar.

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Every student at IBSB studies Science from Year 7 to Year 11 in accordance with the National Curriculum guidelines. There is also provision for AS/A2 level in each of the three disciplines.

Each pupil is taught Biology, Chemistry and Physics as separate disciplines by specialist teachers for that subject.

Aims

• To provide well-designed studies of experimental and practical science that enables them to acquire understanding and knowledge of the concepts, principles and applications of biology, chemistry and physics in everyday life.

• To become confident citizens in a technological world so that they can take an informed interest in matters of scientific importance

• To recognize the usefulness and limitations of scientific method, as well as appreciate its applicability in other disciplines and aspects of everyday life.

• To be suitably prepared to embark on further studies in science when they leave IBSB.

• To be able to develop practical scientific skills that enable them to work safely and communicate their findings effectively.

• To stimulate curiosity and interest in the world around us and recognise the importance of taking care of the environment and natural resources.

• To develop an understanding that scientific concepts and ideas are continually developing and often have a transient nature.

• To understand that science transcends national boundaries and that the language of science is universal.

Courses

The Science Department follows schemes of work that are designed to prepare students for:

• Year 7 and 8 Progression Tests from Cambridge

• Checkpoint exam in year 9

• IGCSE exams: Combined Science, Biology, Physics or Chemistry in Year 11

• A-level Biology, Chemistry or Physics in Years 12 and 13.

These courses are moderated by the International Examination Board of Cambridge University.
Science is allocated six lessons per week in Key Stage 3 and Key stage 4 at Combined Science, three lessons per week for separate sciences and five lessons a week at AS and A level.

Staff Development

It is departmental policy for each member of staff to teach the full age range and ability range wherever possible. In this way colleagues gain a wide range of experience in both key stages 3 and 4 and are able to keep up to date, as far as possible, with National Curriculum teaching, assessing and recording.
Half term and weekly plans and produced, and closely follow the guidelines from the QCA scheme of work and the IGCSE and A level syllabus.

Resources

The department uses Exploring Science at KS3 and the Chemistry for You, Physics for You and Biology for You text books for IGCSE. A variety of texts are used for A level.

A range of resources are available to support these textbooks and provide extra help for SEN and ESL students.

Other textbooks can be used to supplement the IGCSE teaching. SEN and ESL resources are also available to support these texts.

It is well known that children learn by doing and this effect the department intends that the pupils should regularly carry out investigations and practical work to reinforce theories and enable a solid knowledge base. Most classes take place in the laboratory, and practical based teaching is carried out whenever possible. At this stage a large proportion of the department's budget is spent on continuously improving the laboratory facility, so that students gain a good practical experience of science.

The laboratory facilities are spacious, and are a safe environment for pupils to learn in.

Students also have access to an ICT room for Internet research and use of relevant software to support the Science teaching.

The department has a large stock of past exam papers for IGCSE and A-level, which are stored in the examination archive. These are used for mock exams in order to prepare students and ensure they meet the requirements of the examination courses.

Discipline

The department follows the whole school behavior and discipline policy, but by the nature of the subject, has its own set of rules for the lab, and these are displayed in the lab and referred to frequently by pupils in their experimental reports.

Special Educational Needs

As an International School, the department is aware of pupils for whom English is not their first language. There is a large range of differentiated worksheets available for this and any other education related need.

Assessment and Recording of Attainment

Homework is set weekly according to the school’s homework timetable and is regularly marked. Constructive comments are used when marking work in order to give students feedback on their performance and an understanding of the steps required to make further progress. All students are tested regularly so that their progress can be monitored and evaluated. Each year group also has a formal examination at the end of each term and an end of year exam. Annual reports (progress reports- November and end of year reports- June) are written for parents using the school report sheets and they are released on the dates given by the school calendar.

Parental visits

Pupil reports are issued to parents in line with the whole school policy, however, the department staff welcome any enquiries or discussions as to pupils progress from parents. The department strongly believes that parental support is a major contributor to educational progress.
We can be contacted through the school office.

Updated 11.02.09 Mihaela Senzaconi

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Introduction

The children of our school are part of a world that has an ever increasing knowledge of, and demand for, technological skill and awareness. They will be entering a world of work and leisure that will expect an ever greater degree of ICT literacy. It is essential that we prepare children in our school to be confident and competent in ICT in all its varied forms.

Aims

The children of our school are part of a world that has an ever increasing knowledge of, and demand for, technological skill and awareness. They will be entering a world of work and leisure that will expect an ever greater degree of ICT literacy. It is essential that we prepare children in our school to be confident and competent in ICT in all its varied forms.

• To develop all pupils’ ability to understand and use ICT

• To achieve the best possible mark at the most appropriate public exam level for each individual

• To encourage an enjoyment of ICT for all

• To use ICT to increase their enjoyment and learning across all areas of the curriculum (curricular and extra curricular)

Guidelines

1. Planning

All teachers at IBSB are required to submit a term plan (prior to the commencement of each term) and a weekly lesson plan (at the start of each week) to the head teacher for review to ensure that course content complies with both the British National Curriculum and the National Literacy Strategy. Lesson plans are also requested to help insure content continuity and to provide a means for teacher development through the process of reflection and self-evaluation.

2. Teacher observations

In addition to planning, teachers are observed at least once a term, by either the head teacher or a senior teacher, as a measure to ensure that lessons are of a high quality and as a part of the FIBSB commitment to ongoing teacher development.

3. Student folders

Each student has a folder (‘My Documents’) in which any handouts or student work is stored. This is protected by username and password and is accessible by them only.
It is envisaged that in the future teachers will be allowed access to these folders in insure check student folders are kept up-to-date. ICT work should be saved in an ICT folder in My Documents, in an appropriately named folder (according to topic). Work is either marked in class, either formally or informally, with the students or sent to the teacher via email and marked using track changes and sent back to the student in pdf format. All students are also asked to mark their own work before sending it to their teacher (using track changes) where appropriate with given mark schemes. Students are also encouraged to keep an ‘e-portfolio’ which is a website with links to all work covered so far.

Student folders serve a variety of functions. They:

• Help to ensure that information sheets handed out to students are not lost
• Help and encourage students to be more organised
• Aid revision for any tests that are carried out during the course of the year
• Can be used to show parents what work is being done in the course
• Help to ensure that courses are well-organised and professional
• Help a new teacher to more quickly understand the abilities of a given student
• If appropriate folders should be moved into a new folder named with the relevant year when a student changes year group (typically years 7 and 8).

4. Student progress/assessment

Teachers, throughout the course of the year, are required to carry out both formal and informal student assessment, for the purpose of informing students and parents of student performance and progress. Students will be informed about the method of assessment at the start of each course, and assessment will be done in strict adherence to the assessment criteria set out in the British National Curriculum.
Formal student assessment will be officially recorded both in the class folder and on computer and will be accessible to all IBSB teachers and to parents upon request at any given time. Teachers will also be required to produce twice yearly reports that will be issued to parents with a copy placed in each student’s school record folder, to be passed on to any school that a IBSB pupil moves to.

Teacher-student relationships

Teachers are expected at all times to maintain a friendly but professional relationship with all students. Teachers should not act preferentially toward any given student; neither should a teacher treat a given student or group of students disadvantageously. At all time, students should be treated courteously and with respect. Teachers should not use language which belittles or derides a student or a student’s contribution. Rather, language used by a teacher should aim to encourage and support, with reproach used only as a last means to student improvement.

Student-student relationships

The nature of ICT requires each student to work on their own computer. However, encouraging co-operation is seen as a very important aspect of childhood development. So children are encouraged in group and pair work where appropriate in project work. Students are also encouraged to mark each other’s work where ever possible. Asking students to at times sit in different seats and to work with different students is one way to deal with behavioural problems and difficulties between students.

Cross Curricular Use of ICT

ICT has an important role to play within all subjects both in encouraging enjoyment and increase learning. It is also recognised that ICT on its own as a discrete subject has limited value and meaning. Its skills must be applied to other subjects before its true value can be appreciated. As a consequence ICT use is encouraged in all subject lessons and theme days.

Classroom Displays

It is the responsibility of each teacher to look after their individual class and to organise their class in such a way so as to be presentable and attractive. This includes creating classroom displays to colour a classroom and to aid and encourage learning. Teachers are also encouraged to have students prepare displays for the classroom that may be exhibited during school open days and presented to parents wishing to see examples of student work.

IBSB ICT Program

The following is a table indicates the options available to students in regards to ICT Program at IBSB. It should be noted that students attending IBSB are required to complete the ICT Program up to and including IGCSE 0418 ICT.

See also ICT Overview Plan (Half Termly)

Programs required for IGCSE 0418 Information Communications and Technology Cambridge Syllabus

• Microsoft Office (Word, PowerPoint, Excel, Access)
• Macromedia DreamWeaver
• Adobe Reader

Programs required for AS Level Computing Cambridge 9691 Syllabus

• Microsoft Office (Word, PowerPoint, Excel)
• Macromedia DreamWeaver
• Adobe Reader
• Microsoft Visual Basic 2008 Express Editions

Prerequisites for AS/A Level Computing Courses

1. AS 9691 Computing

Students intending to take AS 9691 Computing are required to attain a minimum C Pass in 0418 IGCSE Information Communications and Technology. However, for students who enter the school in Year 12 this is waived.

2. A 9691 ICT

Students wishing to take A 9691 ICT are required to gain a minimum E Pass in AS 9691 Computing.

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Geography provokes and answers questions about the natural and human worlds, using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the World, an understanding of maps, and a range of investigative and problem solving skills both inside and outside the classroom. As such it prepares pupils for adult life and employment.

Geography is a focus within the curriculum for understanding and resolving issues about the environment and sustainable development. It is also an important link between the natural and social sciences. As pupils study geography they encounter different societies and cultures. This helps them realise how nations rely on each other. It can inspire them to think about their own place in the World, their values, and their rights and responsibilities to other people and the environment.

What is our knowledge worth if we nothing about the World that sustains us, nothing about natural systems and climate, nothing about other countries and cultures?”

Advanced Level Geography

Students working beyond IGCSE Geography can follow a staged assessment route to the Advanced (A) Level by taking the Advanced Subsidiary qualification in an earlier examination. Subject to satisfactory performance, such candidates are then only required to take the final part of the assessment. Alternatively students can take the Advanced Subsidiary (AS) option only or take both components in the same session.

The Cambridge AS/A Level syllabus has distinct features that include:

A balanced core that consists of a range of compulsory physical and human geography topics

The opportunity to teach and assess both physical and human geography topics and their inter-relationships in preparation for the AS examination

Progression from the core established at the AS to the full A-Level by means of a range of optional physical and human geography topics

A variety of assessment techniques ranging from the short structured and stimulus/data response questions to essay questions

A variety of assessment objectives such that candidates will be required to apply their knowledge and understanding, as well as undertake decision making and evaluation

A scheme of assessment that allows flexibility for those taking the full A-Level syllabus.

The aims of the Cambridge Advanced Level syllabus are to:

Develop awareness of the relevance of geographical analysis to understand and solve contemporary human and environmental problems

Introduce students to the main components of physical and human geography and the inter-relationships between them

Encourage an understanding of the different processes operating at different scales within physical and human geography

Develop a sense of relative location, including an appreciation of the complexity and variety of natural and human environments

Demonstrate and explain the causes and effects of change over space and time on the natural and human environment

Demonstrate the importance of scale in understanding physical and human geography.

There are a range of skills that the Cambridge syllabus encourages students to possess. In this respect the syllabus aims to:

Increase knowledge of, and ability to use and apply, appropriate skills and techniques relevant to the greater understanding to the interpretation of facts and relationships in physical and human geography


Encourage a concern for the accuracy and objectivity in collecting, recording, processing, analysing, interpreting and reporting data in a spatial context

Develop the ability to handle and evaluate different types and sources of information

Develop the skill to think logically, and to present an ordered and coherent argument in a variety of ways

Promote an appreciation of the need for understanding, respect and co-operation in conserving the environment and improving the quality of life at both a global scale and within the context of different cultural settings.

Over the next few pages you will find further details of the assessment and curriculum content within the A-Level syllabus.

IGCSE Geography

Students follow the Cambridge IGCSE Syllabus. In this students are encouraged to develop:

A sense of place and an understanding of relative location on a local, regional and global scale

An awareness of the characteristics and distribution of a selection of contrasting physical and human environments

An understanding of some of the processes affecting the development of such environments

An understanding of the spatial effects of the ways in which people interact with each other and with their environments

An understanding of different communities and cultures throughout the World and an awareness of the contrasting opportunities and constraints presented by different environments.

The following information over the next few pages covers how students are assessed, the curriculum content they will be studying and the learning requirements for each of the three exam papers.

KEY STAGE 3 Geography

In Years 7 and 8 the curriculum that the pupils study is the National Curriculum for England and Wales. This is designed for them to make progress in the following four key areas:

Geographical enquiry and skills

Knowledge and understanding of places

Knowledge and understanding of patterns and processes

Knowledge and understanding of environmental change and sustainable development

At the end of Key Stage 3 each pupil will be given an assessment level. The level awarded will describe the type and range of performance that the pupil has been working at when they reach the end of Key Stage 3. These level descriptors can be seen in a few pages further on.

Within lessons, and throughout Key Stage 3, Geography will also be used to promote pupils’ spiritual, moral, social and cultural development. It will also be used to promote citizenship, thinking skills and the key skills of communication, application of number, IT, working with others, improving their own learning and performance and problem solving. Geography also plays a significant part in promoting education for sustainable development.

 Over the next few pages you will find a detailed list of what students will be taught in Key Stage 3, but this not the IBSB scheme of work for Geography. This is available as another document.

In addition to these general learning requirements the Geography Department will attempt to:

Set suitable learning challenges

Respond to pupils diverse learning needs

Overcome potential barriers to learning and assessment for individuals and groups of pupils

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Aims

The aim of the Psychology Department is to stress student development of skills necessary for living in a rapidly changing world. Students will be thus encouraged to think critically and synthesize large quantities of new information, show sensitivity to diversity, and develop attitudes and skills that promote lifelong learning. The teacher will aim at expanding pupils’ understanding by learning and by doing so will use a variety of teaching strategies. The teacher will offer the course in tandem with the school vision statement.

We will encourage an interest in and appreciation of psychology through an exploration of the ways in which psychology is conducted. This exploration includes:

• a review of a number of important research studies;

• an opportunity to look at the ways in which psychology has been applied.

Guidelines

In planning, the teacher will pursue the National Curriculum for England and Wales OCR, will develop personalised schemes of work, according to school policy and students’ skills.

The prescribed curriculum will be covered by schematic termly and weekly plans. Each lesson will be planned and evaluated.

Students’ progress will be recorded as a result of consistent assessment.
Students will have equal learning opportunities and fair access to the learning experience.

To encourage students to become lifelong learners, the psychology standards stress teaching for active learning. The following design principles promote active learning:

1. Active learning should involve the entire class.

2. Active learning is most effective when students understand the relevance of the exercise to the subject at hand, the content of their course work, or the students' everyday lives.

3. Active learning stimulates learning at higher cognitive levels. These methods not only require students to know and comprehend, they also prompt them to apply, analyze, synthesize, and evaluate.

4. Active learning methods vary in the time they require in class and out of class.

5. Active learning exercises involve feedback to students, but not necessarily in the form of grades. Such feedback may come from the instructor or from other students in the class; either way it should be planned into the activity, ideally during or soon after the learning experience.

The course content:

Course Description:

The AS/AL course will introduce concepts used by psychologists in understanding human behavior. Topics to be considered include psychology as a science, the effects of group membership on behavior.human development, biological bases of behavior, normal and abnormal behavior, ethics, etc.

During the AS course the students will have to cover all the major areas of psychology, and to do this by sampling the research rather than overviewing it all. Therefore, the syllabus prescribes the studies that must be covered during the course. This design allows the subject to be studied in depth while retaining breadth and balance.

The Core Studies have been selected to reflect five core areas of Psychology. The studies are arranged under the headings of: Cognitive Psychology, Social Psychology, Physiological Psychology, Developmental Psychology, The Psychology of Individual Differences.

There will be four studies in each section and they are listed in the Subject Content.
The studies illustrate a wide range of methodologies used in psychology. By exploring the relationship between the content of the study and the methodology of the research, the student will gain an insight into the interconnections between different fields, areas and topics in psychology. Some of the studies are relatively contemporary, though many are classics in their field.

When studying Specialist Choices (AL) the chosen applied areas are Education, Health, Organisations, Environment and Abnormality. These applied areas have been chosen because of the range of literature available for each, and because of the breadth of psychology that is relevant to each area.

In contrast to the first part of the course that prescribes precisely which studies must be looked at, this part of the course only prescribes the issues. It is expected that students will study specific examples of work in their chosen areas, though this need not be an overall coverage of the contemporary literature. Students are encouraged to study sufficient psychological research to be able to illustrate the issues in the syllabus and evaluate them.

Subject content:

a) Methodology

Candidates should:
- be aware of the range of psychological methods;
- be able to evaluate the methods in terms of their practical and theoretical implications;
- be aware of the problems of operationalising concepts in psychology;
- be aware of issues of design, sampling, control.

b) Perspectives

Candidates should:
- be aware of the range of approaches in psychology: cognitive, social, physiological and
developmental psychology, and the psychology of individual differences;
- be aware of the issues surrounding reductionism, determinism and the nature/nurture debate;
- be able to consider the social, moral and cultural context of psychology.

c) Ethics

Candidates should:
- be aware of the ethical guidelines that should structure psychological research;
- be able to evaluate the application of these guidelines;
- be able to consider the moral and ethical implications of psychological research.

Assessment objectives

There are two assessment objectives in Psychology:

Knowledge and Understanding (50% of the available marks)

Candidates should be able to:

• demonstrate knowledge and understanding of psychological theories, terminology, concepts, studies and methods in the areas of cognitive, social, physiological and developmental psychology, and the psychology of individual differences;

• express of knowledge and understanding in a clear and effective manner.

Analysis, Evaluation and Application (50% of the available marks)

o analyse and evaluate psychological theories, terminology, concepts, studies and methods in the areas of cognitive, social, physiological and developmental psychology, and the psychology of individual differences;
o apply psychological theories, concepts and studies to practical situations, everyday life and to the experience of the student.

The syllabus uses a wide variety of assessment techniques that will allow students to show what they know, understand and are able to do. The emphasis is on the development of psychological skills as well as the learning of psychological knowledge.

Resources

The resources used are the studies indicated by the syllabus and a variety of others wich are listed in the scheme of work. Also included are Internet sites for psychology teachers and students as well as the suppliers list for resource orders.

Personnel

The Academic Head of IBSB will appoint a sufficient number of psychology teachers to meet the school’s necessities.

A psychology teacher should meet the following qualifications:

• Professional teaching certificate;

• Background in psychology (BA in Psychology or Social Sciences)

A list of course goals and expectations are attached to this policy.

Course Goals and Expectations

Upon completion of this course, the students will be able to:

1. study the history and development of perspectives in the science of psychology.

2. identify the research and practice methods used in psychology.

3. explore the biological bases of behavior.

4. explore processes of sensation and perception.

5. identify states of consciousness and stages of sleep.

6. examine processes of human development.

7. investigate learning.

8. examine the processes of memory.

9. understand emotions, motivation, stress, and health psychology.

10. investigate thinking and language.

11. recognize characteristics of intelligence and the appropriate use of psychological tests.

12. examine the variety of personality theories and their uses in a therapeutic setting.

13. understand the characteristics of various psychological disorders.

14. understand psychological therapies.

15. examine the effects of group membership on individual behavior.

16. explore careers related to psychology.

17. apply ethical guidelines in the study of psychology.

Textbooks used for this course:

The textbooks used for this course are:

Advanced Level Subsidiary

Key Studies in Psychology
Classic Case Studies in Psychology
Psychology – the Science of Mind and Behaviour
70 Studies that Shaped Psychology
Exercises for AS Level Psychology
OCR Psychology for AS

Advanced Level

Health psychology
Psychology of Abnormal Behaviour

Internet sites:

http://www.holah.karoo.net
http://www.learnpsychology.net

Materials needed:

At the beginning of the course the students will be handed the current year syllabus and will be informed about the board and options. They will also be given a list of the topics to be covered each term and a copy of the past examination papers.

The following materials will be needed each day in class:

1. Workbook (provided by the teacher)
2. Notebook for classwork/ homework
3. Pens and/or pencils
4. A folder for handout materials
5. Internet connection for research activities

Course Outline:

The course outline is available in the scheme of work.

Behavioral Guidelines:

A complete list of FIBSB Discipline Committee Rules and Expectations are located in the front of each student’s handbook. The students are expected to follow these guidelines. Breaking these rules will bring the following consequences: verbal warning, parent contact, discipline committee referral.

Evaluation Procedures:

Grades are issued two times a year, at the end of the first and third term. Student’s composite grade will be derived from tests, class assignments, homework, projects, any extra work and participation in class. Students will receive rewards in merits and credit for the term grade.

Grading Scale:

Attendance:

Students are expected to attend and be on time daily. Student’s are expected to be in their seats with materials ready according to school timetables for the scheduled lessons.

Late Work Procedures:

It is the student’s responsibility to get assignments from their teacher. If the student was present the day the work was assigned and then absent, they are to bring the completed work with them when they return to school.

Technology

Students will be expected to use computers and internet for various assignments. Computers are available in our ICT/ ILT laboratory when the timetable allows it and permission granted from resposible teacher.

Class Atmosphere

Students are encouraged to express their feelings, thoughts, ideas, beliefs, values, morals, and solutions to topics of discussion.
This class will strive to develop co-operation among classmates, friends, and family.

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Business Studies & Economics Department

Departmental Policies

Contents:

1. Syllabi Policies
2. Teaching Policies
3. Guidance Policy [Business Studies or Economics?]

1. Syllabi Policies

0450/Business Studies [IGCSE]

The IGCSE Business Studies syllabus develops students' understanding of business activity in the public and private sectors, and the importance of innovation and change. Students learn how the major types of business organization are established, financed and run, and how their activities are regulated. Factors influencing business decision-making are also considered, as are the essential values of cooperation and interdependence. Through their studies, students not only learn about business concepts and techniques but also enhance related skills such as numeracy and enquiry. The syllabus provides both a foundation for further study at A Level, and an ideal preparation for the world of work.

9707/Business Studies [GCE AS & LEVEL]

The Business Studies syllabus enables students to understand and appreciate the nature and scope of business, and the role it plays in society. The syllabus covers economic, environmental, ethical, governmental, legal, social and technological issues, and encourages a critical understanding of organizations, the markets they serve and the process of adding value. Students examine the management of organizations and, in particular, the process of decision-making in a dynamic external environment.

0455/Economics [IGCSE]

The Economics syllabus will develop an understanding of economic terminology and principles and of basic economic theory. Students will learn about the economics of developed and developing nations and how these interrelate. They will also learn to handle simple data and undertake economic analysis, evaluate information and discriminate between facts and value judgments in economic issues. A foundation for further study at A Level, the syllabus also encourages a better understanding of the world in which students live, and helps them play an active part in the decision-making process, whether as consumers, producers or citizens of the local, national and international community.

9708/Economics [GCE AS & A LEVEL]

Through the A and AS Level Economics syllabus, students learn how to explain and analyze economic issues and arguments, evaluate economic information, and organize, present and communicate ideas and judgments clearly. The syllabus covers a range of basic economic ideas, including an introduction to the price system and government intervention, international trade and exchange rates, the measurement of employment and inflation, and the causes and consequences of inflation. Students also study the price system, the theory of the firm, market failure, macroeconomic theory and policy, and economic growth and development.

2. Teaching Policies

Business Studies

Students receive three lessons per week in the Lower Secondary to cover the Specification of the IGCSE course and four lessons in the Upper Secondary to cover the AS/A2 course. Business Studies is a strong addition to the IBSB curriculum. Although it will include a significant amount of traditional classroom lessons, it will place a lot of emphasis on discussion, group work and presentations. There will be opportunities to design and practise research skills, particularly as applied to marketing and human resources. A willingness to acquire and to use ICT skills is essential. It is desirable that some businessmen and businesswomen will address students from time to time and that there will be visits to see some business functions at first hand. Through the Work Experience Programme the students are encouraged to focus on developing their employability skills through part-time, voluntary or paid project work by bringing them into direct contact with potential employers offering work experience.

Economics

Students receive three to four lessons per week. The Department places great emphasis on the student continuing to develop his or her foundation skills in thinking, reading, writing, mathematics and ICT. Competence in these areas is crucial to achieve a high standard in Economics. A variety of learning methods is employed. There are a large number of ‘chalk and talk’ lessons that require good concentration and note-taking skills. In addition, the effective learning of this subject requires a student to be an active and enthusiastic participant in discussions and to make carefully prepared presentations, to seek knowledge and understanding by extensive reading, and to use computers for simulations, modelling and research.

3. Guidance Policy

[Business Studies or Economics?]

Why Business Studies? Who should take Business Studies?

Business Studies is a little less theoretical than Economics, though partly for that reason, less highly rated as a subject by some leading universities. However, it is not an easy option. Business Studies requires more mathematics than does Economics and is no less stringent in its demands for good written English. The study of business should appeal to those who are fascinated by the factors that might cause an organisation to succeed or to fail and willing to take the time and effort to find answers to interesting questions.

N.B. Even if you are virtually certain that you will ‘go into business’, remember that between the ages of sixteen and your early twenties it is important that you study a range of subjects, and that you study them at the right time. Many people take first or second degrees in Business Studies, but many highly successful businessmen and women never took Business Studies at school or university.

Why Economics? Who should take Economics?

The course may appeal to the student who has pondered some of the following kinds of questions:
• Why are there often such large differences in the incomes and wealth of individuals and within and
between countries?
• What happens to the money we pay in taxes? Is it well used?
• Why are some firms extraordinarily successful and yet others end up bankrupt?
• What are the economic dimensions of what are often thought of as moral and political issues such as racial and sexual discrimination, and pollution and global warming?
• Does the government spend too much or too little?
• What should be done about the congestion on roads, and the safety of railways and aircraft?

N.B. Students who have a mediocre academic record and are searching for a “new subject” where they can be successful, sometimes find Economics a poor choice. The effective study of Economics demands academic rigour and high quality study skills. Students studying A-Level Mathematics tend to do well in A-Level Economics.

BL, 14/02/09

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Through practical and theoretical study, students develop an understanding and enjoyment of drama, developing group and individual skills and studying ways to communicate ideas and feelings to an audience. Students learn how to discover the performance possibilities of a text and other stimuli, and devise dramatic material of their own. Students also develop their performance skills, the demonstration of which will form part of the final assessment.

Aims

• To develop candidates’ understanding of Drama through practical and theoretical study.
• To enable students to realize the performance possibilities of text and other stimuli.
• To encourage the use of dramatic forms and structures to communicate feelings and ideas to an audience.
• To foster the acquisition and development of skills in Drama, both individually and in groups.
• To develop understanding of the processes leading to performance and the elements involved in creating a performance and to develop evaluative ability across the various stages of performance work.
• To stimulate an enjoyment of drama.

Assessment Objectives

UNDERSTANDING - Students should be able to demonstrate understanding of the performance possibilities of text and other stimuli and the differing roles of actor, director, stage manager and technician in their realization.
Successful students will be able to recognize and act upon implications for development. They will produce flexible and imaginative responses to problems encountered so as to enhance the stated defined purpose in an accomplished manner.

DEVISING - Students should be able to demonstrate the ability to devise dramatic material and reflect on its effectiveness.
Successful students will be able to identify and develop dramatic material and interpret it effectively through accomplished use of resources, independently evaluating the progress of the work to facilitate its shaping and structuring.

PERFORMING SKILLS - Candidates should be able to demonstrate performing skills in Drama.
Successful students will be able to act a role with fluency and commitment, demonstrating sensitivity in performance

Assessment

There are two forms of assessment:

Written examination paper. There will be three sections. The paper will require responses to a pre-released text and three stimuli, and provide opportunity for reflection on, and evaluation of the practical work and

Coursework. This consists of three pieces of practical work, devised from a list provided by CIE and continuously assessed during the course. This will provide flexibility to suit different approaches to Drama.

Assessment criteria for coursework:
Original Pieces - Students will video all of their coursework. The coursework will be marked by the teacher and internally standardized by the Centre.

Assessment criteria for coursework:
Text-Based Pieces - To understand the performance possibilities of text and other stimuli and the differing roles of actor, director, stage manager and technician in its realization.

General Information

There will be variety of topics to be covered as regards characterization:

• Role
• Pacing
• Contrast
• Dynamics
• spatial awareness
• physicality
• tension
• other features as appropriate.

Students will also learn the role of set, lighting, sound, costume and make-up as well as an appreciation of the issues facing directors and stage managers.

Also, they will study a variety of dramatic techniques:

• forum theatre
• physical theatre
• a piece of satire
• musical theatre
• entertainment
• comedy

Issues:

• a cultural issue
• a political issue

Extra-dramatic stimuli:

• a picture
• a poem
• a photograph
• an historical event

Resources

Drama can call for no resources at all or it can require months of preparation, physical labor, and a large budget. As regards the latter, the school puts on two full scale productions per year. These productions may necessitate the need for grand backdrops, a rented theatre, costumes, sound systems, etc. However, the focus of the class will not be on fostering a dependency on external support, such as are commonly associated with dramatic productions. Instead, the class will focus on the internal/personal foundations for creating a believable/concrete performance based upon the Stanislavski System.

English

The Drama department will work closely with the English department not only as regards school productions, but also with the selection of script materials to be chosen. Also, the use of clear pronunciation, phrasing and inference/deduction skills will be directly linked to IGCSE and A/AS level classes. The departments will work together to promote not only correct usage of the English language, but also in fostering the pleasure that comes along with understanding and communication.

Aims

The Department aims:

• To foster in pupils an interest and enjoyment in foreign language learning. As an International School we value pupils’ individual experience in language learning and skills already developed.

• To broaden geographical and cultural knowledge of the country whose language is being studied and to encourage an appreciation of the culture and society of that country.

• To provide an environment where pupils can achieve their potential with the guidance and support of Modern Language teachers.

• To develop in pupils language acquisition, communication and study skills to enable them to reach their full potential.

• To enhance pupil confidence in their own powers of communication, including the expression of personal opinions and ideas in the target language.

• To offer courses in Modern Languages appropriate to the needs of a range of abilities in order to prepare pupils for Higher Education courses, training programmers and employment.

• To maintain an awareness of current subjects developments and to work towards providing a challenging and up-to-date curriculum.

Modern Language Courses

The Department follows the National Curriculum for England and Wales and currently offers French, German, Spanish and Italian at key Stages 3 and 4. The Cambridge International Exam Syllabus is taught at IGCSE and AS/AL in Spanish, French and German. Edexcel International offers Italian at AS/AL (we intend to get the accreditation from AQA for IGCSE Italian for next year since our students cannot take it through EDEXCEL) and detailed Schemes of Work are available for each examination course.

Teaching and Learning Styles

The Department encourages and employs a variety of teaching and learning styles, which may be determined by the size and nature of the group, the particular stage of the course, the availability of resources etc.

• There are half-termly and weekly plans to cover the prescribed curriculum. In addition, one (and two) year Schemes of Work are in place for all courses. Each lesson is planned and evaluated.

• The main focus of language courses is to develop the four key language skills: listening, speaking, reading and writing. These may be practiced in isolation or by means of multi-skills tasks.

• Grammar and vocabulary are introduced in topic form and are presented by a variety of methods. Explanation of grammar points may be reinforced through the medium of English. Vocabulary learning has to be the responsibility of each individual pupil with support and guidance from the teacher as necessary.

• Speaking skills are emphasized by using the target language in class as much as possible and by encouraging pupils to visit the foreign country.

• Pupils are encouraged to listen to as much foreign language as possible in their own time as well as in class. AS and AL pupils are encouraged to watch foreign language films and to attend events at the local cultural institutes in Bucharest.

• Reading skills are promoted in a variety of ways. Pupils will read authentic texts ranging from signs, notices, advertisements and short magazine items at Key Stages 3 and 4 to newspapers articles and complete literature texts at AS/AL.

• Pupils will acquire a variety of writing skills which may ranged from sentence completion, gap-fill and simple paragraphs at Key Stage 3 to note-taking, summarizing and essay writing at AS/AL.

• There will be an emphasis on whole class teaching with differentiated work where necessary. Pair and group work are also considered particularly beneficial in language learning.

• AS/AL courses enable us to use more flexible student-centred approaches, encouraging pupils to develop both independent study skills and the organizational skills required for the preparation of AS/AL oral topics and essays.

Differentiation

The Department aims to meet the needs of all its pupils across the ability range to help them achieve their full potential on their course.

Appropriate strategies include:

• Employing a variety of teaching and learning styles included supported self-study

• Setting differentiated tasks to support the less able and extend the more able.

• Recognizing and responding to the needs of certain groups of pupils e.g. ab initio, near-native speakers.

• Using a variety of resources within the Department (see Schemes of Work and half-term plans for details of resources)

• Setting individual targets with pupils.

• Providing additional support and/or extension activities.

Progression and Continuity beyond IGCSE

The nature of language courses at IGCSE and AL means that there is a gap to be ‘bridged’. The Department seeks to build on strengths developed at IGCSE to promote the understanding and application of more sophisticated grammatical systems, the independent expression of ideas and opinions, the ability to read more extensively and an interest in wider current, social and political affairs.

Homework and Marking

The Department supports the general School Policy on Homework. Homework will be set regularly as the study habit of ‘little but often’ best supports the work undertaken in class. As regards extension work for exam courses, an IGCSE course is likely to demand 3-4 hours private study per week and an AL 5-6 hours.

All work set will be monitored either by being formally marked or by checking and marking in class. Written work will be frequently and consistently marked and returned to pupils promptly. Marks will be supported by constructive comments indicating strengths as well as areas for development. Where appropriate, pupils will be encouraged to mark their own work as part of the self-correction and self-evaluation process. Practice exam tasks will be marked according to examination board criteria.

Revision

Revision of a foreign language is an on-going process, which must be carried out regularly during the whole course to be effective. However, in the case of exam courses, certain strategies will be emphasized in the period leading up to the final exams.

• The importance of a personal revision plan. Teachers will assist in identifying individual needs and advise on appropriate strategies/revision guides.

• Pupils must be aware of the weighing for various elements of the final exam and be encouraged to target their efforts proportionately.

• Past papers will be used for regular timed tests in the final term to enable pupils to become familiar with the exam format and practise working on time.

• Skills are as important as content in language work and class time will be used for active practice rather than passive revision.

• Pupils should have built up their own well-ordered notebook/file of vocabulary, corrected tasks, essays on each topic covered.

• All pupils will have opportunities for individual oral practice with their teacher before the final oral exam.

• Language practice/revision should be done regularly.

• Some class time will be used for revision workshops on language topics, literature texts etc.

• It is important that pupils keep up-to-date with current affairs.

Use of the Target Language

The target language will be used in class as much as possible to help pupils experience the foreign language as a real means of communication, to maximize the time available to enhance oral and aural skills and to bridge the gap between carefully controlled situations in the classroom and the unpredictability of real language encounters.

Attendance and Punctuality

Teachers must keep a record of pupils’ attendance and punctuality at lessons. If an unsatisfactory reason is given for lateness, the pupil must be reprimanded.

Resources

The Department occupies two teaching rooms on the top floor of the Senior School. Both rooms have two cassette/CD players. Resources include class sets of textbooks with accompanying cassettes/CD’s and worksheets. IGCSE and AS/AL courses are supplemented by grammar reference texts, literature texts and revision texts. All pupils are provided with textbooks appropriate to the course they are following. Textbooks and accompanying materials are purchased from the UK. In addition, the Department is building up a bank of supplementary resources to promote all skills, particularly at IGCSE and AS/AL. These include authentic magazine/newspaper/Internet articles and material for speaking. Resources are kept in the Modern Languages classrooms and in the School Library. Pupils only under supervision may use CD/cassette players individually. ICT will be used as a medium for project work and pupils have access to the Internet for individual/group research and fact finding.

Assessment of Pupil Progress

Throughout each course a pupil’s progress will be monitored through class work, homework, grammar and vocabulary tests. Progress towards IGCSE and AS/AL will be monitored through exam tasks and timed practice of past papers. Reports to parents on pupils’ progress will be issued in the autumn and Summer Term.

Departmental Plan – Priorities for 2009/10

• To maintain current exam success in languages at IGCSE and AS/AL.

• To complete the KS 2 Schemes of Work.

• To continue to expand the range of language resources available (new student books and workbooks) and to carry on building up a bank of departmentally -produced resources for all languages, particularly for the AS/AL courses.

• To provide the MFL department an internet connection for the two computers in order to strengthen the use of ICT in teaching foreign languages

• To build up a stock of MFL resources in the School Library (French, Spanish, German and Italian readers).

• To strengthen the liaison with other schools in Bucharest through language projects and open lessons.

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In our school there are many students who are Romanian native speakers or they would like to study Romanian. We appreciate this by introducing Romanian language and cultural knowledge in our timetable.

Aims

We will enable all Romanian and foreign students to value Romanian as a native or foreign language and the local national experience.

The study will focus on the vocabulary but will include grammar rules and structures, geographical, historical and cultural knowledge.

Guidelines

In our planning we will follow:

-Romanian National Curriculum, approved by the M.E.C. (Ministry of Education and Research) for the native speakers

-Romanian as a Foreign Language Curriculum for the non-native speakers.

Teachers will plan their work on termly and weekly bases following the school policies.

Teachers will provide a set of stimulating lessons and experiences for students covering all the areas of the Curriculum:

-listening an oral message
-speaking (short or developed ideas)
-reading (short or complex texts)
-writing (Romanian spelling strategies and punctuation).

Displays

Examples of class or individual Romanian work can be organized in a colourful and joyful display in the classroom. In this way we give children the opportunity to look at other children*s work in order to develop creative and critical skills.

Progression And Record Keeping

Progression will be measured in relation to the increasing complexity of Romanian language structures. Students will be given learning opportunities to develop their knowledge and skills and this will form the basis of teacher assessment.

Student progression will be evaluate in a variety of ways:

-continual monitoring of the class
-vocabulary and grammar tests
-regular assessment papers
-homework(1/week).

Resources And ICT

Teachers resources, manuals, students folders are kept in the Romanian language classroom.
The National Romanian Library is an important resource with large collections of Romanian books.
Every student will be encouraged to explore Romania and it culture through computer usage. ICT will be used as a medium for individual or class work.

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Music is both an interpretative and creating art. As a social activity it is also a means for developing communication skills, co-operation, self-expression, cultural identity and tolerance. Every child at IBSB is entitled to a full and balanced programme of musical education, giving them the opportunity to reach their musical potential by acquiring skills and knowledge, and developing confidence in the subject through enjoyment.

Aims

The aims of teaching music are:

• to develop an understanding and enjoyment of music through the activities of performing, listening and appraising.

• to provide children with a means to express ideas and feelings through sound

• to assist each child to develop a positive self-image and self-confidence

• to promote positive attitudes towards, and enthusiasm for, music work in school

• to develop social skills and awareness through making music together

• to recognise ways in which ICT skills may be incorporated into, and developed by the music curriculum and used to enhance the musical experiences of all children.

Guidelines

Each class has a one hour session of music each week with a specialised music teacher in the school's music room. Music is taught to Key stages 1, 2 & 3 (years 1 to 9) in accordance with the National Curriculum Programmes of Study for Music and the specific stages of progression outlined in the QCA Scheme of Work for Music.

Children's musical experiences will include regular involvement in Performing, Composing, Listening and Appraising.

Children will:

• develop musical and technical skills through a variety of musical activities and the use of a range of resources.

• develop an understanding of the musical elements (for example pitch, duration, dynamics, tempo, timbre, texture, structure) and their use.

• perform their own compositions and the works of others to a variety of audiences (such as other children/classes/year groups, school, parents, and the wider community).

• build a musical repertoire and technical vocabulary.

• develop knowledge of music of different times, places and diverse cultures.

• regularly listen to and appraise their own work as well as the work of others.

In addition to these experiences, extra-curricular clubs may be offered to enhance the Music Curriculum; at present these are: piano, violin, guitar and the School Choir.

Moving up to Key stage 4, Music is offered as an option for the International GCSE Examination. The course is designed to meet the requirements of the IGCSE 0140 Music Syllabus, from the University of Cambridge Examination Board.

IGCSE Music is a 2 years course (for year 10 and 11), but students in year 9 are encouraged to attend the option classes, in order to get familiarised with the expectations of the course.

Assessment

Assessment through the key stages is continuous and is performed by the music teacher. Children's works is evaluated during classroom tasks performed both individually and in group. Assessment of music should not focus exclusively on the child's talent, but also on the skills used to complete a piece of work and the areas of progress each child covers.

Formal reporting takes place within the annual report to parents.

Special Education Needs

Children who are musically able are identified by testing and by teacher observation. These children are offered the opportunity to learn to play an instrument in individual lessons with one of the peripatetic music teachers who visit the school (instruments currently offered are piano, violin and guitar).

Children who encounter difficulties will have consideration in the form of suitable activities for their abilities within access to the whole music curriculum.

Opportunities for Performance

Singing Assembly is a singing together session for both schools on weekly bases. A variety of songs is learned and sang together for enjoyment. This is also "performance time" when classes, groups or individuals who have rehearsed items to a reasonable performance standard can perform to an audience.
At the end of the Autumn Term there is a Christmas Concert involving the whole school.

In the Summer Term there is a school production which is largely musical and involves all classes and class teachers.

The annual talent show is another great occasion for students to perform.

ICT

There are many opportunities for ICT in Music. The use of ICT will be incorporated in Music Lessons through the use of keyboards, audio-visual equipment, software designed to enable exploration of sounds, as well as for the purposes of assessment and recording children's work.

Resources

Music and the age and ability of our pupils requires the use of the following types of resources:

• Musical instruments
• Keyboard
• Computer-based material
• CDs and tapes
• Musical recordings and playing equipment

A variety of music resources are kept in the school's Music Room. Musical instruments are kept in a special trolley; books and recorded music are kept in cupboards in the Music Room. These resources are available to all staff but must be returned to the appropriate central store. The care of the instruments is of a very high importance and must be taught to all children so that instruments are not damaged or spoilt.This is part of their education in the use of equipment and is important for their whole musical experience.

The Music Coordinator reviews the use of resources and their storage annually in consultation with the staff. Staff is asked to submit lists of any resources which they require to be added to the existing stock. The purchase of resources is planned each year by the music Coordinator.

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Primary School Physical Education Policy

Physical Education has an important role to play in our school curriculum. It is a subject that contributes to pupils' physical skills, self-confidence, and self-worth. All schoolwork can benefit from regular Physical Education sessions as it enriches the whole school curriculum.

Aims

Through our PE curriculum we aim to develop our pupils' physical competence and confidence, and their ability to perform in a range of activities. We aim to equip them with the knowledge and skills required to discover their aptitudes, abilities and preferences. By doing this we will be aiding and encouraging our pupils to make choices about getting involved in lifelong physical activities.

Guidelines

In the planning and presentation of PE we follow the guidelines found in the National Curriculum for England and Wales. The curriculum is separated into four strands that develop knowledge, skills and understanding:
1. acquiring and developing skills,
2. selecting and applying skills, tactics and compositional ideas,
3. evaluating and improving performances,
4. knowledge and understanding of fitness and health.

PE is planned on a yearly, half-termly and weekly basis to ensure even coverage of the subject's requirements. To aid the planning process it is recommended that each teacher refer to the QCA Schemes of Work for PE to ensure steady progression throughout the school.

It is important to note that dance, games and gymnastic activities are taught throughout both Key Stages 1 and 2. It is the school's decision however, according to available resources, which additional activities are offered to the pupils at KS 2.

Each PE session is made up of three main elements - planning, performance and evaluation. All pupils must play an active role in the three elements to the best of their ability. Through PE pupils become aware of their actions as individuals and as team players. They learn through practical experience to face up to different challenges and how to overcome problems they are presented with. PE is made accessible to all children through various techniques of differentiation.

Safety procedures must be followed diligently during PE sessions to protect the well being of the pupils and the staff. All children and teachers must wear suitable clothing and all jewellery must be removed. If a child fails to bring suitable clothing then they must be excluded from the session.

All teachers know how to use the apparatus correctly, effectively and to its full potential. As the school grows and the needs of the pupils change it will be necessary to add to the available apparatus. As new apparatus is purchased all staff will be trained how to use it safely and appropriately.

The smaller equipment for PE is kept on the shelves in the PE store. All apparatus is in clearly marked containers and must be returned to its place following each session. The larger pieces of equipment such as floor mats and benches are stored in the PE hall. It is a requirement that the children are taught to carry the apparatus correctly and safely to assist the teachers whilst setting it out and putting it away. Maintenance checks are carried out regularly by the subject co-ordinator to minimise the risk of injury to the pupils.

ICT has a role to play in PE because it is often the only link that pupils have to the wider world of sport. Teachers can use videos of movements, actions, balances and body shapes to develop the pupils' ideas and performances. In addition to this, video recordings of the pupil's own performances could be used as a way of evaluation.

'Physical education is about pupils learning about themselves: their capabilities, their potential and their limitations. It is the foundation of all sports participation. But it goes beyond the individual and understanding themselves - it's learning how to work with and to respect others.'

Secondary School Physical Education Policy

The physical education represents an essential part of our Curriculum having a great contribution to the student’s health and harmonious development. It also helps students build the features of character required during competition.
Through the process pupils discover their aptitudes, abilities and preferences and make choices about how to get involved in lifelong physical activity.

Aims

Through the P.E. curriculum we aim for our pupils to:

• become skilful and intelligent performers;
• acquire and develops skills, performing with increasing physical competence and confidence in a range of physical activities and contexts;
• earn how to select and apply skills, tactics and compositional ideas to suit activities that need different approaches and ways of thinking;
• develops their ideas in a creative way;
• set targets for themselves and compete against others, individually and as a team members;
• understand what it takes to persevere, succeed and acknowledge other success;
• respond to a variety of challenges in a range of physical contexts and environments;
• take the initiative, lead activity and focus on improving aspects of their performance;
• discover their own aptitudes and preferences for different activities;
• make informed decision about the importance of exercise in their lives;
• develop positive attitudes to participation in physical activity.

Guidelines

In planning the curriculum we will fallow the guidance of the National Curriculum of England and Wales and the QCA Scheme of Work for P.E. Teachers will plan their work on term and weekly basis in line with the above and in accord with the school policy.

The planning will ensure that all areas of the curriculum are covered: games activities, gymnastic activities, dance activities, outdoor and adventurous activities.

There are 27 units of which a minimum of 12 could form a complete scheme of work for key stage 3 and 4. There are three types of units for each type of activity- development, intermediate and advanced. Each is designed to be taught over 12-18 hours within a two year period. The development units are suitable for year 7, the intermediate units are suitable for year 8, and the advanced units are suitable for year 9 and 10.This time allocation is based on recommendation in the review of the Curriculum and QCA’s research on the range of times allocated by schools to P.E. Teachers may decided to introduce a unit before the end of one term. Teachers may also decide to teach part of unit in one year and the remainder of the unit in the following year. To achieve good continuity and progression, school will need to consider the most effective ways of organizing and distributing the time allocated to each unit and group of units.

IGCSE Physical Education

Students at IBSB have the possibility of following the IGCSE Physical Education course offered by Cambridge University as a two years program starting with year 9.

PE IGCSE is timetabled for three lessons a week. One of the lessons is planed to cover the theoretical paper. The practical component is prepared in two combined lessons a week.

The course has two components – theoretical and practical.

The IGCSE PE coursework (practical component) is taken from a variety of sports set by CIE and is moderated according to Cambridge standards.

The theoretical component consists from one written examination.

The IGCSE qualification in Physical Education is optional starting with year 9 and can only be taken in the summer session.

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This policy has been developed in concordance to DCSF document Bullying: Don’t Suffer in Silence
http://publications.teachernet.gov.uk/eOrderingDownload/DfES%200064%20200MIG479.pdf

Statement of Intent

We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff.

What Is Bullying?

Bullying is the use of aggression with the intention of hurting another person. Bullying results in pain and distress to the victim.

Bullying can be:

Why is it Important to Respond to Bullying?

Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Pupils who are bullying need to learn different ways of behaving.

IBSB has a responsibility to respond promptly and effectively to issues of bullying.

Objectives of this Policy

• All management team members, teaching and non-teaching staff, pupils and parents should have an understanding of what bullying is.
• All management team members and teaching and non-teaching staff should know what the school policy is on bullying, and follow it when bullying is reported.
• All pupils and parents should know what the school policy is on bullying, and what they should do if bullying arises.
• As a school we take bullying seriously. Pupils and parents should be assured that they will be supported when bullying is reported.
• Bullying will not be tolerated.

Signs and Symptoms

A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child:
• is frightened of walking to or from school
• doesn't want to go on the school / public bus
• begs to be driven to school
• changes their usual routine
• is unwilling to go to school (school phobic)
• begins to truant
• becomes withdrawn anxious, or lacking in confidence
• starts stammering
• attempts or threatens suicide or runs away
• cries themselves to sleep at night or has nightmares
• feels ill in the morning
• begins to do poorly in school work
• comes home with clothes torn or books damaged
• has possessions which are damaged or " go missing"
• asks for money or starts stealing money (to pay bully)
• has dinner or other monies continually "lost"
• has unexplained cuts or bruises
• comes home starving (money / lunch has been stolen)
• becomes aggressive, disruptive or unreasonable
• is bullying other children or siblings
• stops eating
• is frightened to say what's wrong
• gives improbable excuses for any of the above
• is afraid to use the internet or mobile phone
• is nervous & jumpy when a cyber message is received

These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated

Procedures

1. Report bullying incidents to staff
2. In cases of serious bullying, the incidents will be recorded by staff
3. In serious cases parents should be informed and will be asked to come in to a meeting to discuss the problem
4. If necessary and appropriate, police will be consulted
5. The bullying behaviour or threats of bullying must be investigated and the bullying stopped quickly
6. An attempt will be made to help the bully (bullies) change their behaviour

Outcomes

1) The bully (bullies) may be asked to genuinely apologise. Other consequences may take place.
2) In serious cases, suspension or even exclusion will be considered
3) If possible, the pupils will be reconciled
4) After the incident / incidents have been investigated and dealt with, each case will be monitored to ensure repeated bullying does not take place.

Prevention

We will use different methods for helping children to prevent bullying. As and when appropriate, these may include:
• writing a set of school rules
• signing a behaviour contract
• writing stories or poems or drawing pictures about bullying
• reading stories about bullying or having them read to a class or assembly
• making up role-plays
• having discussions about bullying and why it matters

Background information

BESAG, V. Bullies and victims in schools. Open University Press, 1989.
A thorough account of the problem of bullying, summarising research into the subject and describing practical strategies for schools.

BBC EDUCATION. Bullying: A Survival Guide. P.O. Box 7, London W12 8UD.
A booklet dealing with all aspects of bullying.

DOUGLAS N, WARWICK I, KEMPS S, WHITTY G. Playing it safe: Responses of
secondary school teachers to lesbian, gay and bisexual pupils, bullying, HIV and AIDS, and Section 28. London: Health and Education Research Unit, Institute of Education, November 1997.

ELLIOTT, M. (editor). Bullying: a practical guide for coping in schools. Harlow: Longman,second edition 1997.

KELLY, E & COHN, T. Racism in schools - new research evidence. Stoke on Trent:Trentham Books, 1988.

McLEOD, M & MORRIS, S. Why Me? Children talking to Childline about bullying. Childline, Royal Mail Building, Studd Street, London N1 0QW, 1996.

OLWEUS, D. Bullying at school: What we know and what we can do. Oxford: Blackwell, 1993.

RIGBY, K. Bullying in schools and what to do about it. London: Jessica Kingsley, 1997.A clear single-authored overview of the topic.

ROSS, D M. Childhood bullying and teasing: What school personnel, other
professionals, and parents can do. Alexandria, VA: American Counseling Association,1998.

SMITH, P K & SHARP, S, (editors). School bullying: Insights and perspectives. London: Routledge, 1994. An account of the intervention project in Sheffield on which the 1994version of this Pack was based.

SMITH, P.K., MORITA, Y., JUNGER-TAS, J., OLWEUS, D., CATALANO, R. & SLEE, P.(editors). The nature of school bullying: A cross-national perspective. London: Routledge, 1999.

TATTUM, D P (editor). Understanding and managing bullying. London: Heinemann, 1993. A collection of contributions from the UK and overseas.
TATTUM, D P & HERBERT, G. Countering bullying. Initiatives by schools and local authorities. Trentham Books, Stoke on Trent, 1993.

TATTUM, D. & TATTUM, E. Bullying: The early years. Cardiff: Countering Bullying Unit, 2000.

Policy last revised: 4 October 2008 [BL]
Amended: 5 October 2008 [CT]
Policy last revised: 16 January 2009 [BL]
Amended: 17 January 2009 [CT]

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Introduction

This policy has been developed in accordance with the principles established by the Children Act 1989; and in line with the following:

“Working Together to Safeguard Children” 2006

“Framework for the Assessment of Children in Need and their Families” 2000

“What to do if you are worried a Child is being Abused” 2003

Safeguarding Children in Education Guidance 2004

The school takes seriously its responsibility under section 175 of the Education Act 2002 to safeguard and promote the welfare of children; and to work together with other agencies to ensure adequate arrangements within our school to identify, assess, and support those children who are suffering harm.

We recognise that all staff and the management team have a full and active part to play in protecting our pupils from harm, and that the child’s welfare is our paramount concern.

All staff believe that our school should provide a safe, caring, positive and stimulating environment that promotes the social, physical and moral development of the individual child.

The aims of this policy are:

• To support the child’s development in ways that will foster security, confidence and resilience.

• To provide an environment in which children and young people feel safe, secure, valued and respected, feel confident and know how to approach adults if they are in difficulties.

• To raise the awareness of all teaching and non-teaching staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse.

• To provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure we, the school, contribute to assessments of need and support plans for those children.

• To acknowledge the need for effective and appropriate communication between all members of staff in relation to safeguarding pupils.

• To develop a structured procedure within the school that will be followed by all members of the school community in cases of suspected abuse.

• To develop effective working relationships with all other agencies, involved in safeguarding children.

• To ensure that all adults within our school who have access to children have been checked as to their suitability through up to date Criminal Record Bureau clearance for staff from the UK or equivalent clearance for staff from Romania or other countries.

Procedures

Our school procedures for safeguarding children will be in line with “Working Together to Safeguard Children” and the Romanian law
(please see http://www.dreptonline.ro/legislatie/legea_protectiei_copilului.php for information on Romanian Child Protection procedures and agencies).

We will ensure that:

• The school understands and fulfils its safeguarding responsibilities.

• All members of staff are provided with opportunities to receive training by the Designated Senior Person in order to develop their understanding of the signs and indicators of abuse every three years.

• All members of staff know how to respond to a pupil who discloses abuse and the procedure to be followed in appropriately sharing a concern of possible abuse or a disclosure of abuse.

• All parents/carers are made aware of the school’s responsibilities in regard to child protection procedures through publication of the school’s Child Protection Policy, and reference to it in our prospectus/brochure.

• Our selection and recruitment policy includes all checks on staff suitability including Criminal Records Bureau checks for UK based teachers and equivalent checks for Romanian staff and teachers from other nations.

• Our procedures will be annually reviewed and up-dated.

• All adults, new to our school will be made aware of the school’s policy and procedures, the name and contact details of the Designated Senior Person.

• Children’s rights will be represented by an Advocate in the school, currently the School Psychologist / Counsellor.

• Adults should respect the children’s rights as they are presented in Romanian law.

Responsibilities

We understand that our responsibility to safeguard children requires that we all appropriately share any concerns that we may have about children.

The Designated Senior Person, the Principal of the school, is responsible for:

• Ensuring that detailed and accurate written records of concerns about a child are kept even if there is no need to make an immediate referral.

• Ensuring that all such records are kept confidentially and securely and are separate from pupil records, with a front sheet listing dates and brief entry to provide a chronology.

• Ensuring that an indication of further record-keeping is marked on the pupil records.

• Acting as a focal point for staff concerns and liaising with other agencies and professionals.

• Ensuring that all school staff are aware of the school’s CP policy and procedures, and know how to recognise and refer any concerns.

• Keeping themselves up to date with knowledge to enable them to fulfil their role.

Supporting Children

We recognise that a child who is abused, who witnesses violence or who lives in a violent environment, or may suffer emotional abuse or neglect may feel helpless and humiliated, may blame him/herself, and find it difficult to develop and maintain a sense of self worth.

We recognise that the school may provide the only stability in the lives of children who have been abused or who are at risk of harm.

We accept that research shows that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn.

Our school will support all pupils by:

• Encouraging the development of self-esteem and resilience in every aspect of school life including through the curriculum.

• Promoting a caring, safe and positive environment within the school.

• Liaising and working together with all other Romanian support services and those agencies involved in the safeguarding of children.

• Providing continuing support to a pupil (about whom there have been concerns) who leaves the school by ensuring that such concerns and school medical records are forwarded under confidential cover to the Principal at the pupil’s new school as a matter of urgency, a photocopy of these records should be kept in a confidential file.

Confidentiality

We recognise that all matters relating to child protection are confidential.

The Principal or Designated Senior Person will disclose personal information about a pupil to other members of staff on a need to know basis only.

However, all staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.

All staff must be aware that they cannot promise a child to keep secrets which might compromise the child’s safety or well-being or that of another.

Supporting Staff

We recognise that staff working in the school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting.

We will support such staff by providing an opportunity to talk through their anxieties with the Designated Senior Person and to seek further support.

We understand that staff should have access to advice on the boundaries of appropriate behaviour. The document “Guidance on Safe Working Practices for the Protection of Children and Staff in Education Settings” provides advice on this and the circumstances, which should be avoided in order to limit complaints against staff of abuse of trust, and/or allegations of physical or sexual abuse. These matters form part of staff induction and are referred to in the staff handbook.

Allegations against staff

All school staff should take care not to place themselves in a vulnerable position with a child. It is always advisable for interviews or work with individual children or parents to be conducted in view of other adults.

All staff should be aware of the school’s behaviour/discipline policy.This can be found in the Staff Handbook.

We understand that a pupil may make an allegation against a member of staff. If such an allegation is made, the member of staff receiving the allegation will immediately inform the Principal or the most senior teacher if the Principal is not present.

If the allegation made to a member of staff concerns the Principal, the person receiving the allegation will immediately inform the Executive Director without informing the Principal first.

Suspension of the member of staff against whom an allegation has been made needs careful consideration

Whistle blowing

We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so.

All staff should be aware of their duty to raise concerns about the attitude or actions of colleagues. Concerns should be raised directly with the Principal, the Chief Executive or the Designated Senior Person

Physical Intervention/Positive Handling

Our policy on physical intervention/positive handling by staff is set out separately, as part of our Behaviour Policy. It complies with DfES guidance on positive handling strategies (2001) and circular 10/98, ‘The Use of Force to Control or Restrain Pupils’. This guidance states that staff must only ever use physical intervention as a last resort, e.g. when a child is endangering him/herself or others and that, at all times it must be the minimal force necessary to prevent injury to another person.

Such events should be recorded and signed by a witness.

We understand that physical intervention, of a nature which causes injury or distress to a child, may be considered under child protection or disciplinary procedures.

Anti-Bullying

Our policy on the prevention and management of bullying is set out in a separate policy and acknowledges that to allow or condone bullying may lead to consideration under child protection procedures. Our Anti-Bullying policy can be found in the Staff Handbook.

Prevention

We recognise that the school plays a significant part in the prevention of harm to our pupils by providing pupils with effective lines of communication with trusted adults, supportive friends and an ethos of protection.

The school community will therefore:

Establish and maintain an ethos, which is understood by all staff, which enables children to feel secure and encourages them to talk knowing that they will be listened to.

Ensure that all children know there is an adult in the school whom they can approach if they are worried or in difficulty.

Provide across the curriculum, opportunities which equip children with the skills they need to stay safe from harm and to know to whom they should turn for help.

Health & Safety

Our Health & Safety policy, set out in a separate document, reflects the consideration we give to the protection of our children both physically within the school environment and, for example, in relation to internet use, and when away from the school when undertaking school trips and visits.

Policy Review

The school management is responsible for ensuring the annual review of this policy in accordance with changes in UK and Romanian law.

Updated 18th December 2008 [AC/MV]

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Effective display in a school can be beneficial for both children and staff.
The world is a visual place, with an increasing use of technology. Children need colourful, visual stimuli around them. The more interesting displays we present and the more children become a part of them, the more exciting, stimulating and lively our school can become.

Aims

The aim of effective display is to give value to children work, and to stimulate class work. Children's work, correctly done and well presented, should be enhanced by the way in which it is displayed. This will give recognition to the child and peers that this is work we value. All displays should be a celebration of children's work and a stimulus to further work. Every child should see its work displayed from time to time.

Equipment

Equipment for displays will be reviewed at the end of each term by the Display Co-ordinator to ensure that there are enough resources for the forthcoming term.
Equipment is important to the upkeep of displays and the changes that are made to displays. It is important that all staff keep the display storage and work area tidy and do not remove tools from that area. Teachers should contact the Display Co-ordinator if resources are needed before the term review.

School Management

The Display Co-ordinator should be aware of and consulted on, new displays around school. Displays within the classrooms or around the door of the class are the responsibility of the teacher, not the Co-ordinator.

Requirements

• Resources for displays will be found in the Art Room. Any colour paper may be used, as long as it enhances the children's work.
• No Sellotape should be used directly on the walls, as this damages the paint work in the school, and does not enhance the children's work. All work that is to be put onto walls should be put up using blu tack.
• All work should be clearly displayed with a title. Usually, there should be some description of what the work is, or how it has been achieved. There may also be a question to stimulate the interaction of the viewer.
• All work should be mounted before being displayed.
• Consideration should be given to the appropriate location of displays within the classroom and throughout the school.

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This policy is written in reference to the following documents and guidance: Health and Safety: Responsibilities and Powers and Standards for LEAS in Overseeing Educational Visits.

At IBSB, educational visits are seen as an integral part of school life. As part of our aim to provide a broad and balanced curriculum, educational visits:

• Have a stated educational purpose
• Provide children with first hand experiences
• Enhance learning opportunities
• Develop personal and social skills
• Provide a positive contribution to the development of cross-curricular dimensions
• Enhance the delivery of the curriculum
• Encourage Excellence and Enjoyment
• Learning to make a Positive Contribution

Visits include:

• Walks around the local area
• Environmental Studies of the local area
• Local visits
• Sporting and other curriculum related events (e.g. Sports Events, CAS visits, Environmental Events etc)
• Half or full day visits which need transport
• Residential visits

Planning

If possible educational visits should be included in initial and long-term planning. In some cases it will be necessary to plan further in advance, for example at the beginning of the school year, as some visit locations are in heavy demand.

Information needs to be sent for in advance, and where possible, a pre-visit arranged. Information on possible places to visit is kept with staff resources. Curriculum Subject Leaders may have further information.

Teachers should endeavour to include at least one visit per term which is related to the curriculum.

It is recommended that prior to taking the children on an educational visit, the teacher will make a preliminary visit to assess potential risks and plan the use of the facilities, transport etc.


Preparation

Once a member of staff has decided on the visit location which needs a coach, then detailed preparation needs to start at least one month in advance. Local visits need to have at least one week’s notice so that permission slips can be sent out and returned.

The school diary should be checked to make sure the date is free, as should the buses to ensure there are enough available. Give the School Office the dates, venue (including address and telephone number), time of departure and return and the number of children and adults going. A bus can then be booked.

If a physically disabled child is going on the visit then additional arrangements need to be made. Lack of facilities for physically disabled children need not prejudice the viability of a visit if no other venue is available.

Once the details of the visit have been confirmed then a letter to parents needs to be drafted. This should be checked by the Head teacher and Executive Director before it is translated into Romanian and reproduced. The letter should include details of:

• Venue
• Date
• Departure and arrival times
• What to wear
• What to take
• Packed lunches
• Cost
• A clear reply slip giving permission must be included for parents to return, signed and date
• Pocket money amounts (at the discretion of the class teacher)

NB Adults do not need to be charged the cost of the visit. Their admission fee, if applicable, should be budgeted for in the cost of the children’s visit.

Staff should keep their own record of slips and monies returned to school. All slips and monies should then be sent to the school office. It is acceptable to leave children with severe behavioural problems at school. This is for safety reasons. Provision will be made for any child who does not take part in the educational visit due to the wishes of their parents or behavioural problems. Children who need special provision to attend the trip must be catered for and noted on the risk assessment form.

Itinerary

A detailed itinerary needs to be planned for the whole visit. This should include:

• Times
• Places, with phone number in case of emergency, details of disabled facilities and access if appropriate
• Activities
• Groups
• Supervision
• Risk Assessment


What to take:

• First aid kit
• Any medication specific children need, for example for asthma - all medication must be labelled and parental consent needs to be given for its administration
• Emergency contact list
• Sick bucket, paper towels, plastic gloves etc.
• Any resources or equipment needed
• Cheque(s) / monies to pay for costs

Costs

The amount the children pay needs to cover the whole cost of the visit including transport, admission fees, educational packs, adult helpers etc.

Child – Adult Ratio

Ratio of children to adults should be at least 1:7 in R, rising to a ratio of 1:8 in Key Stage 1, 1:10 in Key Stage 2 and 1:12 in the Senior School. The number of adults needed will depend on the nature of the visit and the amount of supervision needed. Guidance can be sought from the Headteacher and Executive Director.

Uniform

It is easier to identify children if they are wearing their school uniform. If the visit is likely to involve a lot of outdoor activities, for example, to a farm, then request that parents send their children in suitable clothing and footwear.

Safety

• Risk Assessments must be completed for all visits. This must be completed by the class teacher at least 2 days before the visit and approved by the Headteacher / Executive Director. Copies must be kept in the office. The Risk Assessment form is Appendix 1. They involve the careful examination of what could cause harm during the visit and whether enough precautions have been taken or whether more should be done. The aim is to make sure no one gets hurt or becomes ill. The control measures should be understood by those involved. Risk assessments should explicitly cover how special educational needs and medical needs are to be addressed. The programme of a visit, as set out in the risk assessment and the consent form, should not be deviated from and should include details of contingency measures – plan B.
• The group leader, or other adults with responsibility, should reassess risks while the visit is taking place. Ongoing risk assessments normally consist of judgements and decisions made as the need arises.
• Children must be supervised by an adult at all times, including lunch times
• A suitable place for lunch and toilet facilities needs to be considered when planning the trip
• Staff must make an assessment of any potential hazardous situations before the visit takes place, for example children’s playgrounds, and all hazards should be identified in the Risk Assessment
• All adults need to be comprehensively briefed so that they know the itinerary, which group of children are in their charge, the aims of the visit, and exactly what their duties are

Residential Visits

• Residential visits are an integral part of a pupil’s school life and all children should be given the opportunity to experience a residential visit during their time at IBSB.

• Due to the cost of residential visits the school will ask for a non refundable deposit and will give parents sufficient time to pay the full amount through a budgeting scheme.

• The school will reserve the right to cancel a child’s place if their behaviour raises concerns for the safety of other children in the group, and will lose any monies already paid.

• The teacher responsible for organising the residential visit must make a preliminary visit to the location before planning the visit, and particular attention needs to be given to safety and security provision at the site.

• Parents will be kept informed through meetings prior to the visit.

• A designated first aider will be present to administer medication during the visit, and attend to any medical problems as they occur.

• Written consent must be sought before a child can be given any medication. All medicines must be labelled and kept securely by the first aider. Instructions for the administration of medication must be provided by the parent.

• A parent’s up to date mobile phone numbers will need to be collected so that they can be contacted in case of emergencies.

• The teacher will need to ensure that insurance for the visit is up to date and valid.

• All residential visits need the approval of the Management team. The teacher must ask their approval at the meeting prior to the visit. It must be an item on the agenda.

Updated by Alan Cornish
January 2009

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The International British School of Bucharest must ensure that there is adequate first aid provision for persons who may become ill or are injured.

First Aid-errs

• First Aid-errs are employees who have been assessed by their Head of School as being suitable for training and appointment as a nominated First Aid-err.
• First Aid-errs are qualified personnel who have received training and passed an examination in accordance with Health and Safety Executive requirements. Incorporated into this will be refresher training at regular intervals and an examination to ensure that their skills are maintained.

First Aid Practice

• Be readily available.
• Follow the principles and practices as laid down by the first aid course and manuals.
• Comply with the aims of first aid:

• To preserve life.

• To prevent the condition worsening.

• To promote recovery.

• Quickly and accurately assess the situation.
• Identify the disease or condition from which the casualty is suffering; but not to treat any illness or injury which is beyond your capability
• Give immediate, appropriate and adequate treatment, bearing in mind that a casualty may have more than one injury and that some casualties will require more urgent attention than others.
• Arrange, without delay, for the transfer of a casualty (should it be required) to Hospital Accident and Emergency Unit or home, according to the seriousness of the condition.
• Stay with the casualty until they are handed over to the care of a Doctor, Paramedic, the Hospital Accident Emergency Unit or other appropriate person.
• Not to ignore accidents or illness under any circumstances, or to refuse to give treatment and assistance if required to do so
• Respect the patient's confidentiality at all times, and not to discuss the patient’s condition with anyone other than the Head of School or the First Aid-err.
• Maintain the highest practicable level of cleanliness whenever treating a patient.
• Maintain a record of all patients treated, no matter how trivial.

Own Work Area

• Know your own work area thoroughly, paying special attention to potential hazards in that are and to know the correct treatment for injuries common to your area.
• Promote accident prevention and safe working practice.
• Ensure that accident forms are completed appropriately.

First Aid Box

• Keep your first aid box clean and adequately stocked.
• Ensure that your first aid box contains the approved first aid materials and nothing else and that any damaged, open or expired materials are disposed of in the appropriate manner.
• Ensure that your first aid is accessible at all times.
• Clean and maintain in good state of repair all ancillary equipment within you area e.g. eye wash bottles.

The Register

The accident book must have non-removable pages with the following headings:

• Date
• Printed name of person receiving treatment
• Signature of person receiving treatment
• Date & time of injury
• Date & time reported
• Type of injury Management
• Management of treatment
• Referred to
• Printed name of First Aid-err
• Signature of First Aid-err

Personal

• Be physically fit enough to move a patient.
• Attend refresher courses as necessary.
• Readily produce their certificate of competence when requested to do so by an authorized person.

List of First Aid-errs

1. Aurel Dorobantu
2. Boboc Daniel
3. Croci Johanna Nathalie
4. Andora Lavinia
5. Varlan Iuliana
6. Marin Iulian
7. Marinescu Nicolae
8. Dumitru Gabriel
9. Iacob Ciprian
10. Flori Turcu

Updated March 09 [NL]

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This policy covers matters regarding the arrangements and procedures for school staff, candidates and parents involved in CIE Exams.

1. Examination Sessions:

The following sessions are available:

Autumn Session: October/November
Summer Session: May/June

The autumn examination session [October/November] is manly allocated to the students wishing to retake an exam from a previous session. Any other students wishing to sit an exam for the first time, in the autumn session, will be a subject of the late entry policy established by CIE. These entries will be conditioned by the passing with a minimum A grade of an internally assessed test set by the subject teacher in the respective subject.

2. Examination Entries:

The Examinations Officer will decide suitable internal deadlines to allow time for entries to be made and checked. This will depend on the session and the number of the predicted candidates. The Examinations Officer will make clear the deadlines for regular and late entries. Teachers are expected to decide the entries of the students in the allocated time. These will be decided in consultation between teachers, candidates, parents. The ultimate decision regarding the entries of certain students [e.g. not prepared/ready, with attendance problems] belongs to the Head of School. The decision regarding the entering for an exam of a fast track student must be done in consultation with the Head of School. The ultimate decision regarding an early entry belongs to the Head of School.

3. Withdrawals:

Decisions regarding withdrawals must be made in consultation between the Head of School, Subject Teacher and parents. Final decisions regarding withdrawals rest with the Head of School. The exams entry fees will not be refunded.

4. Coursework:

The Examination Officer will ensure that all the documentation is available to subject teachers as soon as possible. The subject teachers are responsible for the delivery of coursework to the Examinations Officer.

5. Examinations Timetable:

The exams timetable is set by CIE. Candidates will receive an individual timetable from CIE; It is candidates’ sole responsibility to remember the exam dates.
Examinations clashes should be identified by CIE and Examinations Officer or indicated by candidates and solved as appropriate. The default start time for exams is 9:00 for the morning sessions and 13:00 for the afternoon sessions. [This will be changed starting the summer session 2010 as follows: 11:00 for the morning session and 15:00 for the afternoon session]

6. Predicted Grades:

Predicted grades forms will be distributed by the Examinations Officer and the subject teachers are responsible to return these in the allocated time.

7. Seating Plans:

These are produced by the Examinations Officer in concordance with the CIE requirements.

8. Special Arrangements:

The Examinations Officer must be informed about any special circumstances and will conduct the arrangements in concordance with the CIE regulation. [for any medical condition a certificate must be presented to the Examinations Officer].

9. Fees:

These are paid by the individual candidates/parents to the school accountant.

10. Attendance in lessons:

The sitting of any Checkpoint or IGCSE exams is conditioned by a 75 % attendance of the candidate/student in that particular subject. The sitting of any Advanced Subsidiary or Advanced Level exams is conditioned by a 90 % attendance of the candidate/student in that particular subject.
If a certain student/candidate has a record showing an attendance below 75/90 % in a certain subject without a serious reason [health problems; which must be proven by medical certificate] than that will not be entered or allowed to sit the exam.

11. Results:

Results are made available to teachers soon after have been published by CIE. The students will be provided with individual statement of results in a formal meeting led by the Head of School and Examinations officer.

12. Certificates:

The certificates can be collected by the students from the school office soon after these arrived from CIE.

13. Private Candidates:

Private candidates may sit exams in our centre after they paid the entrance fees [decided by the school] and the regular fees decided by CIE.
The decision regarding the acceptance of private candidates belongs to the Head of School.

BL, 23 Jan. 09
CT, 24 Jan. 09
CT/BL, 29 Nov. 09

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All IBSB students who are successful in achieving a minimum of 5 I/GCSE certificates and 3 GCE Advanced Level certificates or 2 GCE Advanced Level and 2 GCE Advanced Subsidiary Level certificates by the end of Year 13 are eligible to graduate and to participate in a formal graduation ceremony.

The graduation ceremony will take place annually during June.
The graduation procedures start in January when all the graduating students must complete the graduation questionnaire. By the end of April their Portfolios of Achievement will be ready for a final review.

Any student who will graduate from IBSB will be awarded with the following documents:

• Official Diploma as follows:
1. Honours Diploma [for academic excellence]
2. Academic Diploma [for good academic standing]
3. General Diploma [for satisfactory academic standing]
• Certificate of Secondary Education [Graduation Document]
• Certificate of Completion

In addition, their Portfolio of Achievements may contain the following:
• Principal’s letter for graduation
• Moving on Letter
• Graduate Photo
• Principal’s graduation address
• Ambassador’s speech
• Graduate’s speech
• CIE Certificates/Statements of Results
• Grades Transcript
• CAS Certificate
• Work Experience Certificate/BL
• Special Subject Award Certificate
• House Award
• Student Council
• Teaching Staff Award
• Head of 6th form Award
• COBIS Academic Award
• ECIS Award
• Website Certificate
• Baneasa Clean-up Certificate
• Talent Show Certificate
• The International Voice Certificate
• Cricket Certificate
• Sports Certificate
• General ‘Departments’ Certificate
• Silver/Gold/Platinum Certificate
• Prefect certificate
• Drama/School Play Certificate
• Music Certificate
• Church Reading Certificate
• Best Results in Autumn Session
• Assemblies
• Letters of Recommendation
• Graduates group photo
• Year Book Page
• School Accreditations

Date of issue: 4 October 2008 [BL]
Amended: 5 October 2008 [CT]

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Aims

We mark work for a number of reasons:

• to establish whether or not children have achieved the learning objective(s) of the lesson - to inform formative assessment
• to give feedback to children as to their progress
• to assess and determine the long term progress of children in their understanding and application of the topics learnt (summative assessment)

The audience for all marking is foremost the teacher (including the next class teacher) and child. However, marking must also be clear and understood by parents.

Marking should be positive and constructive, so that it helps the child understand what to do to improve.

Objectives

The work carried out by our children deserves consideration and thought in marking. Written comments will be thoughtful and reflect a genuine consideration on the part of the teacher. Marking takes time and it is better to take that time than mark poorly.

Comments will be grammatically correct, with correct spellings and written neatly.
Comments will be supportive and encouraging. While it is quite acceptable to point out failings, these must be in language that encourages children to do better and which gives them information on how to improve.

Marking reflects the learning objective(s) of the lesson. Any comments made, therefore, will relate to the stated objectives of the lesson. This means that comments made about the work may not cover all of the errors in the piece of work but the marking will focus upon one or two aspects of the work. For example, mis-spellings may be ignored in a piece of free writing but the content of the writing will be commented upon.

Not all work needs to be marked in detail. In order to recognise that the teacher has read the work, work may be ticked but not commented upon. All work will be marked according to the learning objective(s) for that lesson and children will be given feedback to determine if they achieved the learning objective successfully, or not, using the following procedure:

Marking will be carried out by the teacher and cannot be delegated to a teacher assistant.

It is intended that marking should be a useful and productive exercise for both pupil and teacher. However, marking will never replace the direct interaction between teacher and child that is the most valuable form of feedback – written comments will never replace the face to face dialogue of assessment and encouragement that occurs constantly in the classroom.

Each piece of work must have a date and title which should be underlined by the child. Short date will be written in all subjects except English where the long date will be used.

Pens will be introduced, to replace pencils (maths books and diagrams excluded) from Year 4 onwards for those children whose handwriting is neat enough.

Any merits achieved for the work should be clearly marked along with the comment.

There are conventions which we will all follow in our marking. Each class will use the same marking symbols and they will be displayed in each classroom (see appendix).

Policy written: Feb 2008
Alan Cornish

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Rationale

We mark work for a number of reasons, including:

• to establish whether or not children have achieved the learning objective(s) of the lesson (short term)
• to give feedback to children as to their progress
• to assess the progress of children in their understanding and development (long term)
• to inform future planning by the teacher
The audience for all marking is foremost the teacher (including the next class teacher) and child. Marking should, at all times, be positive and constructive, so that it helps the child understand what to do to improve.

It is intended that marking should be a useful and productive exercise for both pupil and teacher. However, marking will never replace the direct interaction between teacher and child that is the most valuable form of feedback – written comments will never replace the face to face dialogue of assessment and encouragement that occurs constantly in the classroom.

The work carried out by our students deserves consideration and thought in marking. Written comments will be thoughtful and reflect a genuine consideration on the part of the teacher. Marking takes time and it is better to take that time than mark poorly.

Procedure

Teachers’ comments will be grammatically correct, tidily written, with correct spellings.

Comments will be supportive and encouraging. While it is quite acceptable to point out failings, these must be in language that encourages children to do better and which gives them information on how to improve.

Marking should reflect the learning objective(s) of the lesson. Any comments made, therefore, should relate to the stated objectives of the lesson. This means that comments made about the work may not cover all of the errors in the piece of work but the marking will focus upon one or two aspects of the work. For example, miss-spellings may be ignored in a piece of free writing but the content of the writing will be commented upon.

Marking will be carried out by the teacher and cannot be delegated to a teacher assistant.

Members of the school management team will scrutinise samples of students’ marked work to monitor the quality of marking across the school.

See separate Primary and Secondary School policies/marking symbols.

Senior School Marking Guidelines

IBSB Senior School uses the following grades and symbols when marking students’ work. Departments are encouraged to use this standardised system as far as possible. This is in order to help students recognise common areas of success and areas for improvement across the subjects.

When doing routine marking and not assessing using Percentages/ National Curriculum Levels/ Exam grades [see Assessment Policy], the following effort grades should be used:

The students’ work should be marked and annotated using the following symbols where appropriate:

Updated 25/06/08 [RC]

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Registration each day is from 8.30 am – 8.40 am and 1.05 pm – 1.10pm.

During this time the form tutor is expected to do the following:

• Take the register
• Check uniform and deal with any issues that arise from this.
• Relay any notices, messages, letters, etc.
• Check Student Handbooks for the following:

• Contact home if required on any of the above issues.
• Discuss theme of the week.

PSHE & Senior School assembly

Senior School Assembly will take place on a Tuesday at 1.10pm- 2.05 pm, once a month.
PSHE will take place during the same time when there is no assembly.The form tutor is expected to do the following:
o Follow the PSHE programme of study below.
o Discuss assembly theme of the week or prepare for assembly
o Charity work
o Work on profile folders. (Self Esteem sheets, Merits/warnings, target setting, etc)

PSHE covers the wide range of subjects below and it is the responsibility of the form tutor to teach these.

There is a full programme of study completed for yr 7, which yr 8 will also be able to follow, and a full sex ed. programme for all years. Other topics are still being developed, however this does not mean that you don’t need to cover this. It is the form tutors responsibility and duty to plan and prepare lessons on the above topics. You can use the ones already provided or develop your own, which can then be added to the bank of PSHE lessons. Also if you would like to help develop the PSHE topics please let me know.

Friday tutor time takes place from 2.05 pm – 2.25 pm. During this time form tutors should do the following.
o Record and discuss merits & warnings
o Check Student Handbooks
o Discuss theme of the week
o Prepare for assembly
o PSHE programme
o Profile folders. These must contain the following information: home school agreement, half term targets/reviews, merits and warnings, incident sheets and report cards, assessment levels, work from their/your PSHE lessons

Top tips for tutoring…

o Value traits such as punctuality and preparedness for school. Lead by example.
o Trust is important in tutor groups. One way of developing this is to show you are fair with each member of your group. Develop approachability, although this needs to be on your terms.
o Remember your sense of humour when dealing with your group. You may well be together for several years.
o Celebrate key moments, such as achievements, successes and birthdays.
o Be open about the strengths and weaknesses of the group and jointly consider strategies for improvement.
o Never be drawn into gossiping about other members of staff with your tutor group.
o Use your tutor group as a way of finding out what’s really going on in the school from the students’ perspective.
o Use tutorial time as a way of instilling social niceties.
o Prepare for tutorial periods as you would prepare for a lesson.
o Discuss the weekly theme with your tutor group.

Remember being a tutor is a critically important job in this school. It is not an add-on, but a core role that contributes to teaching and learning. The role requires diplomacy and genuineness, among many other skills and talents, but it’s also one that offers the potential for immense rewards.

Role of a Form Tutor

• Aims to SECURE PUPIL SUCCESS
• Plays a key role in promoting individual, tutor group and ultimately school identity and success.
• Praises and publicizes success and good practice.
• Monitors pupil progress and helps set achievable targets.
• Develops teamwork and a culture of support within the group.
• Helps to ensure a smooth transition of new pupils to the school.
• Ensures that all pupils are treated fairly and respectfully.
• Lays sound foundations for the pupils time at FIBSB
• Delivers the PSHE programme which provides a valuable learning experience for all pupils.
• Provides opportunities for pupils to develop the Key Skills for literacy, numeracy, ICT and essential performance and social skills.
• Promotes pupil involvement through planned activities
• Promotes the ethos of the school based on mutual respect and high achievement
• Encourages pupils to accept responsibility for their learning.

As a tutor you need to be the following:

Updated June 2008 [GH/CT]

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Secondary School

At lunch time all students in the senior school must be supervised. From 12.35-12.50 they will be escorted to the lunch room by a member of staff. At 12.50 all students must leave the lunch hall and go outside on to the play ground. If it is too wet, snowing or below 0 degrees see the wet / cold break policy.

There will be two members of staff on duty at lunch time. One member of staff should make sure that during periods of good weather all students are out of the building including from the ICT room. The other member of staff should be outside in the playground. During periods of bad weather both members of staff will be inside, one looking after room 1 and the other looking after room 2.

Primary School

At lunch time all students in the Primary School must be supervised. Lunchtime has been split into Key Stage 1 and 2 to ensure the children’s safety and improve the children staff ratio. Key Stage 1 have lunch from 12.00 – 12.50, Key Stage 2 have lunch from 11:45 – 12:35. Each class / support teacher is responsible for ensuring their children wash their hands and line up, before being escorted to the hall. Children should walk quietly into the hall and sit with their class on either the Hot Dinners or Lunches brought from home tables. It is the teachers’ responsibility to ensure they all have a lunch.
In Key Stage 1 procedures are as follows:
• Two teachers will be on duty from 12.00 – 12.25, each teacher is responsible for supervising the children whilst they eat. Children are expected to remain seated while they are eating and to put up their hand if they need something.
• At 12.15, children will be asked to line up and one of the duty teachers will escort them to the playground. One teacher stays in the hall until most children are in the playground, then checks that no children are left in the building and then goes out to the playground until 12.25.
• At 12.25, the ‘second shift’ of two teachers takes over. Playtime finishes at 12.50, with the whistle being blown and children lining up in classes.
• Children are taken in by their class teachers.
In Key Stage 2 the procedures are as follows:
• Two teachers will be on duty from 11:45 – 12.10, each teacher is responsible for supervising the children whilst they eat. Children are expected to remain seated while they are eating and to put up their hand if they need something.
• At 12.00, children will be asked to line up and one of the duty teachers will escort them to the playground. One teacher stays in the hall until most children from KS2 are in the playground and then goes out to the playground until 12.10.
• At 12.10, the ‘second shift’ of two teachers takes over. Playtime finishes at 12.35, with the whistle being blown and KS2 children lining up in classes.
• Children are taken in by their class teachers.

There is an overlap when all children from the Primary School are outside but during this time there are 4 teachers on duty and balls are restricted to just 4 to ensure the safety of all children.

If it is a wet / cold break, children will return to their classes after they have eaten to be supervised by their teachers on their floor.

Updated 17th December 2008 [AC/CT]

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Introduction

House Games have an important role in our school. The House Games offer an atmosphere of trust, competition and fair play.
These extra-curricular activities provide opportunities for students to be creative, sporting and to face up to different challenges as individuals and in groups / teams.

Aims

We follow a common format across the school, in order to ensure continuity and progression.
Through the House Games we aim to:
• Promote positive attitudes towards active and healthy lifestyles.
• Encourage sportsmanship, fair play, the sense of belonging to a team.
• Encourage the development of self worth and the ability to take the initiative for the well being of both self and the school community.
• Relate physical activity and fitness to a way of life and as a means to a positive self image.
• Encourage students to participate in charity activities.

Guidelines

House Games strives to enrich the education of the children through inter-house competition (indoor / outdoor) quizzes, quests, charity work in providing extra physical activities and supplemental learning opportunities.
House Games are organised each half term by a designated group of House Leaders teachers in the Senior School and by the House Games Coordinator in the Primary School. They decide the content and inform the rest of the staff how to help.

Games

Games are selected to encourage global awareness, through communication and cooperation that contributes to a happy, healthy school environment for the well being of our children.
Also, games are made accessible to all children through various techniques of differentiation.
Safety procedures must be followed diligently during House Games sessions to protect the well being of the students and staff. All children must wear suitable clothing with the House colour and all the jewellery must be removed.

Houses

Each child and teacher belongs to one of the 3 houses. The lists are updated periodically so any new child or teacher will be allocated to a house when they join the school. Families are divided so members will be allocated to different houses.
The houses are named after 3 regions of Romania: Dobrogea, Transilvania & Muntenia, each having different colours (red, yellow, blue= Romanian flag) and a shield.
Students meet at the beginning of year to elect the House captain (from Secondary School.) The captains and vice captains from the Primary School are chosen from Year 6 children by the heads of each house in the Primary teaching staff.
They lead meetings periodically to keep their teams motivated and help the staff during sessions of games.

House points

House Points are awarded all year long by all the staff including office staff, cleaning team, bus drivers, librarian, for helpfulness, politeness, little jobs around the school.
The amounts awarded should be consistent across the school and guidance is given to new staff to ensure this.
All the House Points are added up each week during the academic year and are revealed during Friday assembly. A running total is displayed in each school and the winning house at the end of the year will be awarded the Cup during the Summer School Fete / Graduation Day.

The Houses generate a surprisingly strong loyalty and channel competitive instincts constructively whether in fund raising for charity or in inter-house sports matches.
They also provide opportunities for children to take responsibility, or take a leading role.

For many children it is probably the goodwill and fun generated by this area of school life that provides their strongest memories and sense of identity with IBSB. That is why every child undertakes a major role in House Games as an exercise in learning to live and work with their peers.

Updated 16th December 2008 [AC]

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Children safety in IBSB is one of our top priorities. In order to provide children with save recreation, the following policy sets out a code of conduct for teachers.

Teachers are expected to

• To acknowledge the duty timetable and to be aware of the days and times of duties.
• To arrive at duty on time.
• Be alert at all times throughout playground duty. Indulging in social conversation with colleagues must be reserved for non duty times.
• To arrange, well in advance cover with a colleague if they are unable to carry it out themselves, or to inform the person responsible with the timetable.
• Not to remain static but to move around the playground, thus indicating the children that a member of staff is available if needed.
• To combat bad behaviour immediately. To implement necessary sanctions in accordance with the discipline policy.
• To line up children at the end of the lunch break for the afternoon registration.
• To offer children house points for good behaviour or for helping the teacher on duty.
• To report any accidents to the teacher responsible for first aid immediately.
• To write accidents up in the accidents book as son as their duty ends.
• To report any warnings to the class/form teacher after duty.

Lunch time

• To ensure that children wash their hands before lunch (JS)
• To keep noise level in the lunch room to acceptable level.
• To ensure that children adhere to lunch room rules.
• To ensure that children leave their tables and chairs tidy before they leave the lunch room.

(8.00 – 8.15) & (8.15 – 8.30)

• No ball games during these times.
• Line up children for the morning registration at 8.30.
• Class/Form teacher to check children uniform at the morning line up before registration.

(15.00 – 15.10) & (16.00 – 16.15)

• No ball games during these times.
• To ensure the children safety when the school busses are in the playground until someone is available to pick them up from school.
• To report any child who has not been picked up to the office at 16.15.

Updated September 2008 [CT]

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The prefects are a group of students whose individual and collective purpose is to assist in the smoother operation of the school environment and to further promote the safety and security for all members of the growing community.

Each year students will be invited to apply to become a prefect. They will need to apply in writing and they must also pass an interview held before a teacher panel. The selected prefects will choose one of their own to become Head Prefect. The selected prefects will have their own performances monitored and their positions will be reviewed at least every term.

The prefects have a job description. This is:

• Being involved in break time duties
• Being approachable for confidential talks
• Providing good school confidential talks
• Providing good school role models
• Being involved in peer mediations
• Operating the school “bully box”
• Representing the school at social events
• Contribution to the end of the year graduation.
• Holding monthly prefect meetings
• Helping year 6 to integrate in to the senior school
• Building communications between students and teachers
• Suggesting improvements to the school environment
• Helping to organize House Games
• Helping School Council

Updated June 2008 [CT/GH]

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International British School of Bucharest is committed to offering an inclusive curriculum to all of its students. We seek to ensure the best possible progress for all, whatever their needs or abilities.

Aims:

The aims of the Special Education Needs policy are:

• To identify the students who require extra support in academic, pastoral or physical areas of development.
• To ensure that their needs are met wherever possible
• To ensure that all learners make the best possible progress
• To ensure that parents are informed of their child’s needs and provision and that the get involved in the process
• To ensure that learners express their views and are fully involved in decisions which affect their education.

The Student Service Department is the one coordinating any activity around Special Education Needs, with the exception of ESL. Therefore, the aims, values and beliefs, and the rights and obligations written in the Student Service Policy also apply to the SEN Policy.

Identification and Assessment of Students who may require Learning Support

The school is committed to early identification of those students who require learning support. All new students are subject to a six week (or half term) induction period when they first join our school. During this time and across the academic year, a range of evidence will be collected through academic assessment and monitoring. Moreover, each new student undergoes an initial evaluation performed by the educational psychologist (see Educational Psychologist Job Description). If all the evidence suggests that the student is not making the expected progress, the class teacher/form tutor will consult with the SEN Coordinator/Educational Psychologist, with the parents and the Head of School (Junior or Senior School). Following these consultations it may be decided that a student is in need of provision or action that is in addition to or different from that generally available to all other students.
This will be recorded on an Individual Education Plan (IEP).

Individual Education Plans

An Individual Education Plan (IEP) builds on the curriculum that a child with learning difficulties or disabilities is following and is designed to set out the strategies being used to meet each child's identified needs. The IEP should record only that which is additional to or different from the differentiated curriculum plan, which is in place as part of provision for all children.
Whatever recording system is used, it is vital that there is a record of the strategies and interventions employed and the outcomes and that this is available and understandable to parents and flexible enough to meet the needs of individual children. The IEP should give details of:
• learning targets for the child to reach in a given time
• who will support the child and how that support will be organized
• what materials and methods should be used
• how success in the target will be measured
• what contribution a parent can make

Smart Targets

The plan should be discussed with the child and a copy of it should be given to the parent. The parent will be invited to give their views at the meeting held to review the progress made under the current plan and set targets for the next IEP. If the parent chooses not to participate in the process of devising and applying the IEP, it should be specified in the IEP that it has been developed without the parent’s consent.

There are two types of IEPs:
• the IEP for EAL students – completed by the class teacher and the EAL Coordinator
• the IEP for other academic related issues (disabilities, behaviour, understanding of concepts, development of certain abilities, communication etc.) - completed by the class teacher and the SEN Coordinator
The tasks around Special Education Needs (devising the IEP, assessment, referral, learning support) are done in collaboration between the class teacher/form tutor and the SEN Coordinator/ Student Service Department or the ESL Coordinator (when an ESL IEP is required).

Updated on March 2009
Marina Vasile

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Written Reports & Parents Meetings:

• Full reports are issued to all students in June of each academic year. These are followed up in Parent-Teacher consultation meetings.

• Interim progress reports are issued to all students in November and followed up in Parent-Teacher consultation meetings.

• Staff meetings before report deadlines are allocated to staff training regarding report writing and allowing some time for completion. It is anticipated that teachers will also use some of their non-teaching time to complete the reports.

Processing of Written Reports:

• Subject reports are to be written by individual teachers and saved on the school system before the deadline set. Form tutors will then complete their pastoral reports, including up to date attendance figures from the registers. Senior staff will then complete a final edit and check. The relevant heads of school will then add final comments.

• One copy of the report is to be printed off by the form tutor; this is then copied twice: first copy for filing in school office, second for individual students’ profiles; original to be distributed via pupils to parents. The original copy will be bound in the library and a front cover added.

Report Writing Principles:

• See examples of latest report models [both Autumn and end of year versions] in staff handbook.

• All reports should be completed in clear, simple, accurate English.

• Positive comments should predominate [see further guidance in Staff INSET folder].

• As well as being descriptive of work done, reports should highlight areas for improvement to ensure future progress. In the summer reports, specific targets in order to improve the level of achievement are required.

• Reports should include separate grades for Effort and Achievement, as well as a National Curriculum Level [for Key Stage 3] or exam-specific level of current achievement [for GCSE and A level], and not just a percentage.

• In Key Stage 4 and 5 in the senior school, the reports should also include target levels for the end of next academic year.

• Reports should be personalized to the specific student and not largely copied from statement banks.

See Staff INSET folder in Staff Room for more detailed guidance. Please follow the standard formatting style of the templates on school network.

Updated 25/06/08 RC

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Introduction

Educational psychology is generally defined as the application of psychology and psychological methods to the study of learning, assessment, development, motivation, instruction, and other related issues that influence the interaction of teaching and learning.

VALUES AND BELIEFS

1. Acknowledgement of the dignity of all human beings. Every human being is valuable, whatever the sex, social position, religious beliefs, ethnic origin, physical or mental health, political beliefs, sexual orientation etc.
2. Self-determination. Every individual is free to decide it’s own future, taking into account the laws of the country in which he/she lives in, and with respect to the needs of self and others
3. Health. The mental and physical stability is a fundamental right
4. Safety. Every person must have the chance to explore and grow in an environment that offers security
5. Mutuality. As a member of the society, every person is involved in the wellbeing of others, developing interdependence with them in order to create a healthy and safe environment
6. Responsibility to provide the best possible services to the students and to act is such a way as to cause no harm, intentionally or by negligence
7. Cultivate autonomy. Help to develop in the students an awareness of and functioning from a position of dignity, autonomy and personal responsibility

AIMS

1. Facilitating personal growth and well-being in students
2. Assisting the education process
3. Identifying cognitive, emotional and social issues
4. Preventing psychological difficulties
5. Intervention in cases of psychological difficulties
6. Identifying and taking into account psychological needs of children
The activities, main tasks and responsibilities of the educational psychologist are included in the annexed Job Description.

GENERAL RIGHTS

The recipients of counselling or other psychological services provided by the Student Service Department may be: students of “International British School of Bucharest” (IBSB), parents of the students, teachers or other members of the personnel, with no discrimination regarding sex, nationality, religion, ethnic origin, language, opinion or political beliefs.
The psychological services are available at the request of the recipient or after referral by another public health/social service institution, or by a parent or teacher.

The rights of the recipient are public and available to them and to all the other members of the school staff or other interested people.

RIGHTS REGARDING PSYCHOLOGICAL SERVICES

The recipients have the right to self-determination by being involved directly in the decision making regarding their social or psychological intervention; the recipient also has the right to choose the optimal intervention method.

The recipients have the right to confidentiality and intimacy, the information regarding the client’s identity and intimacy aspects of his/her problem are not to be disclosed or made public without the permission of the recipient.

The Psychological Profile of a student is confidential unless the request for evaluation is made by a parent or teacher or if it reveals important information about the student’s difficulties or special needs. In any of these cases, the student will be informed about the absence of the confidentiality clause before evaluation.

Confidential information may be disclosed without the agreement of the recipient in the following situations:
a) When legal aspects require it
b) When the life of the recipient or other people is in jeopardy
c) For the protection of life, physical integrity or health of the person, in case the person is incapacitated physically, mentally or juridical to give consent.

The psychological services recipients may have the continuity of the services as long as the conditions that generated the need continue to exist, and according to human and material resources of the service.

The psychological services recipients have the right to be completely informed about the policy and procedures of the educational psychology department and to freely express their opinions about them.
The psychological services recipients have the right to access their own file and be informed about those decisions that regard them made by the educational psychology department.
Counselling is made by filling out a contract between the counsellor and client which includes the rights and obligations of both members, as well as their accountability in the case of breaking the contract (see annex).

When the counselling client is a minor (under 18 years), counselling may not take place without the parent’s verbal or written consent (see annex), except in specific situations related only to school issues, like academic performance or discipline issues. In these cases the parents may be informed after the counselling session has taken place.

PSYCHOLOGICAL SERVICES RECIPIENTS OBLIGATIONS

The psychological services recipients have the obligation to give to the specialist accurate and complete information regarding his/her identity, family, social and medical situation.

The psychological services recipients have the obligation to inform the School Management Team in case of unprofessional of unethical behaviour of the specialist only after they have discussed the matter with the specialist and seen no change/improvement.

The psychological services recipients have the obligation to act in a respectful manner in relation to the specialist.

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School closure policy in the event of severe weather

In the event that the school has to close Ciprian / Aura will make the decision the night before or early in the morning.
The Office will inform the Senior Management Team who will then inform the rest of the teachers.
The Office is responsible for contacting the parents.

In the event of some students arriving at school without having been contacted there will be a few staff in the office to inform them and their parents, and to ensure their safe return home.
All teaching staff is expected to attend school where normal.

Break Times – Cold Weather

It is the school policy not to send children outside for full break times if the temperature falls bellow -1°C. Wet weather procedures apply.

If it snows, children will be allowed outside provided the temperature is above -1°C each class teacher should ensure their class are properly dressed. Eg with hat, gloves, change of trousers as appropriate.

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Aims:

a. To encourage the taking place of extra-curricular events within the school community which enhance all pupils’ learning experiences
b. To ensure that all such events are planned for and supervised in a safe and professional way

Rationale

IBSB recognizes the value of in-school, extra-curricular events such as Movie Night, on-site parties etc and wants to encourage staff to continue to plan and supervise them in the best possible way.

Modus operandi

a. Approval for an in-school event which is different from the normal taught curriculum should first be obtained from the following:

• the Head of School

• the relevant Head of School [i.e. Junior or Senior]

• the School Office

b. In addition to the above, the following people should then be notified:

• parents [if the event takes place out of school time]. This should preferably be done by means of a letter on school headed notepaper, in English and Romanian, at least 48 hours beforehand. The letter should include a ‘permission slip’ for parents to complete and sign, and should then be collected by the teacher in charge. A copy of this letter should always be given to the School office.

• teaching staff [of Jr. and/or Sr. school] through means of a notice on the staff room board, at least 48 hours before

• classroom teacher [s] verbally, if a particular room[s] is to be used

• students by means of a notice on the ground floor

c. The event itself should be supervised by staff not less in number than the ratio of:

• Foundation 1 [staff] – 6 [students]

• KS 1 1-8

• KS 2 1-10

• KS 3/4/5 1-10

d. There should also be a male/ female presence on the staff supervising to reflect the male/female nature of the students attending, as appropriate

e. There should be at least one Romanian speaker on the staff supervising

f. Rooms should be left in a similar state to the way in which they were found

g. A member of staff should remain with the students until the last one leaves the site.

Updated 22/01/08

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All teaching staff in IBSB is obliged to be in school Monday to Friday according to the school calendar and academic timetable from 8.15 am to 4.00 pm accept Friday when we finish at 3.00 pm. The after school teaching and the Saturday morning revision lessons are optional and are made in agreement between teachers, parents and students. Junior school teachers are expected to offer at least two after school clubs. The school is open (for teachers only) during holidays so any teacher who wants to come into the school can do so, but has to go through the office or the senior teacher who is covering the office during that time. (There is always a teacher from the management team who will be available in the holidays).

The request for release during the school time has to be made well in advance and it has to be for a very good reason that can not be dealt with any other time. All staff has to understand that personal problems should be solved after school time. It is not fair on the teachers who are constantly present in the school to cover other people’s work.

The request for the release:
• Has to go through the relevant Head of School
• The teacher who is asking for release must put a written request in the office stating the reason and the length of time he/she is going to be away
• If the Head of School and the office gives permission then the DOS and the Head of Department must be informed
• In the Junior school the Head of the JS must be told and then any teachers the absence will affect

The cover:
• The teacher who is going to be away has to leave appropriate cover work for the lessons he/she is going to miss
• The cover work has to be very clear and easy to explain to the students and it has to cover the whole lesson
• The cover should be done in the department at least a day in advance, but if that is not possible then the DOS will be informed and they will arrange cover
• In the JS plans should be sent to the Head teacher whenever possible and explained to the cover teacher. All resources must be prepared
• The teacher who is covering the lesson must know exactly when and where he/she has to be and what is the cover work for the students
• Cover for any duty must be arranged as well

In case of an emergency the teacher has to contact the principal by phone and inform him about the situation. The Principal will then inform the Office and the DOS and the cover will be done as soon as possible.

Updated May 2008 [CT]

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Aims:

a. to enhance the learning experience for FIBSB students with particular reference to:
i. sport
ii. gifted and talented
iii. multicultural education
iv. field trips and visits

b. to provide opportunities for professional development through training events and peer observations with teachers from other schools

c. to enhance the learning experience for students in our partner schools

d. to make a positive contribution to professional development and education reform within Romania

e. to ensure that the school is aware of changes in educational policy in the UK, the European Union and Romania

f. to raise the profile of the school locally, nationally and internationally

Modus operandi

a. FIBSB will enter into partnerships with local, national and international schools in which there are clear benefits for both parties. Each partner school should offer a particular area of expertize.

b. If possible, there should be at least one FIBSB teacher who is recognized as a teacher training by the Romanian Ministry of Education (Casa Corpului Didactic).

c. A file is kept in the staffroom in which records of all activities (including meetings) with our partner schools. Specific paper work is to be used for this purpose with is available in the staff handbook.

d. FIBSB will have a signed partnership agreement with each school

e. Romanian partner schools will be offered a provisional calendar of activities each June. Partners will be encouraged to offer additional/alternative suggestions for activities.

f. Representatives from Romanian partner schools (students and/or staff) will normally be invited to:

i. Staff induction
ii. UN Day
iii. The Christmas Play
iv. The Summer play
v. The School Fete

g. There should be one whole school training day with one or more partner schools each year

h. Links between FIBSB departments and equivalent departments in other schools should be encouraged to achieve the aims in section one

i. Meetings will take place either at FIBSB or our partner schools to confirm details of activities.

j. The School Links co-ordinator will be responsible for

i. generating ideas for activities with our partner schools

ii. ensuring the smooth running of links
iii. ensuring the School Links File is up to date
iv. to revise the School Links Policy

k. There should be a review of the links and activities at the end of each academic year with senior representatives of partner schools

Partner schools for the year 2008/9

Updated September 2008 [ ID/CT]

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Policy Statement

IBSB will ensure that all Work Experience students are placed in a safe and healthy working environment so far as is reasonably practicable by taking the following measures:

• Ensure that they have been made aware of and have understood the relevant
• hazards of the job in which they are being trained and are aware of the controls required to reduce the risks to an acceptable level.

• Ensuring compliance with Health and Safety legislation including that which is
• specific to young persons and the working time directive and if appropriate new and expectant mothers.

• Making the placement provider and work experience student aware that the student is legally an employee during the time of placement.

• Ensuring the student is suited to the placement on offer.

Introduction

Work Experience is a ‘placement on an employer’s premises in which a student carries out a task or duty more or less as would an employee, but with an emphasis on the learning aspects of the experience.’ (DFES 1996) All Year 11, 12 and 13 students undertake a two week work experience at the end of 3B term. This is an integral part of the careers education guidance programme at IBSB.

Aims and Objectives

To enable students to:

• gain experience of the world of work
• try out a particular job or career
• discover something about their skills, preferences and talents
• develop relevant qualities including, initiative, assertiveness, independence, confidence, respect for others, the ability to compromise and negotiate
• understand more about work-related issues e.g. health and safety, equal opportunities, business organisation
• develop presentation, interview, communication and decision-making skills
• relate their own education/IGCSE/AS/AL subjects to the world of work.

Roles and Responsibilities

The Work Experience co-ordinator is responsible for the overall organisation, planning and evaluation of the work experience programme. Teaching materials are provided by the work experience co-ordinator and necessary support given with its delivery. Students are responsible for conducting themselves in an appropriate manner during work experience.

Employers

Most of the employers used are selected from the IBSB parents, though additional placements may be set up through staff’s contacts. They receive a guidance leaflet from IBSB; complete a Data Collection Form/Health and Safety Questionnaire.

Content/Resources

The work experience programme includes:

• selection of placements
• contact with employers
• preparation of students [Work experience Leaflet/Booklet]
• contact with parents
• staff visits
• debrief/follow-up

The personal adviser and work experience co-ordinator are available for student consultations.

Timetable for Organisational Tasks

All staff involved are issued with a timetable listing tasks to be completed and deadlines. Students are also informed of relevant deadlines.

Health and Safety

All students are briefed on the necessary Health and Safety issues including first aid and emergency procedures. Staff visiting students also monitor health and safety in the work place.

Curriculum Links

Students write their letters of introduction to employers during a PSHE lesson under direct guidance of the work experience coordinators.

Performance Indicators

Students include their Work Experience Diary and the Employer’s Report Form in their Progress File. Staff visiting placements complete a Monitoring Visit Report Form.

Feedback, Evaluation and Review

Students fill in a review form and feedback their experiences through discussions and various evaluation exercises in PSHE. Employers are thanked in writing and invited to make comments. All staff involved complete an evaluation form and suggest areas for improvement.

The Work Experience Co-ordinator collates the data and writes a review summary which is presented to the Head of School.

BL, 24 Jan. 09
CT, 25 Jan. 09

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See also:

Marking Policy
Report Writing Policy
Differentiation Policy
Notes from Staff INSET sessions in Staff Room

Rationale

There are two types of assessment: assessment of learning, known as summative assessment, and assessment for learning, known as formative assessment.

Assessment for learning (formative) should take place all the time in the classroom [see below]; it is essential as it improves learning. There are many ways in which it can do this:

1. If it gives effective feedback and encouragement to a pupil
2. If it actively involves pupils in their own learning.
3. If teachers adjust their teaching to take in to account the results of assessment.
4. If it is used to motivate and improve the self esteem of pupils.
5. If it used by pupils to assess themselves and to understand how to improve.

Through formative assessment, we aim not to:

1. Value quantity and presentation over quality.
2. Concentrate too much on judgments, as it lowers self esteem.
3. Compare pupils negatively with more successful learners, particularly regarding their level of competence in English

The following techniques could be used when assessing pupils formatively, including:

• Questioning
• Comment marking
• Identifying targets for improvement
• Self assessment
• Peer assessment
• Devising test questions
• Analysing and devising mark schemes
• Giving feedback from tests
• [see other ideas from Staff INSET sessions in Staff Room Folder]

Summative Assessment Points

At the end of certain years/ key stages, students will sit externally set exams in the core subjects which will be marked internally, as follows:

In addition to the above exams, summative assessment of learning should be carried out at the end of a subject unit/ scheme of work, which will normally be at the end of each half term [i.e. terms 1a; 1b; 2a; 2b; 3a].

A pupil’s performance should be assessed in terms of a UK National Curriculum grade at Key Stages 1, 2, 3 and CIE exam grade [including percentages] at Key Stages 4 and 5.

Where possible these grades should be set alongside national/ international standards so that a teacher can evaluate a pupil’s performance alongside that of others. It is also helpful to set the grades alongside the pupil’s performance in previous years and in terms of their own target grades set in each subject. These targets should be set by the subject teacher at the start of each year, and specific targets for improvement identified by the teacher when marking each summative task. These targets and expectations must be shared with pupils and where possible pupils should be given experience of marking, moderating and reviewing test papers [see assessment for learning tasks in Staff INSET folder].

Record Keeping

Levels/ grades awarded in summative assessments should be clearly recorded in students’ exercise books/ folders/ diaries as appropriate. Levels/ grades should also be recorded on the school SAD [student assessment data] system at the end of each half term, so that the progression of each pupil can be monitored through the school. The mark entered should be a National Curriculum grade in the case of students in Key Stages 1, 2 & 3 and an exam grade, with percentage, in the case of Students embarked on IGCSE/ A level courses [normally Year 10 and above].

In the Junior School assessment grids are completed by each form teacher at the end of each term, based on Teacher Assessment and QCA results. In the foundation stage profiles are used to track the progress of children.

Updated 26/06/08 [RC/AC]

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Statement of Intent

IBSB is committed to providing equality of opportunity to all children at our school, irrespective of their age, gender, nationalty, ethnic background or academic ability.
Pupil Admissions: The school admits pupils no matter what their gender, race, religion, academic potential, disability or special educational needs, provided that there are good and practical prospects of meeting their needs without unduly prejudicing the education and welfare of other pupils. [see Admissions Policy]

Staff Appointments: The School appoints staff irrespective of their gender, race, religion, disability, or sexual orientation.

International Ethos: Every member of the school community, adult or child, is expected to treat each other fairly and equally. Differences in terms of gender, race, nationality, religion, physical appearance or disability should be respected and celebrated.

Religious matters: There is no compulsory worship in the School. Children will explore and appreciate religious differences through the taught curriculum and through assemblies, as well as through the experience of education in an international environment. Students will also be encouraged to explore and question their spiritual beliefs as they see appropriate.

Curriculum: The school’s taught curriculum, including the PSHE program, will encourage students to explore and appreciate difference between people regarding gender, race, religion and disability.

Complaints procedure: Any possible breach of these principles regarding Equal Opportunities will be taken seriously and investigated thoroughly by the school. Formal complaints by parents should be made through the school’s Complaints Procedure as outlined by the school office. Pupils are encouraged to speak out on these matters through the pastoral system, PSHE program and student council.

Monitoring: The school’s practice regarding Equal Opportunities will be monitored yearly by the School Management Team.

Policy last revised: 31 January 2009 RC

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• The DOS team comprises the Head of School [Chair], Director of Studies [Cambridge International Examinations Officer], Timetabling Officer, Head of Primary School, Cambridge Primary Programme Officer, Links Officer

• Acts as a servant to management team

• Offers support to new teachers

• Timetabling

• Examinations

• Responsible for equipment and materials relating to the academic programme and examination process

• Prepares parts of the staff induction

• Organizes a safe, well structured, lively academic programme. This should cater to all abilities

• Collects informal feedback, especially from students and Group Leaders and respond accordingly. Records the feedback and any action taken

• Keeps other members of staff informed about the academic programme in the staff meeting

• Keep students informed about the academic programme in the daily student meeting

• Ensures the welfare of students at all times, responding sensitively to any pastoral matters

• Maintains the good reputation of IBSB

• Collecting, organizing, and disseminating information pertaining to:

• decisions, policies and circulars concerning studies;

• Statistics from IBSB Departments;

• Statistics concerning transfers of students from other school and placement exams

• Scholarships, grants, funds, competitions, international meetings, seminars, lectures, summer schools and other courses courses;

• Job announcements, vacancies

• Guiding students through the registration process, organizing their reception and providing them with a folder with useful information so that they are smoothly integrated in the school community

• Organizes student placement and progress testing, end of course assessment [which may include a written report for student] and certificates

• Informing students and the public about issues pertaining to studies in higher education institutions in Romania and abroad

• Collecting and circulating printed material concerning IBSB [brochures, maps, journals, information on schools and services]

• Organizing study visits for students and informing them about their studies at IBSB in the framework of School Career Guidance

• University applications [UCAS]

• University links

• Careers advice

• University fairs

• Work Experience Programme

• Annual visit to Thessalonikki

• Graduates Portfolios of Achievement

• School Experience Programme

• Write an end of year report

Policy written: 9 June 2008 [BL]
Amended: 11 June 2008 [JH]
Policy last revised: 4 October 2008 [BL]
Amended: 5 October 2008 [CT]

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Ensure you read this notice and understand it fully so that in the case of an emergency you know what to do.

1. The teacher is the responsible person in the case of any emergency.

2. Stay calm and do not panic.

3. Switch off all appliances.

4. Stay within the room you are in. Shelter underneath a table if possible under a safe beam within the room.

5. When the shock has died down, leave the building safely. Check that stairways and other pathways are safe and ensure everyone acts sensibly.

6. If you are outside when the shock begins, move away from buildings and stand together.

7. All classes should assemble on the playground by the gate. Teachers should have their registers and check that they have all the children for whom they are responsible.

8. Give assistance to those who are injured and calm those who are distressed. Assist the emergency services by following all instructions they give.

After Earthquake

1. Stay within the building

2. Switch off the gas and the electricity

3. To prevent a fire, try to isolate all the main services

4. Inform the emergency services

5. Offer first aid to those who are hurt or injured

6. Calm down children and frightened people

7. After the shock, leave the building in a calm way; take only essential things with you; make sure stairways and access pathways are safe

8. Offer priority to those who are hurt, children, old people and women

9. Help the emergency services by respecting their instructions.

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Ensure you read this notice and understand it fully so that in the case of an emergency you know what to do.

1. The teacher is the responsible person in the case of any emergency.

2. Stay calm and do not panic.

3. Switch off any appliances.

4. Vacate the room in an orderly fashion. You should not stop to collect possessions but vacate the room immediately. The first route of exit should be by way of the stairwell and the front door of the school. In the event of this being blocked by fire then, if you are on the first or second floor, you should leave via the balcony and fire escape ladder.

5. If individual children are out of the classroom when a fire starts they should make their way quickly and safely, by the nearest exit, to the playground where they should report to their teacher.

6. All classes should assemble on the playground by the gate. Teachers should have their registers and check that they have all the children for whom they are responsible.

7. It is the responsibility of the floor warden to ensure that the floor is clear and there are no people left behind.

8. Having exited the building, no-one should re-enter the building for any reason.

9. Give assistance to those who are injured and calm those who are distressed. Assist the emergency services by following all instructions they give.

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All staff are expected, at all times, to meet the expected standards and codes of behaviour and quality of performance as described in the appropriate job description. All staff are expected to accept the guidance of their line manager when it is given with an openness and willingness, in the best interests of the school and of the students whom we serve. It is hoped, by all within the school, that relationships between all members of staff will remain amicable and friendly and that all staff will work their hardest on behalf of the school, within the time limits and expectations of the job. This policy is here for the protection of both employer and employee and should only be invoked in cases of extreme dissatisfaction by either party.

The following assumes that if the member of staff has a grievance, or if the line manager feels the employee is not fulfilling their duties properly, that the proper channels between two professional people have already been followed. For example, to proceed with this process it has to be shown that the grievance has already been brought to the attention of the other party and that a satisfactory conclusion has not been brought about by a full and frank discussion of the problem. In the case of disciplinary proceedings, it has to be shown that the employee has been told that their performance is not satisfactory and they must have been given opportunities to improve their performance under the guidance of their immediate supervisor.

Grievance

Members of staff may begin the grievance procedure if they feel

1. they have been treated unfairly or unprofessionally by their immediate supervisor

2. They have been treated unprofessionally by a colleague.

This is not an avenue to follow over personal grievances or events that have happened outside the school environment.

1.1 The matter should be reported to the supervisor's line manager. This manager should take note of the grievance, possibly requesting the complainant to put it in writing. The manager should then interview the supervisor in order to gain both sides of the story. The manager should seek a resolution of the conflict to the satisfaction of both parties. If they agree, then the matter comes to a close and should go no further.

1.2 If there is not a satisfactory conclusion at this stage then the matter should be brought to a committee made up of the Board and the Principal (unless any of these parties is directly involved). It is then up to this committee to interview both parties, in the presence of the other, and seek to come to an understanding as to where the responsibility lies for the breakdown in the normal relationship. If either party is seen to be clearly at fault, in the opinion of the Committee, then this may become a matter for disciplinary proceedings.

2.1 The matter should be reported to the colleague's line manager. This manager should take note of the grievance, possibly requesting the complainant to put it in writing. The manager should then interview the colleague in order to gain both sides of the story. The manager should seek a resolution of the conflict to the satisfaction of both parties. If they agree then the matter comes to a close and should go no further.

2.2 If there is not a satisfactory conclusion at this stage then the matter should be brought to a committee made up of the Board and the Principal (unless any of these parties is directly involved). It is then up to this committee to interview both parties, in the presence of the other, and seek to come to an understanding as to where the responsibility lies for the breakdown in the normal relationship. If either party is seen to be clearly at fault, in the opinion of the Committee, then this may become a matter for disciplinary proceedings.

Discipline

Line mangers may institute discipline proceedings if they find the person for whom they are responsible is not carrying out their work satisfactorily and not responding to guidance and advice or not satisfying the demands of their job description or acting improperly towards colleagues, pupils or parents.
These may arise out of either poor performance in general or individual acts of misconduct.

(It must be stressed that discipline proceedings are an extreme reaction to employee performance and should only be undertaken if the offence is of a severe nature or if it is repeated often. Much of the responsibility for ensuring the successful and competent performance of the employer lies with the manager who must be consistent, supportive and ready with praise and encouragement).

1. The line manager must bring the case to the attention of their own line manager (it is to be hoped that this manager is already aware of the problem and has already been consulted as to the appropriate course of action). This manager must interview the employee, in the presence of the line manager, and the problem properly examined and recorded. It is important the problem be analysed fully. In the case of performance inadequacies then measurable targets must be put in place for the employee to meet, there must be a time limit for these targets and a date set for a meeting to review them. In the case of misconduct, the problem behaviour must be clearly defined and the consequences of repeated misconduct clearly spelt out.

2. The review meeting will take place at the appointed time or if the defined misconduct is repeated. It will involve only those present at the first meeting and both employee and manager will have the opportunity to reflect upon the targets and the progress, or lack of it, made. If, in the opinion of the management, no progress has been made, or the misconduct has been repeated, then a formal letter will be issued by the School. This letter will clearly define the problem and the targets or behaviours that have to be met in order to avoid dismissal.

3. If the problem continues, or the misconduct is repeated, the management will recommend the dismissal of the employee to the Board. While the final decision lies with the Board, as the employer, it is expected that the recommendation of the management will be followed.

4. Any employee under threat of dismissal may appeal to the Board in person or in writing once the matter has been placed before the Board. This will be considered by a Committee made up of the Board and the Principal (unless any of these parties might be directly involved). However, the Board's decision is final.

5. In matters of gross misconduct, as outlined by the contract of employment, the Board can move to outright dismissal without recourse to disciplinary steps 1 to 4 above.

Appendix 1

Who is the line manager for each employee?

For cleaners and guards the line manager is the Executive Director. The appropriate person to consider the issue with the Line Manager is the Head of School. It is the Head of School who would make any recommendation for dismissal to the Board of Directors.

For teacher assistants the line manager is the class teacher. The appropriate person to consider the issue with the teacher is the Head of School. It is the Head of School who would make any recommendation for dismissal to the Board of Directors.

For teachers the line manager is the Head of School. The appropriate person to consider the issue with the Head of School is the Board of Directors.

The Head of School is directly appointed by the Board of Directors.

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Individuals who are provided access to IBSB computer facilities assume responsibility for their appropriate use. IBSB expects individuals to be careful, honest, responsible, and civil in the use of computers and network.

The use of IBSB computing resources is for purposes related to the School's mission of education, research, and public service.

User Responsibilities

• Individuals assume personal responsibility for the use of their accounts.
Users may not disclose their passwords to unauthorized individuals.

• Computer facilities have tangible value. Consequently, attempts to circumvent accounting systems or to use the computer accounts of others will be treated as forms of attempted theft.

• Users are prohibited from installing, storing or using unlicensed software on IBSB computers.

• The introduction of data or programs which in some way endangers computing resources or the information of other users (e.g., a computer worm, virus, or other destructive program), or which infringes upon the rights of other IBSB (e.g., inappropriate, obscene, pornographic, bigoted, or abusive materials) is prohibited.

• Recognizing that computers and networks are limited resources, users must use them efficiently.

• Individuals may not attempt to circumvent security systems or to exploit or probe for security holes in IBSB network or system, nor may individuals attempt any such activity against other systems accessed through IBSB's facilities. Execution or compilation of programs designed to breach system security is prohibited.

• The compilation or redistribution of information from IBSB directories (printed or electronic) to third parties is forbidden.

• Users are forbidden to use the school's computers for their own personal use. All use must be related to pre-approved (by adult staff employed by the school) school activities.

• IBSB is entitled to remove any data and programs that are found to be inappropriate, as defined above and/or to terminate the computing privileges of any user who violates the policies outlined above.

• Individuals are expected to abide by the rules and policies outlined in this document and to consult an official of the IBSB group prior to any activity that would appear to violate any of them. Failure to do so may result in disciplinary action.

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Introduction

Parents should raise concerns and complaints with members of staff either in person, by telephone or in writing. You should be given an opportunity for discussion of your concerns informally with the appropriate member of staff.

If you wish to make a complaint about a particular teacher, or another member of staff, you should initially make your complaint to the Head of the School concerned (Primary, Middle or Secondary). An appointment may need to be made to discuss these concerns further. (Stage 1)

If you are not satisfied with the response and wish to take the matter further, you can do so, by writing to the Executive Director. (Stage 2)

The meeting arranged to discuss your concerns informally

• The member of staff dealing with the concern should make sure that you are clear as to what action (if any) or monitoring of the situation has been agreed.

• This stage should be completed speedily with appropriate detail.

• Where no satisfactory solution has been found, you should be informed that you can consider making a formal complaint to the Head of school which will take matters to stage 1 on the complaints procedure.

Stage 1 – Complaint to the Head of School (Primary / Middle / Secondary) for investigation

1.1 The Head should acknowledge your complaint in writing. In some cases the Head will have already been involved in looking at the matter; in others it will be his/her first involvement.

1.2 The Head should consider providing an opportunity to meet with you to supplement any information previously provided.

1.3 If the complaint is against a member of staff the Head should talk to the staff member against whom the complaint has been made.

1.4 If necessary, the Head should interview witnesses and take statements from those involved.

1.5 The Head has to fill in the complaint form and should include an explanation of the decision taken and the reasons for it. Where appropriate, it should include what action the school will take to resolve the complaint.

1.6 You should also be advised that if you are not satisfied with the response and wish to take the matter further, you can do so, by writing to the Executive Director.

Complaints against the Heads (Stage 2)

If the complaint is wholly or mainly about the School Heads the Executive Director should consider the complaint in accordance with Stage 2 of the procedure described below. However, before stage 2 is instigated the Executive Director will invite the Head to respond to the complaint within 3 school days. The Executive Director will send a copy of the Head’s response to the complainant and the parent will be asked to indicate within 5 school days of receipt of the response whether s/he is satisfied with the response. If the parent is not satisfied with the response stage 2 should commence as described in paragraph 2.1 below.

Stage 2 – Consideration by the Executive Director

2.1 If the complainant decides to take the matter further, the Executive director should write to the parent to acknowledge the complaint within 3 school days of receipt of the complaint. A copy of the acknowledgement and the complaints form should be sent to the School Head.

2.2 Investigating the complaint – If the complaint has been investigated at Stage 1 the result of the investigation must be made available to the Executive Director by the School Head. However, where the complaint is against the Head and the complaint is referred to Stage 2, the Executive Director must decide whether and how the complaint should be investigated.

2.3 The Executive Director should reconsider the issues raised in the original complaint and not confine himself to consideration of procedural issues

2.4 The parent should be invited to have a meeting. The date and time of the meeting should be convenient to the parent within reason.

2.5 The Head should also be invited to prepare a written report in response to the complaint.

2.6 All relevant correspondence regarding the complaint should be discussed.

2.7 The aim of the meeting should be to resolve the complaint and achieve reconciliation between the school and the complainant. However, at the end of the meeting the Executive Director will need to issue a finding in writing either upholding or not upholding the complaint or upholding some parts and not others.

2.8 Stage 2 should be completed in 15 school days. However, it is recognised that this timetable is likely to prove impossible for complaints which are complex.

2.9 A written, confidential record will be kept of all Stage 2 complaints considered by the Executive Director (see School Complaint Form)

Stage 3- Panel Hearing

2.10 Where the complainants are not satisfied by the response made to the complaint resulting from Stage 2 a hearing shall be arranged before a panel appointed on behalf of the school proprietor.

2.11 The panel will be made up of at least three people who were not directly involved in the complaint, one of whom will be independent from the running of the school

2.12 Parents involved will be invited to attend such panel hearings, and may be accompanied if they wish

2.13 The panel will provide a copy of their findings and recommendations for the complainant, proprietor, head teacher and person(s) complained about (where relevant)

2.14 A written, confidential record will be kept of all Stage 3 complaints considered by the Executive Director (see School Complaint Form)

School Complaint Procedure Flowchart

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Introduction

International British School of Bucharest is keen to recognise students who have made an exceptional contribution in different areas of school life.

General Policies

• All the awards are presented at the discretion of the Head of School
• The members of the Awards Committee are: the Head of School, Deputy Heads and the Head of Primary School
• The members of the Awards Committee and other members of the teaching staff may participate in the selection of the nominees [if requested by the Head of School]
• Parents and outsiders of the school community cannot interfere with the decisions, procedures or any other aspects regarding awards unless they have been invited in written by the Head of School

Purpose of the awards

The objective of the awards programme is to contribute to raising the status of the students through:
• recognising, celebrating and rewarding students who in their different ways, make an exceptional contribution to the school life
• building better understanding and greater appreciation in the wider community

These awards will recognise students who demonstrate excellence in different aspects and are considered a model to be emulated by other students within our community.

Award Categories

1. ECIS Award
2. COBIS Award
3. IBSB Annual Award
4. Key Stage 3 Special Award
5. Key Stage 4 Special Award
6. Key Stage 5 Special Award

General Guidelines

1. ECIS Award [Student award for International Understanding]

Conditions:
• There are no limitations in respect of age, gender, nationality, class or level of academic performance of the recipient
• only one award per school will be given each academic year

Guidelines:
The ECIS Board of Trustees has produced the following citation which includes certain qualities it is felt should characterise the student recognised by the award:

"Awarded to a student who is a good representative of his/her own country, with a positive attitude toward the life and culture of others, able to converse in at least two languages, a contributing force in the life of the school, with the ability to bring differing people together into a sense of community, thus furthering the cause of international understanding."

2. COBIS Award [For British International Students]

Conditions:
• The COBIS Award should be for senior students only (KS4 or 5) or, in the case of Primary Schools, pupils in Years 5 or 6
• No more than 2 COBIS Awards to be given in an academic year
• The award is open to students of all nationalities

Guidelines:
The award may be presented:
• For outstanding academic achievement at IGCSE, AS Level or A Level
• In Primary Schools, the Award could be given for outstanding academic achievement throughout KS2
• For sustained, high level contributions to the wider life of the school
• For significant contributions to the school’s charity fundraising activities
• For a single act of bravery (eg. assisting in an emergency medical situation in which a life was at risk, rescue of another student in danger during an expedition, etc.)

3. IBSB Annual Award

Conditions:
• There are no limitations in respect of age, gender, nationality, year group or level of academic performance of the recipient
• Only two awards will be given each academic year; one for primary and one for secondary school

Guidelines:
The award may be presented:
• to a deserving student for outstanding contribution to school life

4. Key Stage 3 Special Award

Conditions:
• There are no limitations in respect of gender or nationality
• Only one award will be given each academic year

Guidelines:
The award is presented:
• To a student who achieved maximum grades in the Cambridge Checkpoint Exams simultaneously in English, Mathematics and Science

5. Key Stage 4 Special Award

Conditions:
• There are no limitations in respect of gender or nationality
• Only one award will be given after the results of the autumn session will be received; The eligibility will be based on the results achieved by the students in both of the exam sessions corresponding to that year

Guidelines:
The award is presented:
• To a student who achieved a minimum of 3 A grades in the IGCSE Exams in the same session; There are no specific requirements regarding the combination of subjects in which the A grades have been achieved

6. Key Stage 5 Special Award

Conditions:
• There are no limitations in respect of gender or nationality
• Only one award will be given after the results of the autumn session will be received; The eligibility will be based on the results achieved by the students in both of the exam sessions corresponding to that year

Guidelines:
The award is presented:
• To a student who achieved a minimum of 2 A grades in the Advanced Subsidiary or Advanced Level Exams in the same session; There are no specific requirements regarding the combination of subjects in which the A grades have been achieved
• In the case of two students achieving A grades in the same session, one in the Advanced Subsidiary Level and the other one in the Advanced Level [in the autumn session only], eligible is the one who achieved the results in the Advanced Level Exams; The graduating students [the current Year 13 students] are eligible for the award taking in account only the results achieved in the autumn session.

Written / BL: 7/08/09
Sent to be checked and approved / CT: 8/08/09

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This document clarifies what constitutes satisfactory requirements for the IBSB students in order to continue study beyond IGCSE level. This policy it is mandatory for all of the students and no exceptions will be made.

Students wishing to continue study beyond KS4 and into Year 12 must also satisfy the general school requirement of having obtained at least 5 IGCSE’s grades [A* - C] including English, Mathematics, Sciences and ICT. The transition of any student to an AS/A qualification [in any subject] is conditioned by the obtaining of a C grade in the IGCSE extended exam in that particular subject. If a student fails to achieve the minimum required grade in that particular IGCSE subject he/she will not be allowed to continue with the AS qualification in the same subject.
This policy applies to all students following a two year IGCSE course

Late Enrolment

All the students who have joined our school at late point in KS4 are compelled to follow a full two year IGCSE course. The time lag will be solved by allowing these students to remain for two years in the graduation year.

Fast Tracking Policy

This policy allows students with astonishing results to sit an IGCSE exam after only one year of preparation.
The decision regarding the entering for an exam of a fast track student must be done in consultation with the Head of School. The ultimate decision regarding an early entry belongs to the Head of School.

CT/BL 29-11-09

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