Primary School Parent Handbook

Transcription

1 Primary School Parent Handbook Chatsworth International School, Orchard Campus 37 Emerald Hill, Singapore Tel: (+65) Fax: (+65) Page 1

2 Dear Families, We would like to extend a warm welcome to all our families from the Primary School. Our Primary School is made up of the Early Years Programme from Kindergarten 1 to Year 2 and the Junior Years Programme from Year 3 to Year 6. Our curriculum is based on the International Baccalaureate Primary Years Programme (IB PYP) and we are extremely enthusiastic and dedicated to its approach and philosophy as it directly supports our schoolʼs mission to Inspire, Educate & Enlighten. It is a non-national based "best practice" educational framework that aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. We have been implementing the PYP since 2007 and received official authorization in December One of our defining attributes is our school spirit and friendly, community atmosphere. As a school, we have always worked hard to maintain and actively promote this part of Chatsworth that makes us a wonderful place for learning. We are committed to fostering the development of responsible and caring future world citizens. Daily life in the school involves raising childrenʼs awareness of and appreciation for the IB learner profile attributes and attitudes. These are fundamental in building the foundation for values in an internationally minded person. We have a House System in place. Each child is placed in Changi (red), Raffles (yellow) or Sentosa (green) and siblings are placed in the same house. We use the house system to inspire students to work towards personal goals, work together in teams and promote citizenship. Merit points are given to students for effort, good work, sporting achievements and modeling the learner profile attributes and attitudes. As well as providing students with a strong academic education, we also value and promote active participation in sports and the arts. We bring the primary school together on a weekly basis to celebrate these. This time is also used to share appreciation for members of our school community. At Chatsworth, we have an open door philosophy. Parents are welcome to make arrangements to meet with Homeroom Teachers. Equally, teachers may request additional meetings with parents if they need to discuss their childʼs progress or experiences in school. We realise that when having discussions about a child, it can potentially be an emotional time. However, we believe that both parents and teachers always have a childʼs best interests at heart. Therefore we feel it is important to remember that during meetings everyone interacts in a positive, productive manner and that the focus is on target setting and/ or best solutions for the child. Parental involvement at Chatsworth is always welcome. Throughout the school year you will receive invitations to participate in your childʼs learning experiences through the Triangular Information Exchange Sessions (TIES), to watch performances, to help with field trips and to assist with classroom lessons/ activities. Please contact your childʼs Homeroom Teacher if you would like to assist with any activities in the classroom, whether it be on a regular basis or when you have pockets of time available. If you would like to further involve yourself in the school community, please contact your childʼs Homeroom Teacher to offer your support to the Chatsworth Support Group (CSG). The CSGʼs purpose is to positively and actively support the aims of our school community. Your childʼs Homeroom Teacher will provide you with further information specific to their year level during Orientation and updates will be provided throughout the year. Please see our website for calendar dates and check regularly throughout the year. Should any issues arise, the first port of call should be your childʼs Homeroom Teacher, as they are most often in the best position to offer assistance. We look forward to working with you and your child. Kind Regards, Randy Mallory Head of Primary Chatsworth International School is an authorized school for The Primary Years Programme and is an IB World School. These are schools that share a common philosophy - a commitment to high quality, challenging, international education that Chatsworth believes is important for our students. For further information about the IB and its programmes, visit Page 2

3 Enrollment Please note that we are firm with the policy of enrollment by age.!! In the past we have had a content-based curriculum where each year group would have a set of objectives to cover during the course of the year. However, as we move towards PYP accreditation we are adopting developmental continuums for each of our curriculum areas - these are our scope and sequences. The PYP scope and sequences have been organized around phases rather than age-banded stages (or 'year level objectives'). This is in recognition that learning is a developmental process and that the learner does not always progress through age-related stages in a strictly linear fashion. The scope and sequences also recognize the fact that children of the same age will develop at different rates to each other. Our teachers are experienced educators and are able to differentiate for various learning styles and abilities, using regular formative assessment to ensure that each child progresses to the next stage of their learning. Should the child be in a situation where they are perceived to be a long way behind or a long way ahead of their peers developmentally, the school will work closely with the parents to set targets and agree upon strategies to meet these targets. These targets will be regularly reviewed and, based on the gathered evidence, targets will be adjusted with further strategies implemented. You may apply to enroll your child into the following year levels by age. K1 " " 3 years old by 1 st September of that academic year K2 " " 4 years old by 1 st September of that academic year Year 1 "" 5 years old by 1 st September of that academic year Year 2 "" 6 years old by 1 st September of that academic year Year 3 "" 7 years old by 1 st September of that academic year Year 4" " 8 years old by 1 st September of that academic year Year 5" " 9 years old by 1 st September of that academic year Year 6" 10 years old by 1 st September of that academic year Our Teacher Student ratio from K1 to Year 2 is 2:20 and from Years 3-6 is 1:20. Our Academic Staff We are an international school, offering an international curriculum to international children. For these and many other reasons it is vital to have international teachers. All our teachers come from a variety of cultures and we recognize the unique values they bring to Chatsworth. Our Academic Staff are internationally qualified, experienced and dedicated teaching staff. This, along with continuous professional development, helps to ensure that your child receives an excellent international education. Teachers model tolerance and understanding of all races and religions. They bring their talents, experiences and culture with them which enriches their professional work. Teachers are educated in institutions from around the world with qualifications approved by the school and the Singapore Council for Private Education. We are proud to celebrate our rich diversity which is a strong part of who we are as Chatsworth International School. Page 3

4 Homeroom Teachers & Teaching Assistants Homeroom Year Level Teacher TA new Kindergarten 1 Susan Deeley Lisa Fletcher K1 Deeley Kindergarten 2 Rebecca Reavley Jaslin Khong new Kindergarten 2 Margaret Loy Isabel Hulme new Kindergarten 2 Hazlena Hallion Marie Kesevan K2 Mulani Year 1 Angela Collins Rebecca Burke K2 Reavley Year 1 Neelam Jiandani Simonette Docking K2 Loy Year 1 Mitzi Mapa Alison Ong Y1 Jiandani Year 2 Siti Sansom Sally Chua Y1 Hallion Year 2 Julie Shannon Diana Bte Jumat U1 Urquhart Year 2 Srinanda Gupta Norhaslinda Eb-rahem Y2 Sansom Year 3 Paul Robson Y2 Gupta Year 3 Barbara Wilson Y2 Freeman Year 3 Joanna Johami Y3 Kong Year 4 Alison Crosbie Y3 Wilson Year 4 Marichelle Lister Y3 Robson Year 4 Caroline Kong Y4 Ankers Year 5 Scott Holland Y4 Lister Year 5 Carla Heard Y4 Symmonds Year 5 Maggie Dawson Y5 Boon Year 6 Kristyn Holland Y5 Holland Year 6 Sonja Shine Y5 Shine Year 6 Phil George Specialist Teachers Allan Marcelo Music (K1 to Year 6); Movement (K1) Kym Tonkin PE (K2 to Year 2) Jeanette Brennan PE (Year 3 to Year 6) Hai Ying Zhang Mandarin (K1 to Year 2) Yalin Chen Mandarin (Year 3 to Year 6) Lorette Hebert French (Year 3 to Year 6) Jelena Ribar Delic ESL (Year 1 to Year 6) Tammy Neid Art (Year 3 to Year 6) Joy Wheeler Library (K1 to Year 6) Egmund Boon IT Coach Page 4

5 Our Vision Statement We strive to offer a community-based, yet internationally-minded learning experience to all students, which values each individual and encourages young people to find their place in the world around them. Our Mission Statement Our mission is to Inspire Educate & Enlighten Inspire Motivate students to meet challenges with confidence and enthusiasm. Encourage students to become passionate life-long learners through dedicated and inspiring teachers. Educate Provide students with a challenging academic, sporting and aesthetic education. Nurture supportive and constructive student-centered learning in an increasingly inter-connected world. Enlighten Foster the development of responsible and caring world citizens. Empower students to succeed in an ever changing world. Page 5

6 Our Values, Culture and Beliefs Our school is a culturally diverse, international community of learners The IB Learner Profile is at the center of our teaching and learning We value honesty, respect, compassion and effective communication in our school community All learners are individuals All members of our school community have a right to be heard, valued and respected We strive towards academic and personal achievement for all students A school community must be a safe, aesthetically pleasing and challenging environment Our Primary School Goals To explore all curriculum areas through inquiry based learning To address assessment, reporting and recording according to the Primary Years Programme (PYP) To develop in our students the qualities, attitudes and characteristics of the IB learner profile To enhance student learning through the use of technology To actively promote our school spirit to enhance and celebrate student learning To successfully implement a student leadership program for Primary students To ensure continuity, progression and achievement of student learning Page 6

7 Parents Orientation Orientation provides you and your child with information specifically about your childʼs homeroom, year level and specialist lessons. Presentations will be made directly by your childʼs homeroom teacher and year level team. Our English as a Second Language (ESL) team will also provide a specific orientation. Orientation is also designed to inform you about what to expect at this year level, during a regular day and week. It is a good time to listen and ask questions appropriate for a group (i.e. please make an additional meeting with your childʼs homeroom teacher to discuss specific individual concerns about your child). Although this handbook is useful, some information is best shared in person with a presentation providing specific explanations you may be seeking. Many questions may be asked, some of which the teacher may not be able to field or answer immediately. If this is the case, or if you would like to give any feedback, please or write to your childʼs Homeroom Teacher by Friday, 30th of August We will try to address these as soon as possible in our Weekly Reminder Sheets or Newsletters. Friday" " August 17th" 9:00 am to 10:00am" K1 and K2 Orientation" " led by Mrs. Deeley & Ms. Reavley " " " " 10:30 am to 11:30am (Room 2A and room 3H) 1:00 pm to 2:00pm Wednesday" August 22nd " 10:00 am to 11:00 am" Year 1 Orientation in room 3A" led by Mrs. Jiandani " " " " 1.00 pm to 2.00 pm" Year 2 Orientation in room 1A" led by Mrs. Gupta Thursday " August 23rd" 9:00 am to 10:00 am" Year 3 Orientation in room 3L" led by Mr. Robson " " " " 11:00 am to 12:00 pm" Year 4 Orientation in room 3M" led by Ms. Kong 1:00 pm to 2:00 pm Year 5 Orientation (venue TBA) led by Mr. Holland Friday " " August 24 th " 9:00 am to 10:0am" Year 6 Orientation (venue TBA)" led by Mrs. Holland Friday" " September 7th 9:00am to 10:00am" ESL Orientation in ESL room" led by Mrs. Delic School Uniform We are proud of our uniform and strongly identify with it as a symbolic representation of our school and who we are. We strictly enforce our uniform and we will challenge children who are not respecting this or neatly wearing the complete uniform smartly as outlined below. FOR GIRLS (Early Years and Junior Years students) " - School uniform dress OR checkered shirt with navy blue shorts or skorts " - Black, white or navy blue socks with black shoes or black trainers - No make-up or nail polish - No jewelry should be worn at any time, with the exception of small ear studs or necklaces that bear religious significance FOR BOYS (Early Years and Junior Years students) - checkered shirt with navy blue shorts - Black, white or navy blue socks with black shoes or trainers School uniforms can be obtained from: Bibi & Baba, 545 Orchard Road #02-28 Far East Shopping Center ( ) " PE Uniforms - Chatsworth singlet or PE polo shirt with navy blue PE shorts - Black, white or navy blue trainers P.E. uniforms can be purchased from the school Reception. Children will need to wear proper trainers/sneakers during a P.E. lesson. * K1 and K2 children may wear sandals or flip flops only during wet play. Page 7

8 Arrival and Departure Procedures Children should be dropped off directly at their classroom or the playground no earlier than 8.45am and be picked up from their classroom at 3.30pm. Supervision outside these times will not be possible. It is not safe to leave children to walk to class on their own from the school gates. Please note that, though you may have a chat with your childʼs teacher during these times, it is not appropriate to discuss sensitive matters or specific issues regarding your child as the class teachers will be unable to give you their full attention since they will be on active duty. If you need to request a meeting, please write a note in your childʼs blue Communication Book or write an and we will be happy to arrange a meeting time for you. For safety reasons, if your childʼs travel arrangements change for one particular day or longer, the teacher should be notified in writing in the blue Communication Book or a message left with Reception no later than 2.30pm. It is the parentsʼ responsibility to also inform the Bus Company directly of any changes as they are an independent company. Children who catch buses will be walked to their homerooms or bus under the Bus Auntieʼs supervision, who is responsible and is expected to report any issues that occur directly to parents. If we receive reports of any issues, we will pass information immediately to the Bus Company and parents. Although we will obviously always place the care of a student first, issues that occur on the bus are not under our direct supervision or control and will need to be addressed with the Bus Company first. Morning Procedure EARLY YEARS PROGRAMME Students are to be taken straight to their classroom no earlier than 8:45 am and they can read or complete quiet activities as they arrive. JUNIOR YEARS PROGRAMME Students will need to either play outside on the Astro Turf Field or sit by the Canteen area until the first whistle blows. Upon hearing this, students will need to freeze until the second whistle is blown. Then they line up and walk up to their classrooms with their Homeroom Teachers. Please take note that no JYP students are allowed in the hallways and corridors to drop off their bags before 9:00 am. The only students who are allowed in the classrooms are those who have special tuition classes. End of Day Procedure EARLY YEARS PROGRAMME Children need to be picked up in an allocated room of the Year Group. Your child s Homeroom Teacher will notify you of the allocated venue. JUNIOR YEARS PROGRAMME Early Years Programme children catching a bus are handed to Bus Aunties promptly at 3.35pm in the canteen, one at a time. JYP students are walked to their bus line by their teacher. Once all the children have arrived at the bus line the Bus Aunties then take children to the buses. Older children are expected to demonstrate kindness and help the younger children along. Page 8

9 Field Trips Field Trips will take place regularly during the year to support our Units of Inquiry, Specialist lessons, sports activities and our general curriculum. The Primary Years Programme requires us to access and use our local context and environment as a powerful resource. Parents will still need to pay and sign for their child to attend a field trip before the deadline outlined in the notification letter. The returning of this letter is vital for the trip to proceed. If your child cannot attend, then you will need to keep your child at home. The cost of a Field Trip ranges between $5 and $75. Parents may be asked to help teachers in supervising students on outings. Parents should assume responsibilities similar to the teacher in charge and supervise all students who attend the trip. Please note that if you have agreed to assist on a field trip, bringing siblings is discouraged because we need the accompanying adults to focus on the children for safety reasons. Field trips require a ratio of 1 adult to 5 children for Early Years Programme and 1 adult to 7 children for Junior Years Programme. We usually approach a few parents to assist on a field trip and will incorporate the expense into the cost and allow for seating on the bus/transport. Other parents are welcome to meet us at the venue but will need to pay for their own entry and costs. Residential Trips Junior Years Programme Homeroom Teachers will inform you during the school year and well in advance if a Residential Trip is planned for your childʼs year group. The estimated cost for Residential Trips within Singapore is $300-$600 and outside of Singapore is $600-$800. Page 9

10 Requirements and Behaviour Expectations Chatsworth children are required to: be independent with basic tasks, taking responsibility for personal items, homework, toilet use, changing clothes and eating listen and follow the Teacher or Teaching Assistantʼs guidance and instructions interact safely and in a caring way with their peers and the staff comply with school rules and essential agreements return all borrowed items on time complete set tasks in an appropriate time and manner settle into their new school environment within an acceptable time frame be age appropriate independent learners in a mainstream school attend and fully participate in all aspects of the programme achieve academic requirements behave in an age appropriate manner attend school on time, regularly and in good health wear the official school uniforms Our Primary Behaviour Management Policy takes on a proactive approach towards student behavior. A supportive, caring and positive learning environment is fostered where our students feel safe and respected. School wide and classroom Essential Agreements are created and students are expected to abide by these agreements. By taking a proactive approach, behavioral standards and expectations are made clear to all our students. When inappropriate behavior is displayed, students will be given the opportunity to be reflective and decide on a course of action / targets together with their teachers and parents. Consequences are also in place when students fail to follow these agreements. However, in cases where all classroom consequences and interventions have been exhausted by the Homeroom and Specialist Teachers, then the Homeroom Teacher will need to refer the student to the Head of Primary. On the whole, our students are very happy and well behaved. Most incidents requiring Behaviour Management generally consist of minor reports from students involving their friends. If students are a recipient of inappropriate behaviour from another child then firstly they are to say, Please stop or state what they do not like. We teach students that they must listen to others and respect reasonable requests. Then, if anyone involved does not feel that the situation is resolved, they are taught to ask for assistance from a Teacher or Teaching Assistant. The simple and effective problem solving steps are: STOP, TALK, HELP. If we pay close and careful attention to basic manners and courtesies then we can proactively avoid many more serious issues. However, we take all issues brought to our attention very seriously and deal with them in the best way that helps all involved. The Primary School is a place where students learn many individual and group social skills. It is a place and time for them to learn what is and is not appropriate behaviour. To best help students, we always work with parents, so we will keep you informed of any concerns, expecting support and follow-up at home when serious issues are reported. In the same way we ask that parents inform us of any concerns that their child may feel more comfortable sharing at home so we are empowered to deal with their situation at school. For any other or more serious issues, after being given opportunities for change and improvement when appropriate, children who are unable to meet school requirements and expectations may be asked to withdraw from the school. Page 10

11 Learning Support It is the fundamental policy of Chatsworth that the utmost priority should be given to setting and achieving high academic standards. Every student should be challenged to reach the highest standards of which s/he is capable. At the same time we must recognize that individual academic potential varies tremendously and we must also ensure that we set realistic and attainable targets for our students. The key is to know our students so well that we can accurately gauge what each student can achieve, giving encouragement and motivation to strive for the best possible level. Please always bear in mind that our target is excellence. All students have the right to feel safe, supported and included at school. Our teachers at Chatsworth are expected to differentiate within their classroom to accommodate for a variety of needs. If a learning need is identified the teacher will approach the Special Needs Coordinator who will in turn meet with the parents and report to the Primary Leadership Team. After this step, it will be decided if the childʼs needs can be met within the school curriculum. If not we will offer support and guidance to the parents to help them meet their current needs. We believe we offer excellent resources to students, parents and teachers in the learning support area and work diligently to ensure every student is supported. Please contact Mr. Randy Mallory for more information on learning support for Primary at Chatsworth Orchard. Illness, Medical Procedures and Emergencies All students are required to attend school on time, regularly and in good health, and fully participate in all aspects of the programme. This means that, if your child is not well enough to take part in any physical activity (including outdoor breaks), he or she is not well enough to be in school. Modified or alternative options will not be entertained. If your child is vomiting, has diarrhea, a fever, a rash, a bad cough or cold, or head lice, please keep him or her at home until fully recovered. If your child comes to school ill (for example, with a runny nose or a cough) we will call you to pick him or her up as we want to prevent the spread of colds, flu, head lice, etc. Should your child fall sick during the day, we will take him or her to the school Nurse and you will receive a Nurse Visit Information Form. For any issue of a serious nature, the school nurse will contact you and ask you to take your child home. If your child has a high fever and both parents cannot be contacted, we may administer one Childrenʼs Panadol (paracetamol), if you have signed consent on the original enrolment form. In the unlikely case of an accident emergency, when we are unable to contact you, we will take your child to the nearest Outpatientsʼ Clinic. Parents should immediately notify their childʼs Homeroom Teacher if their child contracts a contagious disease. It is also important that parents notify the Homeroom Teacher in writing of any long-standing illness or allergies, together with any recommendations your childʼs specialist may make. We will accommodate these requirements in a caring manner as best we can within our mainstream system. Expectations of Parents For the smooth running of the school and for the best interests of all children, we ask that parents: attend T.I.E.S. (Triangular Information Exchanges Sessions), PTSCs (Parent Teacher Student Conferences) with childrenʼs portfolios and Student-Led Conferences attend meetings on request return forms/payments/books on time use the communication procedure outlined by your childʼs year group contact the homeroom teacher first with any issues discuss matters with staff in a respectful manner under no circumstances discipline other children provide support and follow-up at home when serious issues are reported place mobile phones on silent and refrain from answering during lessons, events or meetings send/pick up their child on time, in good health and ensure regular attendance Page 11

12 Our Primary Curriculum The International Baccalaureate s Primary Years Programme is a non-national based best practice educational framework. It aims to develop inquiring, knowledgeable and caring young people who help create a more peaceful world through international mindedness and respect. We are in the process of authorization and are currently at the candidacy stage. As we work towards successfully implementing the IB PYP, we will continue to stay true to the PYP s standards, practices and processes. Most learning will take place during our Units of Inquiry learning time. Language, Math and Specialist subjects are integrated with our Units of Inquiry when possible. Our PYP Units of Inquiry There are six units of inquiry (four in K1 and K2) covered each year under the following standard transdisciplinary themes: Who We Are. An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human. Where We Are In Time and Place. An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. How We Express Ourselves. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How The World Works. An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological; and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. How We Organize Ourselves. An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. Sharing The Planet. An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Page 12

13 The Learner Profile The aim of the Primary Years Programme is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. We give opportunities for students to develop and actively demonstrate the characteristics of the Learner Profile. KNOWLEDGEABLE CARING INQUIRER I learn about many things and remember what I have learnt. I use what I know to solve problems. I care about people, plants, animals and the Earth. I help others and I look after the environment. I am curious and enjoy learning. I try to learn and discover new things. RISK TAKER PRINCIPLED COMMUNICATOR REFLECTIVE I have confidence to try new things. I stand up for what I believe in. I tell the truth & I am fair. I share & play well with others. I do what is right. I share my ideas & feelings in many ways & in more than 1 language. I listen well. I think about my work & actions. I know when I ve done well and when I need to improve & change. BALANCED THINKER OPEN MINDED I look after my mind and my body. I try to stay healthy and happy. I think carefully and show initiative. I make good decisions and I am a problem solver. I listen to other people and respect their ideas and beliefs. Page 13

14 Concepts What do we want our children to understand? Key concepts provide a structure for teachers and students to consider ways of thinking and learning about the world. They also act as a provocation to extend and deepen student inquiries. Through the use of concepts to drive the curriculum, learners are helped to construct meaning through the development of critical thinking and the transfer of knowledge. REFLECTION How do we know? RESPONSIBILITY What is our responsibility? FORM What is it like? PERSPECTIVE What are the points of view? FUNCTION How does it work? CHANGE How is it changing? CAUSATION Why is it like it is? CONNECTION How is it connected to other things? Page 14

15 Transdisciplinary Skills What do we want our students to be able to do? The acquisition, development and application of thinking skills, research skills, communication skills, social skills and self-management skills compliments students construction of meaning and understanding. THINKING SKILLS learning facts, ideas and vocabulary understanding what has been learned making decisions making connections & putting ideas together thinking about their own learning process thinking about & understanding others points of views RESEARCH SKILLS asking relevant questions observing using all senses planning collecting data recording data organizing information drawing conclusions from data presenting findings SOCIAL SKILLS sharing responsibilities in a task respecting others resolving conflicts fairly cooperating with others taking turns & sharing making group decisions being a leader & a follower SELF MANAGEMENT SKILLS making informed choices using one s time well being well organized when planning out and carrying activities being safe & following rules making healthy choices being spatially aware demonstrating gross & fine motor skills COMMUNICATION SKILLS listening to directions and to others speaking clearly reading different types of texts writing notes, observations, summaries looking at a variety of media & interpreting ideas, values & beliefs within them presenting information using a range of media communicating non-verbally Page 15

16 Attitudes What do we want our students to feel, value and demonstrate? This is the development of personal attitudes towards people, the environment and towards learning. These characteristics of the Learner Profile are built up by developing the following Attitudes: appreciation, commitment, confidence, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance. In the daily lives of the students we provide opportunities for students to be aware of, develop and build appreciation for these attitudes. We constantly look for and reinforce the demonstration of the attitudes in the learning environment. RESPECT Respecting oneself, others and the world INTEGRITY Being honest & demonstrating fairness INDEPENDENCE Thinking and acting independently; making own judgements ENTHUSIASM Enjoying learning and willingly putting effort into the process EMPATHY Imagining themselves in another s situation in order to understand their reasoning & emotions CURIOSITY Being curious about the nature of learning, about the world, its people and cultures CREATIVITY Being creative and imaginative in their thinking and in their approach to problems & dilemmas COOPERATION Cooperating, collaborating and leading or following as the situation demands CONFIDENCE Feeling confident in their ability as learners, having the courage to take risks & apply what they have learned COMMITMENT Being committed to their own learning, persevering & showing self discipline and responsibility APPRECIATION Appreciating the wonder and beauty of the world and its people TOLERANCE Being sensitive about differences & diversity in the world and being responsive to the needs of others Page 16

17 Action How do we expect students to act? We expect successful inquiry will, whenever possible, lead to responsible action initiated by the student as a result of the learning process and/ or extend the learning process. We offer students the opportunity and power to choose to act, to decide on and reflect on their actions in order to make a difference to the world. Groups working collaboratively may decide to take action together or a student may decide to initiate action individually. Sometimes action may take place beyond the classroom environment or at home. Responsible action as a result of the learning process is the demonstration of a deeper understanding. If students display any form of action at home, we encourage parents to share this with the Homeroom Teacher so we can acknowledge and celebrate this at school. Choose Reflect Take Action Page 17

18 Language Our Language curriculum is balanced, challenging and permeates the Primary Years Programme (PYP). We encourage and nurture an appreciation and love of literature in its many forms by learning languages, about language and through language. We address the needs of our students by incorporating developmentally appropriate expectations within the strands of oral communication, written communication and visual communication. Listening, speaking, reading, writing, viewing and presenting skills are all focused on within these strands. They are also highly integrated and put into practice in the PYP Units of Inquiry. We use a wide range of language resources to ensure the studentsʼ needs and learning styles are addressed and met. During Language sessions, teachers may draw on a wide variety of texts that link with the current Unit of Inquiry being studied. Spelling lists are generated from age appropriate spelling phonemes, digraphs, trigraphs, blends, patterns and word families using a variety of resources. Handwriting practice is also given regularly. For home reading practice, students use a range of reading books from Oxford Reading Tree, Ginn and PM Benchmark. Please refer to our reading policy below for details on home reading guidelines. The students also have a library session each week to learn library skills and to make personal reading selections for borrowing. Book club CCAs, book fairs, buddy reading with other classes, theatre trips and celebrating language with a Book Week are all part of Chatsworthʼs efforts to foster childrenʼs enthusiasm and enjoyment of literature. Home Reading Policy Reading literature is one way to allow us to understand ourselves, others and the world around us. We read for enjoyment, instruction and/or information so students are given the opportunities to do so through exposure to a wide range of fiction and non-fiction texts. Early reading skills include learning about direction, spacing, punctuation and the features of text. Students also learn about the application of cues such as meaning, structure and sound-symbol relationships. In addition to this, students are taught a range of reading strategies such as using picture cues, context cues, prediction, phonics, sight vocabulary and punctuation. The process of reading is interactive and involves the reader gaining meaning from the text and making connections with his or her purpose, prior knowledge and the text itself. To develop this students are taught how to interpret and respond to the ideas, attitudes and feelings expressed in a variety of texts. They are also taught to think critically, to be able to make predictions and inferences based on information that is both overt and implicit in a text. Through exposure to a wide variety of texts, students learn to recognize that written language varies within different literary styles and structures. The reading books sent home for reading practice are based on the teacherʼs professional opinion and information gathered from our range of Language assessments. Home readers are intended for the practice of reading. With this in mind, the reading level of books sent home for reading practice are at a reading level the student can read and understand independently with approximately 80% and above accuracy. Students will read different types of texts and more challenging levels of readers at school under teacher guidance. Students will have a letter posted specific to their year level into their blue Communication Books explaining the purpose of home readers and providing some guidelines for parents to use during reading practice at home. Page 18

19 Single Subjects K1 and K2 students will have the following lessons of 45 minutes: two Mandarin lessons, two PE lessons, one Music lesson, and one Library lesson. The Specialist Teachers will teach these lessons. Year 1 and Year 2 students will have the following lessons of 45 minutes: two Mandarin lessons, two PE lessons, one Music lesson and one Art lesson. The Specialist Teachers will teach these lessons. Years 3 to 6 students will have the following lessons of 45 minutes: two Language lessons with a choice of French or Mandarin, two PE lessons, one Music lesson, one Library lesson, and one Art lesson. The Specialist Teachers will teach these lessons. Mathematics We provide a range of differentiated lessons, child centered and hands-on activities as appropriate to studentsʼ age and ability. These help to develop your childʼs skills through the PYP Mathematics strands: Number, Measurement, Shape and Space, Pattern and Function and Data Handling. The activities and lessons include problem solving and the development of mathematical language. Although we do not stream children according to mathematical ability, each homeroom teacher is able to differentiate instruction to accommodate for the range of different learning styles and abilities within their class. Wherever possible, Mathematics will be integrated into the units of inquiry. However, many number topics are taught as stand-alone units, separate from the units of inquiry Page 19

20 Sample Early Years Timetable (Kindergarten 1 to Year 2) Monday Tuesday Wednesday Thursday Friday 8:45 Arrival to Classrooms 9:00 Homeroom 9:15 Mandarin 10:15 Morning Break 10:30 PE 11:15 Library 12:00 Lunch 1:00 Art Mandarin EYP Assembly 1:45 PE Afternoon Break 2:30 Afternoon Break 2:45 Music 3:30 Departure CCA s, ECA s and Sports Teams Sample Junior Years Timetable (Years 3 to 6) Monday Tuesday Wednesday Thursday Friday 8:45 Arrival to Canteen or Astro Turf 9:00 Homeroom 9:15 PE 10:00 Music 10:45 Morning Break 11:00 French 12:00 Lunch 1:00 PE 1:45 Afternoon Break 2:00 Art JYP Assembly 2:45 Library French 3:30 Departure CCA s, ECA s and Sports Teams The white spaces in the timetable will be taught by Homeroom Teachers and will be used to integrate Units of Inquiry with Language Arts, Mathematics and ICT. Page 20

21 Triangular Information Exchange Sessions (TIES) The Primary Team takes great care and spends much time developing a close rapport with your child and valuable links with his or her home. One of the most important cornerstones of successful student learning involves the partnership between you, your child and teachers. This is the basis of our T.I.E.S. (Triangular Information Exchange Sessions). We will provide a focus for each T.I.E.S. throughout the year in the following order; Orientation during the first week of school Invitation to experience your childʼs learning in action Parent Teacher Student Conferences over a two day period A formal Primary Progress Report just at the end of Semester One Another invitation to experience your childʼs learning in action Additional Parent Teacher Student Conferences over a two day period A formal and comprehensive Primary Report at the end of the year Parent Teacher Student Conferences (PTSCs) and Student Led Conferences The PTSC will take place once a year, and is designed as a chance for your child to display their work in their learning portfolio and to reflect upon their own work and attitudes in school. Teachers, students and parents will agree upon targets that students can focus on to improve their learning during the remainder of the school year. Parents and students must remember to bring along their childʼs portfolio to refer to during the conference. The Student Led Conference will also take place once a year. This will allow students to take responsibility for their learning by sharing their learning process with you. We will provide guiding questions to help parents gain a clear insight into the kind of work their child is doing. There will also be an opportunity to sit with the homeroom teacher to discuss strengths and achievements and to set targets for improvements. Please note that these two conferences are student free days. Both you and your child will be provided with a time, set by the school, to attend a meeting with your childʼs homeroom teacher during one of these two days. Assessment and Reports The formal avenues of reporting are as follows: General Assessment: e.g. pre-assessment, formative assessment, summative assessment such as tests, tasks, observations, multiple choice, check lists, projects Reports: Brief Progress Reports include targets, student reflection, teacher comments but not necessarily grades. End Of Year Reports include comments and grades Portfolio of Learning: include work samples, reflection and assessments Page 21

22 Primary School Homework We have formulated a Primary School Homework Policy to better guide teachers, students and parents by providing information so that we can create a suitable atmosphere and support for successful homework. Our fundamental belief is that homework provides a golden opportunity to augment and enhance work completed at school and further fosters home-school links. 1. We also believe that homework: " provides students with the opportunity to accept their responsibility for independent study and " to develop and strengthen their personal study habits and skills " should be meaningful and related to class teaching, being purposeful and arousing the desire " to discover and learn (for example, by reading more widely and deeply into a topic), to " " consolidate work already introduced in class and to practice skills already learned at school " should involve active and thoughtful work. (Even in committing facts to memory, students " should be taught to work in a thoughtful way and not be required to perform repetitive tasks in a " rote manner) " should be given regularly and should be properly checked and discussed so that students do " learn something (e.g. in the Early Years Programme this may mean that a parent signs and " comments in the Blue Communication Book each night when their child reads and discusses the " Home Reader) " should be explicit and clearly defined so that students clearly understand what is required of " them. However, it is the responsibility of the student to pay close attention in class so he or she " is fully aware of the requirements " should be within the students' capabilities " should not overload the students 2. We believe that there are several responsibilities: " it is the responsibility of the teacher to explain outcomes " it is the responsibility of the student to hand completed homework in on time " it is the responsibility of the parents to support their childʼs achievement of the outcomes but " not complete the homework for them 3. Homework may be given for one or more of the following purposes: " reinforcement " opportunity for parents and students to work together " practice " completion of work from class " tuning-in, research or inquiry task for units " improve independence " to begin a task to then be incorporated into classroom learning " development of personal skills such as organizational and time management 4. Parents/teachers/students can expect: " that regular homework activities such as reading or spelling will be clearly defined via our " regular methods of communication, including indicated estimated time allowance to complete " work, outcomes, purpose including whether or not a piece will be assessed as it is important to " note that not all work is assessed, who is it from and when it is set and due " that the purpose for irregular homework activities such as Language, Mathematics, Single " Subject or Unit of Inquiry tasks will be outlined for parents but teachers will also explain the " purpose and aim of homework to the students " that the student will seek assistance in advance of due date so teachers and parents can best " help the studentʼs achievement of the outcomes " that the effect of incomplete homework can often be reflected in the studentsʼ learning, "progress " and results " that the Homeroom Teacher will alert the student and parent if a pattern of uncompleted " homework emerges. Thereafter the responsibility lies with the student and parent Page 22

23 Primary School Homework Schedule To assist students in organizing themselves, we have outlined the overall daily time allowance. During the Parent Orientation, your childʼs Homeroom Teacher will share with you when the regular homework will be given to the students and when it is due to be returned. Please note that irregular homework is included in the daily time allowance. Reading is part of the daily time allocated to homework and is expected to be done every day at each year level. Please note that K2 Home Readers and exchange days only begin when the teacher considers that an individual child is ready and in accordance with our Reading Policy. Year Level Time aloted per day Kindergarten 1 Kindergarten 2 Year 1 Year 2 Year 3 Year 4 Year 5 na 10 minutes 15 minutes 20 minutes 30 minutes 40 minutes 50 minutes Page 23

24 The Wider Curriculum The purpose of our Wider Curriculum is designed to support two of our schoolʼs Mission Statements of providing students with a strong academic education which will encourage them to excel, whilst at the same time promoting active participation in the arts and sports and providing students with a supportive and constructive student-centered learning environment. TUITION organized by teachers We are committed to, within reason, providing additional time for students with their teachers. When necessary, whether for help or extension, students will be invited to attend tuition sessions, one morning and/ or one afternoon, with their Homeroom or year groupʼs Teachers. Your childʼs Homeroom Teacher will provide further information about Tuition. EXTRA-CURRICULAR ACTIVITIES (ECAʼs) organized by outside agencies ECAs are arranged between the external agency and parents after initial information regarding the ECAs is provided closer to their start date. Choice, signing up, attendance and supervision for ECAs will be the responsibility of parents. CO-CURRICULAR ACTIVITIES (CCAʼs) organized by teachers and teaching assistants CCAs are by availability, eligibility and choice. We offer before-school, lunch-time and after-school CCAs. A small number of CCAs are by invitation only (e.g. Competitive Swimming). Eligibility of Kindergarten students will be based on student readiness which is at the discretion of the Homeroom Teacher. Your childʼs Homeroom Teacher will provide updates regarding CCAs, as appropriate throughout the year. Our PE Team will provide any specific information about sport based CCAs when appropriate. Co-Curricular Activities (CCA) SIGN UP Procedure: Please see the website for descriptions of the CCAs offered 1. Students, with their parents, will choose CCAs using the CCA Choice Sheet Round #. 2. As all CCAs have age group limitation, please sign your child up according to this age eligibility. 3. On the ʻCCA Choice Sheet Round #ʼ you are required to write your childʼs full name at the top and then circle on that paper the CCAs you would like your child to join for that round. 4. If you wish to register for more than one CCA please indicate with a number your order of preference. 5. The ʻCCA Choice Sheet Round #ʼ must be handed to your homeroom teacher in hard copy according to the schedule on the sheet and confirmation will occur via regular communication methods Parent Reminders You will be informed in advance of any cancellation of an activity due to absence or professional training of the teacher responsible. However, it is your responsibility to inform the bus company of any changes in travel arrangements. We will cover any activities that do not allow for advance warning or cancellation. For after school CCA s, please make sure that your child is picked up promptly at 4:30pm at your child s CCA room. Failure to be picked up on time will lead to forfeiting their place within the activity. Page 24

25 Our Student Support Services The following is a list of our Student Support Services. For more information on any of these services, kindly refer to our school website: Medical Insurance Coverage Parent Orientation ʻMeet the Primary Leadership Teamʼ sessions Student Admission related services School sponsorship for application of long term visit pass Field trip and residential trips Co-curricular and Extra-curricular activities House system Student Council Community Outreach Programme Learning facilities Medical Insurance Scheme As a requirement for the EduTrust Certification, Chatsworth International School has purchased medical insurance for all its students. The AXA Insurance Singapore Pte Ltd has been appointed as the provider for the school's insurance scheme. Kindly refer to our school website for more information on School Medical Insurance Scheme. Fee Protection Scheme Under the Private Education Act, all course fees are required to be insured. For more information on the Private Education Act or the Council for Private Education (CPE), please visit the CPE's website: The Fee Protection Scheme (FPS) aims to protect the students' course fees in the event that a Private Education Institution (PEI) is unable to continue operations due to insolvency and/or regulatory closure. Chatsworth International School has appointed Lonpac Insurance Berhad to be the FPS provider for our students. On payment of the insurance premium, students will be issued with a Certificate of Insurance from Lonpac Insurance Berhad. The certificate will be sent directly to the student via . Kindly refer to our school website for more information on Fee Protection Scheme. Page 25

26 Our School Facilities The Chatsworth International School Orchard Campus covers a total area of 10, m2, with a gross floor area of m2. The facilities available on campus includes: " " 1 Basketball Court " 1 AstroTurf field " 2 art rooms " 1 Indoor Sports Hall " 1 Computer Laboratories " 3 Science Laboratories " 1 Library " 1 Canteen " 1 Indoor Main Hall " 43 classrooms " 1 Nurse Room " 1 Swimming Pool 1 Basketball Court 1 EDPM Playground Page 26

27 Fee Payment Schedule Fee Payment Schedule For fee breakdown and the installment schedule, kindly refer to the Student Contract or school website for more information. Payment Methods 1. Cash 2. Cheques" Payee:" " " Chatsworth International School Pte Ltd Address:" " 37 Emerald Hill Road, Singapore Funds Transfer Bank:" " " Standard Chartered Bank, Singapore Address:" " 6 Battery Road, Singapore Beneficiary:" " Chatsworth International School Pte Ltd Branch Code:" " 013 Bank Code:" " 7144 Account No:" " (Singapore Dollar A/C) Swift Code:" " SCBLSGSG 4. Credit Cards We have MasterCard and Visa payment facilities available at the Orchard and East Campus Business Offices. Please be advised that there is a 1.8% administration fee. Note 1. Bank charges are to be borne by the remitting party within and outside their country. The invoice number must be quoted upon each remittance and cheque. 2. Please contact our accounts staff when funds have been remitted. Page 27

28 Refund Policy The Private Education Institute (PEI) refund policy is clearly stated below. You must be comfortable with this refund policy before signing the contract. 1. You can receive full refund of course fees and any payable miscellaneous fees if any of the following occurs PEI fails, for any reason, to commence the Course on the Course Commencement Date; PEI terminates the Course, for any reason, prior to the Course Commencement Date; PEI fails, for any reason, to complete the Course by the Course Completion Date; PEI terminates the Course, for any reason, prior to Course Completion Date; or The Studentʼs Pass application is rejected by Immigration and Checkpoint Authority (ICA). 2. Withdrawal for Cause: Subject to FORCE MAJEURE, the Student shall be entitled to immediately withdraw from the Course by giving written notice to the PEI of his/her intention to do so if the PEI is in breach of any of its obligations under this Agreement or fails to perform its obligation(s) as above. 3. Refunds for Withdrawal for Cause: PEI shall, within seven (7) working days after notifying the Student, refund to the Student, the entire amount of the Course Fees; and the Miscellaneous Fees. 4. There is a cooling-off period of at least 7 working days for maximum refund. 5. Refunds for Withdrawal Without Cause: Where the Student withdraws from the Course for any reason other than those set out above, the PEI shall, subject to no double claiming, as soon as practicable after receiving the Studentʼs written notice of withdrawal (and in any event no more than seven (7) working days after receiving such notice), refund to the Student the following sums (less any applicable bank administrative charges properly paid/payable under FPS) Transfer and Withdrawal Policy 1. Transfers " Transfers between campuses will be treated as a new application pending availability of places at the respective campuses. Any difference in the booking fee is payable. " Transfers are only permitted for a new academic year or new semester. Part or Mid-semester transfers are not permitted. 2. Withdrawal & Continuation " For a new academic year The PEI will issue an option to withdraw or continue form on 15th of March for parents / guardian to confirm enrollment for the next new academic year. The school will need to know by 30th of March. " Between semesters The PEI will issue an option to withdraw or continue form on 15th September for parents / guardian to confirm enrollment for the final Semester 2. The school will need to know by 30th September. Page 28

29 Grievance and Dispute Resolution Policy If you have any grievances or complaints, kindly communicate directly with the relevant staff that will assist you: Relevant Staff Grievance or Complaint Academic Behavior Student Contract Admissions Manager Early/Junior Years Homeroom Teacher Early/Junior Years Coordinator / Year Group Leader PYP Coordinator Upon receipt of your grievance or complaint, the school will acknowledge within 1 to 2 days. After which the investigation and resolution will be within 7 to 14 days.! Page 29