Elementary School 2016-2017

ABA - Muscat Oman

Elementary School 2016-2017

Student-Parent Handbook

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Mission, Vision and Values

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Welcome to ABA!

ABA provides and international education of the highest quality to enable students to be confident responsible,

caring, life-long learners

ABA is a mission driven school. Our mission outlines the school’s purpose for the administration, teachers, students and parents. It is a statement that each of us knows and believes in wholeheartedly. In November of 2012, the IB visited ABA and evaluated each of our three programmes (PYP, MYP and Diploma). In their report it was noted that the mission, vision and value statements of ABA were a guiding force for all stakeholders of the school.

As a PYP school we embrace inquiry in our teaching and learning. Our teachers strive to develop students’ research, communication, self-management, social and thinking skills. After all, as the world is changing so quickly we have to prepare our students for jobs that have not yet been created. The international curriculum offered at ABA encourages the students to question, collaborate, problem solve and lead investigations to develop these essential learning skills.

We pride ourselves in being a caring school. Teachers, parents and students work together to create and nurture a triangular relationship that fosters strong communication. This communication between home and school is vital as it allows our teachers to truly know and make meaningful connections with their students. In doing so, the children realize that they are cared for at school enabling them to feel free to take chances and become risk takers in a safe learning environment. Furthermore, by truly knowing each of their students, teachers are better able to support each child’s learning by differentiating instruction as they truly understand how their students learn best. Because of our teachers and the relationships that they build with the students and their families, children love to come to school each day, something that we do not take for granted.

I trust you will learn more about ABA as you visit our website. It reflects the passion we have of teaching allowing our students to be able meet the demands of this rapidly changing world.

Dr. Michael Berry Elementary Principal

Welcome from The Elementary Principal

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1. Cover

2. Mission, Vision & Values

3. Welcome letter from Principal

4. Table of contents

5. Contact details & location

6. Elementary Faculty

8. Overview of Kindergarten program

10. Overview of Grade1-5 program

13. Basic Information- getting started @ ABA

24. Admission & fees

28. Approaches to teaching & learning

36. PTA

38. Communication between school and home

40. Student Internet and E-Mail Agreement

Elementary Playground

Table of Contents

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ABA Central Office

Superintendent: Mr. Simon Taylor

Address: American-British Academy

PO Box 372 PC 115

Medinat Al Sultan Qaboos

Telephones: Country Code for Oman + 968

249-55800

Facsimile: 24603544

E-mail: registrar@abaoman.org

Website: http://www.abaoman.org

Location Al Khuwair Heights District (Sheikh Khalili Estate)

Contact details & location

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NAME DESIGNATION NATIONALITY

Michael Berry Elementary Principal American

Wayne Derrick Assistant Principal/PYP Coordinator Australian

Erum Banatwala Assistant Principal/Early Childhood Coordinator British

Jennifer Eastman Kindergarten 1 (3 year olds) American

Samra Al Sharji Kindergarten 1 Classroom Assistant Omani

Laxmi Sridhar Kindergarten 2 (4 year olds) Indian

Samiyah Al Salmi Kindergarten 2 Classroom Assistant Omani

Erika Rosslee Kindergarten 2 (4 year olds) South African

Shahad Al Hamdi Kindergarten 2 Classroom Assistant Omani

Carolyn Gate Kindergarten 2 (4 year olds) British

Rahma Al Sharji Kindergarten 2 Classroom Assistant Omani

Hilary Ironside Kindergarten 3 (5 year olds) New Zealander

Hanan Aljabri Kindergarten 3 Classroom Assistant Omani

Aline Pizzarossa Kindergarten 3 (5 year olds) Uruguayan

Matlooba Al Raisi Kindergarten 3 Classroom Assistant Omani

Kendra Glider Kindergarten 3 (5 year olds) American

Aida Al Raisi Kindergarten 3 Classroom Assistant Omani

Alexis Williams Grade 1 American

Miyasa Al Zadjali Grade 1 Classroom Assistant Omani

Paula Bassett Grade 1 Scottish

Amal Al Salmi Grade 1 Classroom Assistant Omani

Mayada Lowman Grade 1 Egyptian

Ameena Al Zadjali Grade 1 Classroom Assistant Omani

Kamila Al Marhubi Grade 2 Omani

Semantha Springett Grade 2 New Zealander

Kristy Csensich Grade 2 American

Monica Adair Grade 3 American

Shannon Eves Grade 3 Canadian

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Nancy Hanna Grade 3 Canadian

Thomas Robb Grade 4 American

Thomas Chambers Grade 4 British

Michelle Majocha Grade 4 Irish

Ian White Grade 5 British

Tracy Van Harmelen Grade 5 British

Pene Radd Grade 5 New Zealander

Bathool Yousuf Information Technology Facilitator- K2-K3 Omani

Gloria Gill Information Technology Facilitator Gr1-5 Columbian

Erin Bshennaty Physical Education New Zealander

Raewyn Jack Physical Education New Zealander

Charlie Semple Swimming American

Dorothy Vis English as an Additional Language British

Colette O’Driscoll Elementary Counselor Irish

Colleen Doyle Special Learning Needs American

Theresa Gantz Special Learning Needs American

Ghada Saba Arabic Language Lebanese

Yasmina Al Zadjali Arabic Teaching Assistant Omani

Heba Al Said Arabic Language Jordanian

Salma Al Wahaibi Arabic Teaching Assistant Omani

Radia Safouri Arabic Language Jordanian

Mara Hakim Teacher Librarian Jordanian

Maryam Al Balushi Library Assistant Omani

Hannah Turlington Elementary Music K1-Gr3 British

Zita Frith Elementary Music Gr1- 5 British

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Children entering Kindergarten arrive with many experiences that they will build on throughout their Kindergarten years as they establish themselves as happy and active learners. Play is the vehicle by which young children learn and its importance is recognized and valued at ABA. Children’s work is play and their play is work. Carefully planned, designed and structured play ensures that children will have numerous and varied opportunities to construct meaning and deepen their understanding.

Organization of the Program

The Kindergarten program at the ABA offers a stimulating and rewarding program for 3-5 year-old children.

Areas of Learning

• Language and Literacy

• Mathematics

• Knowledge and Understanding of the World

• Personal, Social and Physical Development

• Creative Development - Music, Drama and Art

• Library

• Information Technology

Kindergarten 1 students are 3 years old by September 1st

Kindergarten 2 students are 4 years old by September 1st Kindergarten 3 students are 5 years old by September 1st

Kindergarten- an overview of the Program

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Aims of the Program:

• Provides a safe, happy and stimulating environment that combines a variety of

learning activities

• Contributes to all aspects of a child’s development including physical, cognitive,

language, social and emotional growth

• Caters for individual needs while fostering positive self-esteem and encouraging each

child to reach his/her potential

• Draws on students’ cultural backgrounds to enrich the curriculum

• Encourages positive attitudes and mutual support between the home and school

• Provides a continuity of experiences for children in their formative years

PERCEPTUAL MOTOR PROGRAM (PMP)

The Perceptual Motor Program (PMP) is a significant part of Kindergarten 3.

Each week there is one floor session conducted by the classroom teacher and one equipment session conducted with the support of parent volunteers. Language follow up activities in the classroom are an integral part of the program.

During the floor sessions, children are introduced to the movement patterns required for the equipment sessions. These sessions involve movement to music, aerobic fitness and dance. During the equipment sessions children work through activities using a variety of specifically designed apparatus. These activities focus on:

• Locomotion

• Balance

• Fitness

• Eye-hand/eye-foot co-ordination.

A parent information session will outline the PMP program in more detail before the sessions begin. The success of the PMP program relies on the support and dedication of parent volunteers.

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The Grade 1-5 curriculum is comprehensive and extends and develops the qualities of each student. By using inquiry based approaches, children can apply their knowledge and skills in practical and everyday situations. Opportunities will also be in place to use questioning techniques to find out what children know about concepts before planning lessons.

Throughout the Grade 1-5 program, the curriculum aims to build and support the Primary Years Program.

LEARNING OUTCOMES IN GRADE 1-5

Each grade area has an established set of learning outcomes in the subject based curriculum areas of Mathematics, Language Arts, Social Studies and Science. In the specialist areas of Personal, Social and Physical Education, Music, Information Technology, Information Literacy, and Arabic Language, there are general descriptors of the concepts and skills taught. The purpose of these outcomes or descriptors is to identify learning that is necessary for each child to be successful at the next grade level as well as a link to the assessment and reporting programs

COLLABORATIVE CURRICULUM PLANNING

Areas of Learning

• Language Arts

• Mathematics

• Science

• Social Studies

• Music

• Personal, Social and Physical Education

• Information Technology

• Library

• Arabic Language

• Art / Craft – classroom program

Grades 1-5 - an overview of the Program

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Teachers work through “Units of Inquiry” creating a natural interrelationship across curriculum areas to provide a broader base for understanding.

Planning curriculum works best when two or more teachers brainstorm their ideas on a concept related to the Language Arts, Social Studies, Science, Mathematics and other curriculum areas. The springboard of ideas is not only the responsibility of teachers but should be negotiated with the students prior to planning the unit. Such negotiation at the beginning of a unit can provide the teacher with a rich insight into what the children already know about the topic.

SPECIALIST SUPPORT FOR THE CLASSROOM PROGRAM

To enrich and strengthen the classroom program students are scheduled regular time in the following specialist curriculum programs:

Table indicates sessions per week (Minutes) for one class group.

Specialist Area K 1 K 2 K 3 Gr. 1-2 Gr. 3-5

Information Technology - 60 80 80 80

Music Education 40 60 80 80 80

Physical Education 60 90 90 100 (Gr1) 120 (Gr2-5)

Library 30 30 40 80 80

Arabic Language - - - 160 160

ELEMENTARY STUDENT HOMEWORK

All students from Grades 1-5 have scheduled homework.

Homework is an important component of a child’s education at ABA. Homework provides an opportunity for a student to reinforce concepts and practice skills, thus enriching their in-school program of studies. In addition, it serves as a valuable means of communication between home and school about a child’s progress.

We believe that homework should:

• Reinforce and support a child’s in-school experience

• Promote self-discipline, organization and effective study habits

• Promote positive attitudes towards independent and life-long learning

• Provide parents with insights into their child’s development and learning experiences, and

invite their involvement in an appropriate way

Students are responsible for:

• Completing assignments appropriately

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• Asking for assistance from the teacher if the assignment is not understood after attempting to

complete it independently

• Developing a homework routine

Teachers are responsible for:

• Providing a range of relevant and meaningful assignments during the school year

• Modifying expectations, when necessary, to meet the needs of individual students

• Reviewing homework and providing feedback so that student learning is enhanced

• Ensuring that assignments are understood by students

• Encouraging students to seek assistance when necessary

• Maintaining effective communication with parents

Parents are responsible for:

• Providing students with the time, materials and facilities for work at home

• Assisting students to develop a homework routine

• Ensuring that students work on their assignments

• Encouraging effort, achievement and a positive attitude towards homework

• Maintaining effective communication with teachers

Assignments may include:

• Review, extension or application of work taught in class

• Completion of unfinished class work

• Collection of materials and/or information for class

• Independent research, reports and projects

• Student reflection

Reading for Pleasure

• We expect that all children will enjoy uninterrupted reading at home each day. The amount of time given will depend on age and ability levels of students. The child who develops a love of reading gains a lifelong desire to read and learn. In the Early Years, parents are asked to read to, and with, their children. As children move through the year levels this will change as children develop as independent readers and devote more time for silent reading

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TIMES & SCHEDULES

Kindergarten 1 classes are in two sessions. The morning session is from 7:30 – 10:30 and the afternoon session is from 11.00 - 2pm. Kindergarten 1 students have an orientation procedure during the first week of school.

Kindergarten 2 classes begin at 7:30 am and finish at 12:00 pm.

Kindergarten 3 classes begin at 7:30 am and finish at 2:00 pm. During the first two weeks of school Kindergarten 3 students have a staggered exit that allows students to adjust to the longer school day.

Information regarding the beginning of the year procedures will be communicated to parents prior to the beginning of the school year.

GRADE 1-5

Grade 1-5 students start classes at 7:30 am and finish at 2:10 pm.

Classroom doors open at 7:15 am and at 10:55 for the second session of Kindergarten 1.

Break times

The two Kindergarten 1 sessions each have a thirty minute break for snack time and playing. Kindergartens 2 classes have one thirty minute break. The kindergarten 3 classes have two-thirty minute break times. Kindergarten 3 may have an additional break in the afternoon. Kindergarten children snack times are supervised in the classroom.

Grade 1-5 breaks are 9:00-9:30 and 11:30-12:10 pm. Supervised break time locations vary throughout the year according to the temperature.

Food-Children are not permitted to share food items for health and safety reasons.

Kindergarten-Grade 2: All students bring their food in a chilled lunch box or bag. We encourage children to bring healthy food that is low in sugar and salt. Soft drinks are not permitted. All children bring a water bottle which can be refilled from coolers at school.

Grades 3-5: Students can bring their lunches and have the option to purchase snacks or lunch from the cafeteria. We encourage families to use the cafeteria intermittently, recognizing that it does provide a convenient alternative.

Basic Information- Getting Started @ ABA

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BEFORE SCHOOL AND AFTER SCHOOL

Classroom doors open at 7:15 am. Students who arrive prior to this time must be supervised by the adult who brings them to school.

Parents and drivers are expected to observe the directions given by the guards in the car park. Priority is given to pedestrians using the pedestrian walks in the car park.

Cars are expected to drop students and leave the school grounds promptly, as this ensures a steady flow of traffic. The main gate has a security guard and an ID pass must be shown to access the ABA Campus. ID passes are available from the school reception.

Students need permission from parents and a gate pass from the reception to leave campus during the school day. The student may be picked from the classroom or arrangements should be made at reception.

The safety of students is a primary concern and we ask for your cooperation, particularly at the end of the day. If you do not collect your child, please stress our expectations to employed drivers.

CLASS COMPOSITION

There are two classes of Kindergarten 1, three classes of Kindergarten 2 and three classes of Kindergarten 3.

Grade 1-5 have three classes at each grade level.

All Kindergarten and Grade 1 classes have a teaching assistant.

All students from K3-Grade 5 have weekly swimming classes and all students are expected to participate. If a student is unable to participate in PE or swimming for a medical reason, a note from parents and a medical certificate are required and should be given to the PE teacher.

GRADE ALLOCATION FROM YEAR TO YEAR

It is the policy of the elementary section to place students in their class groupings for the next academic year based on the current grade teachers’ knowledge, and experience of students over the current year. Parents are encouraged to share with their child’s current teachers any information related to educational and social needs for the best possible placement of their children. Teachers in conjunction with the Elementary Principal will have final say as to where students are placed.

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ATTENDANCE

Good attendance is of prime importance for success in school. The school’s instructional program is based on the assumption that students will attend school on a regular basis. Attendance is recorded every morning and is noted on student reports. Irregular or insufficient attendance seriously disrupts student progress and the instructional program.

If a student in grades 1-5 is absent, the parents are requested to email the classroom teacher indicating the reason for the absence. Those parents who do not or are unable to email informing the teacher will receive a phone call from the school receptionist confirming the absence of the child.

ABSENCES

We strongly advise parents to plan vacations that coincide with school holidays. However, we do understand that this is not always possible. Written notification of vacations during school time should be given to the classroom teacher. Parents should consult with the teacher to determine the best way to keep up with class work during an extended absence.

PROMOTION AND RETENTION

Retention of a child to a particular grade level may occur in highly exceptional circumstances. The decision for such a change is the responsibility of the Elementary Principal in consultation with the parents, classroom and specialist teachers.

AFTER SCHOOL ACTIVITIES PROGRAM

The program is coordinated by Mrs. Raewyn Jack for children in Grades 1-5. Please note that activities for Grade 1 students begin in the second semester.

Parental permission is required for all after school activities.

More information can be found online via ABA webpage.

FIELD TRIPS / EXCURSIONS

Field trips support and enrich the curriculum. Parents will be informed of the details of the trip and the signed permission slip must be returned to the teacher in order for the child to participate. The ratio of adults (including teachers) to children is 1: 12.

TELEPHONE

Students may use school telephones for local calls but only with the permission of their teacher and the office staff.

TRANSPORTATION

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The business office provides information concerning bus companies that provide transport to and from school. Students travelling to and from the ABA must reflect the highest standards of behavior at all times.

HEALTH AND SAFETY

HEALTH AND SAFETY

An emergency contact form will be completed by all parents at the beginning of each year.

Good health is necessary for academic success and positive school experiences. Parents must make sure that their children bring healthy snacks to school and that they have plenty of liquids, especially during the hotter months. A good night’s sleep during the school week is essential so that students will function at their best. Regular nutritious meals are extremely important.

The Nurse’s Office is open from 0715 – 1700 and a Registered Nurse is always on duty. The Nurse’s Office is located behind the Administration Building. If students need to take prescribed medicine while in school, parents must provide the medicine together with written details as follows: Student’s name and class, reason for medication, dosage, route, time, and parent's signature. All medication must be kept in the Nurse’s Office. Students should bring the medicine to the Nurse’s Office upon arrival at school. A note should also be sent to inform the teacher. Students are not permitted to carry medication of any kind in school, with the exception of an asthma inhaler or Epi-pen, which must be reported to the Nurse’s Office.

The school nurse’s responsibilities include:

• providing acute, chronic and emergency care for students and staff

• assessing student health status; health checks grade 1 and 6 and all new entrants.

• ensuring vision and hearing tested by grade 1

• health education and health promoting activities

• maintain up to date student health records

• advising and keeping records of all childhood immunizations

• identifying health problems and making referrals

• medication administration

• school/community/healthcare provider liaison

All parents of students enrolling in the ABA are required to complete the Student Health Record and provide documented proof of immunizations. The parents’ / legal guardians’ signature is required to provide consent for the school to seek medical assistance in the case of an emergency. It is school policy and practice to call a parent immediately if a child requires urgent medical assistance. An emergency contact form will be completed by all parents at the

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beginning of each year. In cases where contact is not possible, ABA will transport the student to one of the following hospitals (Khoula Hospital, Muscat Private Hospital or The Royal Hospital). The cost of any medical consultation or treatment is the responsibility of the parents, although any medicament or treatment given by the school nurse is free of charge.

Sick Leave from school

If your child shows any signs of illness you should keep him or her at home, both for individual recovery and protection of other children and staff at school. Our policy is that a child who is well enough to come to school is well enough to attend all lessons and outside break time activities unless the school nurse has authorized exemption from certain activities.

If a child has a fever they must not return to school until 24 hours has elapsed with no fever and no need for medication. Likewise, in cases of diarrhea or vomiting they must not return to school for 24-48 hours after the last episode.

All students who have been on sick leave MUST report back to the school nurse so that appropriate records and measures can be taken, including exemption from sport etc if necessary.

Always inform the registrar teacher or school nurse if your child is on sick leave.

Head lice

Preventing head lice in schools requires constant vigilance and attention. Please check your child weekly and notify the teacher if your child develops head lice so that the necessary precautions can be taken. When head lice are detected at school, the nurse will contact the child’s parents so that they can collect him or her from school. The nurse will provide the parents with a letter explaining how to eradicate the head lice and the procedure for readmission to class.

Accident Reporting

Any accident and/or injury sustained by a student will be reported to the school nurse. If necessary, the school nurse will complete an Accident Report form. For more serious accidents that occur on campus, parents will be telephoned by the nurse.

Minor Injuries (Non-Life Threatening)

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1. If able, students should report to their classroom first and inform the teacher. The

student should then report to the Nurse’s Office

2. The school nurse will assess the student’s condition

3. Non-prescription medication may be given for fever, cold, cough or allergy

4. Student is allowed to rest for one class period, and is observed

5. Student either returns to class or the school nurse will contact the parent to pick up

the child

6. The incident is recorded in the log book

7. All students must wait in the Nurse’s Office until they are picked up by parent/driver.

Parents are requested to promptly pick up sick students from the Nurse’s Office.

Moderate/Severe Injuries

1. Student reports or is transported to Nurse’s Office

2. Students condition is assessed and emergency care provided

3. Parents will be contacted

4. School nurse will determine if more advanced care is needed

5. Parents and/or school nurse will transport student to a medical facility

6. Incident will be documented

7. Accident form completed

Advance medical care is required when:

• injury involves severe bleeding

• injury involves head and/or spine

• injury has impaired breathing

• moderate musculoskeletal injuries are suspected

The parents / legal guardian will be contacted immediately. If unable to contact the parents, the student will be transported to a hospital (Muscat Private, Khoula Hospital and/or The Royal Hospital).

CODE OF CONDUCT

Behavior which violates the Mission, Vision and Values of the ABA will be dealt with clearly, justly and without exception. All members of the school staff are responsible for maintaining

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discipline on the school campus. A student who is behaving in an inappropriate manner will be reprimanded and if such behavior persists, the administration and parents will become involved, with increasingly severe sanctions. If a student is unable or unwilling to abide by the behavior code established at the ABA, his/her place in the school becomes questionable and could result in suspension or expulsion.

The elementary school prides itself on the diverse background of students and their sense of personal responsibility and concern for others.

To this end we believe that students should:

• be able to enjoy learning

• learn in a clean and safe environment

• be able to make mistakes and learn from their mistakes

• not be hurt physically nor should their feelings be hurt

• be treated fairly and kindly

• respect people and property

Detention of children Grades 1-5 at break time

Should a child’s behavior or lack of focus cause them or others to not complete a reasonable amount of work, the teacher may ask that they spend up to 10 minutes of their break in class. As the detention is assigned to complete unfinished work in direct relation to the undesired behavior, the detention is not punitive by nature. Detention therefore becomes a consequence that is borne from clearly explained and achievable expectations that a child has deliberately chosen to ignore. All detentions are supervised.

SUSPENSION

In cases of extreme violation of school rules, an administrator may suspend a student from all activities. The Principal will inform parents immediately of the suspension, and confirmation of the sanction will be given in writing to the Superintendent with reasons for the action. An initial suspension may not exceed five days unless a longer or indefinite suspension is approved within the first five days by the Board of Directors. During the period of absence from school a student is not permitted to attend any classes, to participate in any extra-curricular activities and social events or to return to the school premises for any reason. On returning to school at the end of the suspension period, a student will be readmitted only after discussion between the parent, student and the administrator involved.

EXPULSION

Expulsion is for the most serious offenses or for repeated infractions of school regulations. Expulsion forms part of the permanent record of the dismissed student.

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FORBIDDEN ITEMS

The following items are forbidden at school and will be confiscated:

• chewing gum

• mobile phones/iPods (unless approved by classroom teacher. The device should be registered

with our IT department)

• skateboard / roller blades

• matches and lighters

• noxious substances

• weapons

• illegal substances

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DRESS CODE

Main colors

• White, light blue, dark blue, and yellow polo shirts • Navy blue , black, khaki shorts ,trousers, skirts • ABA House T-Shirts for PE days are red, yellow, blue and green

Boys

1. ABA polo style shirts. Only ABA House T-shirts may be worn on assigned days 2. Students in Grade 1-5 are expected to wear long trousers or shorts. No jeans or sweat

pants. 3. Trainers, sandals or sneakers may be worn, but not flip flops.

Girls

1. ABA polo style shirts. Only ABA House T-shirts may be worn on assigned days 2. Skirts, dresses, trousers, leggings and shorts are allowed and must be worn at or

below the knee. 3. All girls’ clothes must be loose fitting. Tight fitting clothes are not allowed, in

deference to Muslim custom. 4. Trainers, sandals and sneakers may be worn, but not high heels or flip-flops.

Boys and girls

1. Hair: Provocative hair styles or coloring are not appropriate for school. 2. Jewelry: The wearing of valuable jewelry and jewelry in quantity is inadvisable. The

ABA accepts no responsibility for any jewelry brought to school. 3. Provocative or extravagant clothing will not be permitted. 4. Hats may not be worn in the classroom, but must be worn outside. 5. ABA has a ‘No hat, No play’ policy. ABA hats will be available to all students, teachers,

ancillary staff and parents for a reasonable cost.

PHYSICAL EDUCATION - DRESS CODE

For PE, students wear cotton black or navy blue shorts, ABA/ House T-shirts and gym shoes.

Proper swimming costumes are necessary for the swimming portion of the PE program. Girls must wear a one-piece bathing suit, and boys must wear a racing-type suit, or proper swim trunks. Swimming caps must be worn; goggles are optional.

SALE OF SCHOOL CLOTHING

The Business Office sells the following items:

• ABA polo shirts with school logo • ABA House T-shirts • PE shorts

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• ABA sweat shirts • ABA hats and caps

STUDENT COUNCIL

The Elementary School Student Council (Grade 1-5) provides leadership opportunities that foster student responsibility and is guided by a faculty advisor. The Student Council is responsible for assessing the quality of student interaction, morale and social life and can communicate the needs of the student body to the faculty and administration. The Student Council, in conjunction with the faculty advisor, plans events and programs that are interesting and relevant to the students and the school community.

The Student Council members are elected by their classmates. Each Grade 2 class has two elected Student Council representatives. Grades 3-4 have one elected representative from each class. In grade 5, there is one elected representative and one elected executive member from each class.

ECO RANGERS

The Eco Rangers elementary environmental club has student representatives from each

classroom and is guided by a teacher supervisor. The Eco Rangers promote environmental

awareness through their bulletin board displays, at assemblies and through class

representatives facilitating conversations and activities with their classmates. The Eco Rangers

also participate (p) in the Eco Schools Muscat Eco Summit which is hosted by a different

member school each year. The Eco Ranger members are (p) elected by their classmates and the

representatives change 2-3 times during the year to allow for more students to participate as

Eco Rangers.

MUFTI DAY

On the last Thursday of each month the dress code changes to enable students to wear casual clothes. On various occasions children are asked to donate 200 baisa to allow the student council to raise funds for needy charities and student related equipment. Students will be informed about this prior to the MUFTI day. All students must dress in an appropriate manner- collarless T-shirts and the like are acceptable provided any printed logos / designs respect normal standards of decency. No excessive jewelry is to be worn.

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FIRE AND EMERGENCY PROCEDURES

Evacuation procedures are posted in each classroom. There are regular drills to familiarize the children, teachers and administrative staff with the emergency procedures. Parents that are in the building when the evacuation alarm sounds are asked to observe the same rules as the children and evacuate the campus immediately, calmly and silently.

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STUDENT ADMISSION

Criteria For Admission Previous Schooling

• Previous Schooling is not a pre-requisite for entry into the Kindergarten levels. • For entry into Grades 1-12, official documentation including transcripts, test scores, and

relevant evaluations must be submitted. All documentation must be in English or translated into English with the attestation of the appropriate Embassy.

• A copy of an applicant's passport (or similar document) is necessary to verify nationality and birth date. The ABA may deny admission to applicants whose age significantly exceeds the average age of the grade level in which they seek placement.

English Language Proficiency

• In ECE and Elementary sections, English language proficiency is not a prerequisite for student acceptance to ABA. We encourage parents to maintain their child’s mother language proficiency as the strength of a second language is largely determined by first language proficiency.

• In Secondary, ABA expects all students to either possess or be working towards a grade-level appropriate degree of proficiency in English, the school's language of instruction.

• All non-native speakers of English may be required to take an English proficiency examination as part of the application process and / or be interviewed by an ABA English-as-an-Additional-Language (EAL) specialist. The results of the examination or interview can help the school make general placement decisions and determine levels of support.

Special Learning Needs

• The ABA welcomes applications of children with diagnosed learning needs and for whom the school's Special Learning Needs (SLN) program has appropriate resources.

• The ABA expects that parents of a prospective SLN student provide the school with documentation detailing the nature and extent of the child's learning need.

• If documentation is incomplete, the school may request that a prospective student undergo a psychological evaluation at the parents' expense before it reaches a decision on acceptance.

Admissions and fees

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• All SLN applicant files are reviewed by the ABA Administration in consultation with the school's SLN teaching staff.

• The Administration may admit an SLN student on probationary basis prior to a final decision on enrollment.

• The Administration may deny admission to an applicant if the SLN program is filled at a particular grade level or if it determines that the ABA cannot responsibly serve the applicant's educational need.

• SLN admissions policies at ABA are subject to review on an ongoing basis.

Financial Resources

• All parents and/or companies must demonstrate the capability of paying all required registration, Building and Capital Asset Replacement Fund, and school tuition fees in a timely manner.

• The ABA does not offer financial assistance or scholarships.

Procedures For Admission

Please Follow the Steps Outlined Below

• Contact School Registrar to obtain application form, general information, set up interviews and receive campus tour.

• Fill out application form. • Submit official school records and/or transcripts for past 2 years if applying for admission

into grades 2-12. Submit the previous year's records if applying for Grade 1 admission. • Submit copy of passport to certify nationality and birth date. • If applicable, submit documents that attest to a student's learning need and suitability for a

modified educational plan. • Take a placement test if necessary to clarify a student's English proficiency or math level.

To register send mail to registrar@abaoman.org

Age of students

Children entering K1 must be 3 years old by September 1 and must be toilet trained. Children entering K2 must be 4 by September 1. Children entering K3 must be 5 by September 1. There will be no exceptions to this rule except by prior approval from the Elementary School Principal. Students in grade 1-5 are placed in age appropriate classes. The birth date of students will be verified from either the passport or birth certificate before official admittance to ABA.

Fees

All parents and / or companies must demonstrate capability of paying all required registration and school tuition fees in a timely manner. Financial aid or scholarships are not available. ABA reserves the right to refuse admission to any student if space is not available or for valid educational reasons, which the Superintendent will communicate to the parents. Tuition fees, if

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paid on an annual basis, are due by the first day of the school year, and must be paid in full. Fees paid by term must be paid in full by the first day of each term. A 3% administrative charge per month may be levied for late payment.

Building and Capital Asset Replacement Fund

All Students entering Kindergarten 2 through Grade 12 students at the ABA for the first time are charged a non-refundable Building and Capital Asset Replacement Fund of R.O.3000. Students entering Kindergarten 1 do not pay the Building and Capital Asset Replacement Fund, but when the student moves from Kindergarten 1 to Kindergarten 2, the Building and Capital Asset Replacement Fund will take effect. A student who leaves the school for any reason and who has paid the Building and Capital Asset Replacement Fund will be required to pay the difference between the amount paid upon first registration and the amount of BCARF contribution applicable at the time of re-registration.

Application fee: An application fee of R.O. 75 is required when an application is submitted. This application fee is not refundable.

Registration fee: A registration fee of R.O. 150 is required when a student is accepted. This fee will be deducted from the first payment (either annual or semester). This registration fee is not refundable if the student does not take up the offer of admission.

Re-registration Fees

A re-registration fee R.O 100 is required each year by the 15th of April to hold a place for a student already enrolled at ABA. This R.O. 100 will be deducted from the annual or semester fee at the beginning of the new school year. This fee is not refundable if the student does not take up a place the following year.

Refund Policy

Parents of students withdrawing from school are required to notify the Registrar at least one (1) term in advance except in extenuating circumstances. If a student leaves the ABA before the end of the second week of the beginning of any term, fifty percent of the tuition fees for the current term will be refunded. In addition, any fees paid in advance for tuition that applies to future terms will be refunded one hundred percent. Students expelled from ABA do not qualify for any fee refund.

Withdrawal

When a student leaves the ABA, he/she may request a leaving certificate and/or official reports if required. Two week notice is necessary for the preparation of final reports in the event of family’s departure from Oman. Official withdrawal and consequent action on any relevant refunds of tuition fee will be conditional on ABA’s receiving notification, in writing from the parent, at least two weeks prior to departure. Reports at the end of a reporting period can, on

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written request, be mailed to a forwarding address.

All students are required to complete the established check-out procedure. Prior to the issuance of leaving documents, parents must clear all matters concerning textbooks, library books and school property.

If parents change address on telephone number it is important to inform the Registrar immediately.

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ABA– an IB World School is an English-medium school which “recognizes that language, our major means of thinking and communicating, is fundamental to learning, underpinning and permeating the whole curriculum.” (IBO 2007) ABA students learn language but also learn about and through language using authentic contexts and literature. The four communication strands of listening, speaking, writing and reading are learned and reinforced across and throughout all subject areas. In this context all teachers at ABA are language teachers.

ABA has a diverse international population and our Vision affirms the school’s environment of intercultural understanding and respect. In the elementary school all students in grades 1-5 learn our host country language, Arabic. Mother tongue is crucial for a student’s cognitive development and in maintaining cultural identity. Students who do not have English as a mother tongue are encouraged to continue with this area of their language development.

The Elementary section has an international framework of curriculum based on the International Baccalaureate Primary Years Program providing an overall philosophy, curriculum and methodology. Our school based curriculum is used within this framework to provide a comprehensive and challenging education, one that develops a well-rounded international person with attributes and dispositions to act responsibly within the international community.

The International Baccalaureate Primary Years Program (IBPYP) is designed for students aged from three to twelve years. The aim of the program is to provide opportunities for students to show that they are inquirers, thinkers, risk-takers and communicators. It also allows them to demonstrate that they are knowledgeable, principled, caring, open-minded, balanced and reflective. As well as being valuable in themselves, these outcomes help students develop their awareness of local and global issues. Through the program of study, students also channel the acquisition and application of knowledge into community action or service. Students are expected to demonstrate positive attitudes towards people, the environment and learning.

The PYP defines the school as a community of learners working together to draw meaning from their environment. It recognizes the students’ roles in defining their learning experience by valuing their curiosity and interest. The PYP allows student questions to contribute to the structure of that experience. Teachers have the responsibility to provide the experiences which will develop the skills students need to answer their own questions. The students themselves are expected to reflect on their role in the learning process and assess their effort and progress. The PYP aims to raise students’ awareness of the responsibility they genuinely share with adults in the learning community.

The success in achieving these student qualities will depend on more than just the curriculum. The elementary school program draws on a number of key factors, each contributing to the overall success of these outcomes. These factors are:

Approaches to teaching and learning

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• Our international student body of over 70 different nationalities and the way the program

positively accommodates reflects and celebrates the cultures represented in the school.

• The climate and the extent to which the school offers a safe, secure, stimulating environment to

all its learners.

• The students and the way in which the elementary section takes positive advantage of the

diversity within the student body to enrich learning and the lives of the whole school

community.

• The example of adults and teachers as they actively model the outcomes advocated for the

students.

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STUDENT PROFILE

The International Baccalaureate (IB) Learner Profile reflects the values of ABA’s guiding statements. The Learner Profile aims to develop internationally minded students who can help create a better and more peaceful world. The PYP Learner Profile describes the attributes and dispositions of an international person.

Each student, to their fullest potential, will be:

The Student is displaying the Learner Profile when he/she:

An Inquirer

Enjoys learning new things, asks questions, demonstrates curiosity and makes connections.

A communicator

Is able to express feelings, needs and wants; share thoughts and ideas confidently and clearly, use his or her skills of reading, writing, speaking, listening and presenting.

A Thinker

Makes observations about his/her environment, has opinions and can support them, is able to solve problems and make decisions.

A Risk-Taker

Is willing to make mistakes, approaches new situations with confidence, stands up for his/herself and thinks about new ideas.

Knowledgeable

Has learned the big ideas, concepts and facts related to his/her units of inquiry and builds previous understanding from resources and the world around.

Principled Demonstrates fairness and honesty in his/her actions, knows the difference between right and wrong and takes responsibility for his/her own decisions.

Caring

Takes responsibility for the care of the school, tries to find solutions to help others and is aware of the feelings and needs of others.

Open-minded

Listens to and asks the opinions of others, respects that others may have a different opinion or point of view and is open and accepting of different cultures.

Balanced

Understands the importance of physical, personal and emotional health, tries his/her best to deal with problems and is organized and able to manage time appropriately.

Reflective Thinks about what and how he/she learns, thinks about how to do things in different ways, analyses his/her strengths and weaknesses and makes goals to move forward.

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We believe that students bring to the learning situation their own prior knowledge and engage with the curriculum through the activities designed by the teacher. In the context of this total learning environment, the students make sense of their experiences or construct meaning. It is the responsibility of our teacher to identify the students’ prior knowledge, provide appropriate experience, assess their new learning and begin the cycle anew. The major thrust of all learning is based on the spirit of Inquiry.

THE WRITTEN CURRICULUM – What do we want students to learn?

The framework provides a balance between the search for understanding, the acquisition of essential knowledge and skills, the development of positive attitudes and the opportunity for positive action. In terms of achieving this balance, the emphasis is on five components of the written curriculum. These are:

1. CONCEPTS

Concepts are powerful ideas which have relevance within and across the disciplines, which students must explore and re-explore in order to develop an understanding. Key concepts drive the inquiry which students undertake. These concepts focus the constant process of inquiry and learning that takes place in the community.

THE KEY CONCEPTS

Form What is it like?

Function How does it work?

Causation Why is it like it is?

Change How is it changing?

Connection How is it connected to other things?

Perspective What are the points of view?

Responsibility What is our responsibility?

Reflection How do we know?

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2. KNOWLEDGE

Knowledge or “What we want the students to know about?” We believe that it is vital that we build on our student’s prior knowledge base. Six themes (four in Kindergarten 1 and 2) have been identified to serve as organizers for the selection of Trandisciplinary units of inquiry

The PYP Program of Inquiry Organizing Themes

Who we are

1. An inquiry into Who we are?

An exploration of the nature of one’s self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; or our right and responsibilities; of what it meant to be human.

2. An inquiry into Where we are in place and time?

An exploration of our orientation in place and time; our personal histories; history and geography from local and global perspectives; our homes and journeys; discoveries, explorations and migrations of humankind and contributions of individuals and civilizations.

3. An inquiry into How we express ourselves?

An exploration of the way in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

4. An inquiry into How the world works

An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology.

5. An inquiry into How we organize ourselves

An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment of their impact on us and the world around us.

6. An inquiry into Sharing the planet

An exploration of our rights and responsibilities as we strive to share finite resources with other people and with other living things; of communities and of the relationships within and between them.

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3. SKILLS

Skills or “What do we want the students to be able to do?” The construction of meaning and, therefore, understanding is complemented by the students acquiring and applying a range of skills. These skills are best developed in the context of meaningful situations such as the Units of Inquiry. In order to conduct purposeful inquiry and in order to be well prepared for further education and for life beyond school, students need to master a range of skills beyond those normally referred to as basic. These include skills which transcend the individual disciplines.

Thinking Skills

We view students as thinkers; skilled in operating at all levels of thinking. Students need to be able to think critically and creatively.

Social Skills

We view students as socially confident, skilled in adapting to a variety of roles - responsible enough to work alone, flexible enough to work in teams. Students need the ability to adapt to changing circumstances and to work with others for the solution of complex problems.

Communications Skills

We view students as communicators, skilled in all aspects of using language (including symbolic language) for acquiring and expressing ideas, information, beliefs and values. Students need to master a range of literacy’s in order to contribute with confidence in a world in which communication systems are changing at a rapid pace.

Research Skills

We view students as researchers, skilled in formulating appropriate questions, in deciding upon the information they need, in knowing where and how to find it and in organizing it in the ways that best meet their purpose. Students need to be able to locate, validate and utilize data.

Self-management Skills

We view students as balanced individuals, skilled in making choices with regard to their physical, mental, social, and spiritual well-being and confident but realistic in their self-image.

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4. ATTITUDES

“What do we want the students to feel?” The elementary program focuses on the development of positive attitudes towards people, the environment and learning.

We want students to develop:

Appreciation

Appreciating the wonder and beauty of the world and its people

Commitment Being committed to their learning, persevering and showing self-discipline and responsibility

Confidence Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices

Cooperation

Cooperating, collaborating and leading or following as the situation demands

Creativity Being creative and imaginative in their thinking and in their approach to problems and dilemmas

Curiosity Being curious about the nature of learning and of the world, its people and cultures

Empathy Imaginatively projecting themselves into another’s situation, in order to understand his/her thoughts, reasoning and emotions

Enthusiasm

Enjoying learning

Independence Thinking and acting independently, making their own judgments based on reasoned principles and being able to defend their judgments

Integrity

Having integrity and a firm sense of fairness and honesty

Respect

Respecting themselves, others and the world around them

Understanding Feeling sensitivity towards differences and diversity in the world and being responsive to the needs of others

5. ACTION

Action, or “How do we want the students to act?” We will develop in students a growing sense of social responsibility and the expression of that responsibility through positive action.

Choose

Act

Reflect

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THE TAUGHT CURRICULUM - How best will students learn?

The inquiry-based approach, with its key questions driving student research, is reflected in a set of questions for teachers and physically represented by a working planner that is collaboratively written by teams of teachers.

THE LEARNED CURRICULUM - How will we know what students have learned?

The elementary section believes in the use of a range and balance of assessment strategies, designed or chosen to reflect a clear set of purposes and principles.

Planning, Assessment and Reporting

Assessment is used in conjunction with the Daily Planner and is based on:

• Observation

• Anecdotal records

• Work samples

• Teacher-made whole class profile sheets / tests (age appropriate)

• Rubrics

• Self Assessment

• Conferencing

The recording and documentation is the responsibility of the classroom teacher with formats and styles varying according to individual teacher needs.

The reporting of student progress to parents is achieved by students and teachers:

• Maintaining a Student Portfolio of work

• Regular samples of work being sent home

• Student self-assessment

• Students establishing learning goals

• Meetings/conferences on an informal or appointment basis between reporting periods

• Two formal ‘Parent-Teacher Conferences’ throughout the academic year

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Parent - Teacher Association

The Parent Teacher Association holds a very special place at ABA. All parents and teaching staff are members. The PTA’s remit is threefold; it acts as a liaison between the Board of Directors, the parents, the teachers and the students; organizes cultural and social events to enable the school community to interact and bond with each other in a social setting; undertakes fund raising activities for purchasing items which are non-curricular in nature.

The PTA is elected annually from the parent community at the end of each academic year. Its members are dedicated parents who work on a voluntary basis. Monthly meetings are usually held on the first Monday of every month which provides an opportunity for communication between the parent community and the leadership of the school.

The 2016-2017 PTA Committee:

Co-chairperson—Kate Horsburgh

Co-chairperson—Sharon McLaughlin

Vice Chair—Minita Sampat

Secretary—Sonia Pilkington

Treasurer—Ira Widayati

New Parent Representative—Sonya Simmonds

Early Childhood Co-Representative—Noreen Khurram

Early Childhood Co-Representative—Maheen Marghub

Elementary Co-Representative—Alaa Mohammed Ali

Elementary Co-Representative—Anjum Sadiq Khan

Middle School Representative—position open

High School Representative—Mirela Krauss

Welcome to New Parents

An important role of the PTA is to welcome and assist new families upon their arrival at ABA. The situation for parents in Oman can be very different from other parts of the world. Settling children into a

Parent – Teacher Association

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new school is just one of the things which can cause anxiety for families. New parents can feel vulnerable, uniformed and lonely amongst settled expatriates. The PTA helps to alleviate such situations and has a created a role - New Parent Representative - dedicated to helping new parents feel welcome. The PTA also has created “The Little Blue Book” which is updated from time to time. It contains a lot of useful information and tips relevant to living in Oman.

PTA Coffee Mornings and Tuesday Talks

These social mornings are held at the beginning of term and then as required/desired by individual grades. Beginning of the term coffee mornings are a way to meet new parents and get together with returning parents. Mid-term coffee mornings typically take place as a way to discuss specific programs within the school. For instance, there are often Middle School Coffee mornings dedicated to helping Grade 6 parents adjust to the various changes that occur in the transition from Elementary to Middle School. Each year the number of coffee mornings and the topics discuss vary.

Homeroom Parents Program

This is a very rewarding experience as parents are able to “get involved” with their children’s classes and get to know other parents of the class. Each class in ECE and Elementary has one Homeroom Parent and Assistant who assist the teacher to enlist help for field trips, class activities or holiday celebrations. In Middle School and High School there are often just a Homeroom Parent per class or per grade. The Homeroom parents and Assistants also play a key role in mobilizing volunteers for PTA events such as the International Cultural Festival, etc. The Homeroom Parent Program is another way the PTA makes contact with new parents to help them feel welcome in the ABA community. The Homeroom Parents are informed of new families and are often the first point of contact with the ABA Community.

Events

Each year the PTA organizes a number of social events aimed to bring families together and celebrate the cultural diversity we enjoy at ABA. Some examples of past events include the International Cultural Festival, National Day Celebrations, Winter Festivals, Festival of Lights, Flea Markets, Spooktacular, Quiz Nights, etc. Each year brings something new!

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GRADE LEVEL NEWSLETTERS

At the beginning of each new Primary Years Program unit of inquiry the grade teachers plan together to inform parents of the nature of the unit and the teaching and learning that will take place. It is also an opportunity to communicate student achievements and the events taking place at the grade level.

WEEKLY NEWSLETTER

This is the main ABA instrument of communication with the entire parent body. Notices are as factual and as succinct as possible. The Newsletter is available at http://www.abaoman.org every Thursday.

ASSEMBLIES

The elementary school holds regular assemblies where parents are invited to share in performances, recognition of student achievements and birthdays. In the ECE section, approximately five assemblies will be held throughout the year in the Performance Arts Center beginning approximately at 7.40 a.m. Each grade level in the Grade 1 to 5 sections holds one assembly. The purpose of the assembly is to give responsibility to each level to organize and present an assembly to their peers. Parents will be notified of the date via the school Newsletter.

CHANNELS OF COMMUNICATION

Contact with your Child’s Teacher

For routine matters relating to your child’s academic progress and classroom activities, contact must be made with the classroom teacher.

All teachers will make themselves available to deal with parent concerns - on an emergency basis if needed. Since teachers are obviously busy in the classroom for most of the day, parents will need to make an appointment for a time that will facilitate an unhurried discussion of problems in an effective manner. This appointment will usually be outside normal school hours. Parents can arrange such meetings by communicating with the teacher.

Contact with the Principal

The Principal of the Elementary School has the authority to deal with all operational aspects of the daily academic and social life of the ABA. The teachers report directly to the Elementary School Principal. Direct contact with the Principal should occur in any one of the following circumstances:

a. you still have questions or concerns after your discussion with the teacher regarding the matter concerning your child

b. you feel the matter concerning your child is serious enough to warrant immediate action by the administration (i.e. by passing stage one above)

Communication between school and home

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c. your concern is not with the normal classroom learning situation, but is of a general curricular, behavioral or school organizational nature

d. you feel there is a sudden emergency situation and contact must be made

Contact with the Business Manager

In all cases dealing with routine financial matters, contact the Business Office.

Contact with the Superintendent

The Superintendent will normally be aware of serious concerns brought to the weekly senior management meetings by Directors / Principal.

Circumstances in which the Superintendent may be involved in parental concerns are:

a. the matter has already come to the attention of the Elementary School Principal and is unsatisfactorily resolved in the opinion of the parent

b. the matter is not related to the routine operation of the academic program and social life of the school

c. the matter is more than a merely routine financial one d. the matter is of a very serious, dangerous, threatening or urgent nature, one requiring

immediate, high-level administrative action

Contact with the Board of Directors

Parental approach to the Board is an action of last recourse. Consequently, the Board of Directors acting collectively, will deal with a parental concern only in the following circumstances:

a. the matter has been brought to the attention of the Superintendent, and in the opinion of the parent, the Superintendent has not dealt with it or has dealt with it unsatisfactorily

b. the parents present the matter in writing to the Board Chairperson, at least three days prior to a regular board meeting

Procedurally, the Chairman will then consult with the Superintendent with a view to resolving the issue and taking appropriate action. Should this not be possible, or if the chairperson feels that the full Board should be consulted, the matter will appear on the agenda for the next Board meeting. Whilst it is important to highlight the procedures for concerns across the various sections of the school and the Board of Directors, the school and community enjoy a very positive and professional relationship in serving the needs of our students. The identification of these procedures ensures clear lines of communication in the event of parental enquiries and concerns.

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Student E-mail and Internet Agreement

Student Internet and E-Mail Agreement

I agree to use the Internet and E-mail at ABA in a responsible manner for purposes stated by my teachers. If I find myself logged into unsuitable Internet sites, I will immediately click on the home or back button and inform a teacher.

When working on the Internet I will:

• Only access the internet for purposes specified by my teacher. • Not give out information such as my name, address, telephone number or parents’ work

address or telephone number. • Not use the e-mail to frighten or annoy other people. • Only access games specified by a teacher. • Always have my teacher’s permission before sending an E-mail. • Compose messages using language that is acceptable at ABA. • Not respond to any messages that are unpleasant or that make me feel uncomfortable

in any way. • Not send chain/spam e-mails. • Not access another person’s account, folders or passwords.

I understand that if I do not follow this agreement, I will lose my internet and E-mail access rights for a period of time or receive other consequences determined by my teacher and the ABA administration.