QATAR ACADEMY SIDRA PARENT HANDBOOK Instructional Assistant . ... QAS Parent Handbook 19 CODE OF...

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2016-2017

QATAR ACADEMY SIDRA

PARENT HANDBOOK

QAS Parent Handbook 2


1. Welcome from the School Director

2. Our Vision and Mission

3. About Our School

IB Learner Profile

4. School Administrators and Coordinators

5. Primary School Staff

6. Arabic and Islamic Studies Staff

7. Student Support Services

8. Secondary School Staff

9. Administrative Support Staff

10. Code of Ethics

11. Instructional Programs

12. Inclusion Policy

13. School Information

14. School and Student Emergencies

15. Assessment and Reporting

16. Student Conduct

17. Parent Teacher Association – An Introduction

18. Attendance Expectations

19. Homework – How Parents Can Help

20. Technology

21. Medicals, Immunizations and Allergies

22. Housekeeping Items

23. Parental Questions and Concerns

24. Photo Consent

Table of Contents


Dear Faculty, Welcome to the 2016-2017 school year at Qatar Academy Sidra.

This handbook is designed to acquaint you with the vision, mission and policies that shape our school. As extensive as this document is we know all questions may not be answered. If you have a question or need clarification on an issue, please start with your child’s homeroom teacher or division principal. In the 2015-2016 school year our vision continued and much was accomplished. With two years of candidacy in both the PYP and MYP now complete and the introduction of the Readers and Writers Workshop, significant change continues to take place. In the past year we completed the IB authorization visit for the Diploma Program and are now authorized to deliver the IB Diploma Program to our first grade 11 class. In November of 2016 we will have IB Authorization visits for both the PYP and MYP programs and our hope is to be authorized for all three programs at the start of 2017. This year we will expand into two separate campuses for our Primary and Secondary divisions. These new and expanded facilities will help us to achieve our ongoing goal to provide nothing short of a world class education for your child. I look forward to working with you as we continue to grow Qatar Academy Sidra. Stephen Massiah Director

From the Director’s Desk


OUR MISSION AND VISION

Vision

The QF vision for all schools is - Leading Learning

Mission

Qatar Academy Sidra is a supportive community that engages and empowers all in the

pursuit of learning, through a student centered, inquiry approach

ADMISSION TO OUR SCHOOL

Students applying to QA Sidra are children of Qatar Foundation employees or QA Sidra

School employees. Prospective students are required to complete the school’s intake

assessment. Parents are required to provide accurate copies of all school academic

records, behavioral reports, immunization information and outside reports prior to

acceptance and enrolment. The results of the intake assessment will determine if a

student is eligible to attend QA Sidra, where the student is to be placed and what

additional resources and support, if any, will be required.

Please note: Our school cannot confirm a placement until all required school records

and medical documentation have been submitted to our Admissions department and

assessments completed.

Our Curriculum Overview The school uses internationally recognized standards as the basis for our curriculum

framework. The curriculum is based on current research and best practices to provide

the highest quality education possible. Curriculum is aligned to North American

standards but also takes into account requirements of the International Baccalaureate

Program and the unique needs of an international school. Arabic, Islamic Studies and

Qatar History follow the standards from the Ministry of Education in Qatar. All Qatari and

Muslim students are required to take Arabic and Islamic Studies.

Through the continuous review and collaboration by teachers, the leadership team and

the Curriculum Coordinator, curriculum development is an ongoing process. The

curriculum is consistently monitored for appropriateness, alignment and rigor. Teachers

create units that are focused clearly on what we want students to know, understand and

be able to do by the end of a unit.


INTERNATIONAL BACCALAUREATE (IB) The International Baccalaureate aims to develop inquiring, knowledgeable and caring

young people who help to create a better and more peaceful world through intercultural

understanding and respect.

To this end the organization works with schools, governments and international

organizations to develop challenging programmes of international education and

rigorous assessment. These programmes encourage students across the world to become

active, compassionate and lifelong learners who understand that other people, with their

differences, can also be right. The aim of all IB programmes is to develop internationally

minded people who, recognizing their common humanity and shared guardianship of the

planet, help to create a better and more peaceful world.

IB Learner Profile Attributes Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry

and research and show independence in learning. They actively enjoy learning and this

love of learning will be sustained throughout their lives.

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

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize

and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more

than one language and in a variety of modes of communication. They work effectively and

willingly in collaboration with others.

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

Open-minded They understand and appreciate their own cultures and personal histories, and are open

to the perspectives, values and traditions of other individuals and communities. They are

accustomed to seeking and evaluating a range of points of view, and are willing to grow

from the experience.


Caring They show empathy, compassion and respect towards the needs and feelings of others.

They have a personal commitment to service, and act to make a positive difference to the

lives of others and to the environment.

Risk-takers/Courageous They approach unfamiliar situations and uncertainty with courage and forethought and

have the independence of spirit to explore new roles, ideas and strategies. They are brave

and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to

achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able

to assess and understand their strengths and limitations in order to support their

learning and personal development.


Mr. Stephen Massiah Director

Mr. Harish Kanabar Primary Principal

Ms. Carolyn Mason Parker Secondary Principal

Mr. Ghulam Bhatti Assistant Primary Principal

Dr. Faisal Ali Assistant Secondary Principal

Mr. Jason McCary PYP Coordinator

Ms. Amanda Shepherd MYP/DP Coordinator

Ms. Jenny Von Zastrow Curriculum and Accreditation Coordinator

School Administrators

IB Coordinators

Curriculum Coordinator


Mr. Harish Kanabar Primary Principal

Mr. Ghulam Bhatti

Assistant Primary Principal

Ms. Beata Kulig

Pre – 3A Teacher

Ms. Ayesha Shun

Pre-3A Instructional Assistant

Ms. Charlene Ahmed

Pre – 3B Teacher

Ms. Elham Ahmed

Pre-3B Instructional Assistant

Ms. Ruta Baskevica Pre-3C Teacher

Ms. Hodan Mirreh

Pre-3C Instructional Assistant

Ms. Christine Cornejo Pre-3D Teacher

Ms. Hanan Al Hajaji Pre-3D Instructional Assistant

Primary School


Ms. Elmi Vosloo Pre-4A Teacher

Ms. Shabnam Gafur Pre-4A Instructional Assistant

Ms. Anna Perez Pre-4B Teacher

Ms. Priya Arvind Pre 4B Instructional Assistant

Ms. Foster Itter

Pre-4C Teacher

Ms.Rizwana Parveen Pre 4C Instructional Assistant

Ms. Stephanie Spethman KGA Teacher

Ms. Suzie Azizi KGA Instructional Assistant

Ms. Margaret Gigliotti KGB Teacher

Ms. Nisha Khan KGB Instructional Assistant


Ms. Sara Palmer KGC Teacher

Ms. Sheetal Nair KG C Instructional Assistant

Ms. Vanessa Miller Grade 1A Teacher/Maths Lead

Ms. Kim Norsten Grade 1B Teacher

Ms. Dominika Patzer Grade 1C Teacher

Mr. Marc Deragon Grade 2A Teacher

Ms. Sarah Dugan Grade 2B Teacher

Ms. Amanda Desir Grade 2C Teacher

Ms. Jenna Cirillo Grade 2D Teacher

Ms. Ana Akid Grade3A Teacher


Ms. Jennifer Van Belle Grade 3B Teacher

Ms. Rebecca Cyrus Grade 3C Teacher

Ms. Yalda Roshan Grade 3D Teacher

Ms. Tessa McGovern Grade 4A Teacher

Ms. Jennifer Pusker Grade 4B Teacher

Ms. Lou Waldron Grade 5A Teacher

Ms. Sarah Holdsworth Grade 5B Teacher

Mr. Sandjis Baskevics PE

Mr. George Mandaly PE/ASA Coordinator

Ms. Kathy Worner PE Pre3/4/ KG

Ms. Laura Smith Grade 1-5 Visual Arts

Ms. Meryle Soodyall Grade 1-5 Music


Ms. Ingrid Perie Pre3 /4 and KG Visual Arts

Ms. Asma Al Araj Arabic Librarian

Ms. Natalie Belch English Librarian

Ms. Khadija Elbashir Supply Teacher

Ms. Rana Al Araj SST Instructional Assistant

Ms. Lama Halabi SST Instructional Assistant

Ms. Manal El Feky SST Instructional Assistant

Ms. Nihal Bishr SST Instructional Assistant


Ms. Ghada Hindy Arabic Teacher

Ms. Hadeel El Sayed Arabic Teacher

Ms. Wafaa Saleh Arabic Teacher

Ms. Muna Al Mannai Arabic Teacher

Ms. AlAnood Arabic Teacher

Ms. Latyfh Arabic Teacher

Ms. Muneera Arabic Teacher

Ms. Lama Frangieh Arabic Teacher

Ms. Najlaa Arabic Teacher

Student Support Services Arabic and Islamic Studies


Ms. Lisa Adams Primary Counselor

Mr. Zephyr McIntyre Secondary Counselor

Dr. Maie Abougad Learning Support

Mr. Francisco Zapata ELL Specialist

Ms. Linda Oxenrider Learning Support

Mr. Jared Laurence ELL Specialist

Ms. Beth Aguirre Nixon Learning Support

Ms. Janice MacIntyre ELL Specialist

Ms. Brenda Biekx SS Student Support Services

Student Support Services


Ms. Carolyn Mason Parker

Secondary Principal

Dr. Faisal Ali

Asst. Principal/Head of Arabic

and Islamic Studies

Mr. Dave McCallum SS PHE and Individuals and Societies

Mr. Deon Vosloo SS Design

Ms. Jennifer Macpherson SS Science

Ms. Anthea Springer 7A

Individuals and Societies

Teacher

Mr. Jarret Brown

English Teacher

Ms Jessica

Art Teacher

Mr. John Dugan SS Individuals and Societies

Mr. Mahmoud Husni SS Arabic and Islamic Studies

Secondary School


Ms. May Al Zard Arabic Teacher

Mr. Mohammed Farah SS Science

Ms. Molly English Teacher

Ms. Peggy Perkins SS Math

Mr. Robert Pendlebury SS Drama and Individuals and Societies

Ms. Susan Menand SS English and Spanish

Mr. Zayid Qassim Arabic Teacher

Mr. Abubaker Motala SS Math

Ms. Kerri Chan Librarian

Ms. Kirstie Mc Callum Secondary PE


Ms. Nihan Mirajkar Executive Secretary

Ms. Rita El Mheir HR Officer

Mr. Yagoup D. Yagoup Immigration Assistant

Ms. Njoud Musallam Admissions Assistant

Mr. Khaleel Ismail IT Support Analyst

Mr. Mohammed Asif Khan IT Support Analyst

Ms. Cherine Sabra Secondary School Nurse

Ms. Carly Daniel Primary School Nurse

Ms. Galila Khalil Cashier

Ms. Maria Periera SS Secretary

Support Staff


CODE OF ETHICS At QA Sidra our administrators and teachers live and work by a specific set of ethical guidelines.

Administrator Code of Ethics (1) School administrators at QA Sidra will uphold the honour and dignity of their profession

as educational leaders in all interactions with staff, students and parents. Our school

administrators:

Make the education and well being of students the fundamental value that drives

their actions

Fulfill their professional duties with honesty and integrity and always act in

trustworthy and responsible ways

Treat everyone fairly, with dignity and with due process

Promote and support school goals and best educational practices

Maintain confidentiality in all matters related to students, staff and school

decisions

Accept responsibility and accountability for their actions and behaviours

Hold others accountable for their actions and behaviour

Commit to serving others above self

(1) Adapted from the American Association of School Administrators’ Statement of Ethics for Educational Leaders

Teacher Code of Ethics (2) Teachers at QA Sidra create positive, productive learning environments that promote the

academic, social and emotional potential of all students. In their daily professional

practices our teachers:

Assist students to become confident, independent and successful learners

Demonstrate respect for the dignity of others and promote a safe, secure and

inclusive learning environment

Take responsibility for continually improving the quality of their teaching practice

Work collectively as part of the school team and co-operate individually with

other professionals for the greater good of the school

Maintain positive and productive lines of communication with our parents

Demonstrate honesty, integrity and trustworthiness in all their interactions

(2) Adapted for The Code of Conduct and Practice for Registered Teachers General Teaching Council of England

INSTRUCTIONAL PROGRAMMES QA Sidra’s instructional programme is based on standards, benchmarks, and outcomes

defined for each grade level. English is the medium of instruction for Pre-3 through Grade

10. Arabic classes will be offered for Qatari and other Arabic speaking students, while

non-Arabic speaking students will be offered Arabic as a Second Language and Spanish in

the Secondary school.


The Primary years Programme (PYP) The Primary Years Programme (PYP) is one of four International Baccalaureate (IB)

programmes. It can cater to students between the ages of 3-12. The IB describes a PYP

school as “a school that, regardless of location, size or constitution, strives towards

developing an internationally minded person. What is an internationally minded person?

It is a person who demonstrates the attributes of the IB learner profile.” “The aim of all

IB programmes is to develop internationally minded people who, recognizing their

common humanity and shared guardianship of the planet, help to create a better and

more peaceful world.” © International Baccalaureate Organization 2007.

The Learner Profile Attributes describe the kind of students we hope to develop during

their time at Qatar Academy Sidra. In finding a core of knowledge relevant to all students

in international settings, the PYP bases its curriculum framework around Units of Inquiry

that follow Transdisciplinary Themes. In Preschool the learning is arranged around four

Units of Inquiry but all other year levels have six.

Each unit falls under a different one of the six Transdisciplinary Themes. The

Transdisciplinary Themes are globally significant for all students in all cultures, are

supported by knowledge, skills and concepts from the traditional subject areas, and are

revisited each year as the student moves through the school.

Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet

The Units of Inquiry are usually four to six weeks long. They are based around a central

idea and provide opportunities for further inquiry. Using a constructivist approach-

constructing new understanding by building on the students prior knowledge, traditional

subjects are included and connected to support learning. Each unit includes structured,

purposeful inquiry that engages students actively in their own learning. The students

make connections between life in school, life at home and life in the world. Connecting

learning to the world is key to being effective life-long learners and developing

International-mindedness.

The Curriculum Framework within the PYP includes 5 Essential Elements:

Knowledge - What do we want students to know? Concepts - What do we want students to understand? Transdisciplinary Skills - What do we want students to be able to do? Attitudes - What do we want students to feel, value and demonstrate? Action - How do we want students to act?


These essential elements are planned into each unit of inquiry. They are monitored so that there is a balance of each in all units and they are built on as students’ progress through each grade.

The constructivist inquiry approach is also used for the elements of learning that stand

alone and are not directly connected to the units of inquiry.

In the PYP it is believed that this is the way in which students learn best—that students

should be investigating significant issues by formulating their own questions, designing

their own inquiries, assessing the various means available to support their inquiries, and

proceeding with research, experimentation, observation and analysis that will help them

in finding their own responses to the issues. The starting point is students’ current

understanding, and the goal is the active construction of meaning by building connections

between that understanding and new information and experience, derived from the

inquiry into new content.

All PYP schools have a constructivist approach to education. This means that teachers are

facilitators of opportunities where children construct meaning during which they will:

Inquire

Make connections

Develop conceptual understanding

Think critically

Work collaboratively

Consider multiple perspectives

Construct meaning

Reflect

Take action themes each year

The themes provide the opportunity to incorporate local and global issues into the curriculum.

The Middle Years Programme (MYP) The MYP is designed for students aged 11 to 16. It provides a framework of learning which encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and to the real world. It fosters the development of skills for communication, intercultural understanding and global engagement, qualities that are essential for life in the 21st century. The MYP is flexible enough to accommodate the demands of most national or local curriculums. It builds upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of the IB Diploma Programme and the IB Career-Related Certificate. The IB Middle Years Programme addresses students’ intellectual, social, emotional and physical well-being:

enables students to understand and manage the complexities of our world, and provides them with the skills and attitudes they need in order to take responsible action for the future


ensures breadth and depth of knowledge and understanding through the study of eight subject areas

requires the study of at least two languages to support students in understanding their own culture and that of others

provides the opportunity for students to undertake an independent project into an area of interest.

The MYP Curriculum The MYP Programme consists of eight subject groups integrated through five interactive

areas providing global contexts for learning.

Students are required to study at least two languages (as part of their multilingual

profile), individuals & societies (humanities), sciences, mathematics, arts, physical and

health education and design. In their final year, students will also undertake an

independent personal project to practice and consolidate skills, subject learning and

develop on area of personal interest.

The DP Curriculum The Diploma Programme (DP) The IB Diploma Programme is a curriculum framework for students aged 16-19. It is an academically challenging and balanced programme of education that prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both breadth and depth of study. In addition, three core elements – the extended essay, theory of knowledge and creativity, activity, service- are compulsory and central to the philosophy of the programme. The six chosen subjects are studied over two years, three of them will be studied at higher level and three at standard level. The DP is a rigorous course for motivated students. Students who succeed are well-organized and determined to do their best and are committed to learning in and beyond the classroom. Students will take written examinations at the end of their two years of study as well as submitting internal assessment pieces that are externally moderated, for each subject. Each subject can be awarded up to a maximum of 7 points, up to three additional points can be awarded for a combined results of extended essay and theory of knowledge. To be awarded the diploma a student needs to achieve a minimum of 24 points and fulfill the requirements of the creativity, activity service component. The maximum possible points is 45. Subjects offered at QAS Language and Literature in Arabic and/or English; Language Acquisition in Arabic,

English or Spanish; History, Information Technology in a Global Society, Environmental

Systems and Societies, Biology, Mathematics; Film or Visual Art.


Inclusion Policy Understanding Inclusion at Qatar Academy Sidra “Inclusive schools serve a managed number of students representing the full range of learning differences: mild, moderate, intensive needs and the exceptionally able (New Frontiers in Inclusion - NFI).” “Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.”

Inclusion does not mean that all students are accepted to a school. For those students who are accepted, inclusion does not mean that students are with their peers 100% of the time. Inclusion is a continuum of service that strives to support students in the context of a regular learning environment to the greatest extent possible. Approaches to Support Student Learning

QA Sidra acknowledges that we have a defined capacity in being able to serve students. Capacity is influenced by the following factors:

Facility Faculty Training/Experience Grade-level capacity Other factors on a case-by-case

basis

Students are served in a variety of ways based on their needs. Below are several models of service delivery used at QA Sidra:

Push-in Pull-out Consultation Differentiation

These models are not exclusive. QA Sidra employs various elements of these models based on several factors:

The needs of a specific child The needs of a greater group (a classroom, division, or whole school) The availability of faculty The training and experience of faculty

Students requiring additional individualized and targeted support to access learning at QA Sidra receive an individualized learning plan (ILP). Students can obtain Accommodations and Modifications through this plan to assist their learning in the classroom. QA Sidra is in close partnership with our neighboring Qatar Foundation school, Awsaj Academy and a particular program housed within. The Awsaj Teaching and Learning Center (ATLC) offers an outreach program whereby services are provided to students who are members of schools that otherwise could not provide such service. Currently, ATLC provides QA Sidra with a school psychologist two days per week. Additionally, a speech-language therapist is on site two days per week to conduct initial assessments, on-going therapy sessions with individuals and groups, and consult on learning plan goals and classroom instruction.


SCHOOL INFORMATION Tuition and Fees Tuition and fees are paid in two installments prior to the beginning of each term. For any clarification, please contact the cashier. Students are not issued textbooks and materials until the fees are paid. If tuition and fees have not been paid within ten days of the opening of the school, parents will be contacted for a meeting. Report cards and/or transcripts will not be issued if any fees are still outstanding.

Fee Structure 2016-2017

Grade Grade Tuition Fee per Year (Qatari Riyals)

Lunch Fee (Qatari Riyals)

Pre - 3 and Pre - 4 26,640 1,620

KG to Grade 5 36,197 3060 (Pre-4-KG) 3960 (Gr 1-5) Grade 6 to 10 52,149 By payment Grade 11 64,551 By payment

School Hours of Operation Grades School Begins School Ends

Pre-3 7AM 12PM Pre-4 – Grade 11 7AM 2PM

Students may enter the building after 6:45am and should be picked-up within 15 minutes

of dismissal time.

Early Dismissal Days (Tuesday) Grades School Ends

Pre-4-Grade 11 1:00PM

Student Drop off and Pick Up Our school gates will open at 6:40AM at both campuses. This is when supervision begins. The school day ends at 12:00PM for our Pre-3 students, and 2:00PM for our Pre – 4 to Grade 11 students. Please ensure that your child is picked up from school no later than 15 minutes after the dismissal time. Teachers have after school meetings and after school activities they must attend.

Absences and Late Arrivals Parents are kindly requested to report their child’s absence (or late arrival) the same day to the homeroom teacher by e-mail. In case of a prolonged absence, we would ask parents to contact their homeroom teacher as soon as possible so that the school can develop a plan to support learning during the absence.

Early Pick-up Parents who wish their child to change his/her usual daily routine are requested to notify the homeroom teacher via e-mail ahead of time with the details of the pick-up, including the name of the person collecting the student. Any person other than those regularly authorized by the parent to pick up a child must show proof of identity. The parent will then be contacted by phone to authorize the release of their child.


Attendance at school is vital to a child’s success. Parents of students with excessive attendance issues will be asked to meet with school administrators to find a solution to attendance issues. If a workable solution is not found, students may be asked to enroll in a school where they are able to attend at an acceptable level. Please see page 34 of this handbook for a more in-depth description.

SCHOOL AND STUDENT EMERGENCIES School Emergency Drills The safety of our students is our number one priority. The building meets current codes

of safety that include smoke detectors and a fire alarm in the event of fire. When the fire

alarm sounds, all occupants are required to evacuate the building immediately and not

return until a school administrator gives the “all clear” signal. A number of fire drills are

conducted annually for students and staff. Students are required to follow the directions

of any adult in the building during an emergency evacuation.

School Evacuation Plans In the event of an emergency where students need to evacuate the QA Sidra buildings and

the immediate areas, administrators and teachers will assume full responsibility to see

that all students are safe.

Once students have been moved to a safe area, parents will be notified immediately by

SMS informing them of the emergency and giving them follow-up details.

Student Medical Emergencies If an accident or sudden serious illness occurs at school, every effort will be made to

contact parents, but immediate treatment of the injured student is our first concern. The

school’s nurse will administer first aid. If the situation is serious enough to require other

treatment, 999 will be contacted immediately and an ambulance will transport the

student to the hospital. The school will request that students be taken to the closest

hospital. School staff members will accompany the student. Parents will be notified of the

hospital location and should immediately go to the hospital, where the staff member will

be waiting to meet them.

Students Ill at School QA Sidra has a full-time nurse to work with teachers and students. The nurse evaluates

students, administers emergency care and first aid, and identifies health problems.

Students who are ill during the school day will be required to see the school nurse for an

evaluation before a decision is made as to whether they will be sent home. The final

decision as to whether to send a student home from school or have the student stay will

be made by the school principal in consultation with the school nurse. Medication can be

brought to school if it is essential to the health of the student. The medicine, with

accompanying written consent, must be clearly marked with the student’s name, correct

dosage, and parent’s signature. Medicine will be kept in the nurse’s office during school

hours and will only be administered by the school nurse.


Accidents Accidents involving students during school hours are reported immediately to the health

room. The school office will contact parents immediately after any such incident occurs.

ASSESSMENT AND REPORTING Assessment Policy Philosophy and aims Qatar Academy Sidra believes that teaching, learning and assessment of that learning are fundamentally interdependent. Assessing and Recording: Teachers begin by assessing prior knowledge and experiences and then use formative assessment to provide further information about how their students are progressing. Summative assessment aims to give teachers and students a clear insight into students' understanding. Reporting is for the purpose of communicating what students know, understand and can do. Reporting at Qatar Academy Sidra happens in the following ways: October Parent -teacher conferences: (parents and teacher) February Three-way Conferences: (parents, student and teacher) May Student Led Conferences: (student and the parent) Four written report cards will be sent home each year. The external assessment; Measures of Academic Progress (MAP) is used at QA Sidra. All students in grades 2 to grades 9 take this measure in the areas of Reading, Mathematics, and Language Usage. Primary Years Programme (PYP) In the PYP, assessment is central to the school’s goal of thoughtfully and effectively guiding students through the five essential elements of learning: the acquisition of knowledge, the understanding of concepts, the mastering of transferable/trans disciplinary skills, the development of attitudes and the decision to take action. It is essential to assess the process of inquiry as well as the products. A Portfolio is a record of students’ involvement in learning. It demonstrates success, growth, thinking, creativity, assessment strategies and reflection. The PYP exhibition which happens at the end of the PYP programme is an opportunity for students to put into practice all the learning from their PYP. Middle Years Programme Each of the 8 MYP subjects has four criteria that are used for assessment (Criteria A, B, C and D). Each criterion is out of a maximum of 8 for a total score out of 32. The final MYP grade is out of 7. Summative assessments will address one or more criteria from A to D. Grade 1 2 3 4 5 6 7 Boundary guidelines

1-5 6-9 10-14 15-18 19-23 24-27 28-32


Students who do not follow the guidelines of the school’s academic honesty policy will not receive a level of achievement and the MYP Coordinator will be informed. QAS’s Expectations of Students The teacher can expect students to:

Be on-time to class and fully prepared with all the appropriate materials for class work and assessment activities;

Respect the rights of others to learn and to collaborate constructively with peers;

Submit any required work – homework, class work, assignments and projects, etc. – on time and with expected level of application.

Submission of Student Work

All work is to be submitted at the time specified on the due date. Work must be handed to the relevant teacher or submitted on line when

requested. It is the responsibility of the student to ensure that their teacher has

received their work. Incomplete work should be submitted on time despite not being finished.

In-class Assessments If a student is absent from school on the day an assessment task is to be completed he/she must see their teacher on their first day back, before attending any classes, to organize a time to catch-up on the missed task. Extensions A student may apply for an extension through their classroom teacher prior to the due date. Students must have a valid reason for application and, if approved, a new date will be set for submissions. The following procedures for the late submission of tasks (without an acceptable excuse) apply to Grades 6-11. Days late Procedures 1-3 or first occurrence in a school year

Responsibility reminder issued and parents contacted by classroom teacher. Parents will be informed of the expectation that the work is still to be submitted by the new deadline. If the task is submitted by the new date students will receive feedback and grades will count towards their final MYP/DP subject grade. This task will also be recorded as a late submission and may impact Approaches to Learning judgment on MYP reports.

4-9 or second occurrence in a school year

Parents are to be informed of this by the MYP/DP Coordinator. In the case of persistent lateness (i.e. more than one occasion) parents may be requested to come to school for a meeting with the MYP Coordinator and the subject teacher(s) involved.

10+ A non-submission will also be recorded for this task after 10 days; a zero will be recorded, as the student has not shown evidence of reaching a level 1-2. Students may be placed on an individualized plan or contract.


Academic Honesty Policy The Qatar Academy Sidra Academic Honesty Policy is designed to provide clarity and

understanding for students and faculty on the appropriate use of the intellectual property of

others. QA Sidra’s Academic Honesty Policy aligns with the IB philosophy, values, and

beliefs. Academic Honesty is a set of values and skills that promote personal honesty and good

practice in teaching, learning, and assessment. Academic Honesty is the responsibility of all schools, administrators, teachers, parents, and

students. Intellectual Property includes different forms of property rights, such as patents, registered

designs, trademarks, moral rights and copyright. Forms of intellectual and creative expression

must be respected and are protected by law. Academic misconduct includes but is not limited to the following:

● Cheating is committing fraud and/or deception on a record, report, paper, computer

assignment, examination, or any other course requirement.

● Plagiarism is representing someone else’s ideas, words, statements, or other work as

one’s own without proper acknowledgment or citation.

● Unacceptable Collaboration is when a student works with another or others on a

project and then submits written work, which is, represented explicitly or implicitly as

the student’s own individual work.

● Falsification Of Data, Records, And Official Documents

● Aiding or supporting Dishonesty in others

● Unauthorized Or Malicious Interference/Tampering With Computer Property

● Classroom Disturbances

QA Sidra’s Preferred Formatting Style

QA Sidra has chosen to follow the Modern Language Association (MLA) style to

format written papers and cite sources.

Parent-Teacher Meetings Parents and/or teachers may request appointments during the reserved parent-teacher conference period as well as individual meeting with the teacher throughout the year. Discussions between teachers and parents are recorded, signed, and a copy is placed in the student’s file.

Promotion Requirements Only in exceptional circumstances, and with the agreement of all parties, will the school consider retaining a student in a grade. Primary students are promoted to the next grade level based on teacher recommendation, evaluation of work completed during the school year, and attainment of the minimum skill levels in language arts established for that grade level.

Pride of Principal – Primary School Students who display positive attributes will be recognized and nominated for a Pride of Principal certificate. The school administration will present this certificate to the


students during assembly and additionally these students will be recognized in the fortnightly Primary newsletter.

Communication Each Primary homeroom teacher has a class blog. This is the main mode of communication. You are advised to subscribe to these blogs or web pages in order to know when a teacher has posted a message or an update.

Back to School Night Early in the school year, parents will be invited to an Open House, where they can meet the faculty, are introduced to the school’s programmes and activities and receive an update of which their child’s learning will be focused on.

STUDENT CONDUCT This policy is designed to guide the members of our community’s behaviour and provides a framework in which optimum learning can take place. The importance of consistency of values cannot be over-emphasised; our values must be shared to have a positive effect on our school as a community. The aims of the policy are to:

provide an environment in which everyone feels safe, confident, valued and respected.

provide guidelines to promote self discipline and positive behaviour. emphasize the belief that student behaviour is the responsibility of each student

and member of faculty and staff. As a school we believe:

This is OUR school, a school made up of students, staff and parents and together we are responsible for our community

The emotional and physical safety of all is a priority By using a common language we enhance the understanding of expected

behaviors The adults are responsible for setting the tone of the school and need to have a

calm consistent response We highlight positive behavior and address negative behaviour

We develop positive, healthy relationships

teacher to teacher teacher to parents teacher to student student to teacher student to student

Students will learn to make better choices through reflection and accepting

responsibility


Parental Support It is vitally important that parents/caretakers and teachers work as a team, supporting each other in promoting the aims and values of our school. Parents are encouraged to take an active interest in their child’s academic and social life. The partnership between parents and teachers, and the development of a positive working relationship is essential for the support of each child. A key part of the parent role is to support good attendance and behavior through regular home-school communication and parents’ meetings.

Managing Behaviour At QAS we expect positive behaviour that is respectful. We foster a caring environment where each member of our community is welcomed and valued. Our beliefs are aligned with the attributes of the International Baccalaureate Learner Profile. Essential Agreements All students at the start of the new year help to write their class essential agreements. These agreements will form the foundation of expectations in our school community. These agreements can be referred to throughout the year. A Positive Approach While encouraging and praising positive behaviour, we realize that some students may experience difficulties in achieving these expectations. When dealing with students, it is important to be behaviour specific, protective of student self-esteem and non-labelling. Being positive and encouraging the appropriate behaviour needs to be balanced with addressing negative behaviour. This may include using a class reward system, like Dojo or using the learner profile attributes to recognise positive behaviours. Paramount to making such a system effective is careful consideration of descriptors to keep the focus on the desired behaviours and avoid labeling students in a negative manner. A range of approaches is used to reinforce positive behaviour, by grade levels and throughout the whole school, acknowledge and build the targeted behaviours. These may include using peer acknowledgements, shared self-reflection tools, public acknowledgement at assemblies, visits to the school principals or other adults, display boards in communal areas, peer modeling for younger grades, school newsletters and letters from the principals and so on. Keeping Records Each teacher should keep a record of behaviour-related incidents. The record should include contact with parents and any outcomes reached including effective strategies used. These are on-going records that can be readily available and communicate an approach that can be consistent with all teachers who work with particular students. Serious behavior concerns will be recorded on Powerschool by school administration.


Pre-empting Unacceptable Behaviour Inclusion - all children are treated as individuals and their differences are taken into

consideration; Lesson Planning - careful thought is given to creating a purposeful atmosphere,

offering a variety of demanding and stimulating tasks, encouraging initiative and opportunities to interact;

Classroom organisation - layout, resources and accessibility is student-centered; Critical points in lessons - adults aware of instances where risks of misbehaviour are

likely; Supervision of group work - is carefully planned; Supporting individuals - thought is given to strategies used to teach, supervise,

encourage, detect difficulties and diagnose problems; Feedback and discussion - a variety of strategies are used to foster children’s self-

esteem and resiliency through sharing work and ideas.

Discipline Guidelines This link will take you to a folder where you will find the continuum (Discipline Guidelines) that helps establish common outcomes of inappropriate or dangerous behaviour. https://drive.google.com/drive/u/0/folders/0B6SNF9BwNzYRWWpCeVJfTnU3N1U

QAS CODE OF CARE QAS CODE OF CARE is a school-wide positive behavior system which has three behavioral expectations: Care for self, Care for others, Care for the Environment There are four main elements in the QAS Code of Care:

• Customized practices to support student behavior, such as defining and teaching appropriate behavior

• Systems of support for educators in the school; such as school-wide behavioral expectations, indicators, and coaching

• Data-based decision making, which is the corner stone of the behavior problem-solving process

• And, the combination of these to enable school-wide outcomes, which promote social proficiency and academic success

https://drive.google.com/drive/u/0/folders/0B6SNF9BwNzYRWWpCeVJfTnU3N1U





Parent Teacher Association- An introduction

WHO WE ARE The PTA is a group consisting of all parents and legal guardians of QAS students as well as all QAS faculty and teachers. Our goal is to build community through extending relationships between QAS staff, parents, and others associated with the school and engage in community and fundraising events and activities that support QAS. The PTA is led by an Executive Committee, the members of which are nominated and voted upon each year by the general membership of the PTA. The current Executive Committee consists of the following elected members:

Mariam Darwish, Chairperson [email protected] 66924776

I am a mother of 4 beautiful children. My twins will be in the 3rd grade and my son will be joining the Pre3 class. I am an engineer by profession and have a master's degree in safety. I have always been involved in community activities, and felt it was time to give back to our school community by joining the PTA. Part of a school being successful is when children, teachers, and parents are excited and proud to be a part of QAS. I look forward to further build a great QAS community.

Hana Taher, Vice-Chairperson [email protected]

I have a bachelor degree in Journalism & Mass Communication/ Public Relations Division. I worked for 5 years as a Customer Service Agent and a Sales Administrator at DHL. Now, I am a Mother of three children, one of them has just moved to Middle School. They have been students at QAS for four years. Through that time, we were engaged in many activities and events that were useful for us as parents as well as the students. By becoming a part of the PTA this year, I would like to continue building a stronger community and providing a family environment at all times.

Ayat Taha, Secretary [email protected]

I have Bachelor in Chemistry and Biological sciences from Qatar University. I have 2 children at QA Sidra, one in grade 1 and other in grade 3. I really enjoy attending PTA events this year as well as volunteering for many of them. I think PTA this year made big differences by coming up with new ideas to create community. I would like to be part of this evolving process to make it more innovative and to add to the great accomplishments that have been done.

Anissa Jrad, Treasurer [email protected]

Prior to moving to Qatar from Montreal, I studied computer science and I worked as an Arabic linguistic annotator at the University of Pennsylvania in Philadelphia for 3 years. I was involved as volunteer with a local environment association and I participated in many community outreach initiatives. I have two sons at QA Sidra, third grade and KG . My older son joined Qatar Academy Sidra since the launch of the school back in 2012 and I was able to observe how our school evolved from day one. I would like support the school by being involved in the Parent Teacher Association to share my experience and help by engaging and empowering families and communities to support all children at QA Sidra.

Jennifer Van Belle, Faculty Representative [email protected]

I am a Grade 3 teacher. I have been teaching for 7 years. I have a Masters of Education. I am passionate about building community in our school. I have worked with other PTA organizations to create and maintain parent involvement and support in their

mailto:[email protected]






child’s education. I have helped organize events that have helped to enrich the school community. I believe that it is important for parents, students, and teachers to work together to create a positive learning environment for all students.

WHAT THE PTA DOES Develops a partnership between school and home. Provides a forum for parents to have a voice in the school conversation. Encourages participation by all parents and teachers and finds out what they need. Funds, plans, and carries out activities throughout the year. Establishes a forum through which parents and teachers can exchange

information. Influences policy development at the school level.

WHAT THE PTA DOES NOT DO Get involved in individual complaints regarding faculty, staff, and personnel. Run the school on a day to day basis. Develop curriculum. Appoint teachers or faculty. Carry out activities without consultation with school administration. Portray the school, its students, administration, staff, or Board of Governors

negatively.

PTA CALENDAR OF EVENTS

1. International Day (October 29, 2016)

2. Family Fun Day (January 14, 2017)

3. Science, Technology, Engineering and Math (March 25, 2017)

In addition, there will be bi-monthly meetings of the general membership of the PTA, the dates and times of which will be announced soon.

ATTENDANCE EXPECTATIONS This policy applies to all students from Pre-3 to Grade 12 in all Qatar Foundation schools. Our attendance policy is based on four fundamental beliefs:

1. The most important learning experiences take place in the classroom. 2. Students must be present and engaged for the school to evaluate readiness for

the next level of learning. 3. We all share in the responsibility for school attendance. 4. There are times when it is appropriate and beneficial for students to be absent

from school. Students and their parents are advised to acquaint themselves with the schedules for Qatar Academy Sidra because starting and ending times for the school day and for each period, recess, and lunch break may vary depending on the child’s grade. Knowing and adhering to the schedule will reinforce the school culture about the importance of attending school and being on time.


Definitions Absence (A) is defined as: Any absence from school due to illness, family holidays or personal appointments.

Excused Absences (EA):

Any absences due to school sponsored events such as a day museum trip or an extended trip to a foreign country to perform community service.

Any absences due to extraordinary circumstances approved by a school administrator such as travel delays due to weather or other uncontrolled or unforeseen event.

Any absences excused for religious holidays or religious travel. All excused absences from school require the prior knowledge and approval of a

school administrator. In certain special circumstances (long term illness, hospitalization, death in the immediate family), parents are asked to submit documents to the School Principal who will determine that the absences are acceptable. The School Principal’s decision will be based upon: 1) the student’s academic program 2) the nature of the special circumstances, 3) the possibility of this situation being repeated in the future, and 4) the possibility of providing remedial measure that will compensate for the lost classroom instructional time. A student who has been absent because of illness for 1-3 days shall bring a written letter signed by his/her parents/guardians to his/her homeroom teacher. If the absence was for more than three consecutive days, the written note from the parent/guardian shall include a report from a physician.

Attendance Expectations Students are expected to attend their scheduled classes in order to receive credit for the school year. Given that the school year is usually 180 days, students are expected not to be absent for more than 20 school days in any given school year (excluding excused absences) to receive credit for a course or class. All absences will be communicated to the student’s parents/guardians and documented in the student’s school record through PowerSchool.

Remedial/Corrective Procedures in Cases of Excessive Absences QAS believes that students should be held accountable for attending school. QAS also is committed to developing a positive approach to attendance. Thus, a sequence of remedial and/or corrective procedures shall be followed with the intent to reduce the use of serious actions. A meeting with school administrator responsible for attendance is required when a student reaches 8 unexcused absences. Both the student and one or more parents will be required to attend this meeting. Follow-up correspondence via e-mail or letter will summarize the decisions reached and outline a plan for improved attendance.


At this meeting, the student’s attendance record will be reviewed and a plan developed to improve attendance for the remainder of the school year. Parents will be required to sign a letter indicating that they have attended the meeting, have read the Attendance Policy, have agreed with and support the attendance plan developed for the student and are aware to the potential consequences of a continued lack of attendance. When the number school days absent or equivalent reaches 13 days, another meeting must be held with the student, his/her parents, and the Level Principal to discuss actions to be taken and review and/or revise the attendance plan developed as the previous meeting. The decisions of this meeting must be summarized in a revised attendance plan to be signed by all in attendance at the meeting. When the number school days absent or equivalent reaches 18 days, another meeting must be held with the student, his/her parents, and the school Director to review the actions taken to this point and discuss the possible consequences if attendance does not improve. The School Director shall review with the Executive Director any student whose absences exceed 20 school days to determine the next steps to be taken with the student. Following this review, the School Director and Executive Director will decide collaboratively on the course of action to follow.

Tardiness and Missed Classes (Discretionary) Students arriving at school within the first 15 minute of school starting are directed to proceed to their classrooms for the start of first period and are expected to be on-time for every period throughout the school day. Teachers are directed to permit students to enter their classes and mark them as late up until this time. Students who are late for class by more than 15 minutes shall be considered to have missed the class. They will be required to report to the school official directly responsible for their attendance.

Students Leaving School Grounds No student shall be allowed to leave the grounds during the school day without the written or confirmed telephone permission of his/her parents/guardians. The telephone permission will be made with a school administrator or his/her designate. The School Director or his designee shall make reasonable efforts to contact the parents/guardians in order to verify all written or telephone permissions.

Early Dismissal from School Students may be released early only if school personnel speaks directly with the parents making the request. Requests for early dismissal are discouraged and excessive requests may result in a parent meeting.

Incomplete Work Students absent from school will be required to meet with their teachers to determine the deadline for the submission of missed assignments. Tests missed must be written on the first day of return to school or at the discretion of the classroom teacher. Should a student not turn in the work or assessment within the required deadline agreed to with his/her teacher will receive no mark (NM) in all criteria assessed whether the absence was excused or unexcused.


HOMEWORK – HOW PARENTS CAN HELP Homework can be an important part of learning. The purpose of homework is to:

Supplement class work and consolidate learning;

Practice skills development; and

Develop private, unsupervised study and research habits.

We strongly encourage all students to participate fully in after school activities, family

activities and to get the recommended amount of sleep each evening.

The time required for homework depends on the student’s pace and level of performance.

The following is an estimate of the amount of time needed each day to complete

homework assignments for an average student:

Pre-3, Pre-4, KG homework assignments will be allocated as/when required.

Grades 1 and 2: 10 to 20 minutes



Grades 7 to 11: 60 to 80 minutes

Teachers are encouraged to develop an agreement with students about when it is

appropriate for the student to cease working on the day’s homework.

The family has a responsibility to ensure that there is an appropriate balance or work,

play, family activities and sleep.

Guidelines:

Intervene and stop a child who has spent an excessive amount of time on the day’s

home work;

Not allow students to sacrifice sleep to complete homework ;

Communicate with teachers if the student is not consistently able to do the

homework or if challenges or questions arise.

These guidelines do not apply to essays or projects with assigned completion dates

established well in advance. Families of older students should encourage the child to

communicate with the teacher in order to foster independence and personal

responsibility. Only one night’s worth of homework should be assigned over the

weekend.

TECHNOLOGY

Appropriate Use of Technology We expect our students to be guided by our school values in all decisions they make in

this school – particularly those involving access to the internet and the acceptable use of

technology as a learning tool.

Our school computers and wireless access are provided for educational purposes. The

school has taken active measures to block access to controversial sites. However, it is

impossible to restrict access to all questionable materials. Students are expected to make

appropriate, responsible decisions with regard to internet access. Resources are

available solely for the educational objectives of this school. When in doubt, students are

requested to seek guidance from a responsible adult. Students who use their internet

access for anything other than acceptable use may lose their access.


Limits on Internet Service The school reserves the right to limit the number of devices accessing our internet

services at any one time. The school reserves the right to monitor all school internet

traffic. Remember - Nothing is ever completely erased from the internet.

MEDICALS, IMMUNIZATIONS AND ALLERGIES Medical Records Medical records of each student are kept in the health room and handled confidentially.

They are available to staff on request. A list of students with medical conditions is given

to each child’s teacher to help them provide the best possible care while at school. Please

feel free to discuss any medical issues with the nurse.

We would ask you that make the school immediately aware of any medical issues which

may have an impact on your child’s learning, health or safety.

Parental consent is required for any medication given at school. Students should not be

in possession of or self-administer any medication. The school nurse must administer

medication. Exception: some students may have permission to carry their asthma

inhalers by prior arrangement with the school nurse.

Immunizations Please check your child’s health records to be sure all immunizations are up to date (e.g.

polio, diphtheria, tetanus, pertussis, measles, etc). QA Sidra requires documentation of

these immunizations. It will be recorded on the student’s school medical history form and

kept in the nurse’s office. In cases where parents fail to have their students immunized,

the school may be required to discuss the students on-going attendance at school.

Allergic Reactions and Special Dietary Needs A number of students are allergic to nuts and their coming into contact with nut products

can cause serious and in some cases, life-threatening health issues. Please ensure that

your child does not bring and share at school any product containing nuts, especially

birthday cakes. Please inform the school nurse if your child has a particular food

sensitivity or food allergy.

It is important that we ensure that food is not brought into school containing nut

products, especially birthday cakes. The canteen is aware of this concern as well. If your

child has this or other special dietary needs, please inform the nurse and supply a doctor’s

certificate outlining the intolerance allergy.

Healthy Eating As a healthy eating we want to promote a healthy, balanced lifestyle for our children.


HOUSEKEEPING ITEMS Circulars and Letters Circulars, emails and letters are a vital means of communication. Circulars and letters are

generally sent home with students.

Birthday Parties (Primary School Only) QAS recognizes the joy of celebrating a student’s birthday. In order to continue to promote healthy eating, parents should only bring in a small celebratory treat to celebrate their child’s birthday. This treat should be individual and examples include, a cupcake, fruit kebab, small bag of popcorn. Please note, large scale parties are not permitted nor are excessive unhealthy treats.

Jewelry Students are not encouraged to wear jewelry to school. In the event of jewelry being lost,

the school does not assume any responsibility.

Lost and Found Students and school personnel are requested to turn in any items found and report

missing items to the school office. The school is not responsible for items left behind after

school hours and during weekends.

Identification of Student Possessions It is very important that all student possessions are clearly marked with the student’s

name. Such items include book bags, pencil cases, jackets, physical education clothes,

uniforms, workbooks and notebooks.

School Bags In an effort to reduce the weight of students’ bags, the administration and teachers

constantly remind students to bring to school only the books and materials that they need

for that day according to their schedule.

Book bags with metal frames and rollers hinder the movement of students from one class

to another in a safe manner. Since safety of students is a priority for us, such bags will not

be allowed at school.

Gifts In order to maintain a high degree of professionalism in the relationship between staff

members and students, it shall be the policy of QAS that staff members, employees, and

administrators do not accept from (students, parents, businesses etc.) gifts of monetary

value such as jewelry, apparels, and prepaid activities. Small tokens of appreciation (less

than 100QR) such as cards, flowers, or treats are acceptable.

Mobile Phones Mobile phones are not to be used during the school day. Students shall not use the premises, grounds, or facilities of QAS as a means to solicit others whether for personal reasons or on behalf of other organizations without the express written permission of the Director.


Smoking Smoking is strictly prohibited on the grounds of QAS.

Student Guests to Our Schools Student guests to our school require the prior approval of the level principal one-week in

advance of the visit. Students who bring guests to school without prior approval will be

asked to phone their parents and make arrangements for the guest to be picked up.

IF YOU HAVE A QUESTION OR A CONCERN Parents are always encouraged and welcome to address issues and concerns about their

children’s’ program with the school. Parents are strongly encouraged to take the first step

by scheduling an appointment to talk directly with the classroom teacher. General school

or classroom concerns should be discussed with the appropriate level administrator.

Parents are strongly discouraged from scheduling an appointment with a school

administrator until they have spoken with the teacher.

Problems are most often resolved when teachers, parents and students work in

partnership. A teacher or parent can request an administrator or translator be present to

facilitate communication if requested.

School Uniforms Students are required to wear a neat and tidy school uniform (as described below) at all

times. Regular “street shoes” are an expected part of the uniform. Sports shoes that have

“cleats” or “semi-cleats” are not considered “regular street shoes”

Grade Boys Girls Pre3-Grade 5

Trousers/Shorts Short/Long Sleeved Polo Shirt Cotton Blend Jumper Cotton Tank Top (optional)

Skulotte/Trouser Short/Long Sleeved Polo Shirt Cotton Blend Cardigan Cotton Tank Top (optional)

Grades 6-11 Trouser Short/Full Sleeved Shirt Cotton Blend Jumper Cotton Tank Top (optional) Contemporary Jacket (optional but worn with black/white striped tie

Trouser/Skirt Long Sleeve Blouse Cotton Blend Cardigan Cotton Tank Top (Optional) Contemporary Jacket (optional)

Sports Uniform

Short/Long Sleeve Polo Shirt Jogging Pant Action Short Socks

Short/Long Sleeve Polo Shirt Jogging Pant

The company responsible for uniform sale is Integral Services. You may contact the store at 44621331/44621441 or contact Mr. Karl Michael (74782192)


QA Sidra Parent Agreement & Photo Consent

Please sign, detach and return to the school by September 25th

I do not agree to allow for the use of my child’s image for the purposes stated

Parent Signature: ____________________________________

Student Name: ______________________________________

Grade/Homeroom: ___________________________________

By signing this document I confirm that I have read, understood and agree to comply with all policies, rules, regulations and guidelines outlined in the Qatar Academy Sidra Parent Handbook.

By signing this document, I acknowledge and also consent to allow Qatar Academy Sidra to use photographs and films featuring my child in Qatar Academy Sidra and Qatar Foundation promotional and educational publications including but not limited to, the school yearbook, website, newsletters, newspapers and social media.

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