Student Parent Handbook - ismonaco.org · creating an optimal setting for excellence in teaching...

PRIMARY SCHOOL

2018-19

©

&Student ParentHandbook

THE INTERNATIONAL SCHOOL OF MONACO

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RESPONSIBLE • CA

RIN

G •

• P

RIN

CIP

LE

D •R

ESPECTFUL • H

ONEST

We will work with you and your childto do everything we can to ensure thathe/she becomes an academicallysuccessful, internationally-minded,caring person and a motivated learnerable to communicate effectively usingtwo or more languages and wellprepared for the challenges of anever-changing world.

OUR MISSION

OUR GUIDING PRINCIPLES1. STUDENTSChildren’s learning and their well-being will bethe focus of all our decisions and activities.We will do all we can to help our studentsdevelop their abilities to the highest level oftheir potential.

2. ENVIRONMENT We will provide a physical and intellectualenvironment, which is nurturing, stimulating,healthy and safe for children and staff,creating an optimal setting for excellence inteaching and learning.

3. CURRICULUM We will choose and develop curricula, whichare meaningful, challenging and internationallyrecognized, and which provide the academiccontinuity to support the key elements of ourMission Statement at each stage ofdevelopment.

4. ENRICHMENT We will enhance and enrich our students’learning by actively encouraging andsupporting their participation in a wide varietyof sporting, creative and cultural activities andevents, which will develop existing talent andprovide opportunities for new experiences.

5. RELATIONSHIPS We will learn to live and work individually andtogether, cultivating strong, caringrelationships between students, staff andparents, which are founded on integrity,mutual respect, intercultural understandingand a commitment to peaceful andproductive resolution of conflict.

6. COMMUNICATION Acknowledging the importance of excellentcommunication skills, we will teach ourstudents to interact and communicateeffectively with multiple audiences in morethan one language and through a variety ofmodes.

7. SERVICE We will engage our students in meaningfulcommunity service projects, which will lead toreflection and personal growth and wherethey can demonstrate the school’s values inreal life situations and take an active role inmaking their world a better place.

8. IMPROVEMENT We will support a process of continualimprovement in our school. Recognizing thatwe live in a changing world, we will regularlyassess and reflect on our practices, alwaysstriving to implement better and moreeffective ways to accomplish our Mission.

THE INTERNATIONAL SCHOOL OF MONACO


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THE SCHOOL’S CORE VALUES

1. Be Caring and Compassionate.

2. Think critically and creatively.

3. Work cooperatively and independently.

4. Be a Team Builder and Leader.

5. Act with integrity and respect.

6. Listen and communicate effectively.

7. Act responsibly, making the right choices.

8. Lead a positive healthy life.

9. Have the Courage to speak up and be counted.

10. Take positive action to make our school, our community and the world a better place.

11. To be Internationally Minded


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WHAT WILL HELP US ACHIEVE OUR MISSION?

A CURRICULUM with clearly stated goals, content continuity and regular studentassessment that promotes rigorous learning in all subjects.

A who are internationally-minded, inspirational and reflective, and supportive of theschool’s mission statement, vision for learning, and values. They are committed to their owncontinuous professional development, which will help them enhance and improve studentlearning.

An that is challenging, caring and supportive, where students feel safe bothphysically and emotionally to develop and fulfill their individual potential.

The that are appropriate to the age of the students, our classsizes, educational programmes and vision for learning and which continually meet the highstandards that exist for safety, security and maintenance.

The which support the school’s operational programmes, allow for innovation,develop facilities and provide the salaries and benefits which allow us to recruit and retainexcellent staff.

A which enables everyone to contribute to the achievement of ourMission in a way which models the values we want our students to acquire.

that is respectful, clear and concise, that represents the bilingual natureof the school and reflects the excellence to which the school continually aspires.

OUR DEFINITION OF LEARNING“ At ISM, learning is the process of acquiring and applying knowledge and

skills within a range of contexts, which leads to critical thinking and a deeper understanding of the world around us. ”


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THE PRIMARY SCHOOL

“Building on the Foundations”

The Primary School focuses on providing a structured and supportive

learning environment in which each child:

• Becomes a bilingual learner

• Masters essential skills and applies them across the curriculum

• Develops a sound knowledge of the world around them

• Reflects about their learning and actions

• Communicates their thoughts and ideas in a clear and confident manner

• Strives to achieve their very best

L'école primaire s'assure d'offrir un environnement d'apprentissage

structuré et soutenu dans lequel chaque enfant:

• Devient un apprenant bilingue

• Maîtrise les compétences essentielles du curriculum et les utilisent à bon escient

• Développe une compréhension solide du monde qui l'entoure

• Adopte une posture réflexive sur ses apprentissages et ses actions

• Communique ses idées et pensées d'une façon claire et assurée

• Est motivé pour offrir le meilleur de lui-même


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Des investigateurs Des communicateurs Intègres

Equilibrés

Informés et instruits

Inquirers They develop their natural

curiosity. They acquire skillsnecessary to conduct

inquiry and research andshow independence in theirlearning. They actively enjoy

learning and this love oflearning will be sustained

throughout their lives.

CommunicatorsThey understand and

express ideas and information confidently andcreatively in more than onelanguage and in a variety ofmodes of communication.They work effectively and

willingly in collaboration withothers.

PrincipledThey act with integrity and

honesty, with a strong senseof 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.

BalancedThey understand the

importance of intellectual, physical and

emotional balance toachieve personal

well-being for themselves and others.

KnowledgeableThey explore concepts,

ideas and issues that havelocal and global

significance. In doing so,they acquire in-depth

knowledge and developunderstanding across a

broad and balanced rangeof disciplines.

CaringThey show empathy,

compassion and respecttowards the needs andfeelings of others. They

have personal commitmentto service, and act to makea positive difference to thelives of others and to the

environment.

ThinkersThey exercise initiative inapplying thinking skills

critically and creatively torecognize and approachcomplex problems, andmake reasoned, ethical

decisions.

Open-MindedThey understand andappreciate their own cultures and personal

histories, and are open tothe perspectives, values and

traditions of otherindividuals and

communities. They areaccustomed to seeking andevaluating a range of pointsof view, and are willing togrow from the experience.

Risk-TakersThey approach

unfamiliar situations anduncertainty with courage

and forethought, and havethe independence of spiritto explore new roles, ideas

and strategies. They arebrave and articulate indefending their beliefs.

ReflectiveThey give thoughtful

consideration to their ownlearning experience. They

are able to assess andunderstand their strengthsand limitations in order tosupport their learning and

personal development.

Altruistes

Des penseurs

Ouverts d’esprit Audacieux Réfléchis

PROFIL DE L’APPRENANT

DU BI

IB LEARNER PROFILE


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ISM STAFF PROFILE

ISM prides itself on having on its staff, a team of professional people…

...who are proud and happy to be at ISM. They are excellent role models for theirstudents and are committed to the school’s Mission Statement and the achievement ofits goals.

...who understand and accept the philosophy behind the IB Mission Statement andwho are committed to the IB Learner Profile.

...who know their students and care about their learning and well being. They areunderstanding of different learning styles and accept that in an international school,they will have students with a range of learning differences and language levels. Theytherefore adapt their teaching accordingly.

...who provide challenging, stimulating learning environments, promoting the IBprinciples and practices and inspiring their students not only to achieve, but to excel,in all areas of the curriculum and co-curricular programmes.

...who are internationally minded people with positive attitudes, who understand andpractise the school’s core values and are themselves role models of the IB LearnerProfile.

...who demonstrate an on-going love of learning, becoming themselves bilingual inEnglish and French, constantly improving their information technology skills andkeeping abreast of new developments in education.

...who are truly dedicated to educating children, by providing them with an excellent,balanced education, a sense of motivation and the range of skills and attitudes they willneed, in order to succeed in a rapidly changing world.


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ISM PARENT PROFILE

ISM sees parents as partners, who help the School achieve itsMission and Goals:

• by understanding and accepting the School’s Mission Statement, Philosophy andValues and abiding by school policies and practices.

• by being committed to the IB Learner Profile.

• by encouraging their children to develop positive attitudes to the school, respect forall members of the school community and adherence to the IB Learner Profile.

• by being open and honest in all their dealings with the school concerning their child’slearning and their social, emotional and behavioural needs.

• by respecting the holiday periods provided within the school calendar and ensuringthat their children attend school regularly and arrive on time each day.

• by helping the school in its efforts to give their children a bilingual education andsupport in their mother tongue.

• by becoming involved in the school and the local community and using their skills andconnections to help the school promote activities which will enrich and enhance thecurriculum, and provide opportunities for students to engage in action and service inthe community.

• by following the lines of reporting as follows:a. should there be a concern, try and solve it with the person directly concerned.b. if unresolved, contact the Class teacher.c. if the problem remains, contact the Head of Primary and the Director.


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CODE OF CONDUCT

Primary School

ISM is our school and each of us has the responsibility to make it asafe environment and a wonderful place to learn. We are committedto the following five principles on which we base the BehaviouralExpectations we have for everyone.

Being honest – We are honest.

Being respectful – We are polite and respectful to others and to property.

Being caring and kind – We are kind and considerate.

Being responsible – We are trustworthy and reliable.

Being open-minded – We listen to others and accept our differences.

Parents can help us by making sure:

• That students dress in a respectful and appropriate manner that respects the dress code.

• That they support students in arriving on time and being fully prepared for the school day.

• That our students do not use the elevator unless accompanied by a known adult.

• That they do not use mobile phones in school.


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Anti-Bullying Policy

ISM does not tolerate bullying in any form and all members of the school should becommitted and pro-active in ensuring a safe and caring environment which promotes growthand positive self-esteem for all.

At ISM we define bullying as

• A person or group exerting power over the victim, making them feel miserable, frightened,hurt and isolated. It can involve physical aggression, verbal harassment, purposefulexclusion or cyber bullying.

• It is a repeated action and goes on over time.• It is deliberate, intentional and not accidental.�

Aims

• To create a caring and compassionate community within the school • To provide for all a safe, supportive learning and work environment free from threat or fear. • To create a school culture where bullying is unacceptable to staff, students, parents and

carers. • To ensure that all members of the school community have the confidence to be able to

disclose �and discuss bullying if it does occur. • To develop procedures for noting, reporting, investigating and dealing with incidents of

bullying behaviour. • To meet any legal obligations which rest with the school. �

Procedures for noting and reporting an incident of bullying

We encourage all parents and students to share any concerns regarding student wellbeingand safety.

• All incidents of bullying and related matters must be reported in writing to the Headof Primary School and the Assistant Director for Student Wellbeing.

• All reports of suspected bullying, no matter how trivial, will be investigated and dealtwith by the Assistant Direct for Student Wellbeing and the Head of Primary School.

• Serious cases of bullying will be referred immediately to the appropriate Unit Head• If it is established that bullying has taken place, parents of victims and victimisers will

be contacted and a meeting will be arranged to discuss the incidents.

Please refer to the full Child Protection Policy (p6)


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Procedures for investigating and dealing with bullying

When analysing incidents of bullying, teachers will seek answers to questions of: what? /where? / when? / who? and why? If a group is involved, each member will be spoken toseparately. Other students may also be spoken to in order to get a clearer picture of theincident itself and any other contributory factors.

• Full written records of any incidents will be kept by the Unit Heads and the AssistantDirector for Student Wellbeing. It may also be appropriate for students to write down theirown accounts. Responsibility for keeping these records will rest with the Unit Heads.

• In cases where it has been determined that bullying has occurred, the parents/ carers ofboth parties will be met with to explain the actions being taken and to discuss ways inwhich they can help or support the school’s actions.

• Separate follow-up meetings with both parties will also be arranged. • Both the ‘victim’ and ‘victimiser’ will be supported and at times required to attend external

specialist support. The ‘victim’ will receive support in order to deal with their feelings andthe ‘victimiser’ in order to change this type of behaviour and prevent further incidentsoccurring.

The following range of sanctions may be used in the case of proven bullying. However, eachcase�will be dealt with on an individual basis.

• Verbal warning – Unit Head�• Behavioural contract and Parent meeting with Unit Head• Suspension from specified school activities, on or off-site• After school detention�• Internal suspension within school�• Temporary suspension from school�• Permanent exclusion from school (following the established procedures)


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ICT Acceptable Use Statement

It is appropriate for staff and students to be allowed trust and freedom in using ICT for study,work and leisure. With freedom comes responsibility. The International School of Monacocannot control what people, all over the world, make available on the Internet and a smallproportion of the material which it is possible to access is not acceptable in school, whileother material must be treated with great sensitivity and care. Exactly the same standardsapply to electronic material, as to material in any other form. If material is considered to beunacceptable by the school when presented in a book, magazine, video, audio tape orspoken form, then it is not acceptable on the ICT network.We expect ALL ICT users (Students & Staff) to take responsibility in the following ways:

1. Not to access or even try to access any material which is:

• Violent or that which glorifies violence • Criminal, terrorist or glorified criminal activity (including drug abuse) • Racist or designed to incite racial hatred • Of political opinion which could be reasonably considered offensive • Pornographic or with otherwise unsuitable sexual content • Crude, profane or with otherwise unsuitable language • In breach of the law, including copyright law, data protection, and computer misuse

• Belongs to other users of ICT systems and which they do not have explicit permissionto use

2. Not to use games other than those with an educational purpose and only with thedirection of a teacher.

3. Not to search for, or use websites that bypass the school's Internet filtering 4. Not to access social networking sites during normal working hours or lessons. 5. Not to download or even try to download any software without the explicit permission of

a member of the ICT systems support department 6. Not to attempt to install unauthorized and unlicensed software 7. To be extremely cautious about revealing any personal details and never to reveal a home

address or mobile telephone number, on social networking sites or e-mails to strangers 8. Not to use other people's user ID or password, even with their permission 9. Not to interfere with or cause malicious damage to the ICT resources and facilities

10. To report any breach (deliberate or accidental) of this policy to the ICT Managerimmediately

In order to protect responsible users, electronic methods will be used to help prevent accessto unsuitable material. Any use of ICT may be monitored and recorded, including the contentsof e-mail messages, to ensure that this policy is followed. The International School of Monacoreserves the right to access all material stored on its ICT system, including that held inpersonal areas of staff and pupil accounts, including email mailboxes, for purposes ofensuring appropriate use and health and safety.


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ATTENDANCE

Regular attendance is one of the most important factors determining success or failure atschool. Absences are disruptive and detrimental not only to the student concerned but alsoto the rest of the class and the professional efforts of the teacher. There is a close correlationbetween good attendance and good academic performance.

Only the School can authorise absences.Parents are particularly requested to observe the published school term dates and not torequest extra holidays in term time or to attempt to take their children out of school for otherreasons. The School can give the necessary permission for such absences only in the mostexceptional circumstances.

A record of attendance is kept centrally and by teachers. The record of attendance is part ofa student's school record and will be recorded on school reports and transmitted to anyfuture school upon request.

Teachers will endeavour to assist students who must miss school for an authorised reason orfor a prolonged illness, so that a student’s progress can be maintained as far as possible. Onthe other hand, teachers cannot reasonably be expected to devote extra time and effort tohelp students who miss school for non-authorised absences.

It may not be possible to award grades to students who miss tests for whatever reason, evenfor authorised absence. This will be recorded accordingly on their school report.

Medical AppointmentsStudents in the Primary School may not leave during lesson times to attend a medicalappointment as this disrupts the learning of other students. Whenever possible, parentsshould arrange medical appointments outside of school hours. Any student who must attenda medical appointment during school hours may be collected from the Primary SchoolReception during the morning break (10:20-10:40) or the lunch break (12:10-13:20) providedthe school has been informed in advance. Students returning from a medical appointmentwill only be admitted to class at 10:40 or 13:20.

These absences will be recorded as medical once a doctor’s certificate has been presentedto the Primary School Reception.

Notifying AbsenceAll students who have not registered when lessons begin at 08:30, will be marked as an‘unauthorised late’.

In cases of foreseeable absence (e.g. a doctor’s appointment), the Homeroom teacher shouldbe contacted as far in advance as possible.

In cases of unforeseeable absence, (e.g. illness), the Primary School Reception (not theclass teacher or Head of Primary) should be notified by parents by telephone call or emailbefore 08:30 on each day of absence. Please either dial +377 93 25 68 20 or send an emailto [email protected]

Punctuality• Students are expected to arrive at school on time each day, unless extenuating

circumstances prevail

• Students are expected to arrive and report to their classroom by 08.30. Any student whoarrives after 8.30 a.m. will be marked as “late arrival”.


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OUR HOMEWORK POLICY

In the Primary School, homework is seen as an essential part of a student’s education. Itserves to reinforce the knowledge and skills taught in the classroom, providing the necessarypractice time to achieve this. Throughout the Primary School homework is given two nightseach week in English and two nights in French

Regular practice of reading, grammar and punctuation, spelling and writing (English andFrench) are given to increase fluency, accuracy and comprehension. In addition, students areexpected to read for 20 minutes each day and are set a termly goal as part of our AcceleratedReader and Rallye Lecture independent reading programmes. Parents can help by followingtheir child’s reading progress online and accompanying them in the Learning Hub whentaking their Accelerated Reader and Rallye Lecture comprehension quizzes.

Practice in mathematics is given on a weekly basis. This regular practice is designed todevelop mental maths fluency and to reinforce the learning that has taken place in class.

Students may also be given homework related to all other subject areas, although this will beon a less frequent basis.

The time needed for the homework will differ from child to child therefore the times givenbelow are an approximate guide for the average child. Please monitor your child’s homework,offering support where necessary. Students should be able to complete the majority of theirhomework independently. If this proves not to be the case or it consistently takes them farlonger than expected to complete the tasks, you should speak with the class teacher.

Class 4: 40 minutes (x4 per week)Class 5: 50 minutes (x4 per week)Class 6: 60 minutes (x4 per week)


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ACADEMIC LIFE

The Bilingual ProgrammeThe Primary Unit at ISM is for students aged eight to eleven years (Classes 4 to 6) and ishoused on floor three of 12 Quai Antoine 1er.

Our Objective

We aim to offer all our students the opportunity to develop their potential via a challenginginternational bilingual curriculum that provides opportunities to discover and develop a widerange of interests and talents. We greatly value the acquisition of strong basic skills andsubject knowledge as a prerequisite to independent learning and critical thinking. We set highstandards for both ourselves and our students and work hard to develop and maintain thesestandards.

Through close collaboration with both the Early Years and the Middle School, we ensure thatthe teaching and learning throughout the Primary School prepares our students well for thenext stage in their learning.

Bilingual Programme

A unique feature of our school is its very successful bilingual programme, which is deliveredequally in English and French from the earliest age. Students entering the Primary School aregenerally able to access the programme in at least one of these languages. The goal of thePrimary School is to develop a high level of competence in both languages. Languages andMaths are taught equally in both languages, whilst Science is taught in English, and Historyand Geography in French.

The structure of the programme, with students spending alternate days in English andFrench, has been designed to ensure that it is delivered equally in both languages throughoutthe Primary School.

Students who enter the programme without skills in French and/or English are givenadditional support, where the emphasis is first of all on acquiring oral fluency.

Our Curriculum

Our curriculum is based upon what we believe to be the best aspects of International andNational curricula. It has been carefully researched and implemented to ensure that it meetsthe needs of our students, providing breadth and balance and a clear focus on theacquisition of skills, knowledge and understanding. Curriculum content is carefully chosen toensure that it provides our students with an international perspective of the world aroundthem.


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The subject areasLanguage: As a bilingual school, language learning (English and French) is at the centre ofall our teaching. English and French teachers work very closely together to ensure thatstudents develop a strong bilingual understanding of the common features of language aswell as the ability to express themselves clearly, confidently and accurately in bothlanguages. The teaching of reading skills and the development of strong independent readersis strongly supported by our very well-established “class reader” and “independent reading”programmes. In writing, a strong emphasis is placed on the basic skills of spelling,punctuation and grammar as well as the application of these in student’s independent writingacross a wide range of genres.

Mathematics: Mathematics (English and French) is taught through the world-renownedSingapore Maths Programme. A strong emphasis is placed upon students masteringessential number and calculation skills and then applying them to the solving of wordproblems covering the key topics of: number, calculation, handling data, geometry, andmeasures. Students’ understanding of problem solving is supported by the use of barmodelling, which allows students to visualize and then solve complex word problems. Thisapproach not only provides students with a solid foundation in Mathematics but also teachesthem to apply what they know to problem solving. In addition to this, number fluency andmental maths skills are developed through daily practice to embed these key skills.

Science: In Science (English only) we place a strong emphasis on the development of bothscientific knowledge and enquiry skills. Students are encouraged to build upon their subjectknowledge in practical lessons which enable them to plan experiments, make and testpredictions, draw conclusions and reflect upon their findings. From Year 6, Science lessonsare taught by a specialist teacher in a science laboratory.

History: Through the study of History we encourage our students to investigate and interpretcontinuity and change in the world over time and how this affects both the present and thefuture. Students are encouraged to develop their historical skills through the use of evidenceand sources material as well as acquiring essential historical knowledge and chronologicalunderstanding of history from an International perspective.

Geography: The study of Geography is key to our students’ development as Global Citizens.In order to develop a better understanding of the world around them on both a local andglobal scale, we aim to provide our students with the necessary geographical skills andknowledge to identify the world’s physical and human make-up and the similarities anddifferences that are to be found within it. We also place a strong emphasis on the importanceof taking care of our planet, looking at ways in which our local and global environment isbeing damaged and how we can act, ac caring citizens, to alleviate this.

P.S.H.E. (Personal, Social and Health Education): Our P.S.H.E. programme is designed toenable students to acquire the knowledge, skills and understanding they need in order tobest manage their lives – now and in the future. It also helps to develop a caring andunderstanding environement in which we can share our thoughts, feelings and concerns andlearn from one another.


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Global Citizenship: Our fast-changing “globalised” world means that there is now a globalimpact on many aspects of our daily life. We believe that our students need to be equippedwith a sound knowledge of the world in which they live and its many different cultures so thatthey can embrace the opportunities and challenges they will encounter and to equip themwith the necessary skills to play their part in building a better world for the future.

I.C.T.: Information Communication Technology is integrated throughout the curriculum as welook to develop our students into responsible, confident and efficient users of technology. Wecontinually strive to find ways that technology can engage the students whilst also enhancingtheir learning and communication skills.

Art and Design: Students will learn the creative, imaginative and practical skills needed toexpress their ideas and feelings. Throughout their lessons they will experiment with anddevelop control of tools and techniques for drawing, painting, printmaking, collage, textiles,clay work and sculpture. Wherever possible, the teaching of skills and knowledge is linked toour units in order to provide a meaningful context.

Music: A programme of vocal, instrumental and listening experience is developed throughoutthe school with children being encouraged to compose, perform and enjoy music. Childrenalso have the opportunity to learn a wide range of instruments through individual or smallgroup lessons.

Sports: Our Physical Education programme covers gymnastics, music and movement,games (e.g. soccer, basketball, tennis etc…), athletics, swimming and health and fitnessactivities.

Library: Students make regular visits to our very well-resourced bilingual Learning Hub. TheLearning Hub is staffed by two full-time librarians, who are there to teach children keyresearch skills, as well as to support children’s learning across the curriculum.


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33

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•

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•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

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•


34

•

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•

•

•

•

•

•

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35

Id

entif

y sim

ple

trend

s and

pat

tern

s in

resu

lts

and

sugg

est e

xpla

natio

ns fo

r som

e of

thes

e.

Expl

ain

wha

t the

evi

denc

e sh

ows a

nd w

heth

er

it su

ppor

ts pr

edic

tions

. Com

mun

icat

e th

is cl

early

to o

ther

s.

Link

evi

denc

e to

scie

ntifi

c kn

owle

dge

and

unde

rsta

ndin

g in

som

e co

ntex

ts.

Cons

truct

com

plet

e ci

rcui

ts us

ing

switc

h, c

ell

(bat

tery

), w

ire

and

lam

ps.

Expl

ore

how

an

elec

trica

l dev

ice

will

not

wor

k if

ther

e is

a br

eak

in th

e ci

rcui

t.

Kno

w th

at e

lect

rical

cur

rent

flow

s and

that

m

odel

s can

des

crib

e th

is flo

w, e

.g. p

artic

les

trave

lling

aro

und

a ci

rcui

t.

Expl

ore

the

forc

es b

etw

een

mag

nets

and

know

th

at m

agne

ts ca

n at

tract

or r

epel

eac

h ot

her.

Kno

w th

at m

agne

ts at

tract

som

e m

etal

s but

not

ot

hers

.


36

Kno

w th

at p

lant

s nee

d en

ergy

from

ligh

t for

gr

owth

.

Kno

w th

at p

lant

s rep

rodu

ce.

Obs

erve

how

seed

s can

be

disp

erse

d in

a

varie

ty o

f way

s.

Inve

stiga

te h

ow se

eds n

eed

wat

er a

nd w

arm

th

for g

erm

inat

ion,

but

not

ligh

t.

Kno

w th

at in

sect

s pol

linat

e so

me

flow

ers.

Obs

erve

that

pla

nts p

rodu

ce fl

ower

s whi

ch

have

mal

e an

d fe

mal

e or

gans

; see

ds a

re

form

ed w

hen

polle

n fro

m th

e m

ale

orga

n fe

rtilis

es th

e ov

um (f

emal

e).

Reco

gnise

that

flow

erin

g pl

ants

have

a li

fe

cycl

e in

clud

ing

polli

natio

n, fe

rtilis

atio

n, se

ed

prod

uctio

n, se

ed d

isper

sal a

nd g

erm

inat

ion.

Obs

erve

that

shad

ows a

re fo

rmed

whe

n lig

ht

trave

lling

from

a so

urce

is b

lock

ed.

Inve

stiga

te h

ow th

e siz

e of

a sh

adow

is

affe

cted

by

the

posit

ion

of th

e ob

ject

.

Obs

erve

that

shad

ows c

hang

e in

leng

th a

nd

posit

ion

thro

ugho

ut th

e da

y.

Kno

w th

at li

ght i

nten

sity

can

be m

easu

red.

Expl

ore

how

opa

que

mat

eria

ls do

not

let l

ight

th

roug

h an

d tra

nspa

rent

mat

eria

ls le

t a lo

t of

light

thro

ugh.

Kno

w th

at w

e se

e lig

ht so

urce

s bec

ause

ligh

t fro

m th

e so

urce

ent

ers o

ur e

yes.

Kno

w th

at b

eam

s/ray

s of l

ight

can

be

refle

cted

by

surfa

ces i

nclu

ding

mirr

ors,

and

whe

n re

flect

ed li

ght e

nter

s our

eye

s we

see

the

obje

ct.

Expl

ore

why

a b

eam

of l

ight

cha

nges

dire

ctio

n w

hen

it is

refle

cted

from

a su

rface

.

Kno

w th

at e

vapo

ratio

n oc

curs

whe

n a

liqui

d tu

rns i

nto

a ga

s.

Kno

w th

at c

onde

nsat

ion

occu

rs w

hen

a ga

s tu

rns i

nto

a liq

uid

and

that

it is

the

reve

rse

of

evap

orat

ion.

Kno

w th

at a

ir co

ntai

ns w

ater

vap

our a

nd w

hen

this

mee

ts a

cold

surfa

ce it

may

con

dens

e.

Kno

w th

at th

e bo

iling

poi

nt o

f wat

er is

100

°C

and

the

mel

ting

poin

t of i

ce is

0°C

.

Kno

w th

at w

hen

a liq

uid

evap

orat

es fr

om a

so

lutio

n th

e so

lid is

left

behi

nd.

Expl

ore,

thro

ugh

mod

elin

g, th

at th

e su

n do

es

not m

ove;

its a

ppar

ent m

ovem

ent i

s cau

sed

by

the

Earth

spin

ning

on

its a

xis.

Kno

w th

at th

e Ea

rth sp

ins o

n its

axi

s onc

e in

ev

ery

24 h

ours

.

Kno

w th

at th

e Ea

rth ta

kes a

yea

r to

orbi

t the

su

n, sp

inni

ng a

s it g

oes.

Rese

arch

the

lives

and

disc

over

ies o

f sci

entis

ts w

ho e

xplo

red

the

sola

r sys

tem

and

star

s.


37

Cons

ider

how

scie

ntist

s hav

e co

mbi

ned

evid

ence

from

ob

serv

atio

n an

d m

easu

rem

ent w

ith c

reat

ive

thin

king

to

sugg

est n

ew id

eas a

nd e

xpla

natio

ns fo

r phe

nom

ena.

Colle

ct e

vide

nce

and

data

to te

st id

eas i

nclu

ding

pr

edic

tions

.

Disc

uss h

ow to

turn

idea

s int

o a

form

that

can

be

teste

d.

Mak

e pr

edic

tions

usin

g sc

ient

ific

know

ledg

e an

d un

ders

tand

ing.

Choo

se w

hat e

vide

nce

to c

olle

ct to

inve

stiga

te a

qu

estio

n, e

nsur

ing

that

the

evid

ence

is su

ffici

ent.

Iden

tify

fact

ors t

hat a

re re

leva

nt to

a p

artic

ular

sit

uatio

n.

Choo

se w

hich

equ

ipm

ent t

o us

e.

Mak

e a

varie

ty o

f rel

evan

t obs

erva

tions

and

m

easu

rem

ents

usin

g sim

ple

appa

ratu

s cor

rect

ly.

Dec

ide

whe

n ob

serv

atio

ns a

nd m

easu

rem

ents

need

to

be c

heck

ed b

y re

peat

ing

to g

ive

mor

e re

liabl

e da

ta.

Use

tabl

es, b

ar c

harts

and

line

gra

phs t

o pr

esen

t re

sults

.

Mak

e co

mpa

rison

s.

Eval

uate

repe

ated

resu

lts.

Iden

tify

patte

rns i

n re

sults

and

resu

lts th

at d

o no

t ap

pear

to fi

t the

pat

tern

.

Use

resu

lts to

dra

w c

oncl

usio

ns a

nd to

mak

e fu

rther

pr

edic

tions

.

Sugg

est a

nd e

valu

ate

expl

anat

ions

for p

redi

ctio

ns

usin

g sc

ient

ific

know

ledg

e an

d un

ders

tand

ing

and

com

mun

icat

e th

ese

clea

rly to

oth

ers.

Say

if an

d ho

w e

vide

nce

supp

orts

any

pred

ictio

n m

ade.

Use

scie

ntifi

c na

mes

for s

ome

maj

or o

rgan

s of

body

syste

ms.

Iden

tify

the

posit

ion

of m

ajor

org

ans i

n th

e bo

dy.

Des

crib

e th

e m

ain

func

tions

of t

he m

ajor

or

gans

of t

he b

ody.

Expl

ain

how

the

func

tions

of t

he m

ajor

org

ans

are

esse

ntia

l.

Dist

ingu

ish b

etw

een

mas

s mea

sure

d in

ki

logr

ams (

kg) a

nd w

eigh

t mea

sure

d in

new

tons

, not

ing

that

kilo

gram

s are

us

ed in

ev

eryd

ay li

fe.

Reco

gnise

and

use

uni

ts of

forc

e, m

ass

and

wei

ght a

nd id

entif

y th

e di

rect

ion

in w

hich

forc

es a

ct.

Und

ersta

nd th

e no

tion

of e

nerg

y in

m

ovem

ent.

Reco

gnise

fric

tion

(incl

udin

g ai

r re

sista

nce)

as a

forc

e w

hich

can

af

fect

the

spee

d.

Dist

ingu

ish b

etw

een

reve

rsib

le a

nd

irrev

ersib

le c

hang

es.

Expl

ore

how

solid

s can

be

mix

ed a

nd h

ow it

is

ofte

n po

ssib

le to

sepa

rate

them

aga

in.

Obs

erve

, des

crib

e, re

cord

and

beg

in to

ex

plai

n ch

ange

s tha

t occ

ur w

hen

som

e so

lids

are

adde

d to

wat

er.

Expl

ore

how

, whe

n so

lids d

o no

t diss

olve

or

reac

t with

wat

er, t

hey

can

be se

para

ted

by

filte

ring,

whi

ch is

sim

ilar t

o sie

ving

.

Expl

ore

how

som

e so

lids d

issol

ve in

wat

er to

fo

rm so

lutio

ns a

nd, a

lthou

gh th

e so

lid c

anno

t be

seen

, the

subs

tanc

e is

still

pres

ent.

Ex

plor

e ho

w h

uman

s hav

e po

sitiv

e an

d ne

gativ

e ef

fect

s on

the

envi

ronm

ent,

e.g.

loss

of

spec

ies,

prot

ectio

n of

hab

itats.

Expl

ore

a nu

mbe

r of w

ays o

f car

ing

for t

he

envi

ronm

ent,

e.g.

recy

clin

g, re

duci

ng w

aste

, re

duci

ng e

nerg

y co

nsum

ptio

n, n

ot li

tterin

g,

enco

urag

ing

othe

rs to

car

e fo

r the

en

viro

nmen

t.

Kno

w h

ow fo

od c

hain

s can

be

used

to

repr

esen

t fee

ding

rela

tions

hips

in a

hab

itat a

nd

pres

ent t

hese

in te

xt a

nd d

iagr

ams.

Kno

w th

at fo

od c

hain

s beg

in w

ith a

pla

nt (t

he

prod

ucer

), w

hich

use

s ene

rgy

from

the

sun.

Und

ersta

nd th

e te

rms p

rodu

cer,

cons

umer

, pr

edat

or a

nd p

rey.

Expl

ore

and

cons

truct

food

cha

ins i

n a

parti

cula

r hab

itat.

Inve

stiga

te h

ow so

me

mat

eria

ls ar

e be

tter c

ondu

ctor

s of e

lect

ricity

than

ot

hers

.

Inve

stiga

te h

ow so

me

met

als a

re g

ood

cond

ucto

rs o

f ele

ctric

ity w

hile

mos

t ot

her m

ater

ials

are

not.

Kno

w w

hy m

etal

s are

use

d fo

r cab

les

and

wire

s and

why

pla

stics

are

use

d to

co

ver w

ires a

nd a

s cov

ers f

or p

lugs

an

d sw

itche

s.

Pred

ict a

nd te

st th

e ef

fect

s of m

akin

g ch

ange

s to

circ

uits,

incl

udin

g le

ngth

or

thic

knes

s of w

ire a

nd th

e nu

mbe

r and

ty

pe o

f com

pone

nts.


38

ISM

– P

rimar

y Sc

hool

– H

istor

y an

d G

eogr

aphy

Cur

ricul

um -

Ove

rvie

w

1 2

3 4

5 6

Yea

r 4

Anc

ient

Eg

ypt

Ma

pp

ing

the

Wo

rld

Anc

ient

Gre

ece

La

ndfo

rms

Anc

ient

Ro

me

Urb

an

Life

St

udy

of t

he m

ain

ch

ara

cter

istic

s o

f the

A

ncie

nt E

gyp

tian

civi

liza

tion:

Geo

gra

phy

, so

ciet

y, in

vent

ions

, bel

iefs

a

nd c

usto

ms.

Stud

y o

f the

glo

be

and

its

hem

isphe

res

and

cl

ima

tic z

one

s. T

he

Oce

ans

and

the

Co

ntin

ents

.

Stud

y o

f the

ma

in

cha

ract

erist

ics

of t

he

Anc

ient

Gre

ek

civi

liza

tion:

Geo

gra

phy

, so

ciet

y, in

vent

ions

, b

elie

fs a

nd c

usto

ms.

Stud

y o

f diff

eren

t la

ndsc

ap

es a

nd h

ow

m

an

has

exp

loite

d

and

influ

ence

d th

ese.

Stud

y o

f the

ma

in

cha

ract

erist

ics

of t

he

Anc

ient

Ro

ma

n ci

viliz

atio

n: G

eog

rap

hy,

soci

ety,

inve

ntio

ns,

bel

iefs

and

the

exp

ans

ion

of t

he R

om

an

Emp

ire.

Stud

y o

f urb

an

life

and

ex

pa

nsio

n a

nd th

e d

iffer

ent

sect

ors

tha

t ma

ke u

p u

rba

n ce

ntre

s. C

om

pa

ring

urb

an

and

rura

l life

.

17

less

ons

(6

we

eks

) 15

less

ons

(5

we

eks

) 17

less

ons

(6

we

eks

) 15

less

ons

(5

we

eks

) 18

less

ons

(6

we

eks

) 18

less

ons

(5 w

ee

ks)

Yea

r 5

The

Mid

dle

Ag

es

Ad

ap

ting

to th

e

env

ironm

ent

Th

e R

ena

issa

nce

W

ate

r In

vent

ions

and

D

isco

verie

s Po

pul

atio

n

St

udy

of t

he m

ain

ch

ara

cter

istic

s o

f the

M

idd

le A

ges

: M

edie

val

life,

the

feud

al s

yste

m,

arc

hite

ctur

e a

nd c

onf

licts

.

Stud

y o

f the

Ea

rth’s

m

ajo

r la

ndfo

rms,

cl

ima

te a

nd la

ndfo

rms

in E

uro

pe,

tour

ism in

m

oun

tain

en

viro

nmen

ts a

nd h

ow

m

an

ad

ap

ts to

life

in

vary

ing

phy

sica

l en

viro

nmen

ts.

Stud

y o

f the

Re

naiss

anc

e a

s a

p

erio

d o

f mo

der

n hi

sto

ry th

at w

as

ma

rked

b

y sig

nific

ant

sci

entif

ic

disc

ove

ries

and

a

rene

wed

inte

rest

in A

rt.

Stud

y o

f wa

ter s

our

ces

and

dist

ribut

ion

aro

und

the

wo

rld a

nd

how

thes

e a

ffect

p

op

ula

tion,

mig

ratio

n a

nd s

tand

ard

s o

f liv

ing

.

Stud

y o

f ho

w

tech

nolo

gic

al

pro

gre

ssio

n a

nd

exp

lora

tion

influ

ence

d

Euro

pe’

s ro

le in

the

wo

rld.

Stud

y o

f the

rea

sons

for h

igh

and

low

den

sity

are

as

of

po

pul

atio

n a

roun

d th

e w

orld

and

ho

w p

op

ula

tion

is d

istrib

uted

acr

oss

Eur

op

e.

17

less

ons

(6 w

ee

ks)

15 le

sso

ns (5

we

eks

) 18

less

ons

(6 w

ee

ks)

15 le

sso

ns (5

we

eks

) 14

less

ons

(6 w

ee

ks)

15 le

sso

ns (5

we

eks

) Ye

ar 6

Th

e In

dus

tria

l Re

volu

tion

The

Eur

op

ea

n U

nio

n Th

e W

orld

at W

ar

Bord

ers

and

M

igra

tion

IS

M E

XHIB

ITIO

N

St

udy

of h

ow

ind

ustri

al

exp

ans

ion

in th

e 19

th

Cen

tury

bro

ught

ab

out

th

e In

dus

tria

l Rev

olu

tion

and

with

it u

rba

n g

row

th

and

tech

nica

l and

sc

ient

ific

pro

gre

ss.

Stud

y o

f the

form

atio

n a

nd g

row

th o

f the

Eu

rop

ean

Uni

on

and

it’

s m

ain

ch

ara

cter

istic

s :

eco

nom

ic a

ctiv

ity,

freed

om

of m

ove

men

t, co

untri

es a

nd c

ities

of

the

EU.

Stud

y o

f the

ma

in

even

ts a

nd h

isto

rica

l fig

ures

of W

orld

Wa

rs I

and

II.

Stud

y o

f co

untri

es’

bo

rder

s a

nd h

ow

they

w

ere

form

ed a

nd th

e ca

uses

and

imp

act

of

mig

ratio

n a

roun

d th

e w

orld

.

18

less

ons

(6 w

ee

ks)

15 le

sso

ns (5

we

eks

) 18

less

ons

(6 w

ee

ks)

16 le

sso

ns (5

we

eks

)


39

IS

M –

Prim

ary

Scho

ol -

Cur

ricul

um d

’Hist

oire

et G

éogr

aphi

e –

Ove

rvie

w (F

renc

h V

ersio

n)

1 2

3 4

5 6

Cla

sse

4

L’A

ntiq

uité

ég

yptie

nne

Le

s g

rand

s re

pè

res

du

mo

nde

L’

Ant

iqui

té g

recq

ue

La le

ctur

e d

e

pa

ysa

ge

s L’

Ant

iqui

té ro

ma

ine

. Le

s e

spa

ces

urb

ain

s

C

onn

aîtr

e le

s p

rinci

pa

les

cara

ctér

istiq

ues

de

la

civi

lisa

tion

gre

cque

a

ntiq

ue :

géo

gra

phi

e,

soci

été,

inve

ntio

ns,

cro

yanc

es e

t co

utum

es.

L’ét

ude

du

glo

be

et d

e p

lani

sphè

res,

ass

oci

é a

ux p

rinci

pa

les

zone

s cl

ima

tique

s.

Les

océ

ans

et

cont

inen

ts.

Co

nna

ître

les

prin

cip

ale

s ca

ract

érist

ique

s d

e la

ci

vilis

atio

n g

recq

ue

ant

ique

: g

éog

rap

hie,

so

ciét

é, in

vent

ions

, cr

oya

nces

et c

out

umes

.

Les

gra

nds

typ

es d

e p

ays

ag

es e

t l’é

tud

e d

es ty

pes

d’e

spa

ces

d’a

ctiv

ités

do

nt la

zo

ne d

e to

urism

e lit

tora

le.

Co

nna

ître

les

prin

cip

ale

s ca

ract

érist

ique

s d

e la

ci

vilis

atio

n ro

ma

ine

ant

ique

: g

éog

rap

hie,

so

ciét

é, in

vent

ions

, cr

oya

nces

et e

xpa

nsio

n d

e l’e

mp

ire.

Les

pa

ysa

ges

de

ville

et d

e q

uarti

er.

La ré

pa

rtitio

n d

’une

p

op

ula

tion

sur u

n te

rrito

ire,

les

prin

cip

ale

s vi

lles.

17

sé

anc

es

(6

se

ma

ine

s)

15 s

éa

nce

s

(5 s

em

ain

es)

17

sé

anc

es

(6 s

em

ain

es)

15

sé

anc

es

(5 s

em

ain

es)

18

sé

anc

es

(6 s

em

ain

es)

18

sé

anc

es

(5 s

em

ain

es)

Cla

sse

5

Le M

oye

n-Â

ge

L’

ad

ap

tatio

n d

es

hom

me

s a

ux m

illeux

Le

s te

mp

s m

od

ern

es:

la

Re

naiss

anc

e

L’e

au

Les

tem

ps

mo

de

rne

s:

Inve

ntio

ns e

t d

éco

uve

rtes

La p

op

ula

tion

C

onn

aîtr

e le

s p

rinci

pa

les

cara

ctér

istiq

ues

du

Mo

yen-

Âg

e : l

a v

ie

méd

iéva

le, l

a fé

od

alit

é,

l’arc

hite

ctur

e m

édié

vale

s et

les

conf

lits.

Les

gra

nds

traits

du

relie

f de

la p

lanè

te.

Les

prin

cip

aux

ca

ract

ères

du

relie

f et

du

clim

at e

n Eu

rop

e.

L’ét

ude

de

typ

es

d’e

spa

ces

d’a

ctiv

ités

: la

zo

ne d

e to

urism

e m

ont

ag

nard

.

Déf

inir

la R

ena

issa

nce

com

me

une

pér

iod

e d

es T

emp

s M

od

erne

s m

arq

uée

pa

r de

nouv

elle

s d

éco

uver

tes

scie

ntifi

que

s et

un

inté

rêt r

eno

uvel

é p

our

l’A

rt.

Le d

ével

op

pem

ent

dur

ab

le :

l’ea

u d

ans

la

ville

. La

circ

ula

tion

des

ho

mm

es e

t des

bie

ns.

Prin

cip

aux

ca

ract

ères

d

e l’h

ydro

gra

phi

e eu

rop

éenn

e.

Les

esp

ace

s ric

hes

et

pa

uvre

s à

l’éc

helle

de

la p

lanè

te.

Mo

ntre

r co

mm

ent l

es

pro

grè

s te

chno

log

ique

s o

nt fa

voris

é le

s g

rand

es

déc

ouv

erte

s et

in

fluen

cé la

do

min

atio

n d

e l’E

uro

pe

da

ns le

M

ond

e.

Les

zone

s d

ense

s et

vid

es

de

po

pul

atio

n su

r la

p

lanè

te: l

a ré

pa

rtitio

n d

e la

p

op

ula

tion

sur l

e te

rrito

ire

euro

pée

n.

17

sé

anc

es

(6

se

ma

ine

s)

15 s

éa

nce

s

(5 s

em

ain

es)

18

sé

anc

es

(6

se

ma

ine

s)

15 s

éa

nce

s

(5 s

em

ain

es)

14

sé

anc

es

(6

se

ma

ine

s)

15 s

éa

nce

s (5

se

ma

ine

s)

Cla

sse

6

le X

IXè

: exp

ans

ion

ind

ustri

elle

L’

unio

n e

uro

pé

enn

e

Les

gue

rres

mo

ndia

les

Les

front

ière

s

EX

POSI

TIO

N

A

pp

réhe

nder

le X

IXèm

e siè

cle

com

me

le s

iècl

e m

arq

ué p

ar l

es ré

volu

tions

in

dus

triel

les,

une

ur

ba

nisa

tion

cro

issa

nte

et

les

pro

grè

s te

chni

que

s et

sc

ient

ifiq

ues.

L’hi

sto

ire d

e la

co

nstru

ctio

n d

e l’u

nio

n eu

rop

éenn

e.

Ca

ract

érist

ique

s :

act

ivité

s éc

ono

miq

ues,

ré

pa

rtitio

n d

e la

p

op

ula

tion,

ville

s et

p

ays

de

l’UE.

Co

nna

ître

les

évèn

emen

ts e

t p

erso

nna

ges

prin

cip

aux

lié

s a

ux d

eux

gue

rres

mo

ndia

les

Etud

e d

es fr

ont

ière

s :

circ

ula

tion

des

ho

mm

es e

t des

bie

ns,

les

phé

nom

ènes

m

igra

toire

s.

18

sé

anc

es

(6

se

ma

ine

s)

15 s

éa

nce

s

(5 s

em

ain

es)

18

sé

anc

es

(6

se

ma

ine

s)

16 s

éa

nce

s

(5 s

em

ain

es)


40

ORGANISATION

Arrival - Be Punctual

School begins each day at 08.30 and finishes at 15.30, except onWednesday when school finishes at 12.00.

Please note that children must arrive and be picked up on time. No adultsupervision is provided before 08.00 and after 16.15.

End of School day

Children should be picked up from the 3rd floor. Students in Classes 4 to 6 are allowed toleave school unaccompanied if their parents have given written permission. If there is anychange to the usual pick up arrangements for your child, please inform the class teacher (inperson) at the beginning of the day or alternatively contact the Primary School Reception.

Snack

Students in Classes 4 to 6 have a short break in the morning and fresh fruit is provided for allstudents. Students are not allowed to bring their own snacks to school. Fruit is available for students throughout the day.

Drinks

Students may bring a labeled refillable bottle of water to school, which they can bring intothe classroom. The teachers will allow them to take regular drinks at convenient times. Theywill be provided with an ISM water bottle (in their community colours) at the beginning of theschool year. They may then refill their bottles during the course of the school day.

Lunch Time

All students are automatically enrolled in the school lunch programme and are served with afull meal and have access to a range of fresh salad and fruit. Students are not allowed tobring their own packed lunches. The School must be informed in advance about any foodallergies or intolerances and this must be certified by a doctor. In most cases, arrangementscan be made with the school chef to cater for dietary needs.

Daily Timetables

Daily schedules vary from class to class according to the age of the child and the schedulingof special classes. Classroom teachers will provide a specific timetable for each class at thebeginning of the school year.


41

Enrichment Activities

An extensive programme of extra-curricular activities is devised atthe beginning of the school year.Sporting activities include soccer,basketball, athletics, rugby andteam sports for both boys andgirls. There is choir and studentsmay choose to learn an instrument,such as piano or guitar. ThroughLAMDA we offer group orindividual lessons in drama,musical theatre and publicspeaking. Please note that theremay be an additional charge forsome of these activities.

The Primary School has an active Student Council, elected by the student body. They helpto organise various fund-raising and social events throughout the year.

Safety and Security

The doors leading to the Primary School Unit are automatically closed at 08.30 until pick uptime at 15.30. Please wait outside the school until this time.

Fire and Emergency procedures are in place and are practised regularly with the children.

Assemblies

All Primary School students meet for regular assemblies. This is an opportunity to celebratethe students’ achievements and to share their learning with their peers. Through ourassemblies programme and class discussions we cover our P.S.H.E and Global Citizenshipprogrammes.

Celebrating Birthdays

Birthdays are celebrated every Friday in the Primary School. For students whose birthdayfalls at the weekend or during the holidays, we will celebrate their birthday on the first Fridayupon our return to school.Parents wishing to share a birthday cake or treat with the whole class must always checkthat it is convenient with the teacher. Cakes should be able to be easily served andconsumable at school.

If you are giving a party for your child outside school and only inviting selected members ofthe class, please mail the invitations to avoid hurting the feelings of “uninvited children.”

In the case of any “large” birthday parties where children are being collected as a group fromschool, the Head of Primary should be informed in advance.


42

Labels for Clothes

Parents are asked to label all their children’s possessions, and especially the Sports Uniform.Woven name tapes can be purchased from “De Fil en Aiguille” on rue Grimaldi in Monaco orordered from Cash’s: www.jjcash.co.uk . A Lost and Found box is situated at the PrimarySchool Reception.


43

School SuppliesAll textbooks, workbooks and basic school stationery are covered by the tuition fees.

Library books and textbooks are the property of the school and we ask you to help your childlook after them. In the event that a book is lost, parents will be asked to reimburse the costof replacement.

Sports Uniform

The school has an official obligatory Sports Uniform, which must be worn for all PhysicalEducation and Sports activities. New students will receive these automatically when they jointhe school – these will be invoiced separately. Extra items can be ordered at any time: formsand prices are available at the Reception Desk.Students are not to wear jewellery or watches during P.E. lessons. These must be removedprior to the lesson beginning. Only stud earrings will be permitted.

Absence from School

Your child is expected to attend school regularly. If your child is absent because of illness,please contact the school immediately. On return to school, a medical certificate should besent to the Primary School Reception. This will then be given to the Head of Primary.

In the event that your child’s absence is due to an infectious illness, it is imperative that youinform the school so that other parents can be notified. A quick call to the school’sreceptionist is all that is needed.

Additional holiday time is strongly discouraged and is not authorised by the school. NB.Please refer to the Attendance pages contained in this handbook.


44

HOME AND SCHOOL

There are many ways in which parents and teachers can keep in touch with each other andISM actively encourages this dialogue. The teachers, Head of Primary and Director arealways available to talk with parents and discuss their concerns.

Informal Chats

These can take place at the beginning and end of the school day. If you require more than afew minutes to discuss an issue with a teacher, please make an appointment to meet withhim or her at a mutually convenient time.

Personal Appointments

These can be made at any time during the school year. This is best arranged directly with theteacher concerned.

Parent Teacher Conferences

In the Primary School, parents of new students attending ISM are invited to meet withteachers in October to discuss their children’s transition into the school. There is anopportunity for all parents to meet with teachers in January to discuss their children’sacademic progress and share future goals.

Written Reports

Written progress reports are mailed to parents of students in classes 4 to 6 in January andJune.

Parent Handbook

This Parent Handbook, which provides programme and curriculum information as well asdetails on the day-to-day organisation and policies which govern the school, is automaticallygiven to parents when they enter the school.

Information Sessions

An Information meeting, to explain the curriculum, school’s philosophy and answer anyquestions, is held at the beginning of the school year. The Primary Handbook and curriculuminformation is distributed to new parents at this meeting. Additional information meetingsmay be called during the course of the year as the need arises.


45

Primary School Newsletter

This newsletter will be posted on the school website. It will provide families with informationregarding learning in the Primary school and gives details of upcoming events and activitiesinschool.

ISM Gazette

A general Newsletter, the ISM Gazette, which provides you with information on what ishappening throughout the school, is sent to parents several times a year.

Board Communiqué

The Board of Trustees gives information and communicates its activities to the parent bodyby way of a Board Communiqué, which is sent home to parents once yearly.

Annual Report

At the end of each school year, all parents receive a copy of the Annual Report giving detailsand information on the previous year’s activities.

Class Representatives

Each class has a parent representative who is a member of the Parent Teacher Associationand, as such, is present at all PTA meetings. This representative is there to represent theclass, welcome new parents and deal with matters of very general concern. All mattersconcerning your child’s learning or welfare should be referred directly to the class teacher.

Database Information

The information the school has on your child is stored in the database and sent to you eachSeptember for verification. It is essential for good communication and also for securitypurposes that you help us keep this information updated. All changes should becommunicated in writing to the school’s Receptionist.


46

HEALTH

On Admission

On admission, all students are required to complete the school’s yellow medicalquestionnaire, as well as a blue medical form, which is required for the Monégasque medicalauthorities. Photocopies of each child’s up to date vaccination certificates must be attached.Parents are reminded that vaccination against diphtheria, tetanus and polio is compulsory inMonaco. BCG vaccination against tuberculosis is also requested. Parents should obtain amedical certificate from their doctor if any vaccinations are contra-indicated.

Medical Visit

During the school year new students and certain other classes, undergo a medicalexamination carried out by a doctor and nurse from the “Inspection Médicale”. This is a briefroutine physical check-up and a brief report is then sent home to the parents. Parents areinformed well in advance, of the dates of these visits.

Emergency Card

An Emergency Card with the parent’s contact numbers, the names of further contact personsand other important information about the child, is filled in at the time of each child’sadmission to the school and updated at the beginning of each school year. Parents areresponsible for informing the school if any of this information changes during the school year.

Medication

School policy does not allow school staff to dispense medicine to students without writtenconsent from the parents and a doctor’s prescription. Any medicine coming to school mustbe clearly labelled with the child’s name and prescribed dosage. No responsibility can beaccepted if a dose is missed. Asthma inhalers must be marked with the child’s name andhanded to the class teacher for safe-keeping.

Illness

Students who are obviously not well, who have sickness or diarrhea or who have fever,should not be sent to school. In the case of communicable diseases, the school should benotified immediately, so that other parents can be informed.

First Aid Training

All of our staff are trained to administer the basics in first aid. Several of our staff are fullytrained in this area and will be contacted to help, should an emergency arise.

First Aid and Emergencies

The school will administer whatever first aid measures seem necessary if a child is sick orinjured at school. Parents will be notified immediately or at the end of the school day, if thisis deemed more appropriate. If there is any concern, an ambulance will be called immediatelyand the injured or sick child will be taken to hospital, accompanied by a member of staff whoknows the child. The parents will be alerted to meet the ambulance at the hospital. If neitherof the parents or the parents’ emergency contact person can be contacted, the school willproceed with whatever measures seem necessary.


47

SERVICES

Yearbook

A group of teachers and students work together to produce a Yearbook, which records themost important events of the year, and provides a wonderful souvenir for staff, parents andstudents.

School Photographs

Individual and class photographs are taken during the first term: the photographer sends anorder form directly to the parents and pictures may be ordered online.

School Directory

A school Telephone Directory listing the students with their family telephone number is issuedat the beginning of each year. It is uniquely for the use of the parents and school personnel,but parents not wishing to be included are asked to inform the school’s Receptionist.

Learning Hub (Library)

The Learning Hub is open daily toparents at specific times (postedoutside the door). Please availyourselves of the wide choice ofbooks in English and French. Childrenhave access to the school library andmay take 1 or 2 books home perweek. We ask you to help your childtake care of the books and returnthem to school on the specified day. APTA Library Committee works closelywith the librarians, offering help inmany different areas.

Cafeteria

All children in the Primary School have access to the school’s self-service cafeteria. The costof the meal is included in the tuition fees and menus are posted on the school’s website andon the Primary School 3rd floor.


48

SPECIAL OCCASIONS

AssembliesThere is a weekly assembly in the Primary School. This is an opportunity to celebrate studentachievement, share in the learning that has been taking place in the classrooms and reflectupon the aims and values that we have for the students.

Class PresentationsThese sessions are organised during the school year andparents are invited to share the work students havecompleted.

Sports DayClasses take part in the Sports Day, which is usually heldonce per year.

Summer FêteThis day, organised by the PTA, includes games and activities for students, performances bystudents across the school and an international lunch provided by the parents. Parents willbe given information well in advance and are cordially invited to attend.

Special WeeksDuring the school year special weeks are dedicated to the development and enjoyment ofparticular subject areas. Specialists from outside the school are invited to share their talentand expertise with the children.

Giving ProjectsThe Giving Committee work closely with the Primary School Student Council, often attendingmeetings and presenting ideas at assemblies in order to develop meaningful giving projectsin different places around the world. These projects take place throughout the school yearand encourage the students to develop awareness and understanding of others and to buildlinks between communities.

OutingsDuring the course of the school year, some outingsare arranged which enhance and enrich thecurriculum. Students may visit a local museum,gallery or place of interest that supports thelearning that is taking place in class.

All students in Classes 4 to 6 are expected toparticipate in the annual class trip to an outdoorresidential activity centre. This forms part of the school curriculum and serves to greatlyenhance the students’ social and educational development.


49

PARENTS

School Association/General Assembly

All parents are automatically members of the School’s Association.A General Assembly of the members of the School Association (all parents and members ofthe Board of Trustees) is held at least once per year. The date, usually during spring, will becommunicated to you well in advance.

Board of Trustees

This group of nine elected parents and representatives meets regularly with the school’sDirector to discuss educational policies, major building projects and the school’s finances.Elections to the Board take place every three years at the General Assembly, where allparents have a right to vote.

Parent/Teacher Association

The PTA is made up of a representative for each class. All parents can attend the monthlyPTA meetings, the dates of which will be communicated to you via one of the Newsletters.The minutes of each PTA meeting are posted on the school’s notice board.

School Council

The Board of Trustees set up the School Council to serve as a vital link between themselves,the PTA and the school administration. Several committees work on projects, which willenhance and enrich the school’s academic programme.

How Parents can Help

- be a Class Representative

- be a Library Volunteer

- help with the Summer Fête

- be on the School Council

- become a Board Member

- help with the PTA Activities

- help with school outings

- share your expertise with students


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