Wednesday 12th March

Year 9 and 10 Welcome and Introductory Meeting

for Parents

Objectives for Meeting• Share overall school aims and objectives• Share information regarding teaching and

learning • Share important details specific to each year

group• Discuss how we can work in partnership

Who’s who?

– Sarah Howling (Head of Secondary) – Marisa Marquez (Deputy Head-Directora Oficial) – Silvia Criado(Deputy Head – Staff )– Diego Bertotto (Assistant Head – Teaching and

Learning) – Chris Buckland (Assistant Head – Teaching and

Learning) – Luciana Savanti (Phase Leader – Year 9 and 10)

School Development Plan

2013Key Focus: Culture for learning

• Student Leadership• Values and beliefs• Learning at SASS and

Leading for Learning courses

• Engaging classrooms and positive behaviour management

• Interdisciplinary projects

• Research/develop curriculum structure

• Create new courses• Research and draft

behaviour management policy

• Prepare for 1:1• Develop

assessment/academic policy

2014

2014Key Focus: Framework for Learning

• Implement new curriculum– Broad and balanced– New courses:L2L,

Entrepreneurial Economics....

• Assessment and academic policy

• Implement behaviour policy

• Review calendar for learning

• Implement 1:1

• Develop SASS Learner Profile

• Skills audit and development

• Plan and prepare for tutoring reform

2015

2015Key Focus: Tutoring and Coaching for

Learning

• Introduce SASS Learner Profile• Introduce/support skill progression across

subjects• Implement tutoring and coaching for learning

Teaching and Learning

Y7/8 Conocimiento de Base

Desarrollo de Habilidades

Y9/10 IGCSEPreparándose para el IB

Y11/12 IBIndagadores, Informados e instruidos, Pensadores, Buenos comunicadores, Íntegros, De mentalidad abierta, Solidarios, Audaces, Equilibrados, Reflexivos

UniversidadLa

Escuela Se

cundaria

en SASS

Year 9 Subjects

Subject Hours

IT 2

PSE 2

PE 6

English 6

Spanish 6

Maths 6

Historia (Arg) 4

French/Portuguese/Mandarin 4

Experiential Science 6

Creativity & Performance 4

Geography/History/Envirnonment Management/ Coordinated Science

4 (IGCSE ) (Chosen in Yr8)

Year 10Subjects

Subject Hours

First Language Spanish 6 (IGCSE)

First Language English 6 (IGCSE)

Maths 6 (IGCSE)

Combined Science 6 (IGCSE)

Entrepreneurial Economics 4 (Non-IGCSE)

History /Geography/ Environmental Management or Coordinated Science

6 (IGCSE)

Historia 4 (ARG)

French/Portuguese/Mandarin or Art

4 (DELF, CLIP, YCT)(Non IGCSE)

ICT 2 (non-IGCSE)

PSE 2 (non-IGCSE)

Physical Education 4 (non-IGCSE)

Official Requirements

Evaluación y Acreditación de aprendizajes 7 o más puntos en la calificación finalCalificación en cada trimestreMenos de 20 inasistencias

Alumnos que no acreditaron sus aprendizajes Dos períodos: Diciembre (calificación final entre 4 y 7 puntos) Febrero (calificación menor a 4 puntos o sin acreditar en el períodode diciembre)

Son promovidos al año inmediato superior los alumnos que no

adeuden más de dos materias

Régimen de Asistencia

Máximo de hasta 20 inasistencias en el año.

Justificación con certificado médico o nota firmada por el adulto responsable, dentro de las 48hs del regreso del estudiante a clase.

El retiro de la escuela significa porcentaje de ausencia

Llegadas Tardes: Hasta 25 minutos 1/4 inasistencia Pasados 25 minutos 1/2 inasistencia

Política de retiro de la escuela

En medio del turno de la mañana y/o de la tarde:– Padres, autorización escrita de los padres o firmas

autorizadasAlmuerzo

– Padres, autorización escrita de los padres o firmas autorizadas

– Tarjeta verde Educación Física (en caso de no poder realizar educación física)

– Concurrir como observador al campo de deporte– Retira un adulto autorizado y acreditado por los padres a las

14.15hs

Acuerdo Institucional de Convivencia

Behaviour for Learning

Behaviour for Learning Process

Staff viewsFocus groupStudent surveyBehaviour conferenceResearch Group workDraftParent groupLeadership team

Aims• To create a climate where learning can flourish• To protect basic rights of safety, learning and

respect• To develop student ownership of behaviour• To build strong relationships and empathy• To promote high self-esteem• To ensure fairness of treatment for all to ensure

the welfare of all• To ensure a consistency of response to all

behaviours

Philosophy

Key features of the positive approach are:

• An emphasis on positive rather than negative statements

• Regular and sustained use of praise and rewards• Teaching students the social skills they need to

be successful• Redirecting them towards success rather than

highlighting their mistakes

Overview

• Rights• Responsibilities• Expectations• Routines

Rights

• Everyone has the right to feel safe at school• Students have the right to learn to the best of

their ability• Teachers have the right to teach• Everyone has the right to be treated with

dignity and respect

Responsibilities • As students have the right to feel safe, they have the

responsibility to behave in a manner so that others can feel the same way too

• As students have the right to learn to the best of their ability, they have the responsibility to behave in a way so others can learn

• As teachers have the right to teach, students have the responsibility to behave in a way that allows them to teach

• As students have the right to be treated with dignity and respect, students have the responsibility to treat others with dignity and respect

Expectations and Routines

We value......

Respect for the school’s identity and heritage and the uniform as a symbol of one´s pride in belonging

We expect students ......

To wear the uniform well and with pride and have neat appearance

Expectations and Routines

We value......

Responsibility and enthusiasm for learning

We expect students ......

To have the correct books and equipment out ready to start the lesson promptly

Expectations and Routines

We value......

Punctuality as a healthy habit to fully enjoy lessons

We expect students ......

To arrive on time to lessons and registration

Expectations and Routines

We value......

Humility and empathy to show interest and respect for other opinions

We expect students ......

To listen when a teacher or peer is speaking and not call out

Expectations and RoutinesWe value......

Positive attitude towards teachers’ requests

We expect students ......

To follow instructions from adults as soon as asked

Expectations and Routines

We value......

Responsibility to care for property of all the community

We expect students ......

To respect and not damage any property or equipment

Expectations and Routines

We value......

A climate where everyone in the school community has the right to be treated with dignity and respect

We expect students ......

To use appropriate and polite language, and courteously address all members of the community

Expectations and Routines

We value......

Respect for the right to learn and to teach

We expect students ......

To keep on task and not disrupt the learning of others

Expectations and Routines

We value......

Solidarity and respect towards peers and teachers who share the classroom and to those who use it after us

We expect students ......

To leave rooms tidy and in an orderly manner and during lessons, no eating or chewing gum - only water is allowed

Expectations and Routines

We value......

Technology as an important tool that contributes to learning

We expect students ......

To only use cell phones or other electronic devices for educational purposes and with the teacher’s permission

Positive consequences (Praise system)

PhilosophyWe know that the most important way to develop healthy values and self-esteem in young people is through verbal praise.

A “well done”, “warm smile” or any form of congratulation is the most powerful form of praise that can be received.

Verbal praise

For example:

Punctuality

Uniform

Responsibility and

enthusiasm for learning

Verbal praise

For example:

Punctuality

Uniform

Responsibility and

enthusiasm for learning

Verbal praise

1 or 2 points

awardedFor

example:

Respect for learning

Helping others with

their learning

Positive attitude towards learning

Respect for other

opinions

Verbal praise

1 or 2 points

awardedFor

example:

Respect for learning

Helping others with

their learning

Positive attitude towards learning

Respect for other

opinions

Email home

20 points reached

Continued and

consistent Level 1 to 2

attitudes and

behaviours

For example:

Contribute to

improving the class climate

Treating peers and teachers

with respect and dignity

Email home

20 points reached

Continued and

consistent Level 1 to 2

attitudes and

behaviours

For example:

Contribute to

improving the class climate

Treating peers and teachers

with respect and dignity

Certificates and

Letter to parents

30 points reached

Continued and

consistent

Level 1 to 3 attitudes

and behaviours

Certificates and

Letter to parents

30 points reached

Continued and

consistent

Level 1 to 3 attitudes

and behaviours

Reward chosen by student 50 points

+

Parents invited in

Continued and

persistent Level 1 to 4 attitudes

Reward chosen by student 50 points

+

Parents invited in

Continued and

persistent Level 1 to 4 attitudes

Positive consequences

Practices

Negative consequences (Sanctions system)

PhilosophyThe development of independence is important to us at St Andrew’s and throughout their years at school, students develop their autonomy by making their own decisions.

Within this framework students exercise their freedom to choose, learning that their actions lead to consequences which can be positive or negative.

Verbal warning

For example:

Uniform

Punctuality

Eating/chewing gum

Minor disruptions to

learning: talking, out of seat, messing

about

Verbal warning

For example:

Uniform

Punctuality

Eating/chewing gum

Minor disruptions to

learning: talking, out of seat, messing

about

Verbal warning

1 or 2 points +

Teacher action

For example:Repetition 2/3 verbal warning in one lesson

Inappropriate behaviour, such

as:

Lack of respect when a

teacher/peer is speaking

Disrupting the learning the

others

Damage to property/

equipment

Verbal warning

1 or 2 points +

Teacher action

For example:Repetition 2/3 verbal warning in one lesson

Inappropriate behaviour, such

as:

Lack of respect when a

teacher/peer is speaking

Disrupting the learning the

others

Damage to property/

equipment

Serious warning 3

points Continued and

persistent Level 1 to 2

incidents

For example:Non academic

use of cell phone or

other electronic

device

Inappropriate use of

language

++++

Serious warning 3

points Continued and

persistent Level 1 to 2

incidents

For example:Non academic

use of cell phone or

other electronic

device

Inappropriate use of

language

++++

Conduct marks

Meeting/Communicati

on with parents

10 points or continued and

persistent Level 1 to 3 incidents

For example:Intentional

damage and disrespectfulne

ss

Intellectual dishonesty

Bullying

Theft

Leaving school without

permission

Rudeness to staff

Fighting

Missing class

Conduct marks

Meeting/Communicati

on with parents

10 points or continued and

persistent Level 1 to 3 incidents

For example:Intentional

damage and disrespectfulne

ss

Intellectual dishonesty

Bullying

Theft

Leaving school without

permission

Rudeness to staff

Fighting

Missing class

Acta

Meeting with parents

(Level 5 may also include suspension, behaviour contracts)

Continued or persistent level 1 to 4 incidents

For example:Intentional and

premeditated damage and

disrespectfulness

Consumption of tobacco, alcohol

or drugs

Discrimination

Vandalism

Acta

Meeting with parents

(Level 5 may also include suspension, behaviour contracts)

Continued or persistent level 1 to 4 incidents

For example:Intentional and

premeditated damage and

disrespectfulness

Consumption of tobacco, alcohol

or drugs

Discrimination

Vandalism

Negative Consequences Practices

Support Areas

Phase Leader Y9 &10: Ms Luciana Savanti

• Head of Year 10: Luciana Savanti• Assistant HOY 10: Daian D’esposito• Head of Year 9: Andy Cobb• Assistant HOY 10: Monica Lacko

DOE (Departamento de Orientación Escolar)Head: Ms. Mariel Pons

Departamento de Orientación Escolar (DOE)

Lic. Mariel Pons Lic. Paula Romano Lic. Pilar Fernández Lic. Jonatan Olmos

Lic. Clara Brea Lic. Ingrid Gullón Lic. Juan Pablo Ventura