Parents Handbook EN

Contents Page

General InformationIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Mission Statement and Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

School Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

School Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

School Uniform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

What you will need for school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Arrival and Departure Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Communication / Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Standards of Behaviour / Assertive discipline policy . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Statement of Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

After School Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Curriculum OverviewBackground: the Cambridge Educational System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Curriculum Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Parent & Student Handbook 2011 - 2012 | 3

an IntroduCtIon to aIs

Dear Parents and Pupils,It is our pleasure to welcome you to the 2011-2012 school year at The At-

lantic International School in Moscow. We extend a very warm welcome to you all as new and old pupils and parents. We are proud to be the pioneers in the international school sector offering the English National Curriculum alongside the Russian National Curriculum. We are looking forward to providing your child with an outstanding educational experience. We strive to build on our reputation of excellence as we seek to meet the needs of all children enrolled in our school. Our staff members are enthusiastic and passionate about teaching and bring a wealth of experience and expertise.

At The Atlantic International School in Moscow we have created a stim-ulating, safe and positive learning environment, with high expectations of achievement and behavior. We are committed to making the curriculum ac-cessible to all children through utilising a range of teaching styles, which will motivate children to develop independent, lifelong learning skills.

As the Vice principal, my role is to establish a culture that promotes excel-lence, equality and high expectations of all pupils. We value the opinions of our parents so please feel free to send me an e-mail, Parent input is invaluable. I look forward to working with you in the most important job you have - educat-ing your child.

We hope that you find this handbook useful and look forward to working closely with you to ensure the success of AIS and our pupils.

Atlantic International School Administration

4 | atlantic international ScHool

MIssIon stateMent

The mission of The AIS of Moscow is to provide the students with a strong curricular programme based on developmentally appropriate practices in a challenging and supporting environment.

Our ObjectivesAt the AIS we consider our main tasks to be:

• Togiveourstudentsaqualityeducation,ensuringadeepknowledgeofschool subjects and a high level of proficiency in English and Russian lan-guages and mathematics

• Discovertheindividualityineachchild,revealhiscreativeandphysicalpotential and develop existing talents

• Takecareofhealthandpsychologicalwell–beingofchildren• to help them adapt to society, understand their innerworld and teach

them how to cope with life’s difficulties• Totraineachindividual,tobeself-confidentinhisknowledgeandfuture

world citizen


sChool day

Secondary day Primary day08.45 Children arrive 08.45 Children arrive

09.00 Lesson 1 09.00 Lesson 1


10.30 Snack / breakfast / 10.30 Snack / breakfast / outside play outside play



12.30 Lunch / outside play 12.30 Lunch / outside play



14.45 Snack 14.45 Outside play

15.00 Lesson 7 15.00 Snacks

15.45 Homework time 15.15 Homework time

16.30 Activity time 16.00 Activity time

17.15 Dinner time 16.45 Dinner time

17.30 Children supervised 17.00 Children supervised by a teacher by a teacher


sChool Calendar 2011/12

Term 1 (42 days) - 8 days INSETMonday August 22nd–Wed31st August-InductionandINSETforallstaff.

Orientation lessons Mon 29thAugust–Wed31st August

Thursday 1stSeptember–FridayOctober28th

Monday 30thOctober–Friday4th November - Holiday

Term 2 (32 days)Monday 7thNovember–Wednesday21st December

Thursday 22ndDecember–FridayJanuary6th - Holiday

Term 3 (52 days)Tuesday10thJanuary–Friday23rd March

Monday 26thMarch–Friday30th March Holiday

PublicholidaysJanuary9th,February23rd & March 8th

Term 4 (56 days)Monday 2ndApril-Friday22thJune

Public Holidays 30th April, 1st May, May 9th&June12th

182daysteaching8daysINSET(190days)

56 days holiday plus public holidays

Return to work August 20th 2011


sChool unIforM

School uniform is not yet compulsory for all students attending the school.

General AppearanceStudents are expected to arrive to the school every day in clean clothes,

to be worn in a tidy manner. No denim jeans are to be worn. Use of coats and anoraks are encouraged during cold and rainy days and sun hats on sunny days. A pair of indoor and outdoor shoes is also encouraged, especially during the winter months.

Shoesshouldbeleatherandnotrainers(sportshoes).OnPEdays,chil-dren are expected to bring their full PE kit to school.

Forsafetyreasons,childrenareadvisednottowearjewelrytoschoolex-cept for stud earrings. Hair should be worn in a neat style. Mohicans, tram-lines and bright colours are not considered appropriate hairstyles for school. If a child attends school with a hairstyle that is deemed inappropriate the parents will be contacted by the Deputy Director

What you will need for school While we will have the necessary resources in class, it is a very good idea to

start the year with a pencil case with personal items children need for a school day including a ruler, pencils, coloured pencils, an eraser and pencil sharpener. This should be brought to school in a bag where other personal items may be kept. It is school policy, however, not to bring the following items to school:

What’s not allowed?• Chewinggumcrispsandsweets,• Toysorgamesunlessforaspecialdayorattherequestofateacher• Musicplayingsystems,• mobilephonesoranyotherelectronicdevices

This is to ensure that children’s belongings do not get damaged or lost. If a parent needs to contact a child urgently they can contact school and a message can be passed through the school office.

All children will be provided with a morning snack. It is not necessary for children to bring food into school.

If a parent needs to contact a child they can call the school and we will pass on the message to the child. Should a parent wish to send their child with a mo-


bile phone it must be handed into reception on arrival and collected the end of the school day. Any child using a mobile phone in school will have it confiscated and will only be able to collect it after the school day ends. Persistent offenders will have the phone confiscated until parents come and collect the phone.

Arrival and Departure Procedures Children can arrive from 8.00am - 8:45am and must be in class ready for

registration at 8.55am sharp as lessons commence at 9.00am. At the beginning of each day, please ensure that a security guard or the bus monitor receives your child(whicheverisappropriate).Childrenshouldnotbeleftaloneoutsideforschool to start. It will help the morning routine enormously if parents do not enter the school building unless there is a specific reason to meet with a mem-ber of staff.

Parents are to phone or email the school if their child will not be attend-ing due to sickness before 9.30am on the first day absence and state how many days they think the child may be absent. If a child is absent and message has not received by 9.30am the parents will contacted by the school administration.

If a child is repeatedly late or has not notified school about absence then a letter will be sent to the child’s home. If the problem continues a meeting will be held between the parent and the Vice Principal

Please ensure that you or your designated guardian collects your child from a member of staff at the end of each day from the designated pick up point. Those children using the school bus service will be collected by the bus monitor and safely taken home.

Please collect your child promptly at the end of each day. If for some rea-son you have been delayed, please telephone the school so that we are aware and can inform your child to avoid any worrying. If you are unable to collect your child, please inform the school at your earliest convenience as to who will becollectingyourchild.Teacherswillnotreleaseachildtoanunauthorisedguardian. If a parent wishes their child to be collected by a different person then the parents must complete a form and provide a photograph of the person who is collecting the child

Pickup PointsAll children from year 3 to Y11 are to be collected from outside the school

entrance. It will help the end of school routine enormously if parents do not enter the school building unless there is a specific reason to meet with a mem-ber of staff.


CoMMunICatIonWe aim to keep all parents fully informed about events or developments

at AIS. The school newsletter is sent out monthly. Parents should check school bags on a daily basis. Inside each child’s book bag is a school diary for parents andteacherstowritemessages.Teachersneedtoinformparentsofupcomingeventsandchildren’sweeklyprogressintheschooldiary.EveryFridaythedi-ary will be signed by the class teacher in primary school and the personal tutor in secondary. The parents will countersign the diary before the child returns to school on the Monday.

Class teachers are happy to discuss concerns parents may have about their child but are unable to do so during teaching time. Parents are asked not to contact class teachers in the morning for a lengthy chat as teachers and pupils are always anxious to begin their daily work. Office staff will gladly arrange for parents to make an appointment with class teachers to discuss any concerns parents may have.

There are four terms in the school calendar. Parents will receive reports at theendoftermtwoandtermfourandtherearethreeformalParentTeacherConsultations held each year.

Health Regular daily attendance is expected but sometimes absence is unavoid-

able through sickness. Please inform the school if your child is unable to attend. Please telephone or email as early as possible and leave a message for the class teacher.

Please advise us of any medical problems your child may have when there is an allergy to materials or food. Please ensure that the nurse has your medical card

If your child becomes unwell and the class teacher feels that s/he is not well enough to participate in lessons you will be telephoned immediately to collect your child. Please be aware that it is the responsibility of the parents to collect their unwell child and the school cannot provide a driver in such circumstances.

Medication can only be administered with written consent and directions from the parents. The school employs a full-time qualified nurse who deal with day-to-day matters such as cuts/bruises and children who feel unwell whilst at school. If your child has had to visit the nurse due to a minor injury or feeling slightly unwell you will be informed of the incident. In case of serious injury or emergency the emergency services will be contacted and the parents informed.


standards of BehavIour

Code of Conduct Our school’s code of conduct aims to achieve a positive atmosphere in

which more time is spent on teaching and learning. We recognise that the school has a critical role to play in developing self-discipline in pupils. We aim to establish acceptable patterns of behavior and to encourage pupils to develop a sense of responsibility, self-respect and a respect for other people, property and the environment.

It is essential for parents and school to work in partnership so that the values encouraged by home and school are mutually reinforced.

To All Pupils: YOUWILL BE EXPECTEDTO BEHAVEATALL TIMES INWAYS

WHICHDEMONSTRATE SELF-DISCIPLINE, SELF RESPECT AND RE-SPECTFOROTHERSANDTHEIRPROPERTY.

All pupils are required to observe the following:

• Treateveryonewithrespectandcourtesy.• Behaveinawaythataidslearningduringteachingtime.• Walkatalltimeswhenindoors.• Holddoorsopenforothers.• Removecoats/jackets/hatsduringlessonsandatlunch.• Makesurethatclassroomsandplaygroundsareleftcleanandtidy.

Assertive Discipline PolicyOur aim is to introduce a policy which:

1. Positively reinforces the good learning skills shown by most children.2. Reduces teaching time wasted in dealing with minor behavior issues.3. Modifies the behavior of the few students who lack good learning skills.4. Uses class rewards as an incentive to encourage good behavior.5. Clearly explains the effects of disruptive behavior through agreed sanc-

tions.6. Clearly displays agreed class agreements, designed to promote a quality

learning environment.

This policy is based upon a set of classroom agreements, designed to pro-mote effective learning.


At AIS we promote a calm, friendly atmosphere and we expect the highest standards of behavior from our children. Guidelines based on mutual respect and considerations are clearly set down and self- discipline is fostered through praise, encouragement and positive reinforcement of good behavior. Children are encouraged to collectively decide on their class rules and to take responsi-bility for their own behaviour at all times while at school.

RewardsThere are several ways that we reward our pupils for their behaviour, learn-

ing and personal triumphs. We believe that positive reinforcement and reward-ing good behaviour are more powerful than punishment. By consistently re-warding positive behaviour we make it clear to pupils what sort of behaviour is acceptable and encouraged?

SanctionsHowever, the school does have a policy for dealing with unacceptable

behaviour. Such behaviour is always challenged and dealt with. Staff usually resolve problems by talking to the child and, when necessary, removing privi-leges. In the event of persistent misbehaviour, parents are invited to meet with their child’s teacher or the board of administration so that a strategy for im-proving the child’s behaviour can be put into place and everyone can work to-gether to achieve success.

Sanctions like rules and rewards should be discussed with the class in de-tail to ensure that all children fully understand them. We need to ensure that sanctions are consistently applied across the whole school. When we use sanc-tions we should do so calmly, clearly explaining to the child why their behavior is disturbing learning. We should avoid imposing sanctions in anger as this only increases the possibility of confrontational behavior from the children.

1. A child who is disrupting the classes learning may receive an initial verbal reminder, but does not involve any further sanction.

2. A child who continues to disrupt will be informed that there misbehav-iour will be recorded in the school diary

3. If the behaviour persists after the second warning then a further comment will also be recorded in the class diary.

4. If the behaviour continues into subsequent lessons then the child will be interviewed by the Vice Principal and this will also be recorded in the class diary and signed by the child.


5. If a child has reached stage 3 more than twice in one week then the par-ents will be informed and may be invited into school to discuss the child’s behaviour

Teacherswillusethesamesanctionprocedureforinappropriatebehaviourduring break and play times in the school diary. Persistent behaviour that is unacceptable will result in parents being invited into school.

Remember:Most children will rarely progress past the verbal reminder, while others

will repeatedly need support to develop better learning skills. By consistently using praise and rewards it is hoped to create an understanding of what skills are important to learning.

Teachersmustnotskipsanctionlevels,itisimportanttogothroughthewhole routine to give the child the opportunity to change their behaviour pat-tern at any time. It is always important to remain calm and to treat children with respect.


stateMent of values

The SelfAt the AIS we value ourselves as unique human beings capable of spiritual,

moral, intellectual and physical growth and development.

On the basis of these values, we:

• developanunderstandingofourowncharacters,strengthsandweaknesses• developself-respectandself-discipline• clarifythemeaningandpurposeinourlivesanddecide,onthebasisof

this, how we believe that our lives should be lived• makeresponsibleuseofourtalents,rightsandopportunities• strive,throughoutlife,forknowledge,wisdomandunderstanding• takeresponsibility,withinourcapabilities,forourownlives.

RelationshipsWe value others for themselves, not only for what they have or what they

can do for us. We value relationships as fundamental to the development and fulfillment of ourselves and others, and to the good of the community.


• respectothers,includingchildren• careforothersandexercisegoodwillinourdealingswiththem• showotherstheyarevalued• earnloyalty,trustandconfidence• workcooperativelywithothers• respecttheprivacyandpropertyofothers• resolvedisputespeacefully.

SocietyWe value truth, freedom, justice, human rights, the rule of law and collec-

tive effort for the common good. In particular, we value families as sources of love and support for all their members, and as the basis of a society in which people care for others.


• understandandcarryoutourresponsibilitiesascitizens• refusetosupportvaluesoractionsthatmaybeharmfultoindividualsor

communities


• supportfamiliesinraisingchildrenandcaringfordependants• supporttheinstitutionofmarriage• recognisethattheloveandcommitmentrequiredforasecureandhappy

childhood can also be found in families of different kinds• helppeopletoknowaboutthelawandlegalprocesses• respecttheruleoflawandencourageotherstodoso• respectreligiousandculturaldiversity• promoteopportunitiesforall• supportthosewhocannot,bythemselves,sustainadignifiedlife-style• promoteparticipationinthedemocraticprocessbyallsectorsofthecom-

munity• contributeto,aswellasbenefitfairlyfrom,economicandculturalresources• maketruth,integrity,honestyandgoodwillprioritiesinpublicandprivate

life.

The EnvironmentWe value the environment, both natural and shaped by humanity, as the

basis of life and a source of wonder and inspiration.


• acceptourresponsibilitytomaintainasustainableenvironmentforfuturegenerations

• understandtheplaceofhumanbeingswithinnature• understandourresponsibilitiesforotherspecies• ensurethatdevelopmentcanbejustified• preservebalanceanddiversityinnaturewhereverpossible• preserveareasofbeautyandinterestforfuturegenerations• repair,whereverpossible,habitatsdamagedbyhumandevelopmentand

other means.

I hope that you have found this Handbook useful. If you have any ques-tions, please do not hesitate to contact me directly by telephone, email or ap-pointment.

Let us again welcome you to our school community and we sincerely hope that you will...


hoMework

Each child will do their homework following a homework timetable. After lessons is time for homework. The homework time organised at school and supervised by full-time Russian teachers.

Homework should be:

• Manageableforpupilsandteachers• Directlyrelatedtochildren’sclassworkandtheschoolcurriculum.• Regardedasimportantandmonitoredbyteacherassistants.• Objectivesandfeedbackareclearlyunderstoodbyallpupils.• Recordedintheschooldiaryeachday

ExpectationsThe following time spans are suggested as a guideline for weekly home-

work.

Y3 : Up to 45 minutes, four times per week

Y4 : Up to 1 hour, four times per week

Y5 & 6 : Up to 1 hour, five times per week

Y7/8/9 : Up to 1 hour thirty minutes five times per week

Y10 & 11 : Up to 2 hours, 5 times a week

All the above time schedules to include daily reading

The class teacher/subject teacher is responsible for setting homework, recording it in the school diary and ensuring that the demands are manage-able and relevant. In the secondary school, teachers need plan how homework is allocated throughout the week and a suitable homework timetable agreed. Homework should be varied, including many areas of the curriculum includ-ing reading, writing, speaking, listening, mental mathematics, written mathe-matics, science, history, geography, art, etc. Normally homework is reading and spellingandthenanappropriateamountofwrittenwork.Teacherswillaimtokeep parents informed and involved and any comments regarding homework will be recorded in the school diary.

Incomplete homework will be recorded in the school diary in red and if a child persistently fails to do homework then a parents will be invited into school to discuss the problem.


After school activitiesAfter school activities take place after the homework session, where chil-

drencanjoinclubsanddoprojectwork.ASAsareleadbytheTeachersandTeacherAssistants.ThepurposeofASAsistopromotethecreativeandphysi-cal elements of the curriculum through stimulating and fun activities. It is also an excellent opportunity for children to interact with children of a different age group. The activities that may be on offer include:

• A rangeof clubs includingArt,Music,Dance,Drama,Football, Swim-ming , Chess, Athletics and Gymnastics

• Theopportunitytolearntoplayamusicalinstrument,includingflute,vio-lin, piano and drum kit

• Schooltripsareorganisedtothemuseumsanddifferentplacesaccordingto the curriculum

• The chance to learn another language throughFrench, Spanish, ItalianGerman and any other language children may request

Parents will be asked to make choices from the list of activities.

The after school activities will commence the last week of September


the CaMBrIdge eduCatIonal systeMAISareaccreditedbyCambridgeInternationalExaminations(CIE).The

Cambridge Curriculum sets out the stages and core subjects your child will be taught throughout their school life.

The Cambridge Curriculum is a framework based on the UK National Curriculum to ensure that teaching and learning is balanced and consistent.

It sets out: • thesubjectstaught• theknowledge,skillsandunderstandingrequiredineachsubject• standardsorattainment targets ineachsubject that teacherscanuse to

measure your child’s progress and plan their future learning • howyourchild’sprogressisassessedandreported

CIEorganisesthecurriculumintodistinctcategoriesforassessment.Fivecategories of the assessment we currently use at AIS

stage age* year group key stage assessment

1 5 Year 1 Primary school Internal Assessments1 6 Year 2 Primary school Internal Assessments2 7 Year 3 Primary school Primary progression tests2 8 Year 4 Primary school Primary progression tests2 9 Year 5 Primary school Primary progression tests2 10 Year 6 Primary school Cambridge Checkpoint tests3 11 Year 7 Secondary school Lower secondary progression tests3 12 Year 8 Secondary school Lower secondary progression tests3 13 Year 9 Secondary school Cambridge Checkpoint tests4 14 Year 10 Secondary school IGCSE practice exams4 15 Year 11 Secondary school IGCSE final exams

* Age of child as of 1st September of current academic year

Primary stage 1, Year 1 and 2Children are introduced to the Cambridge Strategy of the English Nation-

al Curriculum in year 1. Cross-curricular links are made during the planning stages, ensuring that the non-core subjects support the Literacy and Numeracy objectives and vice versa. Handwriting and guided reading take place outside of the Literacy time allowing more time for shared reading/writing, guided writ-


ing, speaking & listening, group and independent work. The children develop their knowledge and understanding of mathematics through practical activity, exploration and discussion.

Primary stage 2, Year3 to year 6In the second stage of the child’s development the curriculum builds on

the fundamentals of primary stage 1, it also equips the children with the tools to be critical thinkers. As well as broadening their knowledge base in all ar-eas of the curriculum their education is further enhanced through extracur-ricular participation in the arts, foreign language and physical education. The curriculum is also supported by a wide range of enriching activities including residential trips and visits by organisations such as drama groups and artists in residence.

Lower secondary school Stage 3 Year 7 to years 9In the lower secondary school the children are introduced to many new

concepts and ideas as well as building on their thinking skills. They are taught by subject specialists and have the opportunity to develop important problem solving skills and to become independent learners. Personal, social and health education(PSHE)isincorporatedinanageappropriatewaytoensurethatthechildren are prepared as they grow up. The curriculum continues to be sup-ported by a wide range of enrichment activities.

Upper Secondary School stage 4 years 10 and 11 In the upper secondary school children are taught a number of subjects

where they will be able to apply the facts and skills they have learnt through-out their schooling in problem solving situations. They will follow the schemes of work according to International General Certificate of Secondary Educa-tion IGCSE and take internationally recognised qualifications at the end of the course.

Senior school Stage 5 year 12 and 13Children in the senior school will choose 5 subjects in year 12 and either

3 or 4 subjects in year 13 which will be studied at AS or Advanced level. The Cambridge International AS and A Levels, we use, are internationally bench-marked qualifications providing excellent preparation for university education. They are part of the Cambridge Advanced stage. Atlantic International Schools offers a combination of the wide choice of subjects available. Learners have the freedom to select the subjects that are right for them - they either follow a broad course of study, or specialise in a particular area.


CurrICuluM overvIew

EnglishEnglish is a vital way of communicating in school, in public life and inter-

nationally.LiteratureinEnglishisrichandinfluential,reflectingtheexperienceof people from many countries and times. In studying English pupils develop skills in speaking, listening, reading and writing. It enables them to express themselves creatively and imaginatively and to communicate with others effec-tively. Pupils learn to become enthusiastic and critical readers of stories, poetry and plays as well as non-fiction and media texts. The study of English helps pupils understand how language works by looking at its patterns, structures and origins. Using this knowledge, pupils can choose and adapt what they say and write in different situations.

MathematicsMathematics equips pupils with a uniquely powerful set of tools to under-

stand and change the world. These tools include logical reasoning, problem-solving skills and the ability to think in abstract ways. Numeracy is important in everyday life, many forms of employment, science and technology, medicine, the economy, the environment and development and in public decision- mak-ing. Different cultures have contributed to the development and application ofmathematics.Today,thesubjecttranscendsculturalboundariesanditsim-portance is universally recognised. Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections.

Science Science stimulates and excites pupils’ curiosity about phenomena and

events in the world around them. It also satisfies this curiosity with knowl-edge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modeling. This is a spur to critical and creative thought. Through science, pupils understand how major scientific ideas contribute to technological change - impacting on industry, business and medicine and improving quality of life. Pupils recognise the cul-tural significance of science and trace its worldwide development. They learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world.


ICT Information and communication technology (ICT) prepares pupils to

participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. Pupils useICTtoolstofind,explore,analyse,exchangeandpresentinformationre-sponsibly,creativelyandwithdiscrimination.TheylearnhowtoemployICTto enable rapid access to ideas and experiences from a wide range of people, communities and cultures. Increased capability in the use of ICTpromotesinitiative and independent learning, with pupils being able to make informed judgmentsaboutwhenandwheretouseICTtobesteffect,andtoconsideritsimplications for home and work both now and in the future.

Geography Geography provokes and answers questions about the natural and human

worlds, using different scales of enquiry to view them from different perspec-tives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem-solving skills both inside and outside the classroom. As such, it prepares pupils for adult life and employment. Geography is a focus within the curriculum for understanding and resolving issues about the environment and sustainable de-velopment. It is also an important link between the natural and social sciences. As pupils study geography, they encounter different societies and cultures. This helps them realise how nations rely on each other. It can inspire them to think about their own place in the world, their values, and their rights and responsi-bilities to other people and the environment.

History History fires pupils’ curiosity about the past in Britain and the wider world.

Pupilsconsiderhowthepastinfluencesthepresent,whatpastsocietieswerelike, how these societies organised their politics, and what beliefs and cultures influencedpeople’saction.Theyseethediversityofhumanexperience,andun-derstand more about themselves as individuals and members of society. What theylearncaninfluencetheirdecisionsaboutpersonalchoices,attitudesandvalues. In history, pupils find evidence, weigh it up and reach their own conclu-sions.Todothistheyneedtobeabletoresearch,siftthroughevidenceandar-gue for their point of view - skills that are prized in adult life. The programmes of study provide opportunities to value diversity and challenge racism.


Art & Design Art and design stimulates creativity and imagination. It provides visual,

tactile and sensory experiences and a unique way of understanding and re-sponding to the world. Pupils use colour, form, texture, pattern and different materials and processes to communicate what they see, feel and think. Through art and design activities, they learn to make informed value judgments and aesthetic and practical decisions, becoming actively involved in shaping envi-ronments. They explore ideas and meanings in the work of artists, craftspeople and designers. They learn about the diverse roles and functions of art, craft and design in contemporary life, and in different times and cultures. Understand-ing, appreciation and enjoyment of the visual arts have the power to enrich our personal and public lives.

Music

Music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personalexpression,reflectionandemotionaldevelopment.Asanintegralpartof culture, past and present, it helps pupils understand themselves and relate to others, forging important links between the home, school and the wider world. The teaching of music develops pupils’ ability to listen and appreciate a wide va-riety of music and to make judgments about musical quality. It encourages ac-tive involvement in different forms of amateur music making, both individual and communal, developing a sense of group identity and togetherness. It also increases self-discipline and creativity, aesthetic sensitivity and fulfillment.

PE Physical education develops pupils’ physical competence and confidence,

and their ability to use these to perform in a range of activities. It promotes physical skillfulness, physical development and knowledge of the body in ac-tion. Physical education provides opportunities for pupils to be creative, com-petitive and to face up to different challenges as individuals and in groups and teams. It promotes positive attitudes towards active and healthy lifestyles. Pu-pils learn how to think in different ways to suit a wide variety of creative, com-petitive and challenging activities. They learn how to plan, perform and evalu-ate actions, ideas and performances to improve their quality and effectiveness. Through this process pupils discover their aptitudes, abilities and preferences, and make choices about how to get involved in lifelong physical activity.


PSHE Personal,socialandhealtheducation(PSHE)andcitizenshiphelptogive

pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citi-zens. Pupils are encouraged to take part in a wide range of activities and ex-periences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their ownlearning.Theyreflectontheirexperiencesandunderstandhowtheyaredeveloping personally and socially, tackling many of the spiritual, moral, so-cial and cultural issues that are part of growing up. They also find out about the main political and social institutions that affect their lives and about their responsibilities, rights and duties as individuals and members of communities. They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.

Modern Languages Learning a second language is a lifelong skill to be used in business and

pleasure, to open up avenues of communication and exploration, and to pro-mote, encourage and instill a broader cultural understanding. Russian is taught to all children. Introductions to other foreign languages are available at AIS as part of the extra curriculum programme.

Enjoy your year at theAtlantic International School

in Moscow

Documents

Parents Handbook EN