Student Parent Handbook · Mission Statement at each stage of development. 4. ENRICHMENT ... and forethought, and have the independence of spirit to explore new roles, ideas and strategies

PRIMARY SCHOOL

2016-17

©

&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 LEARNINGLearning is the acquisition and consolidation of knowledge and skills, which leads to deeperunderstanding and helps students become more reflective, open-minded and independent.


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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

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Des investigateurs Des communicateurs Intègres

Equilibrés

Informés et instruits

Inquirers They develop their naturalcuriosity. They acquire skills

necessary to conductinquiry and research and

show independence in theirlearning. They actively enjoylearning and this love oflearning will be sustainedthroughout their lives.

CommunicatorsThey understand andexpress 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 andhonesty, with a strong sense

of fairness, justice and respect for the dignity of the

individual, groups and communities. They take

responsibility for their ownactions and the

consequences that accompany them.

BalancedThey understand the

importance of intellectual, physical andemotional 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 make

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

and strategies. They are braveand articulate in defending

their beliefs.

ReflectiveThey give thoughtful

consideration to their ownlearning experience. Theyare able to assess and

understand their strengthsand limitations in order tosupport their learning andpersonal 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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ISM DRESS CODE 2016-17 PRIMARY AND MIDDLE SCHOOL

- -


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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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Unacceptable Behaviour

While the school firmly believes in promoting good behaviour, there is no negotiation whenbehaviour is deemed extremely serious, dangerous, persistent and defiant or beyond thenormal school misdemeanours. These behaviours are considered as unacceptable and willbe dealt with accordingly.

Dangerous Behaviour

Dangerous Behaviour is defined as violent or negligent behaviour that could seriously hurt thestudent, other students or the school personnel; this includes being in possession of knives,firearms or any other equipment, which could be used to cause serious injury.

Consequence: The student will be immediately suspended and his/her case referred to theDirector. Depending on the severity of the case, the Director can decide on a BehaviouralModification Plan or expulsion.

Bullying

Bullying is defined as an action repeated over a period of time and done on purpose tointimidate, coerce and threaten. It is a serious physical or verbal aggression, which can becarried out by one person or a group. Indirect bullying can come from deliberate exclusion,sending hurtful anonymous messages, spreading unfounded rumours etc. Teachers andparents should distinguish between what is nasty or mean behaviour or actions, which canbe termed as “teasing” and what constitutes bullying.

Consequence: Any reported incidences of bullying will be referred to the Primary Head andthe School Director where both the student(s) and parents will be asked to appear. The firststep will be a Behavioural Modification Plan, which if not adhered to could result insuspension or expulsion.


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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 extenuatingcircumstances 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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THE CURRICULUM

OUR OBJECTIVE

We offer all our students the opportunity to develop their potential via a broad andchallenging bilingual curriculum. We greatly value the acquisition of basic skills and generalknowledge in order to enable our students to become increasingly independent in theirlearning. We set high standards for both ourselves and our students and work closely withthe parents to develop and maintain these standards.

Through close collaboration with both Early Years and the Middle School, we ensure that theteaching and learning in the Primary School prepares our students well for the next stage intheir learning.

BILINGUAL PROGRAMME

A unique feature of our school is its very successful bilingual programme, which is deliveredequally in English and French. Students entering the Primary School should be able to accessthe programme in at least one of these languages. The goal of the Primary School is todevelop a level of competency in reading, writing, and speaking and listening, enablingstudents to use these competencies to access all areas of the curriculum.

The structure of the programme, with students spending alternate days in English andFrench, has been designed to ensure parity in the two languages throughout the PrimarySchool.

Students who enter the Primary School without the necessary skills in English and/or Frenchare given additional support, with the initial emphasis placed on acquiring oral fluency.

OUR CURRICULUM

Our curriculum is based on well-renowned international and national curricula. It has beencarefully researched and implemented to ensure that it meets the needs of our internationalstudents within a bilingual programme. The Cambridge International Primary Curriculumforms the basis of the English and Science curricula. In Maths, we follow the internationallyrenowned Singapore Maths Curriculum, and our French curriculum is based upon theprogramme from the Education Nationale Française.

LEARNING UNITS AND SCIENCE

In addition to the core subjects of English, French and Mathematics, we place a strongemphasis on Science, the Humanities and globally significant issues. The language ofinstruction for Science lessons is English. The language of instruction for the Learning Units(humanities and globally significant issues) is French. Where appropriate, these lessonstranscend the traditional subject boundaries and provide opportunities for the students todevelop cross-curricular skills (including languages and maths) within a meaningful context.


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THE SUBJECT AREAS

Language: As a bilingual school, language learning (English and French) is at the centre ofall our teaching. Through discrete language lessons and cross-curricular projects, studentslearn to develop key skills, knowledge and understanding in reading, writing and oralcommunication.

Mathematics: Daily mathematics lessons have a clear focus on the development of fl u e nc y in both mental and written calculation skills and how to use and apply these throughproblem solving. These lessons take place in both English and French, however, the methodsand strategies taught are the same in both languages, so as not to confuse the students.

Science: Weekly Science lessons ( in English) combine the acquisition of essentialknowledge in this subject area with a practical approach where students can developscientific skills, knowledge and understanding through observation, exploration andinvestigation.

History: Through the study of History we hope to encourage our students to gain a sense oftheir own identity through an understanding of the past. Students are encouraged todevelop their historical skills through the use of evidence and sources material as well asacquiring essential historical knowledge of key events and developments in world history.

Geography: In order to develop a better understanding of the world around them, ourstudents learn about physical and human geography on a local and global level. They havethe opportunity to develop their geographical skills through the use of fieldwork, maps, aerialphotographs and atlases.

I.C.T.: Information Communication Technology is used to support learning throughout thecurriculum. When appropriate, students have ready access to tablet, laptop and desktopcomputers to enable online research, drafting and editing of work and communicating andexpressing their thoughts and ideas through multimedia.

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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32

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33

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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.


34

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.


35

ISM

Prim

ary

Sc

hoo

l Le

arn

ing

Uni

ts

Lea

rnin

g U

nit 1

Lea

rnin

g U

nit 2

Lea

rnin

g U

nit 3

Fr

enc

h Fr

enc

h Fr

enc

h

Y E A

R 4

Go

ing

, Go

ing

Go

ne!

Stud

en

ts w

ill le

arn

…

Ab

out

ho

w s

om

e s

pe

cie

s h

ave

be

co

me

ext

inc

t o

ver t

ime

an

d t

ha

t m

an

y e

nd

an

ge

red

sp

ec

ies

are

a

t g

rea

t ris

k if

we

do

no

t p

rote

ct

the

ir h

ab

itats

.

Land

form

s

Stud

en

ts w

ill le

arn

…

Wh

at

lan

dfo

rms

are

; ho

w t

he

y a

re fo

rme

d a

nd

ho

w

the

y a

ffe

ct

the

liv

es

of

the

p

eo

ple

liv

ing

in

p

art

icul

ar l

oc

alit

ies.

Rom

ans

Stud

en

ts w

ill le

arn

…

Ab

out

wh

o t

he

An

cie

nt

Rom

an

s w

ere

, h

ow

th

ey

live

d a

nd

ho

w t

his

rela

tes

to o

ur li

ves

tod

ay.

Fre

nch

Fre

nch

Fre

nch

Y E A

R 5

Mo

vers

& S

ettl

ers

Stud

en

ts w

ill le

arn

…

Ab

out

ho

w a

nd

wh

y Ea

rly M

an

wa

s c

on

sta

ntly

on

th

e m

ove

an

d h

ow

th

e fi

rst

sett

lem

en

ts b

eg

an

.

Our

Pla

net

Stud

en

ts w

ill le

arn

…

Ab

out

h

ow

m

an

a

nd

n

atu

re

aff

ec

t lif

e

on

"O

ur

Pla

ne

t"

an

d

ho

w

we

c

an

a

ct

to

pro

tec

t th

e

en

viro

nm

en

t.

Exp

lore

rs

Stud

en

ts w

ill le

arn

…

Ho

w a

nd

wh

y m

an

ha

s e

xplo

red

th

roug

ho

ut h

isto

ry,

an

d u

nd

ers

tan

d t

he

on

go

ing

eff

ec

t th

is h

as

ha

d o

n

our

live

s.

Fre

nch

Fre

nch

Eng

lish

and

Fre

nch

Y E A

R 6

Whe

re a

re w

e?

Stud

en

ts w

ill le

arn

…

Tha

t d

iffe

ren

t ki

nd

s o

f m

ap

s a

re u

sed

to

se

rve

a

varie

ty o

f pur

po

ses

in o

ur li

ves

tod

ay.

The

Div

ide

d W

orld

Stud

en

ts w

ill le

arn

…

Ab

out

ho

w t

he

Wo

rld h

as

de

velo

pe

d s

inc

e t

he

en

d

of

Wo

rld W

ar

II a

nd

th

e i

mp

ac

t th

is h

as

ha

d o

n

pe

op

le’s

live

s a

roun

d t

he

glo

be

.

ISM

Exh

ibiti

on

Stud

en

ts w

ill le

arn

…

Ho

w

to

de

fine

a

nd

c

arry

o

ut

an

in

qui

ry-b

ase

d

rese

arc

h p

roje

ct,

wh

ich

will

the

n b

e p

rese

nte

d t

o

the

sc

ho

ol

co

mm

unity

us

ing

a

d

ive

rse

ra

ng

e

of

pre

sen

tatio

n fo

rms.


36

Yea

r 4 L

ea

rnin

g U

nits

Le

arn

ing

Uni

t 1Le

arn

ing

Uni

t 2Le

arn

ing

Uni

t 3

FREN

CH

FR

ENC

H

FREN

CH

Go

ing

, Go

ing

Go

ne!

Stud

ent

s w

ill le

arn

…

Ab

out

ho

w s

om

e s

pe

cie

s h

ave

be

co

me

ext

inc

t o

ver

time

a

nd

th

at

ma

ny

en

da

ng

ere

d s

pe

cie

s a

re a

t g

rea

t ris

k if

we

d

o n

ot

pro

tec

t th

eir

ha

bita

ts.

Land

form

s St

ude

nts

will

lea

rn…

W

ha

t la

nd

form

s a

re;

ho

w t

he

y a

re f

orm

ed

an

d h

ow

th

ey

aff

ec

t th

e li

ves

of t

he

pe

op

le li

vin

g in

pa

rtic

ula

r lo

ca

litie

s.

Rom

ans

St

ude

nts

will

lea

rn…

A

bo

ut w

ho

th

e A

nc

ien

t Ro

ma

ns

we

re, h

ow

th

ey

live

d a

nd

h

ow

th

is re

late

s to

our

live

s to

da

y.

Esse

ntia

l Ski

lls:

To b

e a

ble

to…

•R

ea

d t

o s

kim

an

d s

ca

n in

ord

er t

o fi

nd

sp

ec

ific

info

rma

tion

qui

ckl

y •M

ark

ext

rac

ts b

y a

nn

ota

ting

an

d b

y se

lec

ting

ke

yh

ea

din

gs,

wo

rds

or s

en

ten

ce

s.

•Pre

pa

re fo

r fa

ctu

al r

ese

arc

h b

y re

vie

win

g p

rior

kno

wle

dg

e a

nd

wh

at

the

y w

an

t to

fin

d o

ut.

•Pre

sen

t a

pe

rso

na

l op

inio

n in

resp

on

se t

o a

te

xt re

ad

an

dd

efe

nd

th

eir

ow

n in

div

idua

l sta

nd

po

int.

•L

oc

ate

, se

lec

t a

nd

use

refe

ren

ce

bo

oks

, dic

tion

arie

s a

nd

IT t

o fi

nd

info

rma

tion

.

Esse

ntia

l Ski

lls:

To b

e a

ble

to…

•U

se g

eo

gra

ph

ica

l te

rms

to d

esc

ribe

lan

dfo

rms.

•De

scrib

e t

he

ma

in g

eo

gra

ph

ica

l fe

atu

res

of t

he

loc

al

are

a.

•Lo

ca

te v

ario

us la

nd

form

s o

n a

va

riety

of m

ap

s.•E

xpla

in h

ow

ph

ysic

al a

nd

hum

an

pro

ce

sse

s a

ffe

ct

the

lan

dsc

ap

e.

•Use

se

co

nd

ary

so

urc

es

to o

bta

in g

eo

gra

ph

ica

lin

form

atio

n.

Esse

ntia

l Ski

lls:

To b

e a

ble

to…

•G

ath

er i

nfo

rma

tion

fro

m s

imp

le s

our

ce

s•U

se t

he

ir kn

ow

led

ge

an

d u

nd

ers

tan

din

g o

f th

e p

ast

to

an

swe

r sim

ple

que

stio

ns

ab

out

lon

g a

go

an

d t

od

ay.

•M

ake

infe

ren

ce

s a

nd

de

duc

tion

s fr

om

stu

dyi

ng

art

efa

cts

. •A

sk a

nd

an

swe

r que

stio

ns

ab

out

wh

at

ha

s su

rviv

ed

fro

mth

e R

om

an

pe

riod

of h

isto

ry a

nd

exp

lore

wh

at

it re

vea

ls a

bo

ut t

he

pa

st.

Esse

ntia

l Kno

wle

dg

e:

To k

now

…

W

ha

t e

xtin

ct

an

d e

nd

an

ge

red

me

an

.

Exa

mp

les

of s

pe

cie

s th

at

are

ext

inc

t o

r en

da

ng

ere

d.

W

ha

t c

aus

es

som

e s

pe

cie

s to

be

co

me

ext

inc

t o

re

nda

ng

ere

d.

W

ha

t sc

ien

tists

th

ink

ca

use

d t

he

din

osa

urs

to b

ec

om

ee

xtin

ct.

H

ow

an

an

ima

l’s a

bilit

y to

ad

ap

t to

th

e e

nvi

ron

me

nt

aff

ec

ts it

s c

ha

nc

es

of s

urvi

val.

W

ha

t w

e c

an

do

to

pro

tec

t e

nd

an

ge

red

sp

ec

ies

an

dth

eir

ha

bita

ts.

Esse

ntia

l Kno

wle

dg

e:

To k

now

…

Wh

at

lan

dfo

rms

are

an

d h

ow

th

ey

are

form

ed.

Ho

w w

ate

r sh

ap

es

the

lan

d.

H

ow

th

e w

ate

r cyc

le w

ork

s – evaporation,

co

nd

en

satio

n a

nd

pre

cip

itatio

n.

Ho

w h

uma

ns

use

an

d s

ha

pe

wa

ter a

nd

lan

dfo

rms.

Ho

w w

ate

r an

d la

nd

form

s in

flue

nc

e w

he

re a

nd

ho

w w

eliv

e: r

ive

rs a

nd

se

ttle

me

nts

, mo

unta

in e

nvi

ron

me

nts

, to

urism

.

Esse

ntia

l Kno

wle

dg

e:

To k

now

…

W

hic

h c

oun

trie

s m

ad

e u

p t

he

Ro

ma

n E

mp

ire a

nd

wh

ere

the

se a

re lo

ca

ted

on

a m

ap

.

The

tim

e p

erio

d d

urin

g w

hic

h t

he

Ro

ma

n E

mp

ire e

xist

ed

an

d w

he

re t

o p

lac

e t

his

on

a t

ime

line

.

Ab

out

eve

ryd

ay

life

for a

ran

ge

of d

iffe

ren

t p

eo

ple

inA

nc

ien

t Ro

me

.

Som

e e

xam

ple

s o

f Ro

ma

n in

ven

tion

s a

nd

te

ch

no

log

y.

Ab

out

Ro

ma

n G

od

s a

nd

be

liefs

.

Ab

out

th

e im

pa

ct

the

Ro

ma

ns

ha

ve h

ad

on

th

e m

od

ern

wo

rld.

H

ow

wh

at

we

kn

ow

ab

out

th

e R

om

an

s is

de

pe

nd

en

t o

nw

ha

t a

rte

fac

ts h

ave

sur

vive

d.


37

Yea

r 5 L

ea

rnin

g U

nits

Lea

rnin

g U

nit 1

Lea

rnin

g U

nit 2

Lea

rnin

g U

nit 3

FREN

CH

FR

ENC

H

FREN

CH

Mo

vers

& S

ettl

ers

St

ude

nts

will

lea

rn…

A

bo

ut h

ow

an

d w

hy

Early

Ma

n w

as

co

nst

an

tly o

n t

he

m

ove

an

d h

ow

th

e fi

rst

sett

lem

en

ts b

eg

an

.

Our

Pla

net

Stud

ent

s w

ill le

arn

…

Ab

out

ho

w m

an

an

d n

atu

re a

ffe

ct

life

on

"O

ur P

lan

et"

a

nd

ho

w w

e c

an

ac

t to

pro

tec

t th

e e

nvi

ron

me

nt.

Exp

lore

rs

Stud

ent

s w

ill le

arn

…

Ho

w a

nd

wh

y m

an

ha

s e

xplo

red

th

roug

ho

ut h

isto

ry, a

nd

un

de

rsta

nd

th

e o

ng

oin

g e

ffe

ct

this

ha

s h

ad

on

our

live

s.

Esse

ntia

l Ski

lls:

To b

e a

ble

to…

•

Fin

d o

ut a

bo

ut a

spe

cts

of t

he

pa

st fr

om

a ra

ng

e o

fso

urc

es.

•D

esc

ribe

an

d id

en

tify

rea

son

s fo

r, a

nd

resu

lts o

fe

ven

ts, s

itua

tion

s a

nd

ch

an

ge

s in

hist

ory

.•

Pla

ce

th

e e

ven

ts, p

eo

ple

an

d c

ha

ng

es

the

y h

ave

stud

ied

into

ch

ron

olo

gic

al o

rde

r.•

Exp

lain

th

e m

ajo

r ch

an

ge

s to

ma

n a

nd

his

wa

y o

f life

dur

ing

th

e e

volu

tion

of t

he

hum

an

.•

Ma

p t

he

mig

ratio

n o

f ma

n a

cro

ss t

he

wo

rld’s

co

ntin

en

ts.

•Lo

ca

te t

he

ea

rly c

ivilz

atio

ns

of M

eso

po

tam

ia, A

nc

ien

tEg

ypt,

Th

e In

dus

Va

lley

an

d A

nc

ien

t C

hin

a (

Xia

Dyn

ast

y)

Esse

ntia

l Ski

lls:

To b

e a

ble

to…

•E

xpre

ss v

iew

s o

n t

he

fea

ture

s o

f an

en

viro

nm

en

t a

nd

the

wa

y it

is b

ein

g h

arm

ed

or i

mp

rove

d.

•Co

mm

unic

ate

th

eir

ge

og

rap

hic

al k

no

wle

dg

e a

nd

und

ers

tan

din

g t

o a

sk a

nd

an

swe

r que

stio

ns

ab

out

g

eo

gra

ph

ica

l an

d e

nvi

ron

me

nta

l fe

atu

res.

•

Exp

lain

ho

w d

iffe

ren

t ty

pe

s o

f po

llutio

n c

an

be

me

asu

red

. •D

esc

ribe

diff

ere

nt

typ

es

of m

an

-ma

de

an

d n

atu

ral

reso

urc

es

an

d e

xpla

in w

he

re t

he

se m

igh

t b

e fo

und

.

Esse

ntia

l Ski

lls:

To b

e a

ble

to…

•F

ind

out

ab

out

asp

ec

ts o

f th

e p

ast

fro

m a

ran

ge

of

sour

ce

s •D

esc

ribe

an

d id

en

tify

the

rea

son

s fo

r, a

nd

th

e re

sults

of,

exp

lora

tion

at

diff

ere

nt

po

ints

in h

isto

ry.

•De

scrib

e h

ow

th

e h

isto

ry o

f on

e c

oun

try

aff

ec

tsa

no

the

r.•G

ive

exa

mp

les

of d

iffe

ren

t vi

ew

po

ints

ab

out

exp

lora

tion

.•P

lac

e t

he

diff

ere

nt

exp

lore

rs a

nd

exp

ed

itio

ns

the

yh

ave

stu

die

d in

to c

hro

no

log

ica

l ord

er.

Esse

ntia

l Kno

wle

dg

e:

To k

now

…

•H

ow

ma

n c

am

e in

to e

xist

en

ce

an

d w

he

re t

his

fits

inth

e “

time

line

” o

f life

on

ea

rth

.•

Ab

out

th

e d

iffe

ren

t sp

ec

ies

of h

uma

n.

•H

ow

ma

n e

volv

ed

fro

m a

no

ma

dic

to

se

de

nta

rylif

est

yle

an

d t

he

sub

seq

uen

t c

ha

ng

es

tha

t re

sulte

d.

•A

bo

ut t

he

evo

lutio

n o

f ma

n’s

use

of:

Too

ls, fi

re, m

ate

rials,

writ

ing

, ag

ricul

ture

.•

Ab

out

so

me

of t

he

Ea

rly C

iviliz

atio

ns:

Me

sop

ota

mia

,A

nc

ien

t Eg

ypt,

Th

e In

dus

Va

lley,

an

d A

nc

ien

t C

hin

a(X

ia D

yna

sty)

.•

Tha

t e

arly

se

ttle

me

nts

ha

d s

pe

cifi

c fe

atu

res

an

d w

ere

loc

ate

d in

resp

on

se t

o p

hys

ica

l fe

atu

res

an

d h

uma

nc

ho

ice

.

Esse

ntia

l Kno

wle

dg

e:

To k

now

…

•W

ha

t p

ollu

tion

is a

nd

in w

ha

t fo

rms

it e

xist

s.•

The

eff

ec

t o

f po

llutio

n o

n t

he

loc

al a

nd

glo

ba

le

nvi

ron

me

nt.

•

Wh

at

the

gre

en

ho

use

eff

ec

t is

an

d h

ow

to

o m

an

yg

ree

nh

ous

e g

ase

s c

an

ca

use

glo

ba

l wa

rmin

g.

•W

ha

t th

e o

zon

e la

yer i

s a

nd

ho

w it

ha

s b

ee

nd

am

ag

ed

. •

Ho

w w

e u

se n

atu

ral a

nd

ma

n-m

ad

e re

sour

ce

s a

nd

giv

e s

om

e e

xam

ple

s.

•H

ow

we

are

aff

ec

ted

by

our

de

pe

nd

en

ce

on

na

tura

lre

sour

ce

s.

•H

ow

we

ca

n a

ct

to p

rote

ct

our

pla

ne

t.•

The

va

rious

so

urc

es

of a

ltern

ativ

e e

ne

rgy.

Esse

ntia

l Kno

wle

dg

e:

To k

now

…

•Th

e m

ain

eve

nts

an

d d

ate

s o

f ma

jor e

xplo

ratio

ns

an

dh

ow

an

d w

he

re t

o p

lac

e t

he

se o

n a

tim

elin

e.

•Ab

out

th

e li

ves

of e

xplo

rers

in t

ho

se p

erio

ds

of

exp

lora

tion

.•D

iffe

ren

t m

otiv

atio

ns

for e

xplo

ratio

n: T

rad

e, R

ich

es,

Spre

ad

ing

Re

ligio

n, S

cie

ntif

ic D

isco

very

, Co

lon

isatio

n,

Pers

on

al A

mb

itio

n•T

ha

t th

ere

are

diff

ere

nt

vie

ws

ab

out

exp

lora

tion

s.•W

ays

in w

hic

h p

ast

, pre

sen

t a

nd

futu

re e

xplo

ratio

na

ffe

cts

our

da

ily li

ves

– La

ng

uag

e`,

relig

ion

, fo

od

,c

ultu

re, s

cie

ntif

ic d

isco

very

.


38

Yea

r 6 L

ea

rnin

g U

nits

Le

arn

ing

Uni

t 1Le

arn

ing

Uni

t 2Le

arn

ing

Uni

t 3

FREN

CH

FR

ENC

H

FREN

CH

Whe

re a

re w

e?

Stud

ent

s w

ill le

arn

…

Tha

t m

ap

s a

re a

ric

h s

our

ce

of i

nfo

rma

tion

fro

m w

hic

h

we

ca

n le

arn

muc

h a

bo

ut t

he

wo

rld w

e li

ve in

.

The

Div

ide

d W

orld

Stud

ent

s w

ill le

arn

…

Ab

out

so

me

of

the

ma

jor

wo

rld e

ven

ts s

inc

e t

he

en

d o

f W

orld

Wa

r II

an

d t

he

im

pa

ct

this

ha

s h

ad

on

pe

op

le’s

liv

es

aro

und

th

e g

lob

e.

ISM

Exh

ibiti

on

Stud

ent

s w

ill le

arn

…

Ho

w t

o d

efin

e a

nd

ca

rry o

ut a

re

sea

rch

pro

jec

t, w

hic

h

will

the

n b

e p

rese

nte

d t

o t

he

sc

ho

ol c

om

mun

ity u

sing

a

ran

ge

of p

rese

nta

tion

form

s.

Esse

ntia

l Ski

lls:

To b

e a

ble

to…

•C

om

mun

ica

te t

he

ir g

eo

gra

ph

ica

l kn

ow

led

ge

an

dun

de

rsta

nd

ing

to

ask

an

d a

nsw

er q

uest

ion

s a

bo

ut

ge

og

rap

hic

al a

nd

en

viro

nm

en

tal f

ea

ture

s.

•Re

co

gn

ise t

ha

t se

ttle

me

nts

ha

ve s

pe

cifi

c fe

atu

res

an

da

re lo

ca

ted

in re

spo

nse

to

ph

ysic

al f

ea

ture

s a

nd

hum

an

c

ho

ice

•M

ake

pla

ns

an

d m

ap

s in

a v

arie

ty o

f sc

ale

s us

ing

sym

bo

ls a

nd

ke

ys.

•Use

an

d in

terp

ret

glo

be

s a

nd

ma

ps

in a

va

riety

of

sca

les.

•

Use

atla

ses

eff

icie

ntly

to

loc

ate

co

untr

ies,

to

wn

s, c

itie

sa

nd

ph

ysic

al f

ea

ture

s.

Esse

ntia

l Ski

lls:

To b

e a

ble

to…

•

Fin

d o

ut a

bo

ut a

spe

cts

of t

he

pa

st fr

om

a ra

ng

e o

fso

urc

es.

•

De

scrib

e h

ow

th

e h

isto

ry o

f on

e c

oun

try

ca

n a

ffe

ct

an

oth

er.

•G

ive

exa

mp

les

of d

iffe

ren

t vi

ew

po

ints

in a

po

st W

orld

Wa

r II W

orld

. •

Pla

ce

th

e e

ven

ts, p

eo

ple

an

d c

ha

ng

es

tha

t o

cc

urre

dfo

llow

ing

th

e e

nd

of W

orld

Wa

r II o

n a

tim

elin

e.

•Lo

ca

te in

form

atio

n fr

om

a v

arie

ty o

f so

urc

es

an

d c

iteth

ese

in a

bib

liog

rap

hy.

Esse

ntia

l Ski

lls:

To b

e a

ble

to…

•

De

fine

a re

sea

rch

ta

sk a

nd

ide

ntif

y th

e in

form

atio

nn

ee

de

d.

•Se

lec

t th

e b

est

so

urc

es

of i

nfo

rma

tion

ava

ilab

le.

•Lo

ca

te s

our

ce

s a

nd

ide

ntif

y th

e k

ey

info

rma

tion

with

in.

•Ex

tra

ct

the

rele

van

t in

form

atio

n.

•Pr

ese

nt

the

info

rma

tion

in a

ran

ge

of f

orm

s.•

Co

nve

y in

form

atio

n, e

xpe

rien

ce

s, a

rgum

en

ts a

nd

op

inio

ns

cle

arly

wh

en

sp

ea

king

to o

the

rs

•Ev

alu

ate

th

e p

rese

nta

tion

pro

ce

ss.

Esse

ntia

l Kno

wle

dg

e:

To k

now

…

•Th

at

diff

ere

nt

typ

es

of m

ap

s e

xist

an

d t

ha

t th

ey

pro

vid

e u

s w

ith a

ran

ge

of i

nfo

rma

tion

:•

Ho

w d

iffe

ren

t p

roje

ctio

ns

an

d o

rien

tatio

ns

of w

orld

ma

ps

aff

ec

t o

ur v

iew

of t

he

wo

rld.

•A

bo

ut c

om

mo

n m

ap

fea

ture

s a

nd

co

nve

ntio

ns.

•Ke

y lin

es

of l

atit

ude

an

d lo

ng

itud

e o

n t

he

glo

be

.

Esse

ntia

l Kno

wle

dg

e:

To k

now

…

•A

bo

ut t

he

ba

sic c

aus

es

an

d o

utc

om

es

of t

he

Se

co

nd

Wo

rld W

ar.

•W

ays

in w

hic

h t

he

“Po

st-W

ar W

orld

” w

as

div

ide

d.

•H

ow

, wh

en

an

d w

hy

the

Un

ited

Na

tion

s a

nd

Euro

pe

an

Un

ion

we

re fo

rme

d.

•W

ha

t th

e ro

le o

f th

ese

org

an

iza

tion

is a

nd

exa

mp

les

of

ch

an

ge

s th

ey

ha

ve b

roug

ht

ab

out

.

Esse

ntia

l Kno

wle

dg

e:

For t

his

Lea

rnin

g U

nit,

th

e ‘

Esse

ntia

l Kn

ow

led

ge

’ w

ill b

e

de

term

ine

d b

y th

e a

rea

of r

ese

arc

h u

nd

ert

ake

n.


39

ORGANISATION

Arrival - Be Punctual

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

Please note that children must arrive and be picked up on time. No adult supervision isprovided 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. They will be provided with an ISM water bottle (in their community colours) atthe beginning of the school year. They may then refill their bottles during the course of theschool 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.


40

Enrichment Activities

An extensive programme of extra-curricular activities is devised at thebeginning of the school year. Sportingactivities include soccer, basketball andteam sports for both boys and girls.There is choir and students may chooseto learn an instrument, such as piano orguitar. Please note that there may be anadditional charge for some of theseactivities.

The Primary School has an activeStudent Council, elected by the studentbody. They help to 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 once a week for an assembly. This is an opportunity tocelebrate the students’ achievements and to share their learning with their peers. In addition,assemblies are also a forum during which we discuss the component parts of the IB LearnerProfile, learn about issues of global significance and share important announcements.


41

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 check thatit is convenient with the teacher. Cakes should be able to be easily served and consumableat 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.

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.


42

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.


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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.


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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.


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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. Any medicine coming to school must be clearly labelled with thechild’s name and prescribed dosage. No responsibility can be accepted if a dose is missed.Asthma inhalers must be marked with the child’s name and handed to the class teacher forsafe-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.


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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.


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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.


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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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Student Parent Handbook · Mission Statement at each stage of development. 4. ENRICHMENT ... and forethought, and have the independence of spirit to explore new roles, ideas and strategies