AMERICAN INTERNATIONAL SCHOOL IN ABU DHABI

ELEMENTARY

STUDENT HANDBOOK

2014-2015

The American International School in Abu Dhabi 2014-2015 Student Handbook Agreement Forms

We acknowledge receiving and reading the 2014-2015 Student Handbook. Your signature indicates agreement to the following information: Acceptable Use of Technology Policy Arrival/Dismissal Procedures Attendance Policy Discipline Plans Mobile Device Policy School Expectations We agree to abide by all school rules and procedures outlined in the handbook. In return, we expect the administration, faculty, and staff to provide the type of education stated and implied in the Student Handbook. We understand that there are consequences that will result if the school’s Discipline Policy and/or Acceptable Use Policy are violated.

PHOTOGRAPHY FORM

In this digital age the school takes many pictures of students involved in special events, activities, clubs, sports etc. We use these pictures to record, promote, and celebrate our school through many different venues including, but not limited to, our school website, school-related organizations’ websites, slide shows, media publications, yearbooks etc. All students will have a photo taken for our school’s database. If we do ever publish a photo publicly, we would never publish the child’s name, without parental agreement.

I want my child’s photograph taken for school purposes.

I do not want school staff to use the photograph for school-related publications. Student’s Printed Name: _____________________________________________

Homeroom Teacher: _____________________________________Grade: _________

Student’s Signature:_____________________________________Date:_______________

Parent’s Signature: _____________________________________Date: _______________

OFFICE DATE RECEIVED:__________________ INITIALS:____________________

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Table of Contents WHO WE ARE .......................................................................................................................................... 2

INTRODUCTION .................................................................................................................................... 2

SCHOOL PROFILE ........................................................................................................................... 2

OUR MISSION ......................................................................................................................................... 2

OUR VISION .............................................................................................................................................. 2

OUR VALUES ......................................................................................................................................... 2

INTERNATIONAL BACCALAUREATE ORGANIZATION MISSION ............ 3

THE PYP PROGRAM ..................................................................................................................... 3

PYP ENHANCES STUDENT’S LEARNING............................................................... 3

PYP THEMES ................................................................................................................................... 4

PYP STUDENT LEARNER PROFILES....................................................................... 4

PYP STUDENT ATTITUDES ................................................................................................ 5

PYP CONCEPTS ........................................................................................................................... 6

HOW WE ORGANIZE OURSELVES ....................................................................................... 7

ACADEMIC HONESTY ................................................................................................................... 7

ACCEPTABLE USE OF TECHNOLOGY POLICY (AUP) ................................ 8

ANTI-BULLYING POLICY .............................................................................................................. 9

ARRIVAL/DISMISSAL PROCEDURES .......................................................................... 10

ATTENDANCE POLICY .............................................................................................................. 10

BUS RULES ......................................................................................................................................... 11

DISCIPLINE PLANS ....................................................................................................................... 12

Classroom Plan ............................................................................................................................ 12

Playground Plan .......................................................................................................................... 12

MOBILE DEVICE POLICY ........................................................................................................ 13

PROHIBITED ITEMS ...................................................................................................................... 13

SCHOOL DRESS CODE ........................................................................................................... 13

SCHOOL EXPECTATIONS ...................................................................................................... 14

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WHO WE ARE

INTRODUCTION The AISA Elementary School community is committed to providing a safe, supportive and disciplined environment that is essential to effective learning and respects the following rights:

The rights of all students to learn

The rights of all teachers to teach

The rights of all to be safe

The purpose of this document is to foster a school culture that provides:

Positive support to promote high standards of achievement and behavior

Clear and articulate responses and consequences for inappropriate behavior

Our school aims to assist its students in the development of social and emotional skills, including the ability to exercise self-management and responsibility for their behavioral choices, in order to become healthy, valued, and respected citizens.

SCHOOL PROFILE

The American International School in Abu Dhabi is a member of the Educational Services Overseas Limited (ESOL) group of schools. AISA was established in 1995 to provide the local and expatriate residents of Abu Dhabi with a high-quality American education, based on American standards and an International curriculum. AISA received its first accreditation in October 1997 from the Middle States Association of Schools and Colleges (MSA), and in January 2010 was accredited by the Council of International Schools (CIS).

AISA offers education from Pre-School to Grade 12. It was the first school to offer the International Baccalaureate Diploma in the UAE and later became the first school in Abu Dhabi to be authorized to offer the IB Primary Years Program (PYP). At the moment the Secondary School is gender segregated because of local laws, but we are making every effort to change AISA into a fully co-educational school.

OUR MISSION

The mission of the American International School in Abu Dhabi is to provide a challenging curriculum in a safe, multicultural environment that inspires globally-minded, critical thinkers to take responsibility for their society.

OUR VISION

AISA’s vision is to be global providers of future leaders ready to conquer life's challenges and grasp its opportunities.

OUR VALUES

As an international school dedicated to present academic success and integrity and to future leadership, the values that support our Mission and Vision are those of the IB Learner Profile: balanced, caring, knowledgeable, open-minded, principled, reflective, risk-taking, communicators, inquirers, thinkers.

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INTERNATIONAL BACCALAUREATE ORGANIZATION MISSION

AISA is an officially authorized International Baccalaureate World School with a Primary Years Program (PYP). As an authorized PYP school we continue to work with the IBO to synthesize the key elements of the PYP into our instructional program. PYP focuses on teaching and learning of six units of inquiry at each grade level. We continue to receive training and work collaboratively as a school community of learners to develop research-based practices that support our educational program and further our progress in “reaching every child”. The International Baccalaureate Organization requires a Program Evaluation visit to evaluate the progress that AISA has made since authorization. The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end, the IBO works with schools, governments and international organizations to develop challenging programs of international education. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

THE PYP PROGRAM

PYP is a transdisciplinary program of international education designed to foster the development of the whole child. The International Baccalaureate Primary Years Program is designed for students aged 3 to 12. It focuses on the total growth of the developing child, touching hearts as well as minds, and encompassing social, physical, emotional and cultural needs in addition to academic development. See www.ibo.org for additional information about the PYP.

PYP ENHANCES STUDENT’S LEARNING

The PYP draws on research and best practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant, engaging, challenging and significant educational framework for all children.

The Primary Years Program curriculum framework aims to achieve a balance between the search for meaning and understanding and the acquisition of essential skills and knowledge. In addition to the academic program PYP offers encourages nonacademic learning that supports the development of the whole child including social, physical, emotional and cultural awareness by teaching the PYP attitudes and student profile attributes.

The PYP uses six themes at each grade level that cross the traditional subject disciplines to create “big ideas” that are universally relevant and therefore could be studied in any school around the globe.

This curriculum content fits naturally into the units of inquiry, although the instructional approach changes dramatically. The instructional approach for these units is inquiry-based, which extends the students’ prior knowledge and provokes further inquiry on the part of the student.

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PYP THEMES

The six units of inquiry are developed around six organizing themes that provide the K-5 scope and sequence of the international program and are organized to reflect global concepts.

Who We Are: An exploration of the nature of the self; or our beliefs and values; of

personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.

Where We Are in Place and Time: An exploration of

our orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, exploration and migrations of humankind; of the contributions of individuals and civilizations.

How We Express Ourselves: An exploration of the ways in which we discover and

express our nature, ideas, feelings, beliefs and values through language and the arts.

How The World Works: An exploration of the physical

and material work; of natural and man-made phenomena; of the world of science and technology.

How We Organize Ourselves: An exploration of human

systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact on us and the world around us.

Sharing the Planet: An exploration of our rights and responsibilities as we strive to

share finite resources with other people and with other living things; of communities and of the relationships within and between them.

PYP STUDENT LEARNER PROFILES AISA Elementary seeks to develop students and graduates of the PYP who reflect the attributes and dispositions characterized in the PYP student profile. These desired attributes and traits characterize an international perspective. The language of PYP is embedded in the culture of the school as well as being incorporated in the instructional program within the classroom. The following are the traits of the AISA PYP student:

Inquirers: Their natural curiosity has been nurtured.

They have acquired the skills necessary to conduct purposeful, constructive research. They actively enjoy learning and their love of learning will be sustained throughout their lives.

Thinkers: They exercise initiative in applying thinking

skills critically and creatively to make sound decisions and solve complex problems.

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Communicators: They receive and express ideas and information confidently in

more than one language, including the language of mathematical symbol.

Risk-takers: They approach unfamiliar situations without anxiety and have the

confidence and independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.

Knowledgeable: They have spent time in our

schools exploring themes, which have global relevance and importance.

Principled: They have a sound grasp of the

principles of moral reasoning. They have integrity, honesty and a sense of fairness and justice.

Caring: They show sensitivity towards the needs

and feelings of others. They have a sense of personal commitment to action and service.

Open-minded: They respect the views, values and traditions of other individuals and

cultures and are accustomed to seeking and considering a range of points of view.

Well-balanced: They understand the importance of physical and mental balance and

personal well-being.

Reflective: They give thoughtful consideration to their own learning and analyze

their personal strengths and weaknesses in a constructive manner.

PYP STUDENT ATTITUDES While recognizing the importance of concepts, skills and knowledge, the PYP also believes that these alone do not make an internationally minded student. PYP focuses on the development of positive attitudes towards people, the environment, and learning. AISA Elementary integrates character education and development into the daily activities at school. Displays throughout the building and in the classroom focus on the attitudes we expect students to demonstrate in their interactions with others. All of AISA’s teachers and staff promote and foster the development of these PYP attitudes in our students:

Appreciation: appreciating the wonder and beauty of the

world and its people

Commitment: being committed to their learning,

persevering and showing self-discipline and responsibility

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Confidence: feeling confident in their ability as learners, having the courage to take

risks, applying what they have learned and making appropriate decisions and choices

Cooperation: cooperating, collaborating and leading or

following as the situation demands

Creativity: being creative and imaginative in their thinking

and in their approach to problems and dilemmas

Curiosity: being curious about the nature of learning and

of the world, its people and cultures

Empathy: imaginatively projecting themselves into another’s situation, in order to

understand his/her thoughts, reasoning and emotions

Enthusiasm: enjoying learning

Independence: thinking and acting independently, making their

own judgments based on reasoned principles and being able to defend their judgments

Integrity: having integrity and a firm sense of fairness and

honesty

Respect: respecting themselves, others and the world around them

Tolerance: feeling sensitivity towards differences and diversity in the world and being

responsive to the needs of other

PYP CONCEPTS

The PYP is committed to using questions as a vehicle for learning. There are eight essential questions that all students need to ask when investigating a concept or topic. The example questions are based on science units.

Form: What is it like? Where did it come from? What is it made of? Where is it found? How is it different from other things in the

same group? What form is it found in?

Function: How does it work? What is it used for? What would happen if it was made of a

different material? How does it move? How does it communicate? Why does it choose to live in a particular

environment?

Causation: Why is it like it is? How was it formed? What environmental factors affect it? Is it in its natural form or has it been

changed? What factors are necessary for it to

function? How has its dependence on other things

affected it? Change: How is it changing? What changes have occurred in its

appearance? What happens as it changes? Can it change back to its original form? What influences will cause it to change its

appearance or behavior? Are there different ways to change it?

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Connection: How is it connected to other things? What was it before and what will it

become? How can we use it? How does it interact with other materials? What is its effect on other things? Is it part of a system or cycle? Perspective: What are the points of view? What is my point of view? What is it based on? How valid is the evidence? Does my point of view differ from those of

others? Are these different points of view

supported by evidence?

Responsibility: What is our responsibility? How should we behave to insure that it will

continue to exist? How will it be affected by changes in the

environment? How can we reuse or recycle this material? How can we conserve what we have? How can we protect it? Reflection: How do we know? What did I already know? How did I know this? Did I conduct my own research? What form did this research take? Did I check the information

HOW WE ORGANIZE OURSELVES

ACADEMIC HONESTY

Academic honesty is doing work without cheating, lying, stealing, the inappropriate help of others, or using any source of information not your own (plagiarism). The teacher in the classroom will deal with each incident. Students who are caught cheating or plagiarizing will not receive a score for the work. They will be expected to make up the work for a score within the time frame given by the teacher. Parents will be contacted to discuss the offense.

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ACCEPTABLE USE OF TECHNOLOGY POLICY (AUP)

AISA students are expected to use technology in a respectful, responsible and safe manner following the guidelines below:

Respectful

Be courteous and ethical in all communications (email, social networking, etc...) When creating, publishing, posting or sending information in a private or public matter avoid

profane language or bullying. Respect others' privacy

Only access personal files, folders or accounts of others with their permission.

Respect others' ownership of property Ask permission before using the personal property of others (laptops, tablets etc…).

Avoid eating or drinking near your devices or those of your friends and the school.

Know where your devices are at all times. Respect others' ownership of information (Copyright)

Taking someone else’s work without giving them credit is plagiarism; you must properly cite all sources in your work.

Respect your teachers and the learning environment of others

Students must comply with any teacher’s request to shut down the device or close the screen.

Devices should be kept on silent or with the volume muted unless otherwise instructed by the teacher.

Safe

Never share your passwords or personal information with anyone Ask for teacher or parent permission before posting personal information online (personal information

includes your full name, address, phone number, etc.).

Ask permission of a teacher before downloading or installing any applications over the school network

Notify a teacher if there are actions that do not follow the rules or seem unsafe

Responsible

Ensure your usage of any technology devices is in line with school curriculum and approved sources During classroom instruction time, technology devices should only be used for class related projects and

activities approved by the teacher.

Only use websites that are allowed at that time by teachers.

Ensure that all personal and school property is used in the way that it was intended Only use the school network for school related activities.

Act responsibly when using personal or school hardware, software and the school network.

The use of personal devices to support educational goals is a privilege. Teachers and administrators have the right to see what the students are doing on the devices at all times.

The school has the right to collect and examine a device if at any time it is used inappropriately or if the IT team suspects a virus that may be affecting the school network.

Any use of technology that does not fit within these guidelines, as determined by a teacher or administrator, will result in disciplinary action.

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ANTI-BULLYING POLICY

AISA is committed to solving the problem and stopping the effects of bullying. Bullying is the act of intentionally causing harm to others, through verbal harassment, physical assault, or other more subtle methods of coercion such as manipulation. Bullying can be defined in many different ways and is usually done to coerce others by fear or threat. Some of the symptoms victims may display might include withdrawal from activities or school, feelings of fear towards coming to school or complaining of being frequently unwell.

Occasionally bullying goes unnoticed unless the victim speaks up or a teacher witnesses the act itself. The child who is the victim may not feel confident expressing their situation with staff here at the school and often children will seek advice from their parents instead. We ask that parents help to support us by letting us know if your child is experiencing these problems at school.

Some examples of bullying: Verbal- name calling, put downs, threats, teasing and innuendo, harassment Written- SMS, emails, pictures, drawings, words Physical- being punched, tripped, kicked, having belongings taken and/or damaged Social- being left out, ignored, rumors spread Psychological- receiving dirty looks, being stalked, feeling intimidated, (ex: not being allowed to pass) or

manipulated (ex: forced into doing something that you don’t want to do like mistreating another student) At AISA we have a ZERO tolerance to bullying. The school has put in place a system of education and assistance to help both the victim and the bully. This system acknowledges that there are different types of bullying and that each type needs to be handled differently according to the severity and frequency of the act. As part of our ZERO tolerance policy we have developed short, medium, and long-term strategies.

Short-Term Strategies Step One: First Offense: the student is asked to reflect on his/her action and to devise a plan as to how they can control this behavior. Step Two: Second Offense: Meeting- The student meets with the Assistant Principal. The Assistant Principal contacts the student’s Parents or Guardian to inform and discuss the situation. Suitable consequences will be put in place (usually this will be in-school suspension, the duration of which to be determined by the Assistant Principal) Step Three: Third Offense: Meeting- the offending student and his/her Parents (or Guardians) meet with the Assistant Principal. The consequence will be a formal suspension, the duration of which will be determined by the administration.

Medium Term Strategies Incorporate the Short and Long term strategies plus in-school community involvement i.e. poster making, values lessons, role-playing, counseling and mediation of all parties.

Long-Term Strategies Class discussions, special programs, newsletters, re-education of offenders and victims, use of counselor and ongoing communication between school and community, follow-up phone calls from the Assistant Principal to both victims and bullies Parents/Guardians *Depending on the circumstance, at any stage a student can be supervised in school or suspended externally for a period at the Assistant Principal’s discretion. If bullying, harassment, discrimination or violence is happening at school, it is very important that students report the behavior to someone who can help such as a teacher, counselor, assistant principal, or the principal.

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ARRIVAL/DISMISSAL PROCEDURES

Arrival Our gates open at 7:15 a.m. and close at 3:00 p.m. Students are requested to use Gate #3 or Gate #5

to enter the campus. After 3:00, students will need to exit from the Rotunda. Children are allowed to access the building to drop of their backpacks. After dropping off their

backpacks, students are requested to promptly exit to the playgrounds. KG1 and KG2 students are taken by parents or nannies to their classrooms. Students in Grades 1-5 may play on the playground upon arrival. (see Prohibited Items) At 7:45 a.m. the school bell rings. Children line up and wait for a teacher/assistant to lead them to

their classrooms. All classes begin promptly at 7:50 a.m. (see Attendance Policy) Dismissal KG1 • Gate #5 will open at 1:10 p.m. for KG1 parents. Prior to 1:10, parents are asked to be respectful of classes in session and wait outside Gate #5 or in the Rotunda. Grades KG2-5 Students are released at 2:45 p.m. Students are released only to persons known to the student and

school personnel. Students are to be picked up promptly at 2:45 p.m. unless he/she has an after-school activity.

Students who are in an after-school activity must be picked up promptly at 4:00 p.m. Students who remain in the school unsupervised after 3:00 p.m. will be brought to the Rotunda to

make arrangements for transportation. Parents who need to pick up their child before regular dismissal must sign the child out with an

Elementary Administrative Assistant and give the Rotunda receptionist an exit slip.

ATTENDANCE POLICY

AISA believes that daily, regular attendance is crucial to learning. Students must be present to participate in interactive and investigative activities; therefore, excessive absence is addressed regularly by the assistant principal. More than fifteen unexcused absences throughout the year could be a reason for dismissal. Parents are strongly encouraged to consider this policy when planning vacations or other activities that would take students away from scheduled school time. This policy includes pulling children out of school early or arriving excessively late. Poor attendance is one cause for student failure to learn.

If your child is absent you must:

Contact us on each day of absence by phone, email or note

Send the secretary a medical note if the absence pertains to a sickness. If a parent or caregiver does not contact the school, the absence is recorded as "unexcused".

If your child is absent we will:

Telephone or text you on the first day of absence if we have not heard from you

Send you emails and letters for excessive absences or tardies, excused or unexcused

Invite you in to discuss the situation with the assistant principal if absences or tardiness persists

Telephone numbers and email addresses

We frequently contact parents; in some cases, it could be an emergency, so please ensure that your contact details are updated at all times. If we try to contact you and cannot, it is a serious breach of health and safety. You will receive a follow-up note in your child’s school bag if we have tried to contact you and failed.

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How we manage absences and tardiness:

The first bell rings at 7:45 a.m. and the school day starts at 7:50 a.m. and we expect your child to be in class at that time.

Attendance is marked at 7:50 a.m. and your child will receive a late mark if they are not in by that time. If we have not received a phone call, an email or a note from you, you will be contacted by phone by a secretary during the morning. Tardiness:

Poor punctuality is not acceptable. If your child misses the start of the day they miss learning time. Late arriving pupils also disrupt lessons, are embarrassing for the child, and are factored into the number of absences. Every six tardies is counted as one absence.

Please approach us at any time if you are having problems getting your child to school on time. Excessive absences and tardiness could result in not being able to re-register your child or children for the following academic year.

BUS RULES

1. Students must remain seated at all times while the bus is in motion.

2. Eating and drinking on the bus are not permitted.

3. Students are not allowed to touch the radio.

4. Shouting and screaming are not acceptable.

5. Students should be at the pickup spot 5 minutes before the assigned time

(the bus will not wait more than 5 minutes for late students)

6. All students must be on the bus by 2:45p.m. for their ride back home.

7. If a student is staying after school for an activity, any other reason or early pick up by parents, this

must be reported to the bus monitor before school dismissal.

8. Do not hesitate to ask for help from the bus monitor if required.

9. Parents who remove a student for more than 5 days are asked to notify the school. This saves unnecessary stops, which make other students late.

Please cooperate with the above rules in order to maintain a good relationship with the driver and bus monitor, as this will help them to serve you better. If anyone violates the above, he/she will be reported to the administration. Repeated violations take away the privilege of riding the bus.

The bus monitor first corrects students who break the rules. The transportation manager and the Elementary Assistant Principal deal with repeated or serious violations. Repeated or serious violations result in short term loss of bus privileges. Further difficulties can result in complete loss of riding privileges.

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DISCIPLINE PLANS

Classroom Plan Children need the security and clarity of knowing where they stand. Having a clear framework of consequences which is understood by all children means that:

The learning environment is more likely to remain calm and orderly because the expectations are explicit and familiar;

The use of consequences is more likely to be perceived as fair and consistent because there are no surprises or hidden penalties;

Children are assisted in taking responsibility for their own behavior and provided with a framework in which they can make choices with known consequences.

The basic steps are outlined below but please be aware that slight variations or additions may occur from one classroom to another. Teachers discuss individual classroom plans with students throughout the school year and with parents at parent-teacher interviews.

Preventative Action & Rule Reminders At the beginning of the day, all children are located in this phase

A child may receive a warning in this phase Teachers use standard corrective strategies

Management of Unacceptable Behaviors/Corrective Action A student requiring corrective action moves to this phase of the classroom plan

Step 1 – Name on chart, card on desk, etc.

Step 2 – Time out within the classroom

Step 3 – Time out in another classroom, catching up on missed work

Supportive Action & Intervention

A student displaying ongoing or escalating behavior

Step 4 – Referral to the Assistant Principal.

Sometimes, if behavior is of a serious nature (ex: willful damage to property or persons), the student will be placed directly on Step 4 and immediately be referred to the Assistant Principal.

Playground Plan

The playground has been divided into duty areas for supervision during the morning break and lunch break.

Teachers on playground duties carry a duty folder containing a map, which specifies the duty area, nurse slips, Pride Cards, behavior referral forms, and a recording sheet.

Minor misbehavior will be addressed by the teacher on duty and may include consequences such as:

Warning

Time out of play immediately

Follow up with the student’s class teacher

Community service tasks (e.g. picking up litter)

Students who are seriously violating the school rules during playtime will have their name and behavior recorded in the folder and issued with a behavior referral slip. They will be expected to meet with the Assistant Principal and/or receive further consequences such as supervised/restricted playground play.

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MOBILE DEVICE POLICY Mobile phones and other internet enabled personal devices such as iPods and MP3 players are a part of

our students’ everyday activities and communications. We recognize that with these devices, our students

have information at their fingertips and the ability to quickly research and communicate. As such, AISA

students are allowed to bring mobile devices to school as long as they are used in a safe, responsible

and respectful way that does not in any way negatively impact the learning environment of others.

The following guidelines for Mobile Device use at school are meant to reflect real world usage

and to ensure that Phone use does not impede teaching and learning. Failure to follow these

guidelines will result in the actions listed under Breach of Policy:

Students are responsible for their own devices at all times. The school is not responsible for any

lost, stolen or damaged devices.

Mobile phones should not be used during class instruction time unless it is part of a teacher’s approved

activity.

With the teacher's approval, phones can be used for research, class related communications, and accessing

sites and information that are required for class.

Texting, using social media, taking photos, listening to music, playing games, and using the phone for any

personal matters are not accepted during class instruction time.

All communications and use of mobile phones should follow the Acceptable Use Guidelines for technology

use at AISA.

The academic dishonesty pledge must be honored at all times.

Breach of Policy:

If a student uses a phone during class in a manner that does not follow these guidelines, the phone

will be confiscated and returned to the student at the end of class.

If a student repeatedly uses a phone in a manner that does not follow these guidelines (determined

by the teacher or administrator), the phone will be confiscated and the student or parent will be

able to pick it up at the end of the school day from the assistant principal’s office.

PROHIBITED ITEMS

Gum- there is a “No Gum” policy anywhere on school grounds.

Toys -(with the exception of those brought for teacher directed activities), permanent markers, lasers,

musical devices, electronic games/devices, and trading cards are not allowed on campus.

Skateboards, rollerblades, soccer cleats or similar types of equipment on school property

are prohibited. Our school grounds have many unlevelled surfaces which is a safety issue for our students.

Personal sports equipment such as balls, bats, and Frisbees are not to be brought to school.

The school will provide sports equipment for student use on the playground.

SCHOOL DRESS CODE 1. Students must wear school/sports uniform at all times, unless otherwise stipulated by the Principal (ex: Free Dress Days).

2. If you are to wear a jacket in school, it must be a AISA jacket.

3. All students are to wear enclosed shoes/joggers.

4. The wearing of jewelry may not be excessive and it must not interfere with the learning of others. Students may be asked to remove their jewelry.

5. On ‘Free Dress Days’, clothing should be of a standard that is deemed respectable and not likely to cause offense.

*No responsibility will be taken should jewelry or other valuables be lost or damaged.

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SCHOOL EXPECTATIONS

1. Be a Thinker Be on time

Listen carefully

Do my best in everything I do

Be organized and bring the necessary equipment for every lesson

Complete homework tasks and hand in work on time

Cooperate with teachers and other students

Be responsible for my own learning

Concentrate and keep on trying with learning tasks

Work to improve in everything I do

Follow teachers’ instructions

Appreciate the learning of others

2. Be a Communicator Speak politely and use appropriate language

Listen to and show respect for the ideas and opinions of others

Listen carefully

Raise hand to speak

Be friendly

Apologize if I hurt someone

Be honest and truthful

Think before I speak

3. Be Respectful Be polite, courteous and considerate of others

Wear my uniform with pride (neat and tidy)

Move aside when passing others

Wait my turn

Knock and wait for permission to enter a room

Follow teacher’s instructions

Work without interrupting others

Cooperate and play fairly

Move quietly between areas

Enter and exit classrooms quietly

Avoid actions that might injure or embarrass

4. Be Caring Treating people like you want to be treated

Saying kind things about others

Doing things for others without expecting anything in return

Working with a purpose, concern, and excellence

Respecting your belongings and the belongings of others

5. Be Principled with Property Put litter in bins

Look after my own belongings

Label my belongings

Leave other people’s property alone

Use school property with care

Return equipment to its proper place after use

Hand in all lost property

6. Be Safe Dress: Refer to the School Dress Code. Accessories must be appropriate for school activities.

Equipment: Equipment brought to school must be safe e.g. plastic containers rather than glass.

Keep my hands and feet to myself and demonstrate self-control

Make sure there is a teacher present before entering a classroom

Walk in the classrooms and hallways

Sit properly on chairs/benches

Follow teachers’ directions

Walk on hard surfaces and run only on grass/turf/courts

Stay and play in appropriate areas

Sit down to eat and drink and wait to be dismissed

Use play and sports equipment carefully

Return equipment to its proper place after use

Play games that will not hurt myself or others

Keep classroom and school grounds clean and tidy

Leave sticks and rocks on the ground and do not climb trees

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