elementary school -...
TRANSCRIPT
Elementary School
Student-Parent Handbook
2018-2019
ABA – An IB World School
P O Box 372, Post Code 115, Madinat Al Sultan Qaboos
Tel: (00968) 24955800/24955801 | Fax No: (00968) 24603544
E-mail: [email protected] | Website : www.abaoman.org
Welcome from the Elementary Principal
Welcome to ABA Elementary!
ABA is a wonderfully welcoming, warm and
diverse community of students, educators
and parents, united in working together
towards the school's mission to provide "an
international education of the highest
quality to enable students to be confident,
responsible, caring, life-long learners."
In the Elementary School, we value each
young person in our care as a unique
individual, each with particular strengths,
passions, ideas, areas of potential and
challenges. Our task is to nurture each child towards achieving their potential in all aspects of their
development. Along with a firm foundation in the academics, we strive to equip each child with skills and
attitudes that will enable them to thrive in, and contribute to an uncertain, fast-changing world.
The International Baccalaureate's Primary Years Programme provides an excellent framework within which
we can reach our goals for every student's success. Its focus on authentic, student-centred, inquiry-based
learning allows our children work collaboratively to ask and answer questions, contribute and explore
meaningful ideas and develop a deeper understanding of the larger concepts underpinning all areas of
learning.
We hope you will find all the information you need in this Handbook. Please feel free to contact us directly
if you have any questions.
Sam Cook
Elementary Principal
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Table of Contents
Welcome from the Elementary Principal 0
Table of Contents 1
Location and Contact Details 3
Elementary Staff 2018-2019 4
Our Curriculum 6
Early Childhood 9
The School Day 11
Elementary Procedures 13
Attendance and Absence 13
Behaviour 13
Celebrations 14
Dress Code 14
Eco Rangers 15
Emergency Procedures 15
Field Trips 15
Home Learning 15
Library Books 16
Mufti Days 16
Not for school 16
Student Council 16
Telephone 17
Transport 17
Student Support Services 18
Health and Safety 19
Child Protection 21
Volunteer Police Checks 21
Admission and Re-enrolment 23
ABA Statement on Inclusion 23
Parent Teacher Association 25
Home-School Links 27
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Copies of permission forms 28
ELEMENTARY STUDENT–PARENT HANDBOOK ACKNOWLEDGEMENT 28
EXTRA CURRICULAR ACTIVITIES AND FIELD TRIPS - PERMISSION 28
MEDIA PERMISSION - USE OF YOUR CHILD’S IMAGE 29
HEALTH INFORMATION UPDATE 29
CHILD PROTECTION - PARENT COMMITMENT 30
STUDENT INTERNET, EMAIL AND TABLET AGREEMENT (Grades 3-5) 31
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Location and Contact Details
Address American-British Academy
PO Box 372 PC 115
Medinat Al Sultan Qaboos
Telephone
Fax
+968 2495 5800
+968 2460 3544
Email [email protected]
Website http://abaoman.org/wp-site/
Location Al Khuwair Heights District (Sheikh Khalili Estate)
Superintendent Simon Taylor
Elementary Principal Sam Cook
Assistant Principal & PYP Coordinator Wayne Derrick
Assistant Principal & Early Childhood Coordinator Erum Banatwala
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Elementary Staff 2018-2019
Grade Class Teacher Assistant
K1 K1P Paula Bassett Samiyah Al Salmi
K1M Marina Barker Rahma Al Sharji
K2 K2R Erika Rosslee Maryam Al Ajmi
K2A Cassi Agee Najla Abdulla Al Balushi
K2S Laxmi Sridhar Iman Al Zadjali
K3 K3G Kendra Glider Maryam Al Balushi
K3B Helen Bartlett Matlooba Al Raisi
K3P Aline Pizzarossa Jamila Al Balushi
Grade 1 1L Angela Langlands Ameena Al Zadjali
1W Alexis Williams Miyasa Al Zadjali
1P Jonathan Park Aida Al Raisi
Grade 2 2C Thomas Chambers
2L Mayada Lowman
2A Kamila Al Marhubi
Grade 3 3O Adrian O’Byrne
3E Shannon Eves
3H Nancy Hanna
Grade 4 4C Charlie Bramley
4S Nadia Sheikh
4R Thomas Robb
Grade 5 5V Tracy Van Harmelen
5W Ian White
5D Megan Devine
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Area Specialists Designation Assistant
ICT Batool Yousuf ICT Facilitator- K2-K3, Early Intervention
Gloria Gill ICT Facilitator Gr1-5 Ghaliya Khamis
PE Swim
Neil Cook PE & Swimming
Raewyn Jack PE & Swimming (ASA Coordinator)
Julia Hall PE & Swimming
SSS
Dorothy Vis English Additional Language Teacher
Colette O’Driscoll Elementary Counselor
Anna Kooyman Learning Support Teacher Grades 2-5
Theresa Gantz Learning Support - Reading Specialist
Donna Chuula Student Services Coordinator
Tanya Ardoin Early Intervention Teacher K1-Grade 1
Arabic
Heba Al Said Arabic Language
Yasmina Al Zadjali
Salma Al Riyami
Nuha Al Abri Arabic Language
Salma Al Riyami Arabic Language
Radia Safouri Arabic Language
Library Mara Hakim Teacher Librarian Amal Al Salmi
Arts Jenny Stretch 50% Early Childhood Creative Arts Teacher
Nick Antolini Elementary Music G1- 5
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Our Curriculum
ABA follows the International Baccalaureate’s Primary Years Programme as its curriculum framework in the
Elementary school.
The International Baccalaureate Primary Years Programme (PYP) is part of the IB continuum of education,
leading into the IB Middle Years (MYP) and Diploma Programmes (DP), which are also offered at ABA.
The PYP is designed for students aged 3 to 12. It focuses on the development of the whole child as an
inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary
themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as
transdisciplinary skills, with a powerful emphasis on inquiry.
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THE IB LEARNER PROFILE
The Learner Profile guides all three programmes, and lists the attributes we hope to develop in our students
as they become internationally minded lifelong learners.
As IB learners we strive to be:
Inquirers We nurture our curiosity, developing skills for inquiry and research. We know
how to learn independently and with others. We learn with enthusiasm and
sustain our love of learning throughout life.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a
range of disciplines. We engage with issues and ideas that have local and global
significance.
Thinkers We use critical and creative thinking skills to analyse and take responsible action
on complex problems. We exercise initiative in making reasoned, ethical
decisions.
Communicators We express ourselves con dently and creatively in more than one language and in
many ways. We collaborate effectively, listening carefully to the perspectives of
other individuals and groups.
Principled We act with integrity and honesty, with a strong sense of fairness and justice, and
with respect for the dignity and rights of people everywhere. We take
responsibility for our actions and their consequences.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the
values and traditions of others. We seek and evaluate a range of points of view,
and we are willing to grow from the experience.
Caring We show empathy, compassion and respect. We have a commitment to service,
and we act to make a positive difference in the lives of others and in the world
around us.
Risk-takers We approach uncertainty with forethought and determination; we work
independently and cooperatively to explore new ideas and innovative strategies.
We are resourceful and resilient in the face of challenges and change.
Balanced We understand the importance of balancing different aspects of our
lives—intellectual, physical, and emotional—to achieve well-being for ourselves
and others. We recognize our interdependence with other people and with the
world in which we live.
Reflective We thoughtfully consider the world and our own ideas and experience. We work
to understand our strengths and weaknesses in order to support our learning and
personal development.
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THE PROGRAMME OF INQUIRY
The subject areas of mathematics, language, science, social studies, arts and personal, social and physical
education are organized under six transdisciplinary themes. These themes provide ABA with the
opportunity to incorporate local and global issues into the curriculum and effectively allow students to
“step up” beyond the confines of learning within subject areas:
Who we are
An inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual
health; human relationships including families, friends, communities, and cultures; rights and
responsibilities; what it means to be human
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries,
explorations and migrations of humankind; the relationship between and the interconnectedness of
individuals and civilizations, from local and global perspectives
How we express ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and
values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic
How the world works
An inquiry into the natural world and its laws, the interaction between the natural world (physical and
biological) and human societies; how humans use their understanding of scientific principles; the impact
of scientific and technological advances on society and on the environment
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and
function of organizations; societal decision-making; economic activities and their impact on humankind
and the environment
Sharing the planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and
other living things; communities and the relationship within and between them; access to equal
opportunities; peace and conflict resolution.
Each theme is addressed each year by all students from Kindergarten to Grade 5. These transdisciplinary
themes help teachers to develop a programme of inquiry - units exploring important ideas and requiring a
high level of involvement on the part of the students. These units of inquiry are substantial, in-depth and
usually last for several weeks.
Since these ideas relate to the world beyond the school, students see their relevance and connect with it in
an engaging and challenging way. Students who learn in this way begin to reflect on their roles and
responsibilities as learners and become actively involved with their education.
All students will come to realize that a unit of inquiry involves them in in-depth exploration of an important
idea, and that the teacher will collect evidence of how well they understand that idea. They will expect to
be able to work in a variety of ways, on their own and in groups, to allow them to learn to their best
advantage.
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THE GRADE 5 EXHIBITION
The Exhibition is an important part of the PYP for all students. In the final year of the programme, students
undertake a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating
and offering solutions to real-life issues or problems. As the culminating experience of the PYP, the
Exhibition offers students an exciting opportunity to demonstrate independence and responsibility for their
own learning.
To find out more about the IBPYP, visit: http://www.ibo.org/programmes/primary-years-programme/
To see our current Programme of Inquiry, follow this link: ABA PYP Programme of Inquiry 2018-2019
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Early Childhood
We offer the following classes in our Early Childhood programme
Class Age range Session timing # of classes # of students
per class
K1 3-4 year olds (age 3 by 1st September) 7.30am-12.00noon 2 16
K2 4-5 year olds (age 4 by 1st September) 7.30am-1.00pm 3 20
K3 5-6 year olds (age 5 by 1st September) 7.30am-2.00pm 3 20
EC Curriculum
Our early childhood programme is based
on a foundation of play, through which
children develop cognitive, creative,
physical and social skills with the
guidance of our highly experienced Early
Childhood teachers and assistants. We
capitalise on young children’s natural
desire to explore, inquire into and
understand themselves and the world
around them. Our EC curriculum is
developed within the PYP framework and
is gives children the best possible
foundation for later success in the
elementary years.
While children are learning many aspects of traditional subjects such as mathematics, reading and writing,
science, art and more during their time in Early Childhood, we prefer to view their development more
holistically. We use the following four domains as lenses through which to bring each child’s learning into
focus.
Personal, Social and Emotional Development
● Identity
● Interactions
● Communication
Physical Development
● Gross motor development
● Fine motor development
● Active living
Cognitive Development
● Mathematics - number, shape and space, measurement, pattern and function, data handling
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● Language - reading, writing, speaking and listening, presentation
Creative Development
● Creating
● Responding
Children are often engaged in learning in all four domains simultaneously, but these lenses help teachers to
identify progress in each area and plan for next steps. We will also be using these domains to report to you
on children’s progress.
To see the detailed learning objectives for each domain of learning, please follow this link:
http://abaoman.org/ec/curriculum
EC Uniform
Our EC students are now included in our school dress code, so that they can visibly identify as part of our
ABA school community, as well as be comfortably and practically dressed for learning.
Crew neck t-shirts are on sale in five sizes and four colors. Students are asked to wear shorts, skirts, leggings
or trousers in black, dark blue or khaki - elastic waists are best!
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The School Day
DAILY SCHEDULE
Classroom doors open at 7.15am for all classes.
Class School day timings
K1 7.30am-12.00noon
K2 7.30am-1.00pm
K3 7.30am-2.00pm
G1-5 7.30am-2.10pm
Students in Kindergarten benefit from a staggered
start and end time for the first few weeks to help them settle in. Information will be sent to parents about
arrangements for the start of the year.
All Kindergarten and Grade 1 classes have a full time Classroom Assistant.
To enrich and strengthen the classroom program students benefit from Specialist teachers delivering
scheduled classes in Music, Library, IT, Arabic (Grades 1-5), and Physical Education (including swimming
from K3).
Class teachers will send home copies of their schedule in the first week of school to assist families’
preparations for school.
All students from K3-Grade 5 have weekly swimming classes and all students are expected to participate.
If a student is unable to participate in PE or swimming for a medical reason, a note from parents is
required and should be passed to the PE teacher.
BEFORE SCHOOL
Classroom doors open at 7:15 am. Students who arrive prior to this time must be supervised by the adult
who brings them to school.
Students who arrive at school after 7.40am MUST report to Reception and collect a late slip so that
attendance can be updated. This is particularly important to maintain our safety requirements and be
aware of all students on campus.
Cars are expected to drop students and leave the school grounds promptly, as this ensures a steady flow
of traffic. Parents and drivers are expected to observe the directions given by the guards in the car park.
Priority is given to pedestrians using the pedestrian walks in the car park.
The main gate has a security guard and an ID pass must be shown to access the ABA Campus. ID passes
are available from the school reception.
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Students need permission from parents and a gate pass from the reception to leave campus during the
school day. The student may be collected from the classroom or arrangements should be made at
reception.
The safety of students is a primary concern and we ask for your cooperation, particularly at the end of the
day. If you do not collect your child, please stress our expectations to employed drivers.
SNACK AND LUNCH TIMES
All classes have two breaks during the day - each including time to eat, and time to play.
Grade 1-5 breaks are 9:00-9:30 and 11:30-12:10 pm. Supervised break time locations vary throughout the
year according to the temperature.
K1-Grade 2: All students bring their food in a chilled lunch box or bag. We encourage children to bring
healthy food that is low in sugar and salt. Soft drinks are not permitted. All children bring a water bottle
which can be refilled from coolers at school.
Grades 3-5: Students can bring their lunches and have the option to purchase snacks or lunch from the
cafeteria. We encourage families to use the cafeteria intermittently, recognizing that it does provide a
convenient alternative.
Children are not permitted to share food items for health and safety reasons.
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DISMISSAL
Students in Kindergarten have supervised dismissal. This means that parents or designated adults collect
them from the classrooms. No child will be released to an adult who has not been previously authorized by
the parents.
Children in Grades 1 and 2 also have supervised dismissal; however parents can contact teachers in person
or by email to make alternative arrangements.
Grades 3, 4 and 5 students dismiss on their own. Parents need to arrange with them beforehand where you
will meet and how they will get home. If you are collecting them by car they need to sit and wait in the
car-line waiting area.
If a student has not been collected by 2:30pm, they should come to Reception (younger children will be
accompanied). Here, the office staff will record their names, and will ask the person who collects them to
sign and record the time of departure. Office staff can also help children to call their parents if necessary.
Students are not allowed to remain on the Elementary Campus after school, including the playground,
unless they are supervised by an adult or are participating in a school-sponsored activity. The library is not
open to unsupervised children after school.
AFTER SCHOOL ACTIVITIES PROGRAM
The program is coordinated by Ms. Raewyn Jack for children in Grades 1-5. After School Activities run from
2.15-3.00pm and there are four sign-up sessions. Please note that activities for Grade 1 students begin in
the second semester. Parental permission is required for all after school activities. More information can
be found on the ABA website, and will be sent to parents ahead of sign-up times.
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Elementary Procedures
Assemblies
The elementary school holds regular assemblies where parents are invited to attend. Each grade level leads
one assembly, and it is designed to showcase their ongoing learning. Students take the lead in planning,
organising and presenting their assemblies, and the finished product reflects their learning and
collaboration over time. Assemblies may not always polished performances with elaborate costumes or
props, but they will always reflect the children’s authentic learning and participation. Grade level teachers
will keep parents notified of the upcoming assembly dates.
Attendance and Absence The School’s instructional program is based on regular and consistent attendance of students to allow
them to maximize their learning. Attendance is recorded every morning and is noted on student reports. If
a student is absent, parents are requested to email the classroom teacher indicating the reason for the
absence.
The following guidelines concerning student attendance are supported by School Board Policy 7.3.1 Student
Attendance (revision 18/01/2017)
The School’s instructional program is based on regular and consistent attendance of students to allow them
to maximise their learning. Since irregular or insufficient attendance is regarded as seriously disruptive to
the student’s studies and the instructional programme, the Superintendent is authorised to take the
necessary action.
The Superintendent shall establish appropriate attendance Regulations. These Regulations shall be
published in the Student-Parent Handbook and shall be followed by students.
Parents should request, in writing to the appropriate principal, permission for absence, at least one week
prior to an intended absence. When considering the request, the appropriate administrator will consider
academic performance, attendance and lateness record, reason for the request and the individual needs of
the child before determining an absence as authorised or unauthorised.
● If cumulative unauthorised absences are more than 10% (approximately 18 days) by the end of the
academic year this may result in repeating the grade level.
Behaviour
We take a positive and proactive approach to behaviour management. We use the IB Learner Profile and
PYP attitudes to help us frame agreements about appropriate behaviour around school. Classes often begin
the year by collaboratively developing behaviour agreements, and all our expectations are framed around
the ideas of being safe, showing respect for self, others and the environment, and doing our best.
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Kelso’s Choices encourage students to solve small problems using a variety of strategies, and all teachers
use these as a reference point to encourage independence.
However, when a classroom, school, or playground expectation is not met, students should be aware that
there will be a consequence. Consequences are discussed with students, and are intended to provide an
opportunity for them to learn from their choices and put better choices into practice in the future.
Consequences may include:
● A time-out or cooling of period
● A reflection of their actions or choices, sometimes in written form
● Missing a break or other favourite activity
● A compensatory action - to attempt to resolve the conflict
● Negotiating a behaviour plan
● Students who repeatedly break rules or defy adult directions may be sent to the Vice Principal
● Students who intentionally hurt others will be sent to the Vice Principal
● Repeated visits to the Vice Principal may result in a student being sent home
Bullying
No form of bullying or harassing behaviour will be tolerated at ABA. Bullying is defined as “intentional,
repeated, hurtful acts, words or other behaviour, including name-calling, threatening, shunning and
deliberate exclusion, by one or more persons against others.” Bullying may be physical, verbal, emotional,
or occur online. In cases where bullying is found to be occurring, the Assistant Principal or Principal, in
collaboration with the counselor and class teacher, will be involved in determining appropriate
consequences to ensure all students feel emotionally and physically safe at school.
Celebrations
Parents are welcome to have a small celebration for their child’s birthday. They may bring in a cupcake or
savory for each child. Juices, candies, give away bags and presents for students are not permitted. Please
talk to your child’s teacher if you would like to arrange a birthday celebration for your child. The end of the
day usually works best for such celebrations.
We often mark celebrations that reflect the diversity of our school community. If a parent would like to
share a story or information about a cultural or religious celebration, we ask that you share the content
with the class teacher first. We are required to abide by local laws and aim to ensure that we share
information appropriately and sensitively.
Dress Code
All clothing should be loose-fitting and plain (i.e. no embroidery, large logos, excessive rivets,
large/numerous pockets, etc.) Uniform skirts, shorts or trousers can be either navy blue or khaki materials.
The wearing of valuable jewelry and jewelry in quantity is inadvisable. ABA accepts no responsibility for any
jewelry brought to school. Provocative or extravagant clothing or hairstyles are not permitted. ABA has a
‘No hat, No play’ policy. ABA hats will be available to all students, teachers, ancillary staff and parents for a
reasonable cost.
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GIRLS
No jeggings, tight trousers, jeans or sweatpants.
● A (not too tight or short) ABA polo shirt of colours white, navy blue, light blue, and yellow. These
are available for sale at the ABA uniform shop.
● Plain navy blue, khaki or beige loose trousers, skirts, skorts, leggings or capri pants. (Must be worn
at or below the knee.)
● Trainers, sandals, and sneakers may be worn. Sandals should have a back strap; flipflops are not
allowed (except on swim days).
● ABA, Vipers or plain blue, white, black or grey sweatshirts are allowed during cooler weather or
throughout the year.
BOYS
No jeans or sweatpants
● ABA polo shirt of colours white, navy blue, light blue and yellow are available at the ABA uniform
shop.
● During normal school days, plain navy blue or khaki shorts
● Trainers and sneakers may be worn.
● ABA, Vipers or plain blue, white, black or grey sweatshirts are allowed during cooler weather or
throughout the year.
PHYSICAL EDUCATION AND SWIMMING UNIFORM
For PE, Grade 1-5 students wear cotton black or navy-blue shorts, house T-shirts and gym shoes.
For swimming, girls should wear a one-piece bathing suit, and boys should wear proper swim shorts (above
the knee, not too baggy). Swim caps are required for hygiene reasons, and goggles are recommended. All
items should be labeled with the student’s name.
SALE OF SCHOOL CLOTHING
The School sells the following items in the uniform shop. Opening times are available from Reception
● ABA polo shirts with school logo
● ABA House T-shirts (Jabrin: red Jalali: yellow Mirani: green Nizwa: blue)
● PE shorts
● ABA sweat shirts
● ABA hats and caps
Eco Rangers
The Eco Rangers elementary environmental club has student representatives from each classroom and is
guided by a teacher supervisor. The Eco Rangers promote environmental awareness through their bulletin
board displays, at assemblies and through class representatives facilitating conversations and activities with
their classmates. The Eco Rangers also participate (p) in the Eco Schools Muscat Eco Summit which is hosted
by a different member school each year. The Eco Ranger members are (p) elected by their classmates and
the representatives change 2-3 times during the year to allow for more students to participate as Eco
Rangers.
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Emergency Procedures
Evacuation and lockdown procedures are posted in each classroom. There are regular drills to familiarize
the children, teachers and administrative staff with the emergency procedures. Parents that are in the
building when the evacuation alarm sounds are asked to observe the same rules as the children and
evacuate the campus immediately, calmly and silently or follow staff members’ instructions.
Field Trips
Field trips support and enrich the curriculum. Parents will be informed of the details of the trip and the
signed permission slip must be returned to the teacher for the child to participate. The ratio of adults
(including teachers) to children is 1: 12.
Home Learning
We describe home learning as any activity in which students are involved outside of the normal school day
that contribute to their learning. Our priority for home learning is that it is relevant and engaging for
children, and that it should not create stress or pressure. Free play, after school activities, family time and
exercise are also very important in your child’s development.
Reading should form a natural part of the daily home routine and emphasis should be on a shared
enjoyment of reading. Reading at home is an excellent means of developing thinking skills, increasing
uency, developing language skills and helping children develop con dence with their reading.
Our expectation is that every child should spend some time at home daily, reading or sharing books they
have chosen, with a focus on pleasure and enjoyment. From EC - Grade 2, we strongly recommend that
reading time is shared with an adult, and should include adults reading aloud to their children. Beyond
Grade 2, while children are able to read more independently, adults are still encouraged to regularly spend
time reading, sharing and talking about books with their child, including reading aloud to them. Reading in
the home language is also essential and encouraged.
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Apart from reading, children may sometimes be invited to participate in home learning activities connected
with the learning in class, or encouraged to pursue their own personal inquiries. Home learning tasks might
involve collecting information from sources at home, responding to tasks at school using technology, or
undertaking small personal projects. By Grades 4 and 5, some more regular tasks may be set to give
children practice in important skills and encourage time-management. Home learning will be shared and
celebrated at school, but will not be used for assessment purposes.
Information Technology
Information Communication Technology is of great importance at ABA. Our philosophy for the use of
technology is that it should be an integral tool for learning. Therefore, we have integrated the
use of technology into our programme ensuring the students all use technology for investigating, creating,
communicating, collaborating and organizing; as well as working towards becoming responsible digital
citizens.
Students in Early Childhood, Grades 1 and 2 have regular access to school iPads. Students in Grades 3-5 are
required to have their own tablet device in order to fully access the curriculum. It is possible to order
classroom-ready iPads with keyboard cover and required apps through the school. If you prefer to buy your
own device, the specifications and requirements are available on request. Students in Grades 3-5 are asked
to review our Student Internet, Email and Tablet Agreement (a copy is included at the end of this
Handbook), discuss with their parents, then sign and return it to school.
Library Books
Students are encouraged to use their weekly opportunity to check out books from the library during their
scheduled library time. If a student loses a book, he/she will be billed for the replacement cost. Students
may also be charged for excessive damage to library books. In the event that library books are not returned,
the school will withhold the student’s report card until the book is returned or paid for.
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Mufti Days
On the last Thursday of each month the dress code changes to enable students to wear casual clothes. On
various occasions children are asked to donate 200 baisa to allow the student council to raise funds for
needy charities and student related equipment. Some Mufti days are themed, based on Student Council
requests.
Not for school
Mobile phones, expensive watches, and real or pretend weapons should never be brought to school.
Sometimes teachers ask children to bring items of interest from home to share. Apart from at these times,
it is best to keep personal belongings at home, to avoid potential upset if lost or damaged. The school
cannot take responsibility for items lost at school
Student Council
The Elementary School Student Council (Grade 1-5) provides leadership opportunities that foster student
responsibility and is guided by a faculty advisor. The Student Council is responsible for assessing the quality
of student interaction, morale and social life and can communicate the needs of the student body to the
faculty and administration. The Student Council, in conjunction with the faculty advisor, plans events and
programs that are interesting and relevant to the students and the school community.
The Student Council members are elected by their classmates. Each Grade 2 class has two elected Student
Council representatives. Grades 3-4 have one elected representative from each class. In grade 5, there is
one elected representative and one elected executive member from each class.
Telephone
Students may use school telephones for local calls but only with the permission of their teacher and the
office staff. Students should not bring mobile phones to school
Transport
The business office provides information concerning bus companies that provide transport to and from
school. Students travelling to and from the ABA must reflect the highest standards of behavior at all times.
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Student Support Services
The Learning Support , EAL and Counseling programs are under the umbrella of the Student Support
Services department. The programs provide support to students, teachers and parents. Learning support
teachers are available as resources to support in-class interventions, to help identify areas of need and to
provide specialized support, including early literacy intervention. EAL teachers provide support to students
in Grades 1-10 who have English as an additional language. Our mission is to help students develop English
language skills, cultural awareness and learning strategies which will enable them to become successful
learners and positive contributors to the wider community in which they live.
ABA is an IB World School, and as such, values and models inclusion. Our collaborative approach to support
uses an evidence, data and strengths-based model with a focus on growth, progress and learning. We aim
to increase independent access and success for students at ABA.
ABA Student Support Services Mission statement
The Student Support Services department is committed to proactively supporting our students and
community. We achieve this through an inclusive, collaborative approach grounded in current
evidence-based practice.
ABA Statement on Inclusion
ABA recognizes, that all learners benefit from a safe and supportive environment; that understanding and
nurturing each child’s academic, social, physical and personal growth is imperative to their success. We are
committed to supporting, including, and celebrating diversity in our community.
As an IB World School, we believe that “Inclusion is an ongoing process that aims to increase access and
engagement in learning for all students by identifying and removing barriers. This can only be successfully
achieved in a culture of collaboration, mutual respect, support and problem solving. Inclusion is the learner
profile in action, an outcome of dynamic learning communities.” Learning diversity in the International
Baccalaureate programmes (2010).
Inclusion at ABA applies to all our students, parents, faculty and community. Admission is open to students
for whom we can provide a program that is accessible and from which they can benefit. ABA is equipped to
provide support for a managed number of students representing a range of learning needs, as well as
English language learners, based on the school’s enrollment policy and resources. ABA does not
discriminate on the basis of religion, ethnic or national origin, or gender.
We understand that inclusion involves change, it is a journey that requires us to review and evaluate
regularly in order to respond to the diversity of our students and community. ABA recognizes that inclusion
in education is one aspect of inclusion in society. Equity of access, holistic, strengths-based instruction and
assessment, and data based decision making are the foundation of our practice. ABA faculty is committed
to working collaboratively, flexibly and with an inclusive mindset to ensure that all students are able to
overcome barriers to learning and achieve success within the curriculum. We use the language of inclusion
(learning support, barriers to learning, participation and support for diversity) to drive our practice.
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Admissions and Learning Support capacity:
ABA admits students with learning needs who are able to access and benefit from the educational program
in a mainstream environment. To ensure optimum student-teacher ratios and service to a high standard,
enrollment in Learning Support shall not normally exceed 10% of the enrolment at any grade level. ABA is
equipped to provide moderate support for a managed number of students normally not exceeding 5% of
the total school enrollment and not more than four moderate students per grade level.
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Health and Safety
The Nurse’s Office is located behind the Administration building and is open from 7.15am – 5.00pm. A
Registered Nurse is always on duty.
An emergency contact form will be completed by all parents at the beginning of each year to ensure that
we have the most up to date contact information on record.
If students need to take prescribed medicine while in school, parents must provide the medicine together
with written details as follows: Student’s name and class, reason for medication, dosage, route, time, and
parent's signature. All medication must be kept in the Nurse’s Office. Students should bring the medicine
to the Nurse’s Office upon arrival at school. A note should also be sent to inform the teacher. Students are
not permitted to carry medication of any kind in school, with the exception of an asthma inhaler or
Epi-pen, which must be reported to the Nurse’s Office.
The school nurse’s responsibilities include:
● Providing acute, chronic and emergency care for students and staff
● Assessing student health status; health checks for all new entrants.
● Health education and health promoting activities
● Maintain up to date student health records
● Advising and keeping records of all childhood immunizations
● Identifying health problems and making referrals
● Medication administration
● School/community/healthcare provider liaison
All parents of students enrolling in ABA are required to complete the Student Health Record and provide
documented proof of immunizations. The parents’ / legal guardians’ signature is required to provide
consent for the school to seek medical assistance in the case of an emergency.
It is school policy and practice to call a parent immediately if a child requires urgent medical assistance. In
cases where contact is not possible, ABA will call an ambulance who will then transport the student to one
of the following hospitals (Khoula Hospital, Muscat Private Hospital or The Royal Hospital). The cost of any
medical consultation or treatment is the responsibility of the parents, although any medication or
treatment given by the school nurse is free of charge.
Illness
If your child shows any signs of illness you should keep him or her at home, both for individual recovery
and protection of other children and staff at school. Our policy is that a child who is well enough to come
to school is well enough to attend all lessons and outside break time activities unless the school nurse has
authorized exemption from certain activities.
If a child has a fever they must not return to school until 24 hours has elapsed with no fever and no need
for medication. Likewise, in cases of diarrhea or vomiting they must not return to school for 24-48 hours
after the last episode.
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All students who have been on sick leave MUST report back to the school nurse so that appropriate
records and measures can be taken, including exemption from sport etc if necessary.
Always inform the teacher and school nurse if your child is on sick leave.
Head lice
Preventing head lice in schools requires constant vigilance and attention. Please check your child weekly
and notify the teacher if your child develops head lice so that the necessary precautions can be taken.
When head lice are detected at school, the nurse will contact the child’s parents so that they can collect
him or her from school. The nurse will provide the parents with a letter explaining how to eradicate the
head lice and the procedure for readmission to class.
Accident Reporting
Any accident and/or injury sustained by a student will be reported to the school nurse. If necessary, the
school nurse will complete an Accident Report form. For more serious accidents that occur on campus,
parents will be telephoned by the nurse.
Minor Injuries (Non-Life Threatening) If able, students should report to their classroom first and inform the teacher. The student should then
report to the Nurse’s Office
1. The school nurse will assess the student’s condition
2. Non-prescription medication may be given for fever, cold, cough or allergy
3. Student is allowed to rest for one class period, and is observed
4. Student either returns to class or the school nurse will contact the parent to pick up the child
5. The incident is recorded in the log book
6. All students must wait in the Nurse’s Office until they are picked up by parent/driver. Parents
are requested to promptly pick up sick students from the Nurse’s Office.
Moderate/Severe Injuries
1. Student reports or is transported to Nurse’s Office
2. Students condition is assessed and emergency care provided
3. Parents will be contacted
4. School nurse will determine if more advanced care is needed
5. The school nurse will call an ambulance who will transport student to a medical facility
6. Incident will be documented
7. Accident form completed
Advance medical care is required when:
● Injury involves severe bleeding
● Injury involves head and/or spine
● Injury has impaired breathing
● Moderate musculoskeletal injuries are suspected
The parents / legal guardian will be contacted immediately. If unable to contact the parents, the student
will be transported to a hospital by ambulance (Muscat Private, Khoula Hospital and/or The Royal
Hospital).
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Child Protection
Child Protection Policy 7.6.3
ABA seeks to be a safe haven for all our students. Child Protection procedures derived from this policy will
be stated in an ABA Child Protection Handbook. This handbook will be communicated to all who work with
ABA students.
All staff employed at ABA must report suspected incidents of child abuse or neglect whenever the staff
member has reasonable cause to believe that a child has suffered, or is at risk of suffering abuse or neglect.
Reporting and follow up of all suspected incidents of child abuse or neglect will be in accordance with
Omani Law and the child protection procedures resulting from this policy statement. The ABA
administration shall be responsible for ensuring that screening and criminal background checks for staff are
provided.
Child Protection Parent Commitment
Parents are asked to read carefully the Child Protection Handbook, which can be viewed on the parent
portal, before reading and signing a copy of the following Child Protection Parent Commitment.
We acknowledge that by enrolling our children at ABA, we understand the commitment to upholding rights and
protecting all children. We also recognize the importance of these values in the education of our children, and agree to
reinforce these values at home.
I / We undertake to:
● Support the ABA Child Protection Policy and procedures included in the Child Protection Handbook which is located
within the Parent Portal Handbook tab on the ABA website.
● Be present in Muscat, and if we must leave, arrange a caretaker for our child/children, and inform the school of
those arrangements, including emergency contact information, to the Secondary School or Elementary School Main
Office. This caretaker must be able to serve in the capacity of in loco parentis, with full authority to make parental
decisions to ensure appropriate supervision and to respond to a medical emergency.
● Share in the responsibility to bring forth information that supports the ABA Child Protection Policy with respect to
the “Child Protection Disclosure Flowchart” found in the Child Protection Handbook.
The ABA Child Protection policy works for the child, for the family, and for our community. Research indicates that
international communities are as prone to child abuse as communities in their home country. Child abuse is a
multi-faceted issue that involves dynamics of the child, the family, and the community. The ABA Child Protection Policy
works to respond at all three levels.
Parents will receive a copy of this form to sign and return at the start of each school year. A copy of the
form is at the back of this handbook for your reference.
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Volunteer Police Checks Our common commitment and agreement at ABA is to provide a safe and secure environment for all our
students. As part of our recent accreditation process, the Middle States Association alerted us to the need
to ensure that all our faculty, staff, including outside company or organisation staff, and school volunteers
are eligible to work with children, from a child protection standpoint. It has always been standard practice
for employees at ABA to submit a police clearance certificate. This is also expected of employees who work
for companies and organisations that are regularly engaged by the school. The requirement is asking us to
apply the same rigour to the screening of all adults in direct contact with our children. This expectation is in
line with our own Child Protection policies and procedures, as well as international best practice.
Volunteer contributions to the school community, whether accompanying students on field trips or working
with small groups on activities such as cooking or storytelling are valued highly and seen as an integral part
of our home school partnership and we hope that we can continue to benefit from this generous sharing of
your time.
If you are willing to volunteer to work with our students, please talk to your child’s class teacher. If you
already have a police clearance certificate, we will make a copy and add you to our ‘cleared’ list. If you do
not have a police certificate but would like to volunteer, please ask - it is very simple to obtain one.
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Admission and Re-enrolment
ABA Statement on Inclusion
ABA recognizes, that all learners benefit from a safe and supportive environment; that understanding and
nurturing each child’s academic, social, physical and personal growth is imperative to their success. We are
committed to supporting, including, and celebrating diversity within our community.
As an IB World School, we believe that “Inclusion is an ongoing process that aims to increase access and
engagement in learning for all students by identifying and removing barriers. This can only be successfully
achieved in a culture of collaboration, mutual respect, support and problem solving. Inclusion is the learner
profile in action, an outcome of dynamic learning communities.” Learning diversity in the International
Baccalaureate programmes (2010).
Inclusion at ABA applies to all our students, parents, faculty and community. Admission is open to students
for whom we can provide a programme that is accessible and from which they can benefit. ABA is equipped
to provide support for a managed number of students representing a range of learning needs, as well as
English language learners, based on the school’s enrollment policy and resources. ABA does not
discriminate on the basis of religion, ethnic or national origin, or gender.
Learning Support
ABA admits students with learning needs who are able to access and benefit from the educational program
in a mainstream environment. To ensure optimum student-teacher ratios and service to a high standard,
placement for students requiring Learning Support shall not normally exceed 10% of the enrolment at any
grade level. ABA is equipped to provide moderate support for a managed number of students normally not
exceeding 5% of the total school enrollment and not more than four students requiring moderate support
per grade level.
We require that parents provide any and all formal documentation identifying diagnosed areas of need
(strength and challenge) to the school, in order to give their child the best chance of success at ABA.
Age of students and grade placement
Students are placed in the age appropriate grade level according to their age on September 1st.
K1: 3 years old
K2: 4 years old
K3: 5 years old
Grade 1: 6 years old
Grade 2: 7 years old
Grade 3: 8 years
Grade 4: 9 years
Grade 5: 10 years
Re-registration Fees
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A re-registration fee R.O. 100 is required each year by 15th April to hold a place for a student already
enrolled at ABA. This R.O. 100 will be deducted from the annual or semester fee at the beginning of the
new school year. This fee is not refundable if the student does not take up a place the following year.
Refund Policy
Parents of students withdrawing from school are required to notify the Registrar at least one term in
advance except in extenuating circumstances. If a student leaves ABA before the end of the second week
of the beginning of any term, fifty percent of the tuition fees for the current term will be refunded. In
addition, any fees paid in advance for tuition that applies to future terms will be refunded one hundred
percent. Students expelled from ABA do not qualify for any fee refund.
Withdrawal
When a student leaves ABA, he/she may request a leaving certificate and/or official reports if required.
Two weeks’ notice is necessary for the preparation of final reports in the event of family’s departure from
Oman. Official withdrawal and consequent action on any relevant refunds of tuition fee will be conditional
on ABA’s receiving notification, in writing from the parent, at least two weeks prior to departure. Reports
at the end of a reporting period can, on written request, be mailed to a forwarding address. All students
are required to complete the established check-out procedure. Prior to the issuance of leaving documents,
parents must clear all matters concerning textbooks, library books and school property. If parents change
address or telephone number it is important to inform the Registrar immediately.
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Parent Teacher Association
The Parent Teacher Association holds a very special place at ABA. All parents and teaching staff are
members. The PTA’s remit is threefold:
● Acts as a liaison between the Board of Directors, the parents, the teachers and the students
● Organizes cultural and social events to enable the school community to interact and bond
with each other in a social setting
● Undertakes fund raising activities for purchasing items which are non-curricular in nature
The PTA is elected annually from the parent community at the end of each academic year. Its members are
dedicated parents who work on a voluntary basis. Monthly meetings are usually held on the first Monday of
every month which provides an opportunity for communication between the parent community and the
leadership of the school.
Welcome to New Parents
An important role of the PTA is to welcome and assist new families upon their arrival at ABA. The situation
for parents in Oman can be very different from other parts of the world. Settling children into a new school
is just one of the things which can cause anxiety for families. New parents can feel vulnerable, uniformed
and lonely amongst settled expatriates. The PTA helps to alleviate such situations and has a created a role -
New Parent Representative - dedicated to helping new parents feel welcome. The PTA also has created
“The Little Blue Book” which is updated from time to time. It contains a lot of useful information and tips
relevant to living in Oman.
PTA Coffee Mornings and Tuesday Talks
These social mornings are held at the beginning of term and then as required/desired by individual grades.
Beginning of the term coffee mornings are a way to meet new parents and get together with returning
parents. Mid-term coffee mornings typically take place as a way to discuss specific programs within the
school. For instance, there are often Middle School Coffee mornings dedicated to helping Grade 6 parents
adjust to the various changes that occur in the transition from Elementary to Middle School. Each year the
number of coffee mornings and the topics discussed vary.
Homeroom Parents Program
This is a very rewarding experience as parents are able to “get involved” with their children’s classes and
get to know other parents of the class. Each class in ECE and Elementary has one Homeroom Parent and
Assistant who assist the teacher to enlist help for field trips, class activities or holiday celebrations. In
Middle School and High School there is often one Homeroom Parent per class or per grade. The Homeroom
parents and Assistants also play a key role in mobilizing volunteers for PTA events. The Homeroom Parent
Program is another way the PTA makes contact with new parents to help them feel welcome in the ABA
community. The Homeroom Parents are informed of new families and are often the first point of contact
with the ABA Community.
Each year the PTA organizes a number of social events aimed at bringing families together and celebrating
the cultural diversity we enjoy at ABA. The annual International Cultural Festival is the highlight of our
school year, and this along with other events organized around "special holidays" provide ample
opportunities for our ABA community to socialize in a familiar setting.
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Communication
Weekly ABA Newsletter This is the main ABA communication with the entire parent body, and is sent by email to the community
every Thursday.
Communication with teachers
Teachers will share information about the grade and the class at the start of the year, and then as the need
arises. Teachers will also regularly update SeeSaw, our platform for sharing student learning with parents.
Your class teacher will share information with you about how to sign up for SeeSaw.
Teachers are always available to discuss questions or concerns you may have about your child. They can be
contacted by email, and this is probably the best way to arrange a mutually convenient time for a
conversation. Brief information-sharing is possible at the start of the day between 7.15am and 7.30am, or
during dismissal. Please arrange a meeting for anything more involved.
Communication with the Principal
The Elementary Principal has an office in the Administration Building. Appointments can be made through
Reception. You are welcome to contact the Principal for any of the following:
● You have spoken with your child’s class teacher but still have questions or concerns.
● You would like to discuss a matter that is not directly connected to your child and their class, but is
of a more general nature such as curriculum queries, or organisational matters.
● In case of emergency.
Contact with the Business Manager
In all cases dealing with routine financial matters, contact the Business Office.
Contact with the Superintendent
The Superintendent is based in the Administration Building. Appointments can be made by contacting
[email protected] . You are welcome to arrange a meeting with the Superintendent for any of the
following:
● The matter has already come to the attention of the Elementary Principal and has not been
resolved to your satisfaction
● The matter is not related to the routine operation of the academic program and social life of the
school
● The matter is more than a routine financial one
● The matter is of a serious, dangerous, threatening or urgent nature, requiring immediate, high-level
administrative action
Contact with the Board of Directors
Parental approach to the Board is an action of last recourse. Consequently, the Board of Directors acting
collectively, will deal with a parental concern only in the following circumstances:
● The matter has been brought to the attention of the Superintendent, and in the opinion of the
parent, the Superintendent has not dealt with it or has dealt with it unsatisfactorily
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● The parents present the matter in writing to the Board Chairperson, at least three days prior to a
regular board meeting
Procedurally, the Chairman will then consult with the Superintendent with a view to resolving the issue and
taking appropriate action. Should this not be possible, or if the chairperson feels that the full Board should
be consulted, the matter will appear on the agenda for the next Board meeting. Whilst it is important to
highlight the procedures for concerns across the various sections of the school and the Board of Directors,
the school and community enjoy a very positive and professional relationship in serving the needs of our
students. The identification of these procedures ensures clear lines of communication in the event of
parental enquiries and concerns.
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Copies of permission forms
At the beginning of each school year, you will be asked to complete and return the following forms. They
are copied here for your reference.
ELEMENTARY STUDENT–PARENT HANDBOOK ACKNOWLEDGEMENT
We have read through the Student-Parent Handbook and understand and accept the rules and the
procedures of the ABA Elementary School.
STUDENT’S NAME: ________________________________________________________________________
GRADE: ___________________ TEACHER: ________________________________________________
STUDENT’S SIGNATURE: __________________________________________________
SIGNATURE OF FATHER: ____________________________________________
SIGNATURE OF MOTHER: ____________________________________________
(Both Parents Signatures are kindly requested)
EXTRA CURRICULAR ACTIVITIES AND FIELD TRIPS - PERMISSION
We encourage extra-curricular activities and field trips as an important part of a student’s education. Many
take place outside normal school hours and some entail travel away from the school campus. To enable
your child to participate in extra-curricular activities, please sign the following:
My child has permission to participate in extra-curricular activities and field trips outside school hours
and on or off school premises, if accompanied by an adult to whom the Superintendent has delegated
authority. I understand that parents are responsible for any medical expenses.
SIGNATURE OF PARENT/GUARDIAN: __________________________________
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MEDIA PERMISSION - USE OF YOUR CHILD’S IMAGE
Students and teachers regularly use IT to record images to support everyday learning experiences. These
images are shared in within the school community on internal platforms. At times, images are selected for
use on the ABA website. Student names are never associated with images when published to a public
domain such as the website or a school publication.
If you DO NOT wish your child’s image to be posted to the website, please inform your child’s teacher.
We would like to remind you that the material in your child’s digital portfolio (SeeSaw) is private and should
not be shared on social media.
HEALTH INFORMATION UPDATE
Please include relevant information for your child regarding recent Immunizations, e.g. boosters, any recent
illnesses, current medications, or allergies.
Boosters
Recent illnesses
Current medication
Allergies
EMERGENCY TELEPHONE: ____________________________________________
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CHILD PROTECTION - PARENT COMMITMENT
Child Protection Policy 7.6.3
ABA seeks to be a safe haven for all our students. Child Protection procedures derived from this policy will be stated in
an ABA Child Protection Handbook. This handbook will be communicated to all who work with ABA students.
All staff employed at ABA must report suspected incidents of child abuse or neglect whenever the staff member has
reasonable cause to believe that a child has suffered, or is at risk of suffering abuse or neglect.
Reporting and follow up of all suspected incidents of child abuse or neglect will be in accordance with Omani Law and
the child protection procedures resulting from this policy statement.
Parent commitment
We acknowledge that by enrolling our children at ABA, we understand the commitment to upholding rights and
protecting all children. We also recognize the importance of these values in the education of our children, and agree
to reinforce these values at home.
I / We undertake to:
● Support the ABA Child Protection Policy and procedures included in the Child Protection Handbook which is located
within the Parent Portal Handbook tab on the ABA website.
● Be present in Muscat, and if we must leave, arrange a caretaker for our child/children, and inform the school of
those arrangements, including emergency contact information, to the Secondary School or Elementary School Main
Office. This caretaker must be able to serve in the capacity of in loco parentis, with full authority to make parental
decisions to ensure appropriate supervision and to respond to a medical emergency.
● Share in the responsibility to bring forth information that supports the ABA Child Protection Policy with respect to
the “Child Protection Disclosure Flowchart” found in the Child Protection Handbook.
The ABA Child Protection policy works for the child, for the family, and for our community. Research indicates that
international communities are as prone to child abuse as communities in their home country. Child abuse is a
multi-faceted issue that involves dynamics of the child, the family, and the community. The ABA Child Protection
Policy works to respond at all three levels.
Please sign below and return to your child’s advisor or homeroom teacher.
Thank you.
Student name:
Parent name:
Signature: Date:
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STUDENT INTERNET, EMAIL AND TABLET AGREEMENT (Grades 3-5)
Please discuss this acceptable use agreement with your child before signing.
When working with my iPad or other device, the internet or email I will:
● bring my iPad to school each day fully charged
● keep my iPad in its case when transporting it around, to or from school
● use my iPad only to support my school learning program
● only use games approved by my teachers or parents
● not share via airdrop, email or social media any photos of videos of ABA students
● keep my passwords private and only share them with my family (I will not use a passcode to lock
my device)
● not give out information such as my name, address, telephone number or parents’ details
● not access another person’s account, folders or passwords.
● always have my teacher’s permission before sending an email.
● compose messages using language that is acceptable at ABA
● not use email to frighten or annoy other people, or to send chain/spam emails
● not respond to messages that are unpleasant or that make me feel uncomfortable in any way.
● If I find myself logged into unsuitable Internet sites, I will immediately click on the home or
back button and inform a teacher.
These agreements apply to device use at school, on excursions, camps, or during extra-curricular activities.
No Expectation of Privacy
The School can and does monitor internet access and activity on the School’s network, including but not
limited to sites visited, content viewed and email sent and received. The School may examine a student’s
personal device and search its contents if there is a reason to believe that school policies, regulations, or
guidelines regarding access to the network or use of the device have been violated.
Consequences of Inappropriate Use
Students who misuse ABA’s student wireless network will be subject to discipline which may include loss of
access to student wireless or all internet access and/or other appropriate disciplinary or legal action in
accordance with ABA’s Student Code of Conduct.
I understand that if I do not follow this agreement, I will lose my internet and E-mail access rights for a
period of time or receive other consequences determined by my teacher and the ABA administration.
Parent Name: __________________________ Parent signature: ________________________
Student name: _________________________ Student signature: _______________________
Date: _________________________________
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