ms handbook 15-16

SchoolMiddle

2015 - 2016

Handbook

The AmericAn School in englAnd

MISSION STATEMENT

TASIS is a family of international schools that welcomes young people from all nationalities to an educational

community which fosters a passion for excellence along with mutual respect and understanding. Consistent with

the vision of its founder, M. Crist Fleming, TASIS is committed to transmitting the heritage of Western civilization and

world cultures: the creations, achievements, traditions, and ideals from the past that offer purpose in the present

and hope for the future. Seeking to balance the pursuit of knowledge with the love of wisdom, and promoting

the skills of lifelong learning, an appreciation for beauty, and the development of character, each school combines

a challenging academic program with opportunities for artistic endeavor, physical activity, and service to others.

Believing in the worth of each individual and the importance of enduring relationships, TASIS seeks to embody

and instill the values of personal responsibility, civility, compassion, justice, and truth.

GOVERNANCE STRUCTUREThe TASIS Schools and Summer Programs are owned by the TASIS Foundation, a non-profit educational trust based

in Delémont, Switzerland. The Foundation Board is comprised of ten members who have extensive legal, financial,

and educational expertise and are charged with the overall responsibility for ensuring that all TASIS schools and

programs operate in a manner consistent with the objectives of the Swiss Foundation, as reflected in the vision

and ethos of the TASIS Founder, Mrs. M. Crist Fleming. In addition, TASIS established nearly 40 years ago TASIS

Foundation, Inc., a U.S. publicly supported, Section 501(c)(3) non-profit educational foundation.

The governance structure at TASIS England consists of a Board of Directors comprised of eleven members, which is

responsible for all aspects of the School’s management and has significant autonomy to direct the School’s activities,

consistent with the broad objectives of the TASIS Foundation. The School’s Headmaster, as Chief Executive Officer,

reports directly to the TASIS England Board of Directors and works closely with its Chairman.

The TASIS Schools and Summer Programs are owned by the TASIS Foundation, a Swiss not-for-profit educational foundation registered in Delémont, Switzerland.

TABLE OF CONTENTSWelcome to the Middle School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2People to Contact.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Academic Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Program of Studies, Fifth Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Program of Studies, Core Academic courses Grades 6–8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

• English, Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8–10• History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10• Foreign Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11• Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12–13• Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14• Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15–17Specialized and Elective Courses• Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18• Sexuality Education Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19• Physical Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20• Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20-21• Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21• Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22• Latin Honors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22• Journalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23• Sixth Grade Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23• Middle School Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24• Information Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Middle School Academic Course Offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Basic Supplies for Middle School Students Grades 6–8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Student Handbook, Campus Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Student Information, Standard of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27-28The House System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28School Uniform. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29–30Major School Rules. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30–34Discipline System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33–34Student Busing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Extra-curricular Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Further Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Health Center and Medical Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38-40Complaint Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Campus Emergency Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Withdrawal and Re-enrollment Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Middle School Handbook Page 1


WELCOME TO THE MIDDLE SCHOOL

The TASIS Middle School Handbook is divided into two main parts:

• The first half focuses on the academic programs in the Middle School. • The Student Handbook (from page 27) deals with student life in the TASIS England Middle School.

Both parts should be read carefully and reviewed often. They give you a clear overview of the total educational experience your child can anticipate. The policies in this handbook are current at the time of printing. Any changes to policies will be updated on the website (www.tasisengland.org) in the Middle School section.

Middle school students need a structured and caring environment in which to make sense of their new selves. During their middle school years, children need special guidance in working with peers and adults. Growing more independent of their families, these adolescents also need guidance and understanding in the changing family dynamics. A few important developmental characteristics and needs should be kept in mind during these years. Young adolescents:

• are, as a group, widely diverse• are engaged in self-exploration and self-definition• are ready and eager to participate in their home, school, and community• need and want positive relationships with both peers and adults• continue to need structure and clear limits• need and desire increased levels of autonomy• have a high energy level• need opportunities to achieve competence and success

The entire program of the TASIS England Middle School is designed to meet these needs. We have high expectations for students, both academically and personally. We work to provide students a challenging yet supportive environment and strive to offer a variety of educational opportunities for their growth.

We look forward to working together as a community of learners, striving toward excellence.

Deborah A. Cross Head of Middle ScHool

APRIL 2015


PEOPLE TO CONTACTParents are encouraged to contact the following persons directly with concerns or questions. The school telephone number is (01932) 565252.

E-mail addresses for TASIS personnel are first initial and last name @tasisengland.org (i.e. [email protected]). Please note that teachers do not check their e-mail during instructional periods.

Ms. Mindy Hong Headmaster [email protected] Ms. Debi Cross Head of Middle School [email protected] Assistant Head of Middle School Ms. Nicola Kiouzelis Middle School Secretary [email protected] Mr. A. Edward Cross Director of Sports and Activities [email protected] Ms. Stacy Harris Middle School Librarian [email protected] Dr. Maria Vazquez Middle/Upper School Counselor [email protected] School Nurse Health Center [email protected] Ms. Maureen Alldridge Head of Music and [email protected] Music Lessons Coordinator Mr. Mark Davies School Busing Coordinator [email protected] Mr. Jim Davies Uniform Store [email protected]

TELEPHONE AND EMAIL MESSAGES

The switchboard at TASIS is covered by a receptionist from 8:00 a.m.–5:30 p.m, Monday to Thursday; 8:00 a.m.– 10:00 p.m. Friday; and 10:00 a.m.–5:00 p.m; Saturday.

To reach the Middle School during school hours, please ring Mrs. Kiouzelis in the Middle School Office on 01932 582336. You can leave a message with Mrs. Kiouzelis for any teacher or child in Grades Five through Eight. Please, however, do not leave urgent messages on the voice mail. Press ‘0’ to be returned to the switchboard where the receptionist can take your message. To email a message to the Middle School Office, including student

absences, please use [email protected].


MIDDLE SCHOOLThe TASIS England Middle School is a passage from Lower to Upper School which endeavors to foster greater academic and personal independence and excellence for each student. The passage is gradual yet guided and is based upon the academic and social maturity levels of our students.

The curriculum and the environment of the Middle School are designed to support the academic, aesthetic, physical, and social growth of students, within a structured and caring framework. The major goals of the academic program are to teach students to question, to encourage divergent opinions by considering alternatives to stereotyped patterns of thinking, and to encourage students to pursue independent research of thought-provoking issues, culminating in individual rational judgments.

Academically, students are expected to master basic skills and content, to become more inquisitive and analytical, to develop research and technology skills, and to organize and present their learning in verbal, written, and digital forms.

Socially, students are expected to become more tolerant and understanding of others and of the larger world around them, to gain greater respect for themselves and for others, and to participate actively in the community.

The Middle School will strive constantly to be a coherent community with consistent and supportive relationships among the students, faculty, administration, and parents.

ADMINISTRATION

The Headmaster is in charge of the day-to-day operation of the school and is responsible for hiring faculty. The Headmaster is assisted in these duties by the Heads of the Lower, Middle, and Upper Schools. Each school head administers the programs in his/her school and assists the faculty. Other administrative positions include the Assistant Head of the Lower School, Assistant Head of the Middle School, Deans of Academics and Students, and the Directors of Admissions, Sports and Activities, and Student Activities/Travel.

FACULTY

The faculty at TASIS is the principle means by which the school achieves its purpose and it is the prime reason for the school’s reputation for academic excellence. Faculty members are selected not only for their talents and abilities as educators, but also for their dedication to young people. They are knowledgeable professionals, diverse in their experiences and backgrounds, but similar in their love for teaching children. Through the faculty’s friendly example, skilled experience, and enthusiastic involvement, TASIS students are taught to strive for accomplishment, to enjoy learning and to develop the qualities listed in the school’s mission statement.

The majority of teachers at TASIS England are American, although approximately one-quarter of the faculty is British. Of the over 100 teachers, 20 also serve as faculty residents in the dormitories. In addition to teaching, all resident faculty share in the responsibilities of the evening and weekend supervision of the campus. All full-time faculty are involved in sponsoring after-school activities or coaching and are also expected to chaperone travel and weekend excursions (with middle or upper school students). Their contacts with students are many and varied, providing a close-knit community and enriching the life of the School.


GENERAL ACADEMIC INFORMATIONThe School Day: The Academic Day runs from 8:15 a.m. until 3:15 p.m. except Wednesdays, which run from 9:10 a.m. to 3:15 p.m. Middle School students have optional Sports and Activities until 5:05 p.m., usually on a Monday/Wednesday or Tuesday/Thursday schedule.

Daily Schedule: On Registration Day, students will receive their daily schedules, indicating when each class will meet. Any changes to this schedule must be made by the Head of the Middle School.

Each student takes five core academic subjects, which meet four times a week, along with required specialist courses in art, music, drama, and physical education, which meet twice weekly. The five academic requirements are English, (Reading in fifth grade), History, Foreign Language or Language Arts, Mathematics, and Science. A Skills class is required for all 6th graders and meets once a week.

Additionally, one semester of Health is required for all 7th and 8th graders. (See page 18 for the general course offerings.)

Participation in the after-school sports and activities program is optional, but once a student has enrolled in a sport or activity for a fall, winter, or spring term, his or her attendance is expected.

The School Year and Reports to Parents: The school year is divided into two semesters, September to mid-January and January to June. Reports are available to parents four times a year. At each mid-semester point and at the end of each semester, parents receive grades, effort marks, and teachers’ and advisors’ comments. Interim Progress Reports may be sent to parents if the academic standing of the student warrants special attention.

Academic Progress and Homework: Students are expected to keep up with daily homework assignments. There are numerous opportunities for extra help from teachers, but final responsibility for completion of academic work on schedule rests with the student. Students excused from classes due to illness, field trips, sports tournaments, etc., are responsible for all assignments, tests and quizzes missed and must make the work up in a reasonable time upon return to class. Students are always encouraged to seek guidance on studying and time management from their teachers, or their advisor.

Please see the Orientation Packet distributed on Registration Day for our homework policy and guidelines.

Grading: TASIS England employs a traditional A through F grading system, with the grade of A denoting Superior work, B Commendable, C Satisfactory, D Passing, and F Failure. To compute grade point averages (GPAs), the following numerical equivalents are assigned: A=4.00, A-=3.67, B+=3.33, B=3.00, etc. No courses are weighted, and only core courses are used to compute GPAs. P.E. grading is slightly different. Please refer to the course description section.

Effort Marks: Effort marks are given in each subject for each marking period to indicate the teacher’s estimate of the attitude, co-operation, and effort of the student, regardless of achievement. Effort marks are numerical, on a scale of one (outstanding) to five (unsatisfactory). The average mark, for students who meet basic standards and expectations, is a three.

Honors: Honors lists (Grades 6–8 only) are compiled at the end of each semester and are based on the five core academic semester grades. The lists are determined as follows: High Honors are awarded for outstanding academic achievement (A- average—3.67—and no effort mark below 3). Honors are awarded for highly commendable academic achievement (B+average—3.33—and no effort mark below 3), or superior effort (1 and 2 effort

marks only) in ALL classes.


PROGRAM OF STUDIES

Fifth GradeThe fifth grade curriculum focuses on teaching specific developmental skills within five core subjects: reading, language arts (which includes process writing, spelling, speaking and listening, and grammar), mathematics, science, and history/ geography. Subjects are often taught in an integrated manner, for example, reading historical fiction that encompasses goals from both the reading and history curricula. The curriculum is delivered in self-contained classrooms with the exception of art, music, drama, PE, and library skills.

The reading curriculum offers a full range of vocabulary, comprehension, study skills, listening, and speaking activities. Children read stories, poems, plays, folk tales, biographies, true-to-life narratives, and full-length novels. Our multiple-copies literature collection, the classroom library collections, and the school library collection are continuously maintained to encourage children to read about a broad spectrum of ethnic, social, and cultural situations and to help them understand the common humanity of the world community—past and present. Reading instruction is scheduled every day. Reading skills are strengthened and reinforced in all of the subject areas. Children are encouraged to read independently for their own enjoyment, in addition to daily home reading, book sharing, reading journals, and other book related projects.

To complement the reading curriculum, a full range of written and spoken communication skills, collectively described as language arts, are also taught. Spelling, composition, expressive writing, grammar, and handwriting have a prominent place in the weekly schedule (at least one period daily) with the use of Scott Foresman’s Everyday Spelling, D’Nealian Handwriting, and Write Source and Wordly Wise as text resources. The basic skills learned in language arts are applied and practiced in other subject areas. (For example, the skills of outlining and note taking would be used in history lessons.) Speaking and listening skills are reinforced, largely through oral presentations in class and at regular assemblies.

The fifth grade places great emphasis on process writing. The children write every day, if possible, and share their pieces—in all drafts—with peers and their teacher. Selected works may be published and shared with classmates. Throughout this process, the focus is on the “child as author,” and writing development is steady. Mini lessons and editing work focus attention on grammar, spelling and punctuation skills. There is carry-over into other subject areas as children progress in their writing throughout the year.

In the fifth grade, students continue to build on their mathematics foundation, including place value, addition, subtraction, multiplication, and division of whole numbers, decimals and fractions, percent, ratio, estimation, measurement, geometry, and graphing. Problem-solving is emphasized. NB: The Math in Focus and McDougal Littell programs serve to resource the math objectives outlined in the Core Knowledge Sequence™. Where possible, mathematics skills are reinforced and applied in other subject areas, particularly science. The math program is accelerated, meaning that fifth grade uses sixth grade programs. The students are placement tested and grouped with some students receiving a faster paced program, and others given time to practice and consolidate their skills in a spiralling fashion, where concepts are reintroduced.

Science is taught in topics from three major areas: life science, earth science, and physical science. Hands-on opportunities are offered as often as possible. Resources used support the Core Knowledge Sequence™ science content. Experiments and projects are an essential part of the program as children learn to manipulate their natural environment. The health strand includes separate sessions on “Growing Up”.


History and Geography are content and project oriented, often using our unique position here in England to take field trips that enhance the curriculum. The Core Knowledge Sequence™ outlines the U.S. and world history and geography topics. The course materials are published by Pearson Learning Group and endorsed by the Core Knowledge™ Foundation.

Instruction in French and Spanish (one semester of each) is introduced to assist the fifth grade students with making their choice of one of these languages to study in sixth or seventh grade. Lessons are taught by specialist teachers, twice per week, with an emphasis on verbal work. Textual material is used and occasionally homework is given. The objectives of this program are to develop an awareness of the language and its sounds, in addition to learning about the culture in French and Spanish speaking countries around the world.

Library skills classes teach students to locate, organize, and use information, and meet one period per week. Children are instructed in the use of the computerized catalog and check-out system, Internet sources, and research skills. Browsing is included during the class lesson time, but children can take out books and return them any time. The open door policy of the Library encourages students and teachers to make the most of the facility.

Art classes meet twice a week. Students learn and apply art concepts such as abstraction, balance, line, form, pattern shape, color, space, and texture through activities using clay, paint, wood, cloth, and metal. Our young artists display their work throughout the year at all-school functions.

Instrumental and vocal music is taught by a specialist teacher twice a week and such concepts as rhythm, balance and volume are explored. Children begin to read music and learn part-singing and harmonization. Recitals, performances, and more informal assemblies are held regularly for children to demonstrate their developing skills and talents. Instrumental lessons are available if scheduling can be arranged during non-instructional time.

In the physical education program, the students are provided with opportunities to consolidate their earlier learning, to increase knowledge, experience, and creativity to gradually extend their abilities to tackle new and more complex tasks. The students are given the opportunity to develop the concepts of fair play, honest competition, and good sportsmanship and are encouraged to “manage” the spirit of competition (either within a team framework or as an individual) and to compete with themselves. Fifth grade students have two physical education classes per week.

The study of drama includes a variety of techniques to introduce students to concepts of drama, communication skills, and creative self-expression. Classes are held twice a week for one semester (January-June) and result in a public performance at the end of the semester. The children work individually, in small groups or pairs as well as whole class as they are introduced by the drama specialist to theater games, improvisations, role-play, mime, vocal exercises, and text. In drama, learning occurs through cooperation, interaction, and participation. By working on their own as well as within the group, students will have the opportunity to develop interpersonal communication skills and to begin to understand the performance skills necessary to present effective drama.


PROGRAM OF STUDIES

Core Academic Courses Grades 6–8

ENGLISH ENGLISH, GRADE 6

In addition to developing an appreciation for different genres of literature, this course covers the following basic English skills of grammar, vocabulary development, writing and oral expression.

The goals are to recognize, comprehend, and apply principles of language usage, and to raise the level of reading comprehension and literary analysis. Literature is studied and analyzed through class studies of core novels which offer varity and encourage cooperative learning.

Previously taught writing skills are reviewed and reinforced. New skills are introduced with regard to grammar, punctuation, spelling, vocabulary development, sentence structure, paragraph and essay development, and research. Creative and expository writing are taught, and students practise the writing process as they learn more about creative writing and expository writing.

Work may be assessed on the basis of one or several of the following criteria: logical development, grammar, content, imagination, vocabulary, organization, and clarity.

TEXTS:Write Source, Houghton Mifflin HarcourtWrite Source Skills Book-Level 6Inside Writing Skills (Write Source)Wordly Wise 3000 (Educators Publishing Service)

A selection of poetry, fiction, and drama taken from the Core Knowledge Sequence is also studied. Such classic works as The Iliad and The Odyssey (Homer), The Prince and The Pauper (Mark Twain), The Giver (Lois Lowry), and Julius Caesar (Shakespeare) in addition to Classical Mythology complement the sixth grade History curriculum.

ENGLISH, GRADE 7

Seventh grade English deepens the student’s awareness of, appreciation for, and understanding of literature and strengthens the basic skills of grammar, spelling, vocabulary, oral expression, listening, and writing. Where possible, skills are developed through the literature, and a variety of techniques are used to foster individual comprehension, curiosity, critical thinking, imagination, sensitivity, cooperation, responsibility, and confidence.

Course content includes: reading (the study of novels, poetry, and plays); writing (creative writing, essay writing, book reports); grammar (including basic parts of speech and usage taken from student generated work and errors whenever possible); vocabulary (from literature and day-to-day work and workbook); speaking experience (through presentations, reading, drama, and discussion); listening skills (through our day-to-day interaction and peer conversation); and finally, study skills (through the formal evaluation process).


TEXTS: Write Source, Houghton Mifflin HarcourtWordly Wise 3000 (Educators Publishing Service)

A selection of novels, plays, poems, and short stories such as:

Animal Farm (George Orwell)

The Adventures of Tom Sawyer (Mark Twain)

Sonnets and Plays (William Shakespeare)

A Proud Taste for Scarlet and Miniver (E.L. Konigsburg)

Call of the Wind (Jack London)

Students choose three novels for independent reading, literature circles, and book projects. Other written resources

include writing books, poetry books, the TASIS libraries, and the Internet.

ENGLISH, GRADE 8

The eighth grade English course is designed to further students’ appreciation of different genres of literature (novels, plays, poetry) and a variety of writing domains, in addition to mastery of, and practice in the basic skills of grammar, spelling, and acquiring vocabulary. Particular time and attention is paid to the craft of writing and composition (essay, analytical, creative, research, oratory), preparing students for Upper School and formal writing requirements. The students create a diverse writing portfolio and assess their writing based on a 6-trait analytical rubric.

Course content, activities, and literature are chosen to engage and appropriately challenge the reader. Emphasis is placed on the drafting of writing, spelling, grammar, research, critical thinking, effective oral interaction, and general study habits. Vocabulary words are taught on a weekly basis through literature, etymological background, word relationships, and practical application in the context of students’ own writing.

TEXTS: Write Source, Houghton Mifflin HarcourtWrite Source Skills Book-Level 8

Wordly Wise 3000 (Educators Publishing Service)

A selection of novels, plays and poetry including:

To Kill a Mockingbird (Lee), Of Mice and Men (Steinbeck)

POETRY from Hughes and other black American poets, selections from Designs for Reading Poems (Marshall/Myers)Romeo and Juliet (Shakespeare)Students also choose from a variety of contemporary novels for literature circle discussion.


LANGUAGE ARTS, GRADE 6

This course is for students who need support in basic reading and writing skills. Admittance to this course is made in consultation with parents and teachers after a careful study of previous academic performance in core subjects.

Developing language skills, including reading, writing, listening, and oral presentation, is the focus. Course content includes reading and writing skills, grammar, spelling, and mechanics. Grading is more flexible than in other courses. Language Arts is taken in addition to English and takes the place of a Foreign Language.

HISTORY

HISTORY, GRADE 6: ANCIENT CIVILIZATION

Sixth grade Ancient Civilization charts the rise and development of ancient societies. Using a variety of methods, sources and techniques, students examine the importance of mankind’s struggle to develop civilization. These aspects include the arts, science, and architecture, and the various social structures that make up our definition of civilization. An understanding of the geography of the ancient world is also a major component of the course. By studying history from the dawn of civilization to the fall of Rome, students gain insights into the many concepts that shaped the past and still influence our world today.

TEXT: World History—Ancient Civilizations (Holt, Rinehart and Winston, 2008)

HISTORY, GRADE 7: BRITISH HISTORY

The aim of the seventh grade British History course is to inspire students to think actively about history while enhancing their appreciation of their surroundings here in the United Kingdom. The course begins with the origins of Britain in Prehistoric times and traces how each region developed politically, religiously, and socially. Students are exposed to a wide range of material, including primary sources, illustrations, maps, works of art and architecture, and Internet sites. Research, presentation, and technological skills reinforce the curriculum. Students gain additional knowledge and understanding of the topics from their experiences on field trips. Assessment is achieved through both traditional and alternative means throughout the year.

TEXTS: The Young Oxford History of Britain and Ireland (Oxford University Press, 1998)

HISTORY, GRADE 8: AMERICAN HISTORY

Using both chronological and thematic approaches, the eighth grade American History course covers the story of America from pre-history to modern times. Major events, topics, and individuals are discussed in order to see how America has dealt with its problems and forged one nation from the many disparate groups that make up its population. American government is examined, with special emphasis placed on the study of the Declaration of Independence and the Constitution. A variety of skills are taught, including work in primary sources, geography, essay and creative writing, researching, note-taking, cause and effect relationships, chronology, and use of technology for presentations.

TEXTS: Discovering Our Past (McGraw-Hill, 2013.) Supplemented by a wide variety of historical readings.


FOREIGN LANGUAGESFor the global village in which we live, the study of a foreign language is a very powerful tool which allows individuals to communicate with other cultures and communities as well as fostering empathy and respect of another country and its peoples.

Primarily using the direct method approach, the emphasis is placed on the development of listening, speaking, reading, and writing skills as well as the acquisition of an extensive range of applied grammar and vocabulary. Cross-cultural understanding is fostered and real-life applications are emphasized throughout the courses.

FRENCH: BEGINNING, INTERMEDIATE, ADVANCED

The main goal of the French program is to enable students to acquire proficiency in French through a linguistic, communicative, and cultural approach to language learning.

The program is composed of three levels: Beginning French, Intermediate French, and Advanced French. As resources, we use the textbook in addition to a huge variety of other materials including: games, films, songs, books, computer programs and Internet sites and Studywiz (a secure online Virtual Learning Environment).

TEXTS:Beginning French: Discovering French Bleu-Part I (D.C. Health), Panorama 1, EtoilesIntermediate French: Discovering French Bleu-Part II, (D.C. Heath) Panorama 2, Viens VoirAdvanced French: Discovering French Blanc, (D.C. Heath) Viens Voir

SPANISH: BEGINNING, INTERMEDIATE, ADVANCED

The Spanish Program is designed to present and cultivate the necessary elements of the language to provide students with a solid background in the language. The target language is used almost exclusively in the instruction and communication in the classroom. All four language skills (reading, writing, listening, and speaking) are emphasized equally and developed simultaneously. A variety of techniques are employed to facilitate the learning process of each student. With continuous guidance and support, the students are able to develop the necessary language skills for future foreign language study.

The program is composed of three levels: Beginning Spanish, Intermediate Spanish, and Advanced Spanish. Students learn an extraordinary amount of vocabulary associated with school, family, environment, pastimes, and social/political issues. The basic grammatical concepts, regular/irregular verb conjugations, and basic tenses (present tense to subjunctive), are presented. Frequent video programs, films, podcasts, games, websites, weekly cultural texts and cultural projects support the cultural component of the program.

TEXTS:Beginning Spanish: ¿Cómo te va? A nivel verde (Glencoe), Gente Joven 1 (Difusión)Intermediate Spanish: ¿Cómo te va? B nivel azul (Glencoe), Gente Joven 2 (Difusión)Advanced Spanish: Avancemos 2 (Holt McDougal)


MATHEMATICSThe mathematics program is streamed in accordance with the results of a Math Placement Test, standardized math test scores (ERBs), recommendations of students’ previous math teachers, and/or records presented to us from previous schools.

Mathematics contains many skills which are strengthened and built up each successive year. These basic skills include addition, subtraction, multiplication, and division of whole numbers, common fractions, and decimals. Measurement and geometry are also reviewed annually, and become more sophisticated with the inclusion of more advanced computation and related activities. “Mental math” problems are presented often to increase students’ powers of abstract numerical thought and calculation. Word problems are regularly presented to develop computational skills, critical thinking in practical situations, and students’ self-confidence.

As the switch to the SI (International System) or Metric System is not yet universal, the customary units of inches, cups, pounds, etc. are also taught. American money is presented too, as a working knowledge of the coinage, etc. is assumed in terms of all our standardized testing.

The National Council of Teachers of Mathematics (NCTM) Standards are incorporated in the materials, the philosophy and methodology of the middle school math courses.

The Math Department makes use of all available technologies available to us. Calculator usage is integrated into lessons where appropriate. At the most fundamental level, they facilitate numerical calculations. At a higher level, calculators provide students with an opportunity to discover Mathematics for themselves. The use of specialized software and the Internet has proven to be a valuable resource for instruction and research projects.

MATHEMATICS, 6

In Math 6, students are instructed in a broad range of topics in order to establish a solid foundation upon which future mathematical knowledge will build. Instruction is delivered using a variety of methods guided by current research and best practice in early adolescent education. Some content is presented with the goal of introducing the students to a particular concept or skill, while other material is to be mastered. Skills to be mastered include: adding, subtracting, multiplying, and dividing whole numbers, fractions, mixed numbers, and decimals; identifying least common multiples and greatest common factors; estimating products and quotients; evaluating expressions containing variables and exponents; calculating perimeter, area, and volume; measuring length, mass, and volume in both U.S. customary units and metric units; creating and interpreting graphs, classifying angles and polygons; and writing and solving equations. Learning is assessed through daily homework, class activities, quizzes, and tests. TEXT: Middle School Math, Course 1 by Larson, Boswell, Kanold, Stiff (McDougal Littell) 2004

MATHEMATICS, 7

Math 7 is an intermediate middle school math course building logically and progressively from the sixth-grade course material. Students are instructed in a broad range of topics in order to establish a solid foundation upon which future mathematical knowledge will build. Instruction is delivered using a variety of methods guided by current research and best practice in early adolescent education. Mathematical concepts from the sixth-grade course will be reinforced and studied in greater depth. What differentiates this course from the sixth-grade class, is the incorporation of more abstract concepts. For example, students will study square roots, irrational numbers, slope, and inequalities. There will be an increased emphasis on solving word problems and using deductive reasoning.


Having practiced multiple problem-solving strategies, students will be expected to become proficient in choosing the most expeditious method. Learning is assessed through daily homework, class activities, quizzes, and tests.

TEXT: Middle School Math, Course 2 by Larson, Boswell, Kanold, Stiff (McDougal Littell) 2004

PRE-ALGEBRAThis is a broad-based course that touches upon various aspects of mathematics and emphasizes day-to-day applications. The primary focus is on developing and refining computational skills while reviewing arithmetic, as well as on extending algebraic and geometric concepts and applications. Developing logical and analytical thought is stressed throughout the course, as are applications to real life mathematics problems.

The course reviews basic arithmetic skills to fully equip students with the skills and knowledge they will need for the formal study of algebra and geometry. Topics include solving simple equations and multi-step equations, graphs and statistical data, computation, positive and negative integers and fractions, ratios, proportion and percent, geometry (including formulas for perimeters, areas, volumes), inequalities, word problem solving, probability, basic trigonometry, and graphing in two variables on a coordinate plane. TEXT: Pre-Algebra, by Larson, Boswell, Kanold, Stiff (McDougal Littell) 2004

ALGEBRA IAlgebra I is an upper school course that is offered to students who have demonstrated good knowledge of the material covered in the seventh grade mathematics and Pre-Algebra courses, as well as by previous strong mathematics performance. The course covers all topics that would be found in a high school Algebra I course.

After a brief period of intensive review, students begin the core work of the course: transformations, exponents, methods of factoring polynomials, linear equations and systems of linear equations, inequalities in one and two variables, rational and irrational numbers, and quadratic equations.

The course is designed to prepare students for the upper school courses in Geometry and Algebra II.

TEXT: Algebra, Structure and Method, Book 1 The Classic, by Brown, Dolcianni, etal., (McDougall/Littell/Houghton Mifflin) 2000

GEOMETRY

Geometry is an upper school course. It is offered to those students who have continued to excel in mathematics and have done well the previous year in Algebra I. The course provides a thorough foundation in plane Euclidean geometry with emphasis on the formal nature of definition, the structure of knowledge, and inductive and deductive reasoning. Topics of study include parallel lines and planes, congruent triangles, quadrilaterals, inequalities, similar polygons, transformations, circles, right triangles and trigonometry, planar and space measurements, and coordinate geometry.TEXT: Geometry, by Larson, Boswell, and Stiff (McDougal Littell) 2004

N.B: High School credit will be granted for Algebra and Geometry taken in the middle school at TASIS. Students taking these courses will be granted advancement to take higher levels of mathematics in the TASIS Upper School.


SCIENCEIn all science courses, a major emphasis is on the introduction and application of the scientific method of investigation in laboratory work. The reasons for this are 1.) to provide a sound basis for further study of science at the upper school level and 2.) to provide students with a rational, ordered way of thinking that is vitally needed in our increasingly complex and technologically-oriented world.

SCIENCE, GRADE 6

The sixth grade course surveys topics covering each of the traditional disciplines—physical, life, and earth—in a truly integrated fashion. This course provides a solid foundation in learning about the historical development, concepts and processes, methodology, and terminology of these sciences. The course is designed to offer a proper balance of substantive content and strong technical skills. Students are given the opportunity to develop skills such as observing, identifying, describing, comparing, classifying, stating a conclusion, inferring, constructing models, and measuring. They are urged to ask what, how, and why questions that lead to and reinforce critical thinking and problem-solving skills.

More specifically, units of study include: Science Process Skills, Plate Tectonics, Oceanography, and Marine Biology, The Changing Surface of Earth, The Water Planet, Marine Biology, Astronomy, Energy Sources, Heat Transfer, and physical changes.These topics are in alignment with the Core Knowledge Sequence for sixth grade science. For students who have not had a formal science course up to now, this should be a pleasurable yet challenging introduction; and for those who have, the depth of study will provide new insight and renewed interest. Students may be required to do one or more long term projects and research papers for the course.

TEXT: iScience, Glencoe/McGraw-Hill, 2012 and Interactive Science, Pearson 2011

SCIENCE, GRADE 7

The seventh grade course surveys topics from physical and life sciences to show their interrelatedness. Units of study include: Atomic Structure and the Elements, Chemical Bonds and Reactions, Chemistry of Life, Cell Structure and Function, Cell Division, Genetics and Heredity, Evolution by Natural Selection. At this level students are introduced to writing non-fiction science related papers including lab reports and biographies. During this course students continue to develop laboratory skills including measuring, problem solving, critical thinking, and analyzing data. The integrated approach of the course enhances students’ understanding of the world and its natural systems. Students may be required to do one or more long term projects and research papers for the course.

TEXT: iScience, Glencoe/McGraw-Hill, 2012

SCIENCE, GRADE 8

The eighth grade course surveys topics from physical science. Units of study include: Forces in Action and Energy at Work, Density and Buoyancy, Electricity and Magnetism, Sound Waves, and the Electromagnetic Spectrum. Students continue to develop laboratory skills including measuring, problem solving, critical thinking, and understanding error and uncertainty. There is an emphasis on analyzing data, drawing conclusions and communicating results with written lab reports. The integrated approach of the course enhances students’ understanding of the world. Students may be required to do one or more long-term projects and research papers for the course.

TEXT: Glencoe Science - Flexible 15, Glencoe/McGraw-Hill, 2005


SUPPORT SERVICES

ENGLISH-AS-AN-ADDITIONAL LANGUAGE (EAL)

In the Middle School, EAL instruction is customized to meet the individual needs of each student as instruction is provided in a small group. With this sort of dedicated approach, the teacher is able to follow closely the curriculum in the mainstream classes of the students and tailor EAL support lessons accordingly. Additional instruction may be given in grammar and pronunciation as well as in listening, speaking, reading, and writing. Task-based learning is the program model used by the Lower and Middle School EAL Support Specialist.

EAL Admissions Policy

TASIS England welcomes international students, and students at various levels of English language proficiency are eligible for admission. The Upper School International Program is college-preparatory in nature and consists of full classes following a well-established curriculum. However, most EAL support in the Middle School and Lower School is given in individual or small group sessions in addition to core curriculum classes. This program is included in the TASIS England fees.

EAL Admissions Process

In addition to the full TASIS England application, middle school candidates are also required to return the EAL Student Questionnaire and the Teacher Recommendation. In order to assess a candidate’s language skills for placement purposes, TASIS requires all non-native English-speaking students applying to grades 7-13 to complete a Secondary Level English Proficiency (SLEP) or TOEFL test as part of the application. Please note that taking the SLEP test or the TOEFL is a preliminary step for admission. Admissions requires a minimum proficiency for applicants to grades 7-10, for Grade 11, and for Grade 12. Mid year applicants must have significantly higher SLEP scores to enter the same grades.

SPECIAL NEEDS POLICY FOR ADMISSIONS

The School has limited facilities for students with learning differences but will do all that is reasonable to comply with its legal and moral responsibilities under English law (Special Educational Needs and Disability Act 2001) in order to accommodate the needs of applicants who have disabilities for which, with reasonable adjustments, the School can cater adequately.

The goal of the TASIS Learning Resource Program is to provide the academic, behavioral, and emotional support students require to reach their potential. TASIS recognizes the importance of including students, parents and guardians, classroom teachers, special services staff and administrators in a collaborative process for the delivery of special services to students with learning differences.

TASIS provides a range of support services from Lower School through Upper School at an additional cost to the family. Areas of support offered include academic support, classroom guidance, and individual counseling.

TASIS does not offer a full continuum of special education programs. Admission is contingent upon a match between the student’s and the family’s needs and the level of services available. For that reason, the admission of any special needs student is determined on a case-by-case basis using multiple sources of information such as school records, evaluations and interviews with students, parents and teachers.


It is very important that parents of students who have received special services or who believe they may need support contact the Admissions Office as soon as possible. Specific information relating to a child in need of special services

will be considered by the administrators and special services personnel who make determinations about admissions.

LEARNING RESOURCES

Our Learning Resource program provides structured academic support for students with specific learning differences, and it is intended to assist those students identified as needing extra assistance with their schoolwork. The Learning Resource faculty works with students, either individually or in a small group, one or two times per week, typically during a study hall, an elective period or after school.

At the beginning of the program, the Learning Resource teacher will prepare an Individual Education Plan for the student, which will identify goals and strategies for instruction. The student’s progress will be monitored on a regular basis, with evaluations written for each semester. The Learning Resource program uses a variety of approaches to assess and teach reading, writing and mathematics, and to help students learn appropriate study and organizational skills. In addition, the Learning Resource faculty works closely with the student’s classroom teachers and the parents, as well as with our school counsellor when necessary, to provide a coordinated individualized education program.

The Middle School’s Learning Resource program provides strong academic support ensuring the most integrated experience possible in TASIS’s course of study. It is our hope that each and every one of our students will find success in their academic endeavors at TASIS; this program will assist in accomplishing that goal.

COUNSELING

TASIS employs two School Counselors whose expertise and support is available to students, faculty, and parents. Students experiencing academic or personal difficulties may be referred through the Middle School Head or Assistant Head. Parents and/or faculty members may, at any point in the academic year, raise concerns about a student and request consultant services. Student assessment begins with a consultation process involving the student, parents, and faculty. Formal assessment of learning differences is referred to qualified educational diagnosticians. Upon receipt of a completed psycho-educational assessment, the counselor will interpret results to parents, teachers and students, and advise on the development of appropriate educational programming. Additional services provided to middle

school students are: assistance with transition, coping skills, communication skills, and conflict resolution skills.

APPROACHES TO LEARNING

Approaches to Learning is taught by our learning resource specialist, two days a week during one of the elective blocks. The course has some of the same topics as the 6th grade skills class and focuses on these main areas of study: student organization, self-management, and specific study techniques. Using the agenda, time-management, remembering information, reading and taking notes from textbooks, and effective classroom note-taking are all addressed. The students also explore study techniques for test-taking and preparing for semester exams. Students will also focus on developing their individual learning styles and look at how best to utilize their strengths. Students may be recommended to be enrolled in this class through faculty input and/or may elect to enroll in this class. Approaches to Learning is offered to 8th Graders in the first semester and 7th Graders in the second semester.

Academic Monitoring: During the year, students achieving at an unsatisfactory level may be placed on Academic Monitoring, with an advising letter to parents. Weekly Monitoring Reports from the teacher or teachers will be shared


with the student and parents. Other conditions may be set as well, such as a review of the student’s extra curricular and sports activities. Extended periods of academic monitoring will lead to Academic Probation. A student could be placed on academic probation after one semester in the school if it is felt that extensive monitoring is necessary at this very early stage. Failure to meet the conditions of the probation could, after careful consultation with teachers and parents, result in withdrawal from school. Any student who does not maintain an adequate level of academic achievement and effort may not be invited to return to TASIS England.


SPECIALIZED AND ELECTIVE COURSESAll students need to demonstrate computer competency, take physical education for the entire year, plus at least one course each from the Art, Music, and Drama areas. Sixth graders must complete a Skills course. Seventh and eighth graders must take the semester Health class. All other courses in this section’s offerings are student electives.

HEALTH

HEALTH, GRADES 7 & 8

The 7th and 8th Grade Health Courses introduce students to the major themes in health education and how they affect physical, mental, emotional and social health. Throughout the curriculum, it is stressed that all the areas of health are related and equally important.

UNITS OF STUDY

Seventh Grade

1. What is health? The purpose of Health Education2. Health Triangle3. Hygiene and personal care4. The study of the human anatomic and physiological systems: skeletal, muscular, respiratory, heart and

circulatory, digestive, and endocrine 5. Nutrition—The fast food industry; “superfoods”; obesity; the food pyramid; eating disorders6. Drugs, legal and illegal7. Mental Health and managing stress

TEXT: Chew on This, by Eric Schlosser and Charles Wilson

eiGhth Grade

1. Relationships 2. Social Support Networks 3. Decision Making4. Smoking and Drinking 5. Other Drugs (their legal and illegal usage)6. Adolescence 7. Family and Reproductive Health, Sex, and Sexuality8. Safety on the Internet

MAIN TEXT: The Teenage Body Book, by Kathleen McCoy, Ph.D (Berkley)


SEXUALITY EDUCATION POLICYWe believe that sexuality education is best dealt with within the family, especially given our multi-cultural population. However, we recognize that school and home are partners in all aspects of learning. We understand that children are naturally inquisitive and they are inescapably confronted with many topics of a sexual nature that they want to discuss. We realize that they also acquire misleading and inaccurate information from peers, older students, and the media. Our mission is to work with parents to ensure, through a cross-curricular approach, that our students’ knowledge of sex and sexuality is based upon facts and strong moral grounding.

Therefore, we try to follow the practice found in many homes by sensitively answering questions as they arise naturally according to the appropriateness of the question, the child’s age and his/her ability to comprehend. We promote abstinence until marriage, and TASIS England teachers will not give pupils advice on contraception and other aspects of sexual behavior not explicitly listed in the approved curriculum. The Health Center will refer students to their family or a physician for all questions concerning contraception.

To accomplish our mission, age-appropriate sexuality education will be addressed throughout the school from Kindergarten through grade 12. In the Lower School, the various topics will be taught in the context of science, health, history, and geography, the Core Virtues program, and in LS assemblies. In fifth grade, the health teacher will discuss puberty, particularly menstruation and reproduction, in line with the Core Knowledge sequence for fifth grade science. The children will normally be taught in mixed gender groups, although they will be given an opportunity to discuss their worries and ask questions in single gender groups during part of the fifth grade unit. This is not to address different topics, but so that the children can ask questions that they may not feel comfortable asking in mixed gender groups. In grades six through eight, sexuality education will mainly occur when the students are studying life science, as part of the science curriculum, and in their seventh and eighth grade health classes. In the Upper School, topics associated with sexuality education will be specifically addressed in the ninth and tenth grade health classes, the biological sciences, and in appropriate cross-curricular courses.

Our goals are to:

• Foster self-esteem, self-awareness, a sense of moral responsibility;

• Emphasize the importance of relationships with, respect for, and responsibilities towards other people;

• Respond appropriately and sensitively to children’s questions as they arise;

• Help children base their own decisions on understanding and accurate information, rather than on ignorance and misinformation, in order to develop the skills to avoid and resist unwanted sexual experience.

In addition to human growth and reproduction, other areas of sexuality education are discussed in age appropriate ways, including personal awareness and safety, the context of sexual relationships, body knowledge, and family relationships.

Parents are welcome to talk with their teacher about what is being taught and the school’s health education curriculum is available to parents. After reviewing the curriculum, parents may request that their child not participate in the aspects of the health education curriculum that discusses issues related to sexuality.


PHYSICAL EDUCATIONThe Physical Education course aims to introduce and develop the basic skills, tactics and rules of a variety of different sports in a safe environment.

Sportsmanship and enjoyment are primary objectives in all classes at every level. Physical Education is designed specifically to cater for all levels of ability and experience of P.E. and sport, not solely for those with an athletic background. The less experienced have realistic targets set while the more able are presented with more difficult and complicated tasks. All students should be able to both develop their skills and the confidence to use these in game situations and sporting opportunities. All classes represent mixed abilities and are co-educational. The course is divided into four units of work per year, each lasting for approximately six to eight weeks. All middle school students have courses of Health-Based Fitness and have their general fitness measured.

Students will encounter a variety of activities, including the following:

1) Individual and team sports [e.g. movement and lacrosse]

2) Extended lever sports [e.g. tennis, badminton, and lacrosse]

3) Ball sports [e.g. soccer and volleyball]

4) Body management and control sports [e.g. movement and Fitness Center]

5) Health-based fitness

6) Net and invasion sports [e.g. volleyball and lacrosse]

7) Adventure [e.g. orienteering]

8) Life Support [e.g. First Aid Course]

Actual activities for middle school students may include: badminton, tennis, use of Fitness Center, short tennis, orienteering, golf, gymnastics/dance, soccer, lacrosse, volleyball, track and field, handball. Students are evaluated regarding their effort in class as well as their level of attainment of the instructed skills [Achieved= AH, Exceeded=ED, and Progressing=PG]. Physical Education students are graded against a set criteria appropriate for their grade level and the particular unit of work being taught.

ART

ART, GRADE 6

The sixth grade course meets two times a week throughout the year. This enables the young artist to explore ideas in depth and to develop a personal creative response. Drawing, painting, printmaking, and 3-D work result from projects which combine a solid academic approach with more free-ranging, subjective themes. The course aims to break down the mystique of art, and to identify ways and means of achieving convincing, original pieces of work which not only communicate ideas, but which are a pleasure to create.

ART, GRADES 7 & 8

Seventh and eighth grade art courses meet two times a week for one semester. This course is structured to give students a basic understanding of the use and limitations of two and three dimensional materials; to help them to


observe accurately and transpose their ideas constructively; to stimulate constructive criticism through discussion and learning experience; to encourage students to participate in all aspects of creativity to the best of their abilities; and to develop a lively interest in the history and appreciation of Art.

PHOTOGRAPHY, GRADE 8

Eighth Grade Photography meets twice a week for one semester. Students develop an understanding of photography through critiques, a history of the medium, and the manual operation of their own camera. They will learn black and white film processing and basic print developing and will complete the course with a graded portfolio of prints.

MUSIC

GENERAL MUSIC

The general music classes meet twice weekly throughout the semester, and focus on exposure to and appreciation for various musical forms. Classes are open to all students in grades 6, 7, and 8, and are designed as an alternative to the performing groups.

CHOIR

Middle School Choirs meet two times weekly throughout the year, and are offered as elective courses. Middle School Choir is open to all middle school students regardless of previous experience or ability. This group performs at various points in the year.

BAND

Middle School Bands meet twice weekly throughout the year, and are offered as elective courses. Band is open to all middle school students who have instrumental experience, at the discretion of the instructor. Beginners who wish to join the band will be encouraged to take private instrumental lessons until they have achieved a standard of playing suitable for the ensemble.

STRING ENSEMBLE

The string ensemble meets twice weekly throughout the year, and is offered as a course within the elective program. This class is open to all violin, viola, cello, and double bass players in grades 7 and 8, and the group performs in concerts and assemblies throughout the year. Students in grades 5 and 6 with strong interest will be included in performances whenever scheduling permits.

INDIVIDUAL MUSIC LESSONS

These are offered to all grades as an extra curricular activity. Eighth grade students with serious interest may take lessons to fulfill their music requirement. Individual instruction is offered on piano, strings, guitar, flute, brass saxophone, oboe, clarinet, percussion, and voice on a weekly basis.

Please refer to the separate and more detailed form available from the Music Office for information on teachers and fees.


DRAMADrama enables students to develop a greater understanding of themselves, their world, and their feelings. The Middle School Drama Program seeks to enhance individual and group expression through active participation by students in scenes, skits, and larger theatrical productions. Using a variety of methods to introduce students to drama, the course is designed to encourage each student to communicate confidently and to perform freely and comfortably in front of others. The students work individually, in pairs, in small groups, and as a whole class. Classwork may result in public performance, but this will depend on the interests and work of the given class.

Sixth grade students are required to take drama twice a week throughout the year. Seventh and eighth grade students are able to attend drama classes twice a week (schedule permitting) on a semester basis. Emphasis is placed on the need to work in close cooperation with others, and the work includes theatre games and exercises, improvisation, mime and movement, role-play, story telling, skits and the study of scripted pieces. Occasionally, there will be opportunities to present class work to a wider audience. A video production and performance class is also an option for eighth grade students in the first semester and seventh grade students in the second semester.

Middle School Play: A three-act play or musical is produced in the fall trimester. Open auditions are held early in the school year and students who sign up to be part of the cast or crew make an intensive time commitment. Rehearsals take place three times a week after school: twice a week for fifth and sixth grade participants and three times a week for seventh and eighth grade participants. Extra rehearsals are required closer to the performance, which could include early evenings or weekends. Due to the large number of students who audition, a place in the cast is not guaranteed; however, the department strives to involve as many middle school students as possible.

Spring Production: A Middle School Production usually takes place in second semester. This production is held at the discretion of the Middle School Drama teacher(s) and may be in the form of a Cabaret/Talent Show or may take a different form.

LATIN HONORSIn the Middle School, an honors course is offered to eighth grade students who display high motivation and strong academic talents. The Latin course introduces students to fundamental Latin grammar and vocabulary, delineating etymology and derivatives which strengthen SAT vocabulary as well as offering a foundation in classical mythology, art, history, and culture. Through a lively and varied approach, the overall aim of the course is to demonstrate that Latin is still very much alive! This elective lasts the entire year, meets four times a week, and covers all the requirements for the introductory level of the National Latin Exam, which is administered to the students in March. Both written and creative assignments will be given, as well as regular memorization and review. (NB: This class meets during four periods a week and precludes the taking of two elective courses each semester. Only genuinely self-motivated students should apply.)

TEXT: Oxford Latin Course (OUP)


JOURNALISMThe Middle School Journalism Elective has four overlapping purposes: (a) to teach students basic journalistic skills: (a) how to conduct an effective interview; (b) to develop their ability to focus their thoughts and present them in a clear and concise manner; (c) to develop desktop publishing skills; (d) to publish newspapers throughout the year which serve to accurately and creatively capture, in written form, life in the TASIS England Middle School.

Although it may not be possible to delve deeply into all the ins and outs of journalism in an elective course, students learn skills which help to make their note-taking, writing, and general communication more effective. They also develop an appreciation for the demands placed on journalists in the normal course of putting together a school newspaper t. The paper is produced using the program InDesign and digital photography.

TASIS TV: MULTI-MEDIA AND BROADCAST JOURNALISM

Broadcast Journalism is an elective course offered to seventh and eighth grade students to enrich their writing and participation in news media preparation, and to provide a community service for the school. Students conduct research for news stories, interviews, and editorials, then write scripts. They learn to use current technology to produce a magazine program to air on TASIS TV. Meeting deadlines are important in this course. TASIS TV made its debut in Spring 2005 and is now a well-established and popular highlight of middle school life.

YEARBOOk

This class is open to students interested in photography, layout design, and journalistic writing. While the ultimate goal of the course is to produce the Middle School’s annual yearbook, emphasis is placed on acquiring knowledge about conventional and digital photography, fluency in the use of an industry standard software program, and mastering the principal aspects of layout design used in the publishing industry. Common publishing terms will be learned and journalism is practiced through reporting and writing stories on school events and organizations.

kEYBOARDING 7 AND 8

Mavis Beacon is the typing application used in Keyboarding class. It is self-paced and highly personalized in its feedback and in the learning experience. Keeping fingers in position and anchored, keeping eyes on the screen, focusing on accuracy over speed, and memorizing key location and letter combinations are the objectives as speed and accuracy develop.

SIXTH GRADE SkILLSThe Skills course is designed to meet the needs of sixth grade students at a time when more complex research, organizational and language skills are required for academic success. Classes, which meet once a week throughout the year are structured to provide support and to teach the skills associated with time management, library research, computer skills, notetaking, outlining, test taking, and elements of essay writing. Reinforcement and assessment of skills are based on material from core classes, particularly English and Science classes. All sixth grade students are assigned to this year long-course.

TEXTS: How to Study (D.H. Griswald/Longman); Write Source 2000 (EPH); TASIS England Middle School Guide to Research


THE MIDDLE SCHOOL LIBRARYThe Middle School Library is a teaching library designed to help students with both academic research and pleasure reading. The fiction and non-fiction books, magazines, DVDs, as well as subscription electronic databases, are chosen to support the curriculum and to stimulate a wider interest in literacy in all its forms. Our information literacy curriculum focuses on accessing current, authoritative, and appropriate print and electronic resources through the electronic library catalog, using author, title, and keyword access. A daily print newspaper is available. The exceptional collection of British history books and travel materials will be of particular interest to families.

English teachers require pleasure reading and reporting to be accomplished outside class, supported by the library through book talks, visiting authors, reading lists, and individual consultation with students. An extra credit program called RICK (Reading is Cool, Kid!) has been instituted. Students may earn extra credit toward a class grade in any class by reading appropriate fiction or non-fiction from the library.

The Book Fair and Book Swap encourage students to read and add to their personal libraries. In addition, a required summer reading list details excellent literature from which the student may choose to complete the required summer reading and read for pleasure. (Full details on required summer reading are sent out to families in May.)

Students are invited to use the library before school, during Tutorial, at recess, during study halls, and after school. Students using the library after school on a non-activity day must have parental permission and must sign in on the office clipboard.

INFORMATION TECHNOLOGYWe view the use of Technology as an essential pedagogical tool, and technology skills are learned in a contextual approach. Through academic and elective classes, teachers integrate the use of word processing, presentation software, graphic design programs, film editing software, audio software and spreadsheets. All middle school students receive a Chromebook™ to use during the school year.


taSiS enGland Middle School 2015-2016acadeMic courSe offerinGS

Grade 5Year Long Subjects:ReadingLanguage ArtsMathScienceHistory and Geography

Elective Options:Private Instrumental LessonsESL or Learning Support

Required Specialized Courses (2/week, year-long):Art Music Physical EducationLibrary (1/week)(2/week, one semester):DramaSpanishFrench

Grade 6Year Long Courses:EnglishHistory and GeographyIntegrated Science, Course 1MathForeign Language[French,Spanish, or Language Arts]Skills, once per week

Elective Options:Private Instrumental LessonsESL or Learning Support

Required Specialized Courses (2/week, year-long):Physical Education Art Drama Music (Choir/Band/General)

Grade 7Year Long Courses:EnglishBritish HistoryIntegrated Science, Course 2Math Foreign Language[French or Spanish]

Elective OptionsStudy HallPrivate Instrumental LessonsESL or Learning SupportJournalism/YearbookApproaches to LearningTASIS TVKeyboarding

Required Specialized Courses:Physical Education 2/week, year-longArt 2/week, semesterDrama 2/week, semesterHealth 2/week, semester Music (Choir, Band, Strings (2/week, year-long)/General (2/week, one semester)

Grade 8Year Long Courses:EnglishAmerican HistoryIntegrated Science, Course 3Math Foreign Language[French or Spanish]

Elective Options:Study HallPrivate Instrumental LessonsESL or Learning SupportJournalism/YearbookLatinPhotographyApproaches to LearningTASIS TVKeyboarding

Required Specialized Course:Physical Education 2/week, year-longArt 2/week, semesterDrama 2/week, semesterHealth 2/week, semester Music (Choir, Band, Strings (2/week, year-long)/General (2/week, one semester)


BASIC SUPPLIES RECOMMENDED FOR STUDENTS IN GRADES 6–8The following school supplies are recommended for all students in grades 6–8. Additional items may be required by individual teachers at various times during the year. These items reflect the general needs for students and we ask that you ensure items are clearly marked with their name.

Please note: Fifth grade students will be issued with all necessary supplies by their class teacher. Sixth grade students will be issued an accordian file for English class.

1) a 2-ring binder (standard size) which will be devoted solely to English class (Grade 7& 8 only);

2) one larger 2-hole lever-arch file/binder to accommodate all other subjects or an accordian file or four small binders;

3) a good supply of A4 size lined, white paper;

4) divider tabs or pages to help with the organization of the binders;

5) a pencil case/pouch, several HB or No. 2 pencils, colored pencils, a hand-held sharpener, and eraser; everal blue and/or black ballpoint pens;

6) at least one color highlighter;

7) a straight edge ruler and a protractor, compass optional; 8th grade students should have a pocket calculator;

8) a flashdrive (computer memory stick), minimum 4 GB;

9) a substantial book bag for textbooks and binders, preferably an NBPA (National Back Pain Association) approved item or one on wheels;

10) a gym bag for physical education clothes;

11) at home, your student will be expected to use his or her Chromebook. Internet is also needed.

A dictionary, thesaurus and stapler are also recommended.

School Agenda: All students are issued a School Agenda. The Agenda should be used in all classes on a daily basis for recording assignments and as a communication tool for parents and teachers. The Middle School Handbook is located at the front of the Agenda. These will be issued on Registration Day: Tuesday, 25 August 2015


STUDENT HANDBOOkEnrollment at TASIS England means a commitment to honor the codes and rules governing behavior for those who are part of this school’s community. We suggest that parents refer to this copy of the Student Handbook from time to time so that the School and the family can work together for the welfare of both the individual and the community. TASIS England believes that both parents and School are responsible for education.

STUDENT INFORMATION

MIDDLE SCHOOL STANDARD OF CONDUCT

There is really only one rule:

Everyone will act with courtesy and consideration to others at all times.

This means that:

1) You always try to understand other people’s point of view. This means listening for understanding and trying to understand and accept the feelings behind the words.

2) You move quietly and purposefully about school. This means never running, shouting or rough-housing, but being ready to help by opening doors, standing back from classroom doors and allowing others to exit the classroom safely, and helping others carry items. In crowded areas, please keep to the right.

3) You maintain a respectable presence for yourself and others. Your school uniform is clean and tidy. Shirt or blouse tails are tucked in, sweaters are worn and shoelaces are tied. Jewellery, hairstyle, nail polish, and make-up are simple and understated. There is no chewing gum.

4) In class, you make it as easy as possible for everyone to learn and for the teacher to teach. This means arriving on time with everything you need for that class period, beginning and ending the class period in a courteous and orderly way, listening carefully, following instructions, helping each other when appropriate, refraining from eating or drinking anything, turning off mobile phones, never listening to iPods or mp3 players without permission, being quiet during classes.

5) You keep the school clean and tidy so that it is a welcoming place of which we can all be proud. This means you put litter in bins, chairs are tucked under desks at the end of class, at least three chair legs are on the floor at all times, loose books and papers are not left in public areas, and lockers are used appropriately -- doors closed, free of graffiti and trash.

6) You always speak politely to everyone. This means especially if you are feeling angry or frustrated. Use a low voice. Shouting is always discourteous.

7) You take responsibility for your own safety and special requirements. This means never leaving the TASIS campus during the day without permission from the office. This also means staying after school only if you are participating in an authorized sport, activity or music lesson under the guidance of a teacher. If an exception is required, explaining your needs to an administrator. If you must miss school, communicate with an administrator well in advance so that your teachers may be informed that you have a planned absence.


THE HOUSE SYSTEM

The Middle School has instituted a House System to generate interest and enthusiasm within our student body, both in and outside the classroom. All middle school students are randomly assigned to one of the four Houses: the ROMANS, VIKINGS, SAXONS, or NORMANS (each with its own House color). Each House has four faculty advisors.

Students stay with their Houses for their entire association with the Middle School. Throughout the year, there are ample opportunities for each student to participate and to contribute to their House. The three main areas of involvement are academics, sports, and community service. Organized events have included activities such as the Speech Contest and World Maths Challenge in the academic area; floor hockey, basketball and track competitions in sports; and recycling; the Shoebox Appeal and our annual food drive as community service.

Middle school teachers award commendations to those individual students who have worked beyond the general standard set for the class in either effort or achievement. Not only are the highest achievers individually recognized, but any student who puts forth an outstanding effort in class throughout the week also will receive house points. In addition, students may be rewarded with points for examples of helpful and courteous behavior or even off-campus service to the community.

Individual and House cumulative point totals are tallied up each quarter. Special awards are presented at the Awards Assembly in June.

The discipline system in the Middle School is directly linked to the House System. A commendation will count for three House points .

Every quarter, new point totals will be posted on the middle school bulletin board indicating the collective efforts of each House and the individual efforts of each student.

Student Representative Council: A Student Representative Council (SRC), is set up to run student affairs and afford students the opportunity to organize events—Spirit Day pep rallies, Thanksgiving Assembly, etc.—and voice concerns. In addition, the student representatives take on peer helper training and responsibility. Two faculty members (SRC Advisors) oversee weekly meetings.

Students are invited to apply for a seat on the SRC. After filling out the questionnaire, students applying to serve on the Council will be invited for an interview by a faculty committee, who will determine the number of candidates to be asked to sit on the SRC, endeavouring to seek representation from all four grade levels, fifth through eighth, and from as many different advisory groups as possible.

The SRC is set up in two units—a 5th/6th unit that will meet once a week during lunch/recess times; and a 7th/8th unit that will meet during H Period on Wednesdays. Once a month or as needed, the two groups will meet together during the Wednesday H Period.


SCHOOL UNIFORM

The tradition of proper attire to pursue academics is long-standing. We believe children should be focused on their learning rather than on the fashions of the day. Within this spirit, the school uniform seeks:

• to produce an atmosphere conducive to work rather than leisure during the academic day;

• to encourage students in developing responsible attitudes towards their personal appearance;

• to represent the ideals and aspirations of the school.

Students should be dressed neatly and cleanly according to the uniform guidelines throughout the entire school day out of respect for their work and the School community.

It is our expectation that students will follow the uniform guidelines in a spirit of cooperation and good will. We seek to provide straightforward and clear guidelines. We purposely express what dress we expect, and resist creating the futile, fashion-driven list of items not permitted. All students are expected to dress in a neat, clean, tailored, and presentable manner at all times. Any questions concerning dress should be directed to the Administration.

For Girls:

TOPS: White or light blue blouse or turtleneck (roll-down) shirt and the official TASIS navy blue V-neck sweater/pullover with TASIS crest. All clothing beneath the pullover must be tucked in. Pullovers must fall below the waist and any belts worn should not be readily visible.

BOTTOMS: Charcoal grey to black, or navy blue tailored slacks or skirts. Corduroy fabric, flares, low-cut hip-huggers, sweats and jeans/denims are not acceptable. Trousers that have rivets or jeans-style front or back pockets are defined as unacceptable jeans-style. Skirts must be of moderate length and should be no more than three inches above the knee.

SHOES: Dark brown, navy, or black leather sturdy flats that cover the entire foot. Athletic shoes, boots, or high-tops are unacceptable. Ballet styles must be sturdy and supportive, suitable for outdoor wear. Solid white, navy blue, dark grey or black socks, or tights, should be worn. Neutral colored tights are also allowed.

ACCESSORIES: Any scarves should be plain (black, navy or gray). Make-up, nail varnish, and jewelry should be understated (no long necklaces, multiple bracelets, or dangly earrings).

For Boys:

TOPS: White or light blue collared shirt, turtleneck (roll-down) shirt and the official TASIS navy blue V-neck sweater/pullover with TASIS crest. All clothing beneath the pullover must be tucked in. Pullovers must fall below the waist and belts worn should not be readily visible.

BOTTOMS: Charcoal grey to black, or navy blue tailored trousers—with belt. Corduroy fabric, flares, oversized baggy trousers, cargo, sweats and jeans are not acceptable. Trousers that have rivets or jeans-style front or back pockets are defined as unacceptable jeans-style.

SHOES: Dark brown or black leather sturdy shoes that cover the entire foot. Athletic shoes, boots, or high-tops are unacceptable. Solid white, navy blue, dark grey or black socks should be worn.


For All Students:

Hats may not be worn indoors.

Hair should not be visibly dyed or bleached. Ostentatious hairstyles are not permitted. Hair is to be clean, trimmed and tidy, leaving eyes clearly visible.

Formal woolen coats or jackets should be worn during cold weather. Not permitted: sweatshirts with or without hoods, jean jackets, lumberjack-style shirts, athletic logo jackets.

Students who violate the letter or the spirit of the uniform guidelines will be asked to change their clothing. Repeated violations will result in a formal disciplinary response.

MAJOR RULES OF THE SCHOOL

1. Attendance: A student may not miss a class, study hall, or sports obligation unless he or she has been excused by the School Nurse or the appropriate member of the School’s administration.

Students’ parents are asked to call or email the Middle School Secretary no later than 10:00 a.m. if their son or daughter is ill, and will not be attending school that day. If requested, assignments can be collected from the appropriate teachers and held at the middle school office for collection at the end of the school day. Usually assignments can be accessed through the school’s Learning Management System. .

If the School has not been previously notified, a note from the parent or School Nurse or appropriate administrator must accompany the student when he or she returns for classes and must be presented to the Middle School Secretary.

2. Off-Campus during Academic Day: Middle school students may not go off-campus during the academic day, including after school until 5:15 p.m. on Sports and Activities days unless accompanied by an adult.

3. Personal Dishonesty: TASIS England emphasizes the importance of honesty and trustworthiness in all areas of life at school. Lying or other forms of deception cannot be tolerated and will meet with immediate disciplinary action.

4. Academic Dishonesty: The School considers any incident of academic cheating or plagiarism as very serious. Copying another student’s classwork or homework, cheating on a test, or turning in material claimed as one’s own while taking from another source are examples. These actions are both dishonest and non-educative.

Cheating is defined as submitting for credit as one’s own, someone else’s work obtained either in or out of class; giving or receiving from another student unauthorized assistance in the preparation of work for credit; using unauthorized materials in the preparation of work for credit.

Plagiarism is defined as submission of work copied directly from any source whatever that is not properly enclosed in quotation marks and acknowledged by footnote, bibliography, or reference in the paper itself. This includes re-arrangement of phrases and sentences from outside sources.

Unacknowledged paraphrasing and the mere restatement of an author’s original idea are also considered to be plagiarism.


All matters concerning academic dishonesty will be referred to either the Head of Middle School or Assistant Head. No credit will be given for the relevant work submitted, the parents will be contacted, and the student will be subject to further disciplinary action, including detention, suspension, and/or probation.

5. Profanity, Insolence, Disobedience: Behavior of this type is considered anti-social and destructive to the spirit and morale essential to the community. TASIS enjoys a reputation for commendable behavior among its students, and we will not tolerate any disrespectful language or behavior at School.

6. Bullying: Bullying is most times deliberately hurtful behavior, but can, on some occasions, be non-deliberate. This can take many forms, but three main types are:

• physical: hitting, kicking, taking belongings

• verbal: name calling, insulting, racist remarks

• indirect: spreading nasty stories about someone, excluding someone from social groups, etc.

Our commitment is to recognize that bullying exists and to deal with occurrences swiftly. Bullying and all hurtful habits can only stop when they are confronted, and so we ask students to first say ‘stop’ to those who are bullying. If it does not stop, students should speak with an adult—the advisor, a teacher, or counselor. Through a heightened awareness and the development of a “no-blame approach” to dealing with bullying, we will help teach children to respect others as well as themselves.

7. Cyberbullying Policy: Neither the school’s network, the broader Internet, nor mobile phone technology (whether accessed on campus or off campus, either during or after school hours) may be used for the purpose of harassment by TASIS England students, faculty or staff. All forms of harassment in cyberspace or using technology, often called cyberbullying, are unacceptable in our community.

Cyberbullying includes, but is not limited to, the following misuses of computer or mobile phone technology: harassing, teasing, intimidating, threatening, or terrorizing another person by sending or posting inappropriate and hurtful e-mail messages, instant messages, text messages, digital pictures or images, or web site postings (including blogs). Often the author (sender or poster) of the inappropriate material is disguised (logged on) as someone else.

Many of these actions may amount to criminal offences. Videoing a fight on a mobile phone may also constitute aiding and abetting an assault. Posting offensive material may also constitute defamation (libel) for which the victim can take legal action for compensation.

Students will be held personally responsible for all material they have placed on a web site and for all material that appears on a web site of which they are the account holder.

Faculty, staff, or students who feel that they have been the victims of Cyberbullying or any other misuse of technology should not erase the offending material from the system. They should print a copy of the material and immediately report the incident to a school administrator. Students may report Cyberbullying to staff on a confidential basis, but should be aware that the information may need to be shared with others and, in the most serious cases, that the matter may need to be referred to police or social services for investigation.

Teachers and administrators will be vigilant and will look out for the signs of Cyberbullying among student


groups. The School reserves the right for authorized staff to monitor students’ and faculty and staff’s use of the internet on a routine basis and to examine mobile phones where there is reason to suspect abuse.

Sanctions for students may include, but are not limited to, the loss of computer privileges, detention, suspension, or expulsion from school. Sanctions for employees may include, but are not limited to, consultation, disciplinary meeting, suspension, or dismissal.

8. Vandalism: Individuals have the right to expect that their personal property will not be tampered with by others. All TASIS England students, faculty, staff, and visitors have the right to enjoy the use of the School’s equipment and property without being subjected to by others’ thoughtlessness or maliciousness. Wanton defacing or destruction of the property of other individuals, of the School, or of other institutions will result in disciplinary action and payment for the damage will be required.

9. Theft: There are few things that can destroy trust written a community faster than lack of respect for the property of other people. TASIS England wishes to promote respect for the individual and his or her property. Theft of money or property from others either in or outside the TASIS England community, or from the School of other institutions, is strictly prohibited and may mean immediate suspension or dismissal.

10. Drugs and Alcohol: TASIS England believes that the use of any drugs/substances which may alter behavior or states of mind, or which may in any other way interfere with one’s normal consciousness, is both seriously dangerous to one’s physical and mental health, and counter-productive to a meaningful community life and effective education. In addition, TASIS England respects the laws of the United Kingdom.

Drug Use Policy: The use or possession of any illegal or unauthorized drugs, drug-related paraphernalia, or other mind-altering substances, will result in immediate dismissal.

Alcohol: Possession or use of alcoholic beverages, including beer and wine, is strictly prohibited. These rules apply at all times to all TASIS England students while they are associated with the school. Students possessing and/or being under the influence of alcohol on campus will be subject to immediate suspension from school. (This rule applies, too, to high caffeine “Energy” drinks.)

Tobacco: The School believes that smoking presents a significant threat to one’s health and, therefore, smoking is not permitted at any time for students in any grade. Violation of this rule will lead to suspension from school.

11. Fire Hazards: The danger of fire is ever-present in any institution. Smoking is not permitted at TASIS England. Burning of incense or candles and use of firecrackers of any kind are also serious fire hazards and are strictly prohibited. Tampering with fire doors, fire extinguishers, fire exit signs and fire alarms is a very serious offense, as it constitutes a danger and threat to the community. Infractions will lead to suspension from school.

12. Unauthorized Mixed Company: TASIS England believes that members of each sex have the right to areas of the School reserved for themselves. In addition, the School takes seriously its responsibility to parents for the maintenance of individual privacy and protection.

13. Weapons: The possession of knives or any other weapons (even facsimiles) or potential weapons by any student, on or off campus, when under the jurisdiction of the School, is prohibited.


14. Maintenance of Standards: Any clear offence against an individual or an institution that is covered by the spirit rather than the letter of this Handbook may be referred to the middle school administration. The Headmaster reviews all major disciplinary decisions (i.e. those which may result in suspension or dismissal)

made by the Head and Assistant Head of the Middle School.

DISCIPLINE SYSTEM

Academic demands and social expectations in TASIS England Middle School are sound and reasonable. Teachers are responsible for students being attentive and respectful and will handle most disciplinary situations as they arise, simply by following the incident with a Behavior Comment, described below. In the case of more serious misconduct (fighting, truancy, overt and blatant disrespect, vandalism, indecent language or conduct, prohibited or dangerous substance or article abuse, lying, or cheating) the disciplinary options of detention, suspension, or expulsion from school are available, but determined by the administration.

Regular Disciplinary Procedures: Behavior Comment

Such things as respect, manners, honesty and punctuality are values that we deem very important in our school life. For all infractions a Behavior Comment is deployed. After using due process of reasonable judgement with regard to warnings, teachers may then choose to issue a Comment in the category of “Discipline,” or “Homework.” A short description of the infraction is written and the notice is sent out simultaneously to the student, his/her parents, and the advisor. The notification is immediate and a copy gets sent automatically to the Middle School Office. Some common offences include:

1. Dress code violation

2. Tardiness to class without a written excuse

3. Classroom or Campus misconduct

4. Non-preparation for class without written reason

5. Other behaviors, which, are detrimental to the academic and/or social climate we are striving to maintain in our school community (such as repeated interruption of others without permission or unsafe passing from class to class, etc.).

Please refer to the Middle School Code of Conduct.

While there are no demerits given for receiving a Behavior Comment for homework or disciplinary infractions, i.e., no housepoints are taken away from the student or his/her House, the program keeps track of the number of Comments, and for every four homework Comments a student will be set an after-school detention from 3:35 to 5:05 pm. For every three disciplinary Comments a student receives, he/she will serve a detention. Multiple detentions are monitored and parents are called in to discuss the situation and how best to address it—community service, behavior modification, and weekly monitoring reports are a few of the possible responses.

It is also important that students are recognized and parents and advisors are informed of good deeds performed by our students in being helpful or kind, or in some way improving life at TASIS. Accordingly, a Commendation can be sent out in the same manner as a homework or discipline notice. In addition, students are awarded three or more housepoints for their good deeds and these add up over the year, both for the student’s individual total


and towards his/her House total. At our end-of-year Awards Ceremony, the House earning the most housepoints through exemplary behavior, as well as contributions made to our charity endeavors by all the members of the House, is presented with the House Trophy.

Behavior Monitoring: During the year, students who continually behave in an unsatisfactory manner will be placed on Behavior Monitoring, with an advising letter to parents. Extended periods of Behavior Monitoring will lead to Disciplinary Probation. Although uncommon, any serious violation of a major school rule or repeated misconduct may be referred immediately to the Headmaster and may lead directly to suspension or dismissal. Probation is automatic after suspension of a week or more and requires that a student’s re-enrollment be reviewed at the end of the year. Students on Disciplinary Probation, who have been suspended, or who have accumulated excessive numbers of demerits are not eligible to serve in any official leadership role for the School community.

The School reserves the right to dismiss at any time a student who has proven to be an unsatisfactory member of the School community. If, in the School’s judgment, the student’s conduct on or away from campus indicates that he or she is consistently out of sympathy with the ideals, objectives, and programs of the School, the student may be dismissed from school immediately even though there may have been no infraction of a specific rule. In addition, each student is always expected to support actively the School’s standards of personal and academic honesty.

STUDENT BUSINGThe School provides a busing service for day students. Charges are announced shortly before the beginning of the school year. Only students whose parents have subscribed may use the busing service. Students must follow the rules and regulations for bus use. Violations may lead to suspension of the student’s right to use the bus service or suspension from school. Students should remember that when they are on the school bus, they are in school. Their behavior should be the same on the bus as in the classroom.

The following regulations have been approved by the TASIS England Administration and the busing company contracted by TASIS. It is agreed that:

GENERAL RULES AND REGULATIONS1. Drivers will go directly into the drive of the home when possible, otherwise the children will be dropped

off on the side of the road where the home is located. In the case that this is not possible, the driver will supervise the children safely across the road. It should be noted that drives can only be entered if there is a clear front exit, as it is illegal to reverse onto a public way in a public service vehicle.

2. Students are expected to be ready to leave at the designated pick-up times. Drivers have been instructed to depart each stop on time and thus will not wait if students are more than three minutes late arriving. Promptness is essential to ensure that the schedule is adhered to.

3. Drivers will not leave the vehicle, with children in it, unattended on a public way except in the case of an extreme emergency.

4. In case of breakdown, drivers will not ask students to help in any physical way, such as pushing, steering etc.

5. There is a NO SMOKING rule for drivers on the buses in the presence of students.

6. Drivers are to pick-up and drop-off students only at pre-arranged points and in the designated sequence. The only exception to these instructions should come from the Busing Coordinator. Please instruct your children


not to ask the driver to drop them off at a different place or in a different sequence, because the driver has been instructed not to comply.

7. Students must notify the Busing Coordinator and the bus driver with a note from parents if he/she will not require pick-up or drop-off.

8. Occasionally, parents subscribing to the busing service may wish their child to ride home on the bus with another child. The Busing Coordinator is willing to arrange this on a space available basis. Requests should be made 24 hours in advance, in writing, and approval will be confirmed by the Busing Coordinator.

9. Parents who subscribe to the afternoon busing only, are reminded that this service is available on Monday, Tuesday, Wednesday and Thursday only. It is not available on Friday.

10. In the event of inclement weather, the Driver may need to pick-up/drop-off children at a local meeting point as designated by the Busing Coordinator. The details regarding the meeting point will be shared once the routes are determined.

11. There may be slight changes to the service times throughout the year when new families join the school and utilize the bus service.

12. In the event of driver illness, families will be notified as early as possible and alternate transportation will be provided by taxi or minibus.

13. The school bus service leave promptly at 3:20 pm and 5:20 pm (Monday to Thursday) and at 3:20 pm on Friday. The drivers will not wait for latecomers.

STUDENT RULES AND REGULATIONS1. Students must remember that when they are on the school bus, they are in school. Their behavior should be the

same on the bus as in the classroom.

2. Students must seat themselves promptly upon entering the bus and fasten seat belts. They must remain seated and belted for the duration of the journey. Students are not allowed to lean out of the windows or to open the doors of the bus until it has reached a full stop.

3. Students are not allowed to play music from radios or other devices which might distract the driver or disturb fellow passengers. Personal devices with headphones are allowed.

4. Students are not allowed food, drink or chewing gum of any kind on the bus. No litter or rubbish is to be left on the buses.

5. Students are not to wear dirty sports clothes on the bus.

6. Students are not to throw objects on the buses, or make any loud noises which may distract the driver.

7. There is a NO SMOKING rule for students on the buses.

8. Any student who does not comply with the above rules or who does not behave in an appropriate and friendly manner with others on the bus will be reported to the Busing Coordinator by the driver, and they will be disciplined accordingly. Any student who violates these rules may be suspended or removed from the busing service.


DROP-OFF PROCEDURE

If the driver arrives at house or drop-off point to find that there is no parent or guardian at the house of a child in pre-kindergarten through fifth grade, the driver will contact the Busing Coordinator to make him aware of the situation. The driver will not leave the child unattended in the house. The Busing Coordinator will attempt to contact the parent on his or her mobile phone and will notify the school administration of the situation. The driver will complete the route, and once he reaches the final drop-off, he will contact the Bussing Coordinator once again to receive further instructions regarding whether to return to the house or to return to school. It must be noted that the drivers must be in position at TASIS for the late bus at 5:00 pm.

An established plan of action with the parents will enable the driver to take children home or to a drop-off location on the late bus. Alternatively parents must come to the school to collect their children as soon as possible.

LATE PICk-UP POLICY

If a pre-kindergarten to fifth grade age child has not been picked up by 5:15 pm by a parent or guardian, or has been returned to school after the late bus has tried to drop the child off at home, parents will incur a charge of £5 GBP for every five minutes late. This charge will automatically be given to the Business Office and parents will be invoiced accordingly.

EXTRA-CURRICULAR ACTIVITIES

Sports and Activities: The Director of Sports and Activities coordinates all after school Sports and Activities. Although most students in grades 5 through 8 participate in the afternoon sports and activities program, it is possible, with parental approval, for a middle school student to opt not to participate during a given activities term. Sports and activities usually meet a minimum of two afternoons per week from 3:35–5:05 p.m. Various competitive team sports, individual sports, and activities are offered to students at the start of each trimester. Every attempt is made to give students their top choices.

Offered Sports and Activities have included:

Soccer, Basketball, Baseball, Computer Club, Outdoor Games, Volleyball, Tennis, Cross Country, Lacrosse, Chess Club, Swimming, Rugby, Robotics, Horse Riding, Film Club, Archaeology Club, Garden Club, Cheerleading, Jazz Club, Drama Production, Drama Club, Yearbook.

Travel: During the October break, students in Grades 5–8 may participate in the Travel Program, chaperoned by the TASIS England faculty, to various destinations. Choices for the Middle School have included specially designed trips within the UK and abroad. Students may participate in any of these trips on a space-available basis at extra cost. In addition, during the February Break, a ski trip abroad may be organized by the School, provided there is sufficient interest. Throughout the school year, the Middle School offers field trips which are connected to the curriculum as well as being attentive to the needs of the young adolescent. Fifth grade students attend an environmental study course, for 4-5 days, with their teachers at the end of the school year.

Computer Lab and Library: With permission from parents and administrators, students may sign in at the office and remain after school to work in the computer lab or library, which will be staffed four days a week. (Monday –Thursday)


FURTHER INFORMATION

Orientation Period: An orientation day is held at the beginning of the year. During Orientation, students and faculty focus upon the needs and requirements of working together as a school community. Course registrations are finalized, and aspects of school life at TASIS England are thoroughly discussed. Bonding day trips and/or activities are arranged by grade. The orientation program helps students become acquainted with the faculty, fellow students, and the school environment.

Advisory System: Every student in Grades 6–8 has a faculty advisor. The advisor is there to work with his/her advisees in all areas of school life — to monitor progress, to be a counselor, to listen and to be a supporting advocate in disciplinary situations. The advisor will be informed regularly of the student’s progress in all areas, and the advisor’s written reports become part of the student record. The advisor-advisee relationship is confidential unless the advisor feels that some action is necessary to protect the health and welfare of the individual student or the community. Advisories meet formally as a group every Friday. Mondays – Thursdays are tutorial periods, when students can seek help and/or work on homework. In the fifth grade, the student’s classroom teacher is his or her assigned “advisor”.

Assemblies: Assemblies are held periodically, usually on Wednesdays, to share information and discuss issues of interest to the community. This is also a time for short presentations, competitions, and award ceremonies.

Telephones: Important telephone calls to home may be made in the Middle School Office. Mobile telephones may only be used outside of school hours, or when authorized by faculty.

Dining: Students enjoy a sit-down, lunchtime meal each day. Fifth, sixth, and seventh grade students dine in one dining room, while eighth grade students enjoy the privilege of eating in the upper school dining room. Great efforts are taken to provide nutritious and delicious food for a variety of tastes.

Student Lounge: Middle school students have a Student Lounge that may be visited before classes each morning, following dismissal from lunch, and following school hours prior to afternoon sports. Students are not permitted to go to the Student Lounge during Tutorial or Advisory periods without faculty permission and supervision.

Snacks and drinks may be purchased from the vending machine there after school only.

Planned absences: Our school year is punctuated by several holiday periods. Regular attendance when school is in session is expected. However we are mindful that on occasion students must miss school for reasons other than illness. If a planned absence is unavoidable please contact an administrator in order for a Planned Absence Form to be generated.


HEALTH CENTER AND MEDICAL PROCEDURES

To contact the Health Center please email: [email protected]

TASIS England has a team of four nurses located in the Health Center next to Thorpe House on the North Campus. The Health Center has four private sick bays, including one equipped for disabled use, disabled toilet facilities, a nurses’ office, a doctor’s office, and an overnight “on-call” room for nurses who give round-the-clock care for our boarding community. A fully equipped hospital is within a ten-minute drive from the school.

The Health Center is open daily at announced times, and the nurses are available to treat any injuries and illnesses which occur during the school day. The school doctor conducts a weekly clinic in the Health Center for boarding students with private medical coverage. Day student medical appointments must be made by the day student parents/guardians with their local doctor.

The school nurse may be used as a resource to discuss a child’s health, make home contact, and counsel children privately. The Health Center and School Nurse are not available during the school vacation periods.

MIDDLE SCHOOL PROCEDURE

If a middle school student becomes ill during the day, he/she will be asked to report to the nurse once he or she has received a pass from the Middle School Office. The parents/guardians/emergency contact will be contacted once the nurse has made an assessment of the student’s condition. At this time the student will either be allowed a period of rest, he or she will be treated, and/or parents will be asked to collect the student.

Please Note: No student will be allowed to go home without confirmation that a responsible adult will be present.

TASIS MEDICAL POLICY

All students are required to have current medical history information on file with the school’s Health Center. TASIS reserves the right to withhold a student from classes and activities until all required medical forms are signed and completed in full and returned to the Health Center. All up-to-date medical information will be kept in the student’s file.

RETURNING/NEW STUDENT MEDICAL HISTORY FORM

Parents/guardians are required to complete in full and sign the Returning/New Student Medical History Confidential Form each year. The “Consent to Treatment” must be signed annually and all families should verify and update the immunization and medical history on a yearly basis. The Health Center must receive this form before a student attends classes or participates in any school related activities. Please complete all sections of the Medical History Form including known allergies, medical conditions or problems that your child has or has had, as well as all medication currently being taken. Remember to sign the authorization section at the bottom of the form. It is vital that this form is signed annually by the parent/guardian, as we cannot legally undertake medical treatment for

you child unless it is a “risk to life” emergency.


IMMUNIZATIONS

1. GUIDELINES

According to American, British, and EU school health guidelines, all students must have the following up-to-date immunizations before arriving at school in the UK:

At what age is the immunization due?

Which immunization?

At two months Diphtheria, tetanus, pertusis [whooping cough], polio and Haemophi-lus influenzae type b [Hib] given as a 5-in-1 single shot known as DTaP/IPV/Hib, Pneumococcal infection, Rotavirus vaccine

At three months 5-in-1, second dose [DTaP/IPV/Hib], Meningitis C, Rotavirus vaccine, second dose

At four months 5-in-1, third dose [DTaP/IPV/Hib], Pneumococcal infection, second dose

At 12 to 15 months Hib, Mec C booster, MMR [measles, mumps and rubella], given as a single shot * Pneumococcal infection, third dose

2 & 3 years Annual flu vaccine

3 years and 4 months, or soon after

MMR second shot, Diphtheria, tetanus, pertusis [whooping cough] and polio given as a 4-in-1 single shot known as DTaP/IPV

Around 12-13 years Cervical cancer [HPV] vaccine, which protects against cervical cancer [girls only]: three shots given within six months

13 to 18 years Polio, Diphtheria, Tetanus (Revaxis) One Injection 3 in 1 (Td/IPV), Meningitis C booster

For up-to-date immunization information, please refer to the Department of Health website: www.dh.gov.uk


2. TASIS IMMUNIZATION REqUIREMENTS

All students are required to have the above immunizations up to date and complete the immunization information on the Returning/New Student Medical History Confidential Form each year. It is also highly recommended the students be immunized against Measles, Mumps and Rubella, and Hepatitis A and Hepatitis B. From September 1999 in the UK, following a serious outbreak of the disease, all young people between the ages of 6 months and 24 years have been immunized against Meningitis C. This immunization is given to all boarding students and it is advised parents/guardians of day students make arrangements with their own doctors to have this done.

Only boarding students receive immunizations through the school. Day students must make appointments with their own doctors. There is a charge for all Hepatitis and Flu immunizations, as they are not covered under the NHS. In an effort to promote a healthier school population, the Health Center also recommends annual Flu vaccinations for all boarding students. Whereas this immunization does not prevent flu completely, it can greatly decrease its affect if contracted.

DAY STUDENT MEDICATIONS

Day students who bring medication to school are required to complete the Student Controlled Medication Form identifying the prescription drug and explaining the need and expected duration of the treatment. Controlled medications such as those used in the treatment of ADD/ADHD, depression, etc. are dispensed daily by the Nurses in the Health Center.


COMPLAINT PROCEDURE

AIMS AND OBJECTIVES

The school will give careful consideration to all complaints and deal with them fairly and honestly. We will provide sufficient opportunity for any complaint to be fully discussed, and aim to resolve it through open dialogue and mutual understanding.

COMPLAINTS PROCEDUREFirst Stage: Discuss your concerns with your child’s teacher or division head. In most cases your issues should be resolved satisfactorily at this stage.

Second Stage: If your concerns have not been satisfactorily resolved at stage one, contact the headmaster and ask for an appointment to discuss the matter or alternatively put your concern in writing. The headmaster will look into the complaint you raised and respond once the facts have been established.

Third Stage: In the unlikely event that the headmaster has been unable to resolve the issue to your satisfaction, you can write to the Chairman of the TASIS England Board of Directors. The Chairman or a nominated Director will investigate and respond directly to you.

Fourth Stage: A formal complaint is heard when all previous stages have been undertaken and the issue remains unresolved.

If you decide to take this formal action, you will need to write to the board of directors via the chairman stating that you wish to make a formal complaint. The chairman will convene a small panel of directors, who have not been involved previously, to look in detail at the issues you raise. You may be invited to attend a meeting to voice your complaint. After fully considering your complaint the directors will write to you to inform you of their decision.

AVAILABILITY

A copy of this procedure is available to all parents on request.

REGISTERING A COMPLAINT WITH AN INDEPENDENT BODYIn compliance with the regulations of the Surrey County Council Social Services Department, we provide the following contact for those who wish to register a concern or complaint with an independent body:

Surrey County Council Inspection and Registration Unit Ofsted National Business Unit“Astolat” Coniers Way Royal Exchange BuildingsNew Inn Lane St. Ann’s SquareBurpham ManchesterGuildford, Surrey, GU4 7HL M2 7LA Tel: 0207 421 6729


CAMPUS EMERGENCY PLANIn the event of unforeseen circumstances, a comprehensive Campus Emergency Management Plan is in place. The Plan allows us to respond to a variety of campus emergencies, not just to current global events. Incidents such as a fire, accident, gas leak, unauthorized intruder, or campus threat could all result in evacuation of students to a safe haven location. For security reasons, we have been advised to keep details of our plan confidential. What is important for you to know is that emergency evacuation routes, safe haven locations, parent contact mechanisms, and student transportation have all been arranged in the event that we need to leave campus. Accompanied by teachers and directed by trained Emergency Marshals, students will be moved from campus via a protected route to a pre-arranged safe location. The Clarion Call text messaging service will be used to notify our day parents of an evacuation and an established staging point if they wish to pick up their child. Other arrangements, including temporary housing, have been made for our boarders. PLEASE DO NOT come to the TASIS campus in the event of an evacuation, as your presence may contribute to the threat.

Know that your children will be well taken care of and you will be notified in a timely manner regarding what is happening and where you may pick up your child. Our busing program will also be relocated to our off-campus location and students that usually travel by bus who have not been collected by a parent will be bused home at the usual dismissal time. Students transported outside of the TASIS bus program will be kept at the evacuation site until a parent has been reached.

RE-ENROLLMENT POLICY

Re-enrollment for the following year is not automatic. In February, families will receive a re-invitation letter indicating the likely status of their child’s enrolment for the following year. By April 1st, all students are required, subject to enrollment status, to submit a re-enrollment form and deposit to re-enroll at TASIS The American School in England for the following academic year.

TASIS England reserves the right to rescind an offer of re-enrollment for academic and/or disciplinary reasons. The School also reserves the right to dismiss, at any time, a student who has proven to be an unsatisfactory member of the School community. If, in the School’s judgment, a student’s conduct on or away from the campus indicates that he or she is consistently out of sympathy with the ideals, objective and program of the School, parents will be required to withdraw the student at once, even though there may have been no infraction of a specific rule.

If TASIS feels that it can no longer meet the needs of the child or the family, it will give advance notice of the

possibility of non-renewal of contract.

WITHDRAWAL POLICY

TASIS England completes a re-enrollment process every year. Re-invitation letters are sent to all eligible students every February. By April 1st, all returning students are required, subject to re-invitation status, to submit a re-enrollment form and lodge a deposit to re-enroll at TASIS England for the following academic year. If students do not intend to return for the following academic year, this should also be confirmed to the Admissions Office by April 1st.

In general, once enrollment or re-enrollment has been confirmed, no refund or reimbursement of fees is payable in the event of subsequent withdrawal. However, the second semester invoice will not be issued/payable (other than for students who have been suspended, dismissed or expelled) if:

• a completed Withdrawal Form is received by the TASIS England Admissions Office no less than 60 days prior to the end of first semester; and

• TASIS England has accepted a replacement student to take the place of the withdrawing student in the same grade and program, and that replacement student begins classes at the start of second semester.

No reduction of fees will be granted in respect of a student’s absence from school.

No records, recommendations, or reports will be released until all financial obligations have been met.

This policy includes transfers to TASIS Switzerland during the academic year and any transfers from boarding into day status. The School will also retain the enrollment deposit if the student withdraws during the academic year.

Withdrawal Procedure:

1. Request the TASIS Withdrawal Form from the Admissions Office. ([email protected] or telephone: +44 1932 582 316)

2. Parents of middle school students may also request a Transcript, if required, from Nicola Kiouzelis ([email protected]).

3. Return completed Withdrawal Form to the TASIS England Admissions Office.Please note that all withdrawal information is strictly confidential.

SchoolMiddle

Handbook

The AmericAn School in englAndColdharbour Lane, Thorpe, Surrey TW20 8TE, England

Tel: (01932) 565252 • Fax: 44 (0)1932 560493www.tasisengland.org

SchoolMiddle

Handbook

The AmericAn School in englAndColdharbour Lane, Thorpe, Surrey TW20 8TE, England

Tel: (01932) 565252 • Fax: 44 (0)1932 560493www.tasisengland.org

ms handbook 15-16

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