SASS Student Leadership

Monday 10thMarch Welcome and Introductory Meetingfor Year 7 & 8 Parents

Objectives for MeetingShare overall school aims and objectivesShare information regarding teaching and learning Develop an understanding of the important features of the daily workings of the Middle SchoolMeet and get to know key members of staff in the Middle School Meet and get to know fellow parents from your childs Tutor Group.

Agenda General InformationInformation about learningAdministrative issuesStudent supportPE information Phase and Year Team information Tutor Group Activities Getting to know the group Whos who? Sarah Howling (Head of Secondary) Marisa Marquez (Deputy Head-Directora Oficial) Silvia Criado(Deputy Head Staff)Diego Bertotto (Assistant Head Teaching and Learning) Chris Buckland (Assistant Head Teaching and Learning) James Thomas (Phase Leader Year 7 and 8) School Development Plan

2013Key Focus: Culture for learningStudent LeadershipValues and beliefsLearning at SASS and Leading for Learning courses (year-long)Engaging classrooms and positive behaviour managementInterdisciplinary projects

Research/develop curriculum structureCreate new coursesResearch and draft behaviour management policyPrepare for 1:1Develop assessment/academic policy

20142014Key Focus: Framework for LearningImplement new curriculumBroad and balancedNew courses:L2L, Entrepreneurial Economics....Assessment and academic policyImplement behaviour policyReview calendar for learningImplement 1:1

Develop SASS Learner ProfileSkills audit and developmentPlan and prepare for tutoring reform20152015Key Focus: Tutoring and Coaching for LearningIntroduce SASS Learner ProfileIntroduce/support skill progression across subjectsImplement tutoring and coaching for learning

Teaching and LearningY7/8 Conocimiento de BaseDesarrollo de HabilidadesY9/10 IGCSEPreparndose para el IBY11/12 IBIndagadores, Informados e instruidos, Pensadores, Buenos comunicadores, ntegros, De mentalidad abierta, Solidarios, Audaces, Equilibrados, ReflexivosUniversidad!La Escuela Secundaria en SASSSubjectPeriodsLengua6English6Mathematics6Science6History4Geography4Lenguas extranjeras modernas3ICT2Arte2Musica2Learning to Learn1Personal and Social Education - PAS2Educacin fsica6Year 7 - SubjectsSubjectPeriodsLengua6English6Mathematics6Science6History5Geografa3Lenguas extranjeras modernas3ICT2Arte2Msica2Learning to Learn1Personal and Social Education2Educacin fsica6Year 8 - SubjectsAdministrative issues Evaluacin y Acreditacin de aprendizajes

7 o ms puntos en la calificacin finalCalificacin en cada trimestreMenos de 20 inasistencias

Alumnos que no acreditaron sus aprendizajesDos perodos: Diciembre (calificacin final entre 4 y 7 puntos) Febrero (calificacin menor a 4 puntos o sin acreditar en el perodo de diciembre)

Son promovidos a Y8 los alumnos que no adeuden ms de dos materias

Rgimen de AsistenciaMximo de hasta 20 inasistencias en el ao.Justificacin con certificado mdico o nota firmada por el adulto responsable, dentro de las 48hs del regreso del estudiante a clase.

El retiro de la escuela significa porcentaje de ausenciaLlegadas Tardes: Hasta 25 minutos 1/4 inasistencia Pasados 25 minutos 1/2 inasistencia.

Poltica de retiro de la escuelaEn medio del turno de la maana y/o de la tarde:Padres, autorizacin escrita de los padres o firmas autorizadasAlmuerzo Padres, autorizacin escrita de los padres o firmas autorizadasTarjeta verde Educacin Fsica (en caso de no poder realizar educacin fsica)Concurrir como observador al campo de deporteRetira un adulto autorizado y acreditado por los padres a las 14.15hsBehaviour for LearningBehaviour for Learning ProcessStaff viewsFocus groupStudent surveyBehaviour conferenceResearch Group workDraftParent groupLeadership team

AimsTo create a climate where learning can flourishTo protect basic rights of safety, learning and respectTo develop student ownership of behaviourTo build strong relationships and empathyTo promote high self-esteemTo ensure fairness of treatment for all to ensure the welfare of allTo ensure a consistency of response to all behavioursPhilosophyKey features of the positive approach are:

An emphasis on positive rather than negative statementsRegular and sustained use of praise and rewardsTeaching students the social skills they need to be successfulRedirecting them towards success rather than highlighting their mistakes

OverviewRightsResponsibilitiesExpectationsRoutinesRightsEveryone has the right to feel safe at schoolStudents have the right to learn to the best of their abilityTeachers have the right to teachEveryone has the right to be treated with dignity and respect

Responsibilities As students have the right to feel safe, they have the responsibility to behave in a manner so that others can feel the same way tooAs students have the right to learn to the best of their ability, they have the responsibility to behave in a way so others can learnAs teachers have the right to teach, students have the responsibility to behave in a way that allows them to teachAs students have the right to be treated with dignity and respect, students have the responsibility to treat others with dignity and respect

Expectations and RoutinesWe value......

Respect for the schools identity and heritage and the uniform as a symbol of ones pride in belonging We expect students ......

To wear the uniform well and with pride and have neat appearance Expectations and RoutinesWe value......

Punctuality as a healthy habit to fully enjoy lessonsWe expect students ......

To arrive on time to lessons and registration

Expectations and RoutinesWe value......

Responsibility and enthusiasm for learningWe expect students ......

To have the correct books and equipment out ready to start the lesson promptly Expectations and RoutinesWe value......

Humility and empathy to show interest and respect for other opinionsWe expect students ......

To listen when a teacher or peer is speaking and not call out Expectations and RoutinesWe value......

Positive attitude towards teachers requests We expect students ......

To follow instructions from adults as soon as askedExpectations and RoutinesWe value......

Responsibility to care for property of all the communityWe expect students ......

To respect and not damage any property or equipment Expectations and RoutinesWe value......

A climate where everyone in the school community has the right to be treated with dignity and respectWe expect students ......

To use appropriate and polite language, and courteously address all members of the communityExpectations and RoutinesWe value......

Respect for the right to learn and to teachWe expect students ......

To keep on task and not disrupt the learning of others Expectations and RoutinesWe value......

Solidarity and respect towards peers and teachers who share the classroom and to those who use it after usWe expect students ......

To leave rooms tidy and in an orderly manner and during lessons, no eating or chewing gum - only water is allowedExpectations and RoutinesWe value......

Technology as an important tool that contributes to learningWe expect students ......

To only use cell phones or other electronic devices for educational purposes and with the teachers permission Positive consequences (Praise system)

PhilosophyWe know that the most important way to develop healthy values and self-esteem in young people is through verbal praise.

A well done, warm smile or any form of congratulation is the most powerful form of praise that can be received. Verbal praiseFor example:PunctualityUniformResponsibility and enthusiasm for learningVerbal praise 1 or 2 points awardedFor example:Respect for learningHelping others with their learningPositive attitude towards learningRespect for other opinionsEmail home 20 points reachedContinued and consistent Level 1 to 2 attitudes and behavioursFor example:Contribute to improving the class climate Treating peers and teachers with respect and dignity

Certificates and Letter to parents30 points reached

Continued and consistentLevel 1 to 3 attitudes and behaviours

Reward chosen by student 50 points + Parents invited in

Continued and persistent Level 1 to 4 attitudes

Level 1Level 2Level 3Level 4Level 5Positive consequences

PracticesNegative consequences (Sanctions system)

PhilosophyThe development of independence is important to us at St Andrews and throughout their years at school, students develop their autonomy by making their own decisions.

Within this framework students exercise their freedom to choose, learning that their actions lead to consequences which can be positive or negative.

Verbal warningFor example:UniformPunctualityEating/chewing gumMinor disruptions to learning: talking, out of seat, messing about

Verbal warning 1 or 2 points +Teacher actionFor example:Repetition 2/3 verbal warning in one lessonInappropriate behaviour, such as:Lack of respect when a teacher/peer is speakingDisrupting the learning the othersDamage to property/ equipmentSerious warning 3 points Continued and persistent Level 1 to 2 incidentsFor example:Non academic use of cell phone or other electronic deviceInappropriate use of language++++

Conduct marks Meeting/Communication with parents10 points or continued and persistent Level 1 to 3 incidentsFor example:Intentional damage and disrespectfulnessIntellectual dishonestyBullyingTheftLeaving school without permissionRudeness to staffFightingMissing class

ActaMeeting with parents(Level 5 may also include suspension, behaviour contracts)Continued or persistent level 1 to 4 incidentsFor example:Intentional and premeditated damage and disrespectfulnessConsumption of tobacco, alcohol or drugsDiscriminationVandalism

Level 1Level 2Level 3Level 4Level 5Negative Consequences PracticesStudent Support and CareHead of Year 7: Mr James Thomas - ext: 1215Head of Year 8: Mr Victor Capeluto ext: 1201Tutorial SystemPSE Personal and Social Education

Departamento de Orientacin Escolar Head: Lic Mariel Pons - ext: 1349 or 1330

Departamento de Orientacin Escolar (DOE)

Lic. Mariel PonsLic. Paula RomanoLic. Pilar FernndezLic. Jonatan OlmosLic. Clara Brea

Lic. Ingrid GullnLic. Juan Pablo Ventura

Also within Student Support and Care:Special Programmes and InitiativesConvivenciaPeer MediationPAS ProgrammeLearning through ServiceCo-ordinator Priscilla Garritano - Ext.: 1346