2014-15 EC PS Curriculum Overviews

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International School of Stavanger

2014 - 2015 EARLY CHILDHOOD AND

PRIMARY SCHOOL CURRICULUM OVERVIEW

2007-2008

VISION STATEMENT

The ISS vision is to prepare students for greater global participation by helping them become

responsible, empowered learners.

Welcome to the International School of Stavanger Early Childhood and Primary School, for children from the age of three, in Pre-School through Grade Five. The Early Childhood division is for children in pre-school through Grade 1. The Primary School division is for students in Grades 2-5. Our goal is to provide students with an English language education, in a supportive, academically stimulating and multicultural environment. To accomplish this, we provide courses and activities in a caring atmosphere taught by highly qualified teachers focused on your child’s needs in an international setting. This curriculum overview provides general information on courses offered in levels Pre-School through Grade Five at ISS. You’ll find information for each level and course of study. Each course is more detailed curriculum with standards and benchmarks, available in discussion with your child’s teachers. At Primary School Open House teachers will offer more detail of how your child’s courses of study are put into action. The material in this booklet is intended to offer an overview of the children’s tasks at school. A separate Parent-Student Handbook details school procedures and rules we follow. We hope the information helps you gain a general understanding of what we learn, how we learn and how we know we’ve learned. If you have any questions, the staff will be glad to assist you.

Ms Jill Raven Dr. Len Duevel Early Childhood Principal Primary School Principal

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TABLE OF CONTENTS

GUIDING STATEMENTS ................................................................................................................................... 3

VISION STATEMENT ........................................................................................................................................ 3

MISSION STATEMENT ..................................................................................................................................... 3

OBJECTIVES ..................................................................................................................................................... 3

EARLY CHILDHOOD AND PRIMARY SCHOOL GENERAL DESCRIPTION .................................................. 4

ADMISSIONS ..................................................................................................................................................... 4

GRADE LEVEL COMPARISON TABLE ........................................................................................................... 6

PRE-SCHOOL 3................................................................................................................................................. 7

PRE-SCHOOL 4................................................................................................................................................. 8

AFTERNOON AND EXTENDED CARE FOR PRE-SCHOOL ........................................................................... 9

GRADE LEVEL KINDERGARTEN .................................................................................................................. 10

GRADE ONE .................................................................................................................................................... 11

GRADE TWO ................................................................................................................................................... 12

GRADE THREE ............................................................................................................................................... 13

GRADE FOUR ................................................................................................................................................. 14

GRADE FIVE ................................................................................................................................................... 15

ASSESSMENT ................................................................................................................................................. 16

VISUAL ART .................................................................................................................................................... 16

LIBRARY ......................................................................................................................................................... 17

MUSIC .............................................................................................................................................................. 18

NORWEGIAN LANGUAGE ARTS................................................................................................................... 19

NATIVE NORWEGIAN ..................................................................................................................................... 19

NORWEGIAN AS A MODERN LANGUAGE ................................................................................................... 19

PHYSICAL EDUCATION ................................................................................................................................. 20

STUDENT SUPPORT SERVICES ................................................................................................................... 21

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GUIDING STATEMENTS

VISION STATEMENT

Inspire a community of responsible, globally-engaged empowered learners.

MISSION STATEMENT

ISS provides an internationally-accredited, engaging and challenging English-language education in a supportive, multi-cultural environment where students have the opportunity to fulfill their potential. Our Aim Our aim is to enable students to become self-determining, respectful, responsible, contributing global citizens who will succeed in continuing educational programs and beyond. Our Values Learning At ISS, we believe everyone is capable of learning and achieving. Developing a passion for and love of learning is key to students

becoming lifelong learners. Students are encouraged to reflect and develop an awareness of one's own learning process. In preparing for an ever-changing global community we inspire learners to develop collaborative, creative, critical thinking and

technological skills. Well-being At ISS, we value the whole child and believe students leading physically and emotionally healthy, ethical, active and balanced lives in a safe environment will contribute to their self-esteem and enable them to become more effective learners. Community At ISS, we celebrate the spirit of belonging and a sense of community at the school, local and global levels. Respecting diversity and valuing international and intercultural understanding, the school fosters actions intended to make positive contributions to a more equitable and sustainable world.

OBJECTIVES

ISS has developed the following strategic planning domains and operational objectives in order to translate our Vision, Mission, Aim and Values into practice. Core Objectives Learning: Promote learning and foster intellectual growth at all grade levels. Well-being: Provide a safe environment that nurtures the emotional, physical and developmental needs of all its students, and promote the basis for a safe, healthy and meaningful working environment for our students and staff. Community: Foster meaningful multi-cultural relationships, provide support for internationally mobile families, communicate effectively and encourage positive contributions in the school, local and global communities. Supporting Objectives Governance & Leadership: Maintain effective governance and leadership to ensure optimal operation of the school.

Infrastructure & Resources: Maintain an appropriate infrastructure in order to create a safe, pleasant and effective learning environment. (Approved at Board of Trustees, 4th February 2013)

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EARLY CHILDHOOD AND PRIMARY SCHOOL GENERAL DESCRIPTION

The ISS Primary School includes Pre-School through Grade 5, ages three through eleven. The curriculum is international and draws on the best practices of many of the English language education systems around the world. ISS uses a curriculum written and updated to specifically meet the changing needs of its students, rather than tied to any one national curriculum. The curriculum is tied to attainment standards typical of accredited international schools. ISS was involved in authoring the International Schools Curriculum Project which later became the Primary Years Programme of the International Baccalaureate. Students work in classrooms with one homeroom teacher for English language arts, mathematics, science, social studies, information technology and religion, philosophies of life and ethics. Teachers of parallel groups plan together for these disciplines. There are specialist instructors in Art, Music, Band, Physical Education, Library and Norwegian. ISS is sensitive to the needs of children in a mobile community. It is normal for ISS students to welcome new students who start at the beginning of the year and throughout the school year. We encourage new students to contact our current students and teachers via letter or e-mail prior to arrival, or a visit to the school is always encouraged. This can be arranged by contacting the ISS Admissions Officer. It is the intent of the Primary School that children leave with the knowledge that they are special, with tolerance for others, a sense of self-esteem and a positive attitude towards learning. In addition to the academic curriculum outlined in this guide, the Primary School provides a variety of extra-curricular activities. Information about those activities is published during the school year in the ISS newsletter, The Informer and on the school’s website, www.stavanger.no.

ADMISSIONS

The school’s Admissions & Communications Officer plays an important role in the admissions process. The director and

principal decide on admission and grade placement after reviewing a child’s date of birth and consulting previous school

records and years of successful equivalent schooling completed. Appropriate placement may also be dependent on pertinent

consultation with the previous schools´ and ISS staff. If records are incomplete, placement will be contingent on other

factors. ISS reserves the right to make changes in the initial placement if subsequent observations and/or testing indicate the

need for a change. Following school policy situations where a child may have some learning support needs, the input from

the Learning Support/Guided Study Team is essential in assisting in deciding on whether to admit a child.

As ISS operates under the Norwegian Education Act, §2.12, students for whom the educational program of the school is

deemed by the administration to be inappropriate cannot be admitted.

Following directives from the Directorate for Education and Training, continued enrolment is dependent on whether ISS can

provide for the educational needs of the student. Readmittance of students is not automatic. The Director is authorized to

deny continued enrolment or readmission to an applicant for scholastic, behavioral, or financial reasons. The parents of that

student shall be notified as soon as possible of a decision to deny readmission.

Payment of Financial Obligations

For continued attendance at the school, financial obligations must be taken care of in a timely manner, following the

information listed on invoices.

Entrance Age

Children entering Pre-School 3, Pre-School 4, Kindergarten or grade one must be of age by September 1st of the current year

(three for Pre-School 3, four for Pre-School 4, five for Kindergarten, six for grade one, etc.). If this is in conflict with the

school entrance age in other countries, a request can be made for special consideration. After consultation, with parents,

teachers, and the school counselor, the principal’s decision is final.

Pre-School

Admission to ISS Pre-School 3 and Pre-School 4 is restricted for children who will continue at ISS after Pre-School 4 who

enroll at the 'company/military' tuition rate. Applications made through Stavanger Kommune will only be reviewed after

direct application to ISS. The ISS Director reviews only those applications that are made using ISS application forms.

Learning Support

All students are expected to follow the school’s academic curriculum and so admission is dependent on the school being able

to meet the students’ special educational needs within the scope of its programmes. It is, therefore, important that parents

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provide accurate and relevant information about their child’s diagnosed or possible special educational needs, including

copies of any previous professional reports.

If parents withhold or misrepresent information, continued attendance at ISS could be jeopardized.

English as an Additional Language

Students whose first language is not English, or students who have been enrolled in an EAL programme in their previous

school, will be evaluated by the EAL teacher, using standardized language tests, to assess the child’s ability in English as a

normal part of the admissions process. Proficiency in English is not a pre-requisite for admission to ISS, and grade level

placement is according to a child’s date of birth and consulting previous school records and years of successful equivalent

schooling completed.

Assessments for Placement

New middle and high school students may be asked to undertake mathematics, English, French, Norwegian or Spanish

placement tests.

Please remember that all placements are initially only provisional.

Grade Level Placement: Primary School Retention, Repeating a Grade Level

When students enrolled in the primary school do not achieve at a proficient level in meeting expectations as shown in data

and assessment from teachers, a child may be best served by having an extra year in the same grade level. It is the

responsibility of the teachers and parents to communicate with each other as soon as possible in a school year if it a child is

not meeting the expectations such that there is predicted probable success in meeting expectations at the next grade level. If

the child’s teacher, the parents and the principal agree that a child would be best served by an extra year in the same grade

level, the child will be placed in the same grade level for the following school year.

Once a decision is reached, the adults are expected to support this decision fully for the benefit of the child. Should the

teachers, parents or principal question the decision of placement for an extra year in the grade level, this question must be

brought to the attention of the other two named groups as soon as possible and as early in the school year as possible, and a

discussion should take place to form a conclusion if a change is to be made. If a child is placed in the next grade level due to

objection from a parent to a decision regarding staying in the same grade level for an additional year when the teachers and

principal feel an extra year would be best for the child, the parents should not expect the child will receive additional

assistance from learning support teachers. In extreme cases, where it is felt the child cannot be served or would be harmed by

continuing in the program at ISS, the Retention Policy section of the 7.300 Admissions Policy of the Policy Manual will be

applied.

Grade Level Placement: Middle and High School, Repeating a Grade Level

In the middle and high schools it is required that students pass their classes in order to advance to the next grade level, except

in very special cases. Promotion in the high school is specifically based upon the number of credits earned. Details may be

found in the High School Curriculum Overviews under “High School Promotion Requirements.”

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GRADE LEVEL COMPARISON TABLE

ISS uses one system of names similar to that in many international schools. The following chart shows the age-appropriate grade for your child, as well as ISS grade levels compared with UK year group and Norwegian grades ‘klasse’.

AGE BIRTH DATE ISS GRADE UK Norwegian

GRADE and Birth Date

3 turning 4 Pre-school (age 3 by

September 1)

Pre-School 3 Nursery

4 turning 5 Reception/

Pre-School 4 (age 4 by

September 1)

Reception/

Pre-School 4

Reception

5 turning 6 Kindergarten

(age 5 by September 1)

Kindergarten Year 1 1. klasse

(age 6 by December 31)

6 turning 7 Grade 1


Grade 1 Year 2 2. klasse


7 turning 8 Grade 2




8 turning 9 Grade 3




9 turning 10 Grade 4


























Grade 10 Year 11 Videregående 1




International

Baccalaureate Year One





International

Baccalaureate

Examination



(International

Baccalaureate or other

Examination)

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PRE-SCHOOL 3

Pre-School 3 classes meet five days per week from 8:30 to 15:15. Teachers receive children starting from 08:20. Children enrolled in Pre-School 3 do not take the school bus. Entrance Age Requirement Children are eligible for Pre-School 3 in August if their 3rd birthday falls on or before 1st September of the academic year. Pre-School 3 provides opportunities which promote social, emotional, physical and language development, effective communication skills and the development of readiness skills and work habits. Our aim is to encourage self-confidence, spontaneity, curiosity and self-discipline and to enhance each child`s sense of dignity and self-worth. Teaching Methods Children learn best in natural settings that allow them to be active participants. Children enrolled in Pre-School 3 are not “taught” in the traditional sense of the word. At ISS, children develop their potential through planned activities that stimulate, guide and encourage a love of learning. A thematic approach is used to develop skills in the following areas:

Language and Communication

Physical Education and Health

Art and Culture

Science and Technology

Values and Ethics

Social Awareness of the Society and Environment

Mathematics

Emotional and Social Skills As early childhood educators we provide and arrange opportunities for exploration and growth, rather than offering children solutions. Children must be allowed to discover answers themselves through experiment and investigation. Children learn best when there is a planned curriculum of activities focused on a particular theme or concept. Themes covered in Pre-School 3 orient around the main them, Ourselves and Our Environment. Pre-School 3 encourages your child to be a/an

Explorer

Creator

Communicator

Interactor

Questioner

Thinker

Socialiser

Problem Solver Norwegian In Pre-School 3 the children are introduced to aspects of Norwegian culture and language through appropriate use of polite expressions, songs and games. Cultural events, Christmas and Norwegian Constitution Day (17th May), are also included in classroom activities. Specialist Areas The children are taught beginner computer skills by the classroom teacher. Children visit the Primary School Library on a weekly basis, where they are introduced to a wide variety of children’s literature through reading and discussions with the library staff. The children also attend Physical Education classes in the school gymnasium, which are taught by a physical education specialist teacher. Speech and Development The Pre-School 3 Programme supports the acquisition of spoken English, paying special heed to the needs of the individual student. It aims to assist students for whom English is not spoken at home to adjust to the academic programme and social life at school as rapidly as possible. More detail on the plan of study is available from the teacher.

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PRE-SCHOOL 4

Pre-School 4 classes meet five days per week from 8:30 to 15:15. Teachers receive children starting from 08:20. Children in Pre-School 4 do not take the school bus. Age Requirement: Children are eligible for Pre-School 4 if their 4th birthday falls on or before 1st September of the academic year. Teaching Methods The major theme in Preschool 4/Reception is “Ourselves and Our Environment” which is developed through a wide variety of methods. At ISS, children explore their interests through planned activities that are develop mentally appropriate and designed to stimulate, guide and encourage a love of learning. A thematic approach is used to promote skills and knowledge in the areas that contribute to the balanced growth of the whole child:

Language and Communication

Physical Education and Health

Art and Culture

Science and Technology

Values and Ethics

Social Awareness of the Society and Environment

Mathematics

Emotional and Social Skills The themes used to support these areas of growth change monthly and include: August Welcome to School September All About Me, Family October Autumn November Farm December Celebrations January Winter February Good Manners, Friendship March Transportation April Spring May Healthy me, Healthy world June Summer Literacy awareness will be promoted in each topic through the daily reading of good children’s literature, morning messages, environmental print and introduction to concepts of print. Children are also encouraged to express their ideas and creativity in journals, dictation and painting. Norwegian In Pre-School 4, children are introduced to aspects of Norwegian culture and language through appropriate use of polite expressions, songs and games. Cultural events, Christmas and Norwegian Constitution Day (17th May), are also included in classroom activities. Specialist Areas The children are taught beginner computer skills by the classroom teacher. They visit the Primary School Library on a weekly basis, where they are introduced to a wide variety of children’s literature through reading and discussions with the library staff. The children also attend Physical Education classes in the school gymnasium, which are taught by a physical education specialist teacher. Speech & Development The Pre-School 4 programme supports the acquisition of spoken English, paying special heed to the needs of the individual student. It aims to assist students, for whom English is not spoken at home, to adjust to the academic programme and social life at school as rapidly as possible. Children with communication difficulties may be referred to a consultant. More detail on the plan of study is available from the teacher.

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AFTERNOON AND EXTENDED CARE FOR PRE-SCHOOL

Children staying for Afternoon Day Care should bring a packed lunch, in addition to two healthy snacks, to meet their nutritional requirements during a full school day. In the afternoon programme the children are offered a programme of enrichment, promoting social, emotional, physical and language development. Creative play is largely child-directed and learning takes place in a natural setting that allows the children to be active participants. Under adult supervision, each child is encouraged to explore, create, communicate, interact, question, think, reason, socialize and solve problems. The children are given the opportunity for learning within specific contexts of music, art/craft activities, cooking, computer use and physical exercise. Both indoor and outside play is an integral part of the afternoon programme. Children attending the afternoon programme do not take the school bus. Extended care is also available so children can arrive early and stay later when pre-arranged at the beginning or mid-way through the school year. This is only available for a small number of children at an additional cost, whose parents demonstrate a specific need for this service. Information is available from the Primary School Principal. Hours for this service are from 7:45-8:30 and 15:15-16:15. An ISS employee such as an assistant will provide care for the children, but this time is only meant as child minding with no academic offerings. Children who are not collected by 16:15 are taken to the school office so staff can leave at their assigned time. If a parent collects a child late without prior notification, this service of extended care time for the child will be suspended.

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GRADE LEVEL KINDERGARTEN

Children are only eligible for grade level Kindergarten if their fifth birthday falls on or before September 1st of the academic year. The grade level Kindergarten is considered the first of 13 full academic school years at ISS. The school day begins at 08:30 and ends at 15:15. Children in Kindergarten may ride the school bus. If parents bring children to school, please let the children walk to the classroom independently after the first week of school so they can build skills in taking care of their personal needs such as changing shoes and hanging up their coat. These are important skills to practice every day. Teachers receive children starting from 08:20. In Kindergarten, Science, Social Studies, and religion, philosophies of life and ethics are integrated with Language Arts. There are three basic themes through which we integrate other disciplines. These are the themes that we focus on during the year: All About Me Science: Senses, Health and Growth Social Studies: Working Together At School The World Around Us Science: Weather and Seasons Social Studies: Where We Live Caring For Earth Science: Materials and their Properties Social Studies: People Change the Earth Like all other primary grades at ISS, Kindergarten Language Arts is taught using a balanced literacy framework. The framework employs a wide variety of activities in the areas of reading, writing, listening and speaking, and word study/phonics. Learning in Kindergarten Language Arts includes learning about the alphabet, letter sounds and blends, sight vocabulary, literature responses, writing skills, penmanship skills, and reading comprehension and decoding strategies. The children also learn to analyze and evaluate literature, to sequence stories and events, and to respond to literature through discussion, art and writing. As students begin to write, they are encouraged to use inventive spelling. Our goal is that children will recognize reading and writing as an interrelated process of constructing meaning. Mathematics is based upon an active, verbal, manipulative-based text, Everyday Mathematics. It encourages children to use their mathematics knowledge in a variety of settings, while expanding on what they already know. Topics include numeration, counting numbers to 100, number stories, sorting and patterning, geometry, measuring, money, telling time to the hour, data handling, graphing, and basic adding and subtracting. In addition, students have specialist instruction in Art, Physical Education, Music, Norwegian and Library.

Homeroom teachers lead lessons in other areas of the curriculum including IT (Information Technology/Computers) and Social

and Emotional Health. The themes studied in the Kindergarten classroom are followed and reinforced in these classes, where

appropriate, throughout the year. Students learn and use a variety of programs on several platforms to enhance the whole

curriculum. For example, in Language Arts, children use the computer for both writing and graphics. IPads are used extensively in

the classroom to enhance student learning across the curriculum. Teachers of Kindergarten students understand that five-year-old children are enthusiastic, curious and ready to learn. We expect to build a strong foundation from which to learn basic concepts in all subject areas. Opportunities are provided for children to develop their potential as learners in a variety of settings. We strive to create a nurturing environment that encourages a positive self-image. The Kindergarten year should personify imagination, experimentation, academics and "joyful" independent investigation. In addition, students have specific instruction in Art, Physical Education, Music, Norwegian and Library.

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GRADE ONE

Students enter Grade One at various levels of achievement. ISS offers support to those students who need a challenge or are

struggling in an area of study through differentiation of instruction. Students who enter classrooms with advanced skills are

offered supplemental activities in order to challenge them. In Grade One, students use leveled books. When a child needs

enrichment, or more challenging material, the book level is easily adjusted for that child's needs. Reading instruction serves each

student with their individual reading level from where he or she is reading fluently and comprehending. In Language Arts, writing

activities are open-ended and allow students the opportunity to develop more complicated skills. There are also enrichment

activities in mathematics, science and social studies.

Language Arts is of the utmost importance in Grade One. Our main focus is to enrich and strengthen each child’s individual reading and writing abilities. A variety of strategies and resources are used to reach this goal as our emergent readers and writers progress towards fluency.

Language Arts includes oral and silent reading, reading individually with the teacher and reading in large groups. The students

engage daily in the writing process as they begin to write in several genres and for a variety of purposes. These include journals,

narratives and poetry. Through the writing process, conventions, punctuation and spelling develop. Common procedures for

instructional strategies using Writer’s Workshop incorporate the six traits of writing: ideas, organization, voice, word choice,

sentence fluency, and conventions. Students are exposed to a variety of rich and engaging books used to meet individual needs. Leveled readers are used during guided-reading for small group instruction at each students reading level. Students are introduced to new vocabulary and a variety of genres through teacher read-aloud and shared reading. Students reinforce learning through independent silent reading. Students use novels from the classroom library, a guided-reading library and the Oxford Reading Tree series. In addition, literature will be used to integrate the social studies and science curricula.

Phonics, spelling and handwriting are taught in the context of literature used and read. Language Arts is reinforced and enriched

through both library and computer classes. Mathematics is taught daily, using Everyday Mathematics as a core text. Using the spiral approach, mathematics study introduces, teaches and reinforces grade level concepts throughout the year as well as integrates problem-solving skills. In our daily mathematics we encourage the use of manipulative materials and hands-on activities that are used to learn the properties of addition and subtraction that are stressed throughout the year. In Grade One the following concepts are taught: classification, number relationships, graphing, metric measurement, geometry, place value, time and fractions. Calculators and computers are tools that are used to reinforce learning of these mathematics concepts. Instructional techniques include individual instruction, partner activities, small groups and whole class instruction. Social Studies: In Grade One “Global Diversity” is our year-long theme. With this in mind, Grade One pupils study four continents: Africa, Asia, Europe and North America over the course of the year, focusing on Kenya, China, Norway and Native North Americans. We explore our focus question, “How are people and animals around the world alike and different?” To promote deeper understanding of this theme and question, students examine key questions about the continents using these social studies concepts: history, society, geography, global/future and current events. Science: Science is taught using a constructive and hands-on approach. The students are invited to learn by building on their prior knowledge, exploring science modules, discussing ideas and facts and discovering the joy of experimenting. The focus is on a balanced curriculum of life, earth and physical sciences. The skills of observation, measurement and recording and using data to draw conclusions are practised. The four main modules that we focus on in Grade One are plants, growing and changing, sound and light and weather.

Students learn and use a variety of programs on several platforms to enhance the whole curriculum. For example, in Language

Arts, children use the computer for both writing and graphics. IPads are used extensively in the classroom to enhance student

learning across the curriculum. In addition, students have specific instruction in Art, Physical Education, Music, Norwegian and Library.

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GRADE TWO

Reading and Language Arts (RLA) is taught within a Balanced Literacy Program emphasizing the individual needs of our students. A workshop approach is used to foster a lifelong love of reading and writing. Children are taught through whole- and small-group instruction, as well as one-to-one conferencing during each workshop. This approach, based on The Reading and Writing Project from Teachers College Columbia University, provides the guidance and scaffolding young children need to become independent readers and writers. Some of the teaching strategies used in Reading and Writing Workshop are:

Modeled Reading and Writing (reading aloud and writing in front of children)

Shared Reading and Writing (reading and writing together)

Guided Reading and Writing (by the children)

Independent Reading and Writing During the year, our students will participate in the following units:

Reader’s Workshop Writer’s Workshop

Launching the Reading Workshop Small Moment Narrative Writing

Nonfiction Reading Nonfiction Writing

Getting to Know Characters Writing About Reading

Reading and Role Playing Persuasive Writing

Poetry Poetry Writing

Spelling is learned using a variety of resources such as Words Their Way. Both Oxford and American spelling conventions are taught and accepted.

Mathematics is taught daily using Everyday Mathematics as a core text. The following concepts are taught: addition and

subtraction (facts to 18), patterns and graphs, place value to 1000, number relationships and counting patterns (counting on and

back, counting by 1, 2, 3, 4, 5, 10 and 25), 2-digit and 3-digit addition and subtraction (with and without trading), geometry,

fractions (parts of a whole and of a set), metric measurement, Norwegian kroner, time, and introductory multiplication and

division. Whole class, small group, partner, and individual instruction are used to present and practice these concepts. There is an

emphasis on problem solving, and different strategies are explored to assist children to see the “how and why” of each skill before

doing problems on paper. Examples include drawing pictures, acting out, making estimations, using the "guess and check"

method, making a table or graph, using logical reasoning, finding patterns, and using manipulative materials.


Arts, children use the computer for both writing and graphics. iPads are used extensively in the classroom to enhance student

learning across the curriculum.

In Grade Two Social Studies, the students explore the geography, climate and historical events from different regions of the

world. There are four units of study in Social Studies:

Hot, Wet Places (The Rainforest)

Hot, Dry Places (The Deserts)

Cold, Wet Places (Norway)

Cold, Dry Places (Arctic & Antarctic)

Grade Two Science units:

States of Matter

Adaptations

Solar System

Electricity and magnetism In addition, students have specific instruction in Art, Physical Education, Music, Norwegian and Library.

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GRADE THREE

Language Arts includes reading, listening and speaking skills, process writing (journals, stories, and articles), phonics, spelling,

grammar skills and handwriting. Emphasis is placed on comprehension skills, including categorizing, context, predicting

outcomes, sequencing, main idea, character development, drawing conclusions, and noting details. An equal emphasis is placed on

study skills, including summarizing, dictionary skills, reading graphs, photographs and charts, and reading for enjoyment.

Language Arts is taught with a variety of resources and strategies. Leveled readers are used during guided-reading for small group

instruction at each student’s reading level. Students are introduced to new vocabulary and a variety of genres through teacher

read-aloud and shared reading. Students reinforce learning through independent silent reading. Students develop additional

comprehension skills through novel studies.

Common procedures for instructional strategies using Writer’s Workshop incorporate the six traits of writing: ideas, organization,

voice, word choice, sentence fluency, and conventions. High frequency words, common spelling patterns and words drawn from

topics and children’s writing form the basis of spelling units. In Language Arts our scheme has extended work for writing,

grammar and reading. All students have individualized readers at varied levels. In Mathematics, students begin the year reinforcing and reviewing basic addition and subtraction. Multiplication is then reintroduced. Multiplication tables are learned and memorized developing the fundamental concepts that will enable the children to multiply using large numbers. Other areas such as geometry, metric measurement, graphs, fractions, decimals, division, time and money are covered throughout the year. Problem solving is interspersed throughout each unit and is related to the operations being taught. Everyday Mathematics is used as a core text. There is extended work available.

Computers are an integrated part of the curriculum. Students learn and use a variety of programs on several platforms to enhance

the whole curriculum. For example, in Language Arts, children use the computer for both writing and graphics. IPads are used

extensively in the classroom to enhance student learning across the curriculum. The children are exposed to a variety of programs

that reinforce or extend work done in class. Information technology is used to enhance leaning in many curricular areas. Students

learn to use the Internet for research and develop the skills required including keyboarding, word processing and using the

Internet wisely and safely. The overall theme for Social Studies is “How can we learn from people of the past?” In Grade 3 we look at the indigenous peoples of the South America, European Middle Ages and Life in Stavanger, Norway. The three Science units include pollution in our environment, sound and plants. In Science and Social Studies we have scope for further research and extended writing. In addition, students have specific instruction in Art, Physical Education, Music and Norwegian and Library.

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GRADE FOUR

Students come to Grade Four at various academic levels and learning backgrounds. The numerous subjects in Grade Four allow the students to have opportunities to work at their own pace. Various strategies are used by the teachers to differentiate the instruction in the classroom for all levels. These consist of self-assessment, peer assessment, student formulated rubrics, independent mathematics work, expansion of multiplication tables, Book Club and dictations, based on reading ability and comprehension, Writers’ Workshop independent creative writing, and homework variation based on student ability.

Study in Grade Four Language Arts focuses on reading and analysis of literature. Language Arts is taught with a variety of

resources and strategies. Leveled readers are used during guided-reading for small group instruction at each student’s reading level.

Students are introduced to new vocabulary and a variety of genres through teacher read-aloud and shared reading. Students

reinforce learning through independent silent reading. Students demonstrate comprehension skills through novel studies.

Responses to literature are conducted in several different ways, including group discussions, role-play, writing reactions to texts,

book report projects and searching for the elements of a story line. Oral reading by teachers to students and by students to the

class helps foster an appreciation of reading, listening skills and the importance of oral delivery. In coordination with reading, the

students produce pieces of writing by using the writer’s workshop process. Common procedures for instructional strategies using

Writer’s Workshop incorporate the six traits of writing: ideas, organization, voice, word choice, sentence fluency, and

conventions. Each child is asked to edit, revise, conference with their peers and teacher and produce final written pieces.

Additionally, spelling study is generated from a variety of areas including written work, words that foster vocabulary development

and commonly misspelled words.


Arts, children use the computer for both writing and graphics. IPads are used in the classroom to enhance student learning across

the curriculum. Students learn to use the Internet for research and develop the skills required for working effectively with word

processing. Mathematics stresses skills in basic operations: addition, subtraction, multiplication and division. Students learn through the use of a variety of activities, including manipulative materials, drills, group work, problem solving and everyday experiences. This builds a foundation for higher-level mathematics. Grade Four students are also taught skills from the following concepts: place value, data gathering and reporting, graphing, probability, measurement, time, geometry, fractions, decimals, percentages and money. These skills are coordinated with other subjects, when applicable. Everyday Mathematics is the core text, supplemented with teacher-made and other materials. Social Studies Major Themes

How people have adapted to conditions and changes on Earth?

How we can learn from the experiences of others, past and present?

How can modern technology, such as robotics, help us model and understand how the Ancient Egyptian monuments were built?

What were the significant inventions in the 20th century? Science Major Themes

Students compare and contrast the different Biomes of the world and animal adaptations. For example, students will examine the location of Australia and research Aboriginal society and how the geography of Australia has affected the way these people live.

Students explore our Solar System and investigate individual planets.

Students investigate causes and consequences of earthquakes and volcanoes and research their geographical location. Students explore these topics through both cooperative and independent research. Social Studies and Science are taught together whenever possible. In addition, students have specific instruction in Art, Physical Education, Music Norwegian and Library. Outdoor Education Week (leirskole) is an integral part of the educational programme. Students and teachers attend Gullingen Leirskule where they participate in a variety of outdoor activities that seek to expand and enhance their normal classroom activities. In addition, students work to develop their independence and social skills as the students live and work together and widen their knowledge of Norway, its culture and traditions.

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GRADE FIVE

Classes in Grade Five, the final year of Primary School, provide a challenge for each student according to abilities and needs, while being developmentally appropriate for the young pre-adolescent. It is a year of demonstrating responsibility. Students come to Grade Five at various academic levels and learning backgrounds. The subjects in Grade Five allow the students to have multiple opportunities to work at their own pace. Various strategies are used by the teachers to differentiate instruction in the classroom for all levels Language Arts emphasizes language skills drawn from a variety of sources. Leveled readers are used during guided-reading for small group instruction at each student’s reading level. Students are introduced to new vocabulary and reinforce learning through independent reading. Students demonstrate comprehension skills through novel studies. Emphasis is placed on developing skills in spelling, vocabulary and grammar, and responding to and analyzing text in terms of plot, structure, themes and purpose. Common procedures for instructional strategies incorporate the six traits of writing: ideas, organization, voice, word choice, sentence fluency, and conventions. Writing is done in all subjects and for many purposes. Writing forms and skills are sometimes taught formally to a whole class, at other times students may work on many different forms of writing in an individualized format. Writing is taught as a process and students develop their skills in paragraphing, composing, revising and editing their own writing.

Information technology is used to enhance leaning in many curricular areas. Students learn and use a variety of programs on

several platforms to enhance the whole curriculum. For example, in Language Arts, children use the computer for both writing

and graphics. IPads are used extensively in the classroom to enhance student learning across the curriculum. Students learn to use

the Internet for research and develop the skills required for working effectively with word processing. The primary mathematics’ source Everyday Mathematics, challenges children on many levels and incorporates higher-level concepts into several mathematics strands. A spiral model of presentation carries concepts through many different applications in order to enhance retention and understanding. Strands taught in Grade Five include computation, geometry (perimeter, area, volume, compass, protractor and co-ordinate geometry), data and statistics (understanding and creating graphs; mode, median, range, maximum, minimum), fractions, ratios, decimals and percents (concept building, computation and application) and early algebra skills (positive and negative numbers, functions, algebraic reasoning). Research projects, which are interdisciplinary in nature, are assigned throughout the year. Whilst topics generally focus on Science or Social Studies, they incorporate many Language Arts skills as well. Use of both the Primary School and Secondary libraries is used, along with a variety of on-line resources available through the Internet. Social Studies in Grade Five has an underlying theme which focuses on the European colonisation of different areas of the world from the time of the Vikings. Areas are studied with emphasis on thoughtful investigation and development of research skills. Attention is also given to geography skills, such as map reading. Science incorporates elements from life science and physical science. The students participate in hands-on experiments, learn the process of science and skills such as observing, making predictions, collecting and recording data, testing predictions, analyzing, drawing conclusions and making inferences and generalizations. Specific units include Electricity, human growth and development, human body systems and simple machines. In addition, students have specific instruction in Art, Physical Education, Music, Norwegian, and Library. Outdoor Education Programme (Leirskole) is an integral part of the educational programme. Students and teachers attend Gullingen Leirskule where they participate in a variety of outdoor activities that seek to expand and enhance their normal classroom activities, as well as work on developing their independence and social skills. The main activity for Grade 5 outdoor education is cross-country skiing.

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ASSESSMENT

Students in the Pre-School are assessed on a continual basis, and meetings to discuss a child’s progress are arranged with parents two times a year. Additionally, a report is made at the end of the school year about the child’s progress in Language and Communication, Physical Education and Health, Art and Culture, Science and Technology, Values and Ethics, Social Awareness of the Society and Environment, Mathematics and Emotional and Social Skills. Following mandates in Norway, children in their first years of school should only be given assessment without a number grade, with no distinction between oral and written grades. Students in Grades Kindergarten through Grade Five are assessed continually throughout the school year, and assessment is reported in written form to parents four times a year. Meetings to discuss a child’s progress, Parent-Teacher Conferences, are arranged two times a year. Feedback to students is offered almost daily. Teachers evaluate a student’s attainment/achievement, effort/engagement/organization/progress and learner profile/conduct as to whether it meets expectations, exceeds expectations or is below expectations. Achievement expectations are described in rubrics and sometimes in rubrics for specific assignments, tasks or tests. Standards are externally set for attainment/achievement at each grade level and for each quarter of a school year, i.e., the expectations increase for each school year and during each school year. Students are assigned an academic descriptor for which evidence shows a best fit, not a single incident or an average of incidents.

VISUAL ART

Children today are surrounded by a dominantly visual culture. The PS visual arts program’s primary goal is to equip children with skills that allow them to understand, respond to and use the language of visual arts. The program provides means of non-verbal communication and decision-making; it increases visual awareness and develops perceptual skills, while at the same time maintaining the need for aesthetic quality. Students are encouraged to grow socially and emotionally in art classes through collaboration, and free expression, thus strengthening the concept of self and developing self-confidence and appreciation for the individuality of others. The PS visual arts standards and benchmarks are based on four main themes: Creating Art, Historical and Cultural Context, Critical Analysis and Interpretation and Connections. Creating Art focuses on skills that help students plan and organize ideas, use the language of art, increase visual awareness and develop craftsmanship in a range of art media. Historical and Cultural Context allows the students to explore the influence of history, culture and art on each other, as well as, understand that art preserves and defines history and culture. Critical Analysis and Interpretation builds skills for students to describe and interpret works of art, their own and others’ projects. The Connections theme helps students connect the visual arts to other disciplines, art careers and personal experiences. Kindergarten’s main focus is to get students familiar with art class procedures while exploring basic art materials, techniques and simple processes. Their units (All About Me, Explore -Painting, Explore -Crafts, Explore -Drawing, Explore -Ceramics, Explore -Collages, Explore -Construction, Explore -Printmaking, Explore -Art History) introduce skills that support the art program in grades 1-5. In grade 1-5 students learn skills and concepts in units organized by art forms: Ceramics and Pottery, Construction and Sculpture, Crafts, Drawing, Get to Know an Artist, Painting and Printmaking. Each unit lasts about 4-5 weeks, which gives enough time to develop a set of skills or understand and use a specific art concept. Cross-curricular connections are made with social studies or science units, if appropriate. PS visual arts lessons are built around visual problems, which students solve in a variety of ways, but mostly by creating visual arts projects. The concepts and skills build on previous years’ learning and prepare students for higher level art studies in MS and HS. In the visual arts department, we strive to invite art experts to present their expertise and enthusiasm for their art or craft to students. Grades 2 and 3 have had one-time visitors, who taught them about felting and sculpture. In grades 4 and 5, we have had the privilege to work with returning local artists who taught students the art of rosemaling and silk painting.

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LIBRARY

The Primary School Library provides a collection of 10,000 books, a variety of magazines and access to online subscription databases. These resources are selected to support and enrich the curriculum. Children in Pre-School through Grade Five visit the library on a weekly basis. During this time they receive instruction in the use of the library, read and are read to, and may choose a book to take home. Parents are also invited to use the library to check out books for their children. Reading for leisure is promoted at all grade levels. Children in Pre-School meet with the library teacher to become more acquainted with the library and literature suitable for their age and proficiency. In their library class Kindergarten, Grade One and Grade Two students are taught how to use the Primary School Library, responsible care for library materials, and literature appreciation. Young readers are assisted in finding appropriate reading materials, and are taught selection skills. Instruction for Grade Three focuses on location skills. The Dewey Decimal System is taught, and the organization of the fiction section is introduced. Students become acquainted with the use of the online library catalog (OPAC). Students become increasingly more independent using the library. In Grade Four, instruction strengthens location skills in fiction and nonfiction, and introduces the organization of biographies. Students continue to learn how to use the online library catalog (OPAC), and call number recognition. Grade Five library classes reinforce skills learned in Grade 4 and teach the use of databases. Some of these online databases can be accessed at school or from home. Grade Four and Grade Five students become increasingly more independent. Skills in research are taught in conjunction with reports written in other classes. Students learn how to make safe and effective choices of online sources.

Grade Level Topics Kindergarten & Grade 1

Library orientation Library personnel and procedures Care and responsibility for library materials and facilities Parts of a book Literature appreciation Promoting reading

Grade 4 Nonfiction organization using the Dewey Decimal

System Fiction organization Biography organization Call number recognition Location skills Online catalog Literature appreciation of true and traditional stories Promoting reading

Grade 2 Library organization Parts of a book Selection skills Reference materials Literature appreciation of contemporary and traditional

stories Promoting reading

Grade 5 Library organization Call number recognition Location skills Online catalog Search strategies Online reference databases Indexes Nonfiction reading Literature appreciation of true and traditional stories Promoting stories

Grade 3 Nonfiction organization using the Dewey Decimal

System Fiction organization Location skills Call number recognition Literature appreciation of contemporary and traditional

stories Promoting reading

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MUSIC

Music involves the application of previously acquired skills to more conventional forms of expression through music, such as being a member of the choir, continuing handbell ensemble or beginning band. Therefore, the Primary School music programme is designed to be 'hands on'. Students cover topics such as an introduction to reading music through symbolic notation, simple composition with partners or in groups, music through sound stories, rhythm instruments, understanding music through movement and International folk dance. All students from Kindergarten onwards have the opportunity to play the xylophone or other instruments as a class in general music, including Orff instruction. Performance opportunities for students include assemblies, concerts and 'Share in Our Learning' sessions where students teach parents what they have learned. Where appropriate, music works in a cross-curricular fashion with other subjects. Kindergarten through Grade Three music involves interpreting musical language through exploring, creating, listening, performing and working on structured activities in the classroom. Students at all levels are encouraged to create melodic and rhythmic music that is both creative and challenging to the student. Emphasis is on experimentation and writing together in group settings. Students are introduced to handbell ensemble playing in Grade Three. Kindergarten has music twice a week, as a class. In one session, the focus is on general music and instruments; during the other session the focus is on vocal training. Grade One and Grade Two have music three times a week. Two of the sessions are general music and the third session is an all-grade choir session. Grade Three has music twice a week where one session is an all grade choir and the other is general music. In choirs the emphasis is on singing instructionally-appropriate material which by Grade Two includes rounds, partner songs and simple 2-part material. The Kodály instruction method is used during part of this programme. Grade Four has music twice a week, one session involves general music and the other, choir. In choir the emphasis is on singing instructionally appropriate material which by Grade Four includes rounds, partner songs and 2-part and 3-part material. The instruction method used during all the sessions includes Kodály, Complete Vocal Technique, Solfège and others. Students cover topics such as choral performance, singing styles and techniques, singing from sheet music and music from around the world. A 'hands on' example of Grade Four general music includes selecting a film clip to which they compose music in groups. All students in Grade Four are taught a handball and guitar unit. Where appropriate, music works in a cross-curricular fashion with other subjects. Grade Five students have music classes two times a week. Grade 5 students sing in a choir, take general music and play either a string or wind instrument of their choice. Choir lessons have an emphasis on singing in unison and in harmony. In general music, students focus on continuing previously-learned knowledge of music theory, are provided opportunities to compose their own music and are exposed to music through the use of technology. Students are introduced to band and strings in Grade 5. In this programme students work co-operatively and engage in creative problem solving skills and decision making that should develop

musical independence and interaction skills through small group tasks, disciplined 2/3 part choir and the complex process of playing a band instrument;

an interest in and foster enjoyment and appreciation in the lifelong use of musical skills learned;

confidence, self esteem and the capacity for emotional expression through performance, composition and self evaluation techniques;

response to cultural awareness and the appreciation of human diversity through experiencing the culturally pervasive nature of music.

Students also learn about different instruments, before selecting the one they wish to play. While some instruments are available through the school for rental, parents are encouraged to purchase instruments. The skills emphasized in the beginning band/string programme include the following:

How to put together, maintain and care for a band/string instrument;

Development of technical facility on an instrument;

Developing proper embouchure (mouth position), breathing technique and tone quality;

Development of pitch reading skills;

Developing rhythm reading skills (whole, half, quarter and eighth notes) and knowledge of time signatures;

Introduction of scales and key signatures;

Developing basic vocabulary of musical terms;

The broad area of performing for an audience;

Working together as a group toward a common goal, while developing independence within the group;

Developing the habit of consistent practice;

Efficient practice methods versus just playing through music.

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NORWEGIAN LANGUAGE ARTS

ISS offers Norwegian instruction for the beginner through to the native Norwegian speaker. Students begin Norwegian instruction in Kindergarten and continue through Grade 5. The classes are homogeneously grouped, allowing students to move between groups as needed. The school does not offer Norwegian classes in nynorsk.

NATIVE NORWEGIAN

Native Norwegian classes are designed to meet the needs of native Norwegian speakers or students with near native competence in Norwegian. Because the students in the classes are bilingual and in some cases trilingual, the unique challenges they face and strengths within their language capacity are continually addressed. A course is offered dependent on the number of children enrolled. Grade Kindergarten: The focus in Kindergarten Native Norwegian is vocabulary development. The students engage in role-play, songs and games. Topics include fairytales, colors, numbers, animals and seasons Grade One: These classes are focused on reinforcing the students’ skills and knowledge. The children are in an environment where they will hear and speak only Norwegian. During the course of the year, students are introduced to the Norwegian alphabet and begin reading. They work on recognizing and reading basic vocabulary. Students are exposed to excerpts from Norwegian children’s literature and folk tales. Activities include reading and dramatizing stories, and learning rhymes, songs and games. Grade Two: The students continue to develop their reading and writing skills. They work on becoming more fluent readers as well as study various common aspects of Norwegian spelling such as the Norwegian vowel sounds. A wide range of Norwegian folk tales and literature for young children will be introduced. The course includes vocabulary development, dramatizing stories, learning rhymes, poems, songs and song games. Cultural events, such as Santa Lucia, Christmas and Norwegian Constitution Day (17th May), are also included in classroom activities. Grades Three and Four: The students continue to develop their skills in listening, speaking, reading and writing. They also engage in literature studies, reading and discussing books, as well as becoming familiar with Norwegian fairy tales. The students write their own stories, role plays, poems and book reviews. During these years, spelling and grammar is given more emphasis. The students explore and practice the use of double consonants, diphthongs and other areas of spelling particular to Norwegian. Grade Five: Students continue to develop their mastery of speaking, listening, reading and writing. They read and respond to a variety of texts, among them fiction, non-fiction, articles, short stories, letters, diaries and poetry. The students work with spelling and grammar such as parts of speech, nouns, verbs and adjectives.

NORWEGIAN AS A MODERN LANGUAGE Grade Kindergarten: In Kindergarten the students are introduced to aspects of the Norwegian culture and language through stories, role plays and songs. They learn basic vocabulary and short phrases. Grade One: In first grade the students are introduced to aspects of the Norwegian culture and language through stories, role plays and songs. The students read and write short phrases. Cultural events, such as Santa Lucia, Christmas and 17th of May will be included in classroom activities. Grade Two: The students gain knowledge of Norwegian language and culture through stories, role plays, songs and language games. The students read and write short phrases to expand their vocabulary. Grades Three: The students continue to develop their skills through listening, speaking, reading and writing. They gain knowledge of the Norwegian language and culture through stories, role plays, songs and language games. Beginning in Grade Three, the students are divided into Beginner and Intermediate levels. The intermediate levels expand on the same topics to include focus on sentence structure and on more advanced texts. Students in intermediate classes are expected to follow instruction in Norwegian. Grades Four: In Grade Four the students are divided into Beginner and Intermediate levels. The students continue to develop their skills through listening, speaking, reading and writing. They gain knowledge of the Norwegian language and culture through stories, role plays, songs and language games. Students in the Intermediate group are expected to express themselves mostly in Norwegian and understand instructions given in Norwegian. Grade Five: The students continue to develop their skills through listening, speaking, reading and writing. The students read and write short texts and participate in dramatization and role play. They engage in simple conversations and will be able to answer questions about simple texts both orally and in writing. Although the two levels (Beginner and Intermediate) will work with similar topics, the intermediate level includes translations and also focuses more on grammar. Intermediate students are expected to express themselves mostly in Norwegian and understand instructions given in Norwegian. Norwegian cultural events are included in classroom activities.

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PHYSICAL EDUCATION

Students in Pre-School through Grade Five attend Physical Education class twice a week, ranging from thirty-minute sessions for the lower grades, up to forty-five minute sessions for the older children. The children participate in a wide range of physical activities from fundamental motor skills in Pre-School to skill-based learning for the students in Grades Four & Five. PRE-SCHOOL 3 and PRE-SCHOOL 4 Basic movement experiences and body mechanics are introduced at this level along with locomotor, non-locomotor and manipulative skills. A great emphasis is placed on social skills and listening skills with more emphasis given at the Pre-School 3 level than Pre–School 4. Many of the physical and social skills are taught through the medium of games/plays and stories.

KINDERGARTEN and GRADE ONE

This programme is designed to develop skills in the following categories:

Locomotor Skills

Manipulative Skills

Rhythmic Skills

Gymnastic Skills

Games of low organization

Story play/games GRADE 2

This programme follows a similar pattern to the Grade 1 programme. The difficulty of the skills and activities have increased to meet the demands of the students’ ongoing physical development, as well as the following additions:

Simple relays based on locomotor skills.

Non-locomotor skills.

Fitness Group Games

Lead-up games and skills for team sports

Group games GRADE 3

This programme provides a transition between the simplified activity programme of the lower grades and the sports emphasis and more advanced emphasis of the intermediate level. The programme includes the following additions:

Locomotor skills

Fitness

Rhythmic skills

Gymnastic

Simple games and relays

Simple sports skills and activities GRADE 4 By the time the children reach Grade 4 they are ready to move in to an activity block system. Basic movement skill and body mechanics are well developed by this age; therefore, more emphasis and time are spent on developing aspects of perceptual awareness in relation to skill development for a particular activity or sport, rather than developing the skill itself – a characteristic of the lower primary years. The following activities are introduced at this level:

Football (soccer)

Volleyball

Dance

Basketball

Handball

Short Tennis/Badminton

Fitness

Ten Pin Bowling

Track and Field (Athletics)

The following activities are developed at this level:

Gymnastics

Creative Movement

Fitness

GRADE 5 The Grade 5 programme builds upon and develops the activities introduced in Grade 4 in order to develop skills for success this year and in the Middle School Physical Education programme. Additional activities covered during Grade 5 are Gymnastics and Skill Related Fitness. SWIMMING / AQUATICS EDUCATION As part of Physical Education the students in Grades 1-5 participate in lessons in Swimming/Aquatics. Learning experiences include water safety, stroke development, lifesaving and diving. Students in Grade Kindergarten take part in two introductory swimming lessons. The Physical Education staff is assisted as needed by specialist instructors in this programme.

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STUDENT SUPPORT SERVICES

International School of Stavanger recognizes that some students require special programs or services in order to meet their needs and to experience success. Programs and services available to students include English as an additional language, learning support, counseling, and health services. For detailed information regarding the student support services available at ISS, please refer to the Student Support Services Reference Guide or contact a Student Support Team member. The reference guide can be obtained from any of the learning support teachers or school counselors. Counseling: The counseling office is committed to providing students with both academic and socio-emotional support services. The programme is based on the belief that each student is unique, possessing intrinsic personal worth, dignity, along with certain basic rights. Individual and group socio-emotional counseling is made available to address a variety of student concerns. These may include assistance with conflict resolution and cultivating positive relationships with peers. The counselors extend and coordinate support services to students, families, and staff where appropriate. English as an Additional Language: English language support is offered to any student whose first language is not English and who does not yet function in English at grade level due to language background. A new student who has not spent a significant period of time in an English-language school will be required to undergo assessment of his/ her English skills by the EAL teachers. The purpose of this assessment is to determine whether the student requires language support. Placement in a language enrichment programme is based on the assessment results, information from previous school records and consultation with parents. Students of concern may also be referred for assessment during the course of the school year. Please refer to the English as an Additional Language (EAL) Information Booklet (obtainable from the EAL Department) or contact the EAL teacher for more information regarding this programme. Health Services: The health service seeks to ensure a healthy school environment where children are regarded as individuals whose emotional, social, cultural identities and values are respected. Health services offered include, student growth and development assessment, a vaccination programme following Norwegian guidelines, vision and hearing testing, administration of medications taken during school hours, assessment/ administration of first aid to injured students and the dissemination of information to the school community regarding health care in Norway. A doctor is available at ISS for screening purposes only. Confidentiality for all those making use of the ISS health service is respected and ensured. Learning Support: Learning Support is a whole school, integrated and staged approach to helping students in need of additional academic support. Its aim is to enable all students to have the opportunity to successfully access the curriculum and be included in the school community. The needs of some students involved in the programme will be met within the classroom through differentiated teaching and appropriate accommodations. Other students, dependent on individual need, will receive additional teaching from a learning support specialist, either in a small group or on an individual basis. A few students will receive individual lessons or support from a learning support teacher in the classroom. Students’ placement in this programme will be based on learning need and following full consultation with parents. The aim of the programme is to support the development of literacy, numeracy and / or speech, language and communication skills. Maximum Support Allocation: Students who require learning support services for more than 3.5 hours per week of their academic programme should consult with the Primary School Principal as a part of the admissions process. Student Study Team/ Referral Process: The Student Study Team (SST) consists of the counselor, learning support teacher(s), principal(s) and school health professional. Other teachers also participate on this team when a student in their class/ course is referred/ to be discussed. This Student Study Team has the responsibility of handling student referrals and coordinating student support services. In order to identify students who may benefit from support services, the school has a referral process in place. Referrals can be submitted by classroom teachers, administrators, counselors, parents, school health professional, past school staff etc. Under most circumstances, the referring person should contact the parent(s) of the student regarding their concern prior to submitting a referral. Referral forms can be obtained from the main school office, Primary School office, and Middle/ High School office or from the learning support teachers, and counselors. Referrals may be submitted for any type of concern an individual has regarding a student (e.g., learning, language, social, emotional, and behavioral). Any referral is appropriate, whether or not the student is determined to require support services. In many cases, the information developed through the referral process itself may help in developing strategies to facilitate the growth of the student. When making a referral, please submit it to a Student Study Team member.