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The Middle Years Programme

A Guide for Students and Parents

1 Arendal International School, Middle Years Guide




Contents

A Guide for Students and Parents............................................................................................1Introduction........................................................................................................................................3

A Message from the Principal.......................................................................................................................3The IB Mission Statement............................................................................................................................3The AIS Mission Statement..........................................................................................................................3Our Philosophy.............................................................................................................................................3

The IB Learner Profile.......................................................................................................................4How We Study...................................................................................................................................6

The Curriculum Model.................................................................................................................................6The MYP within the IBO continuum............................................................................................................7The Fundamental Concepts of the MYP.......................................................................................................7Holistic Learning..........................................................................................................................................7Intercultural Awareness................................................................................................................................7Communication.............................................................................................................................................7The MYP Areas of Interaction......................................................................................................................8The Personal Project.....................................................................................................................................9


http://prezi.com/csb3ivo2yg-d/the-personal-project/....................................................................................9Assessment..................................................................................................................................................10Assessment Criteria....................................................................................................................................10Assessment Criteria by Subject..................................................................................................................11General Grade Descriptors..........................................................................................................................12

What we Study.................................................................................................................................13Arts..............................................................................................................................................................13Technology.................................................................................................................................................13Humanities..................................................................................................................................................13Language A.................................................................................................................................................14Language B.................................................................................................................................................14Mathematics................................................................................................................................................14Physical Education......................................................................................................................................15Science........................................................................................................................................................15

General Information.........................................................................................................................16Address Changes.........................................................................................................................................16Home/School Communication....................................................................................................................16Daily Schedule............................................................................................................................................16Attendance & Punctuality...........................................................................................................................16


AIS Code of Conduct 2013-2014.......................................................................................................17Statement of Purpose.......................................................................................................................17Students’ Rights...............................................................................................................................17The Code of Conduct.......................................................................................................................17Consequences...................................................................................................................................18Definitions of the Conduct and Punctuality grades in MYP............................................................18

A. Conduct..................................................................................................................................................18C. Punctuality..............................................................................................................................................18

AIS Behavior management guide.....................................................................................................19Equipment & Supplies................................................................................................................................21Firedrill.......................................................................................................................................................21Fruit.............................................................................................................................................................21Homework...................................................................................................................................................21Internet use and computers.........................................................................................................................22Liaison Committee LC................................................................................................................................22Lockers & Cloakrooms...............................................................................................................................22Lost Property...............................................................................................................................................23Snack & Lunch Break.................................................................................................................................23Medical Information...................................................................................................................................23


Milk.............................................................................................................................................................23Name labels.................................................................................................................................................23Parent Committee........................................................................................................................................23Parent Volunteers........................................................................................................................................24Reports........................................................................................................................................................24Recycling....................................................................................................................................................24Student Council...........................................................................................................................................24Transport.....................................................................................................................................................24Visitors........................................................................................................................................................24

Introduction

A Message from the PrincipalWe are pleased to present you with AIS Middle Years Programme’s Guide for Students and Parents. It is vital for students and parents to know and understand how and what students are learning, and what benefits are derived from that.


Interaction between the school personnel, teachers, students and parents is very important for the successful attainment of pleasure in learning. We are striving to make our school a caring and instructive institution for all involved in it. We wholeheartedly welcome all stakeholders to the school and look forward to a meaningful cooperation from all concerned.

The IB Mission StatementThe International Baccalaureate (IB) aims to develop inquiring,

knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


The AIS Mission StatementOur mission goes beyond developing good academic standards and encouraging the holistic development of each student. Through an international based curriculum we want our students to develop international understanding and citizenship, to become critical thinkers, active inquirers and life-long learners who respect that different cultures and values make the world a richer place.

Our PhilosophyOur philosophy is that students learn most effectively in a challenging, interactive environment, so we aim to provide a relevant, stimulating education that will help them relate their classroom experience to the real world.We place a high value on students becoming adaptable, confident and active members of society. We encourage creative thinking, the acquisition of problem-solving skills and a life-long love of learning to best prepare them to meet future challenges.


The IB Learner ProfileThe aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The attributes and descriptors set out in the IBO learner profile define the type of learner we hope to develop through our programmes at AIS in both of our programs.


InquirerI nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

KnowledgeableI develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

ThinkerI use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

CommunicatorI express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.


Open-mindedI critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

PrincipledI act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

CaringI show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

BalancedI understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.


Courageous / Risk-takerI approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

ReflectiveI thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.


How We Study



The Curriculum ModelDuring the summer 2011, AIS was officially authorized by the International Baccalaureate as a an IB World School for the Middle Years Programme. These are schools that share a common philosophy – a commitment to high quality, challenging, international education that Arendal International School believes is important for our students.

The Middle Years Programme is the IB curriculum for students between grades 6 or 7 and 10. It is a 4 or 5 year course designed in part to prepare students for the IB Diploma. At AIS we do the 4 year course.

The student is at the centre of the MYP curriculum model represented by the IB Learner Profile. The curriculum model of the MYP places the student and the way the students learn at its centre, as the child’s development is the basis of the whole educational process.

The next level includes Global Contexts, concepts, Approaches to Teaching and Approaches to Learning. These elements frame the curriculum in all of the subjects. The


MYP is a conceptually focused curriculum that allows students around the world to focus on understanding rather than facts. For concepts to make sense, they need a context, in our case these are global for us to be able to give all of our students a meaningful frame of reference.

Approaches to Learning focuses on the ten skills of learning we find most important for students:

Communication skillsCollaboration skillsOrganization skillsAffective skillsReflective skillsInformation literacy skillsMedia literacy skillsCritical thinking skillsCreative thinking skills


Transfer skillsThese skills are incorporated into the curriculum and naturally included in the lessons, but are also supported by the ATL lesson each week to aid the subjects for the more general introductions of skills like how to use Google Drive.

Action as Service“Action (learning by doing and experiencing) and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme, especially in the MYP community project.”1

The 3 core elements to Action as Service are:1 https://www.ibo.org/myp/curriculum/


https://www.ibo.org/myp/curriculum/

o Awareness – of communities at local, regional, national and international levels.

o Community action and service – from grade 7 to grade 10, we will encourage and expect students at AIS to be involved in, and make a positive contribution to, their communities. Each of the subjects will have an element of action baked into their subjects.

o Reflection - All children will be asked to keep a log of their action activities, and the homeroom teachers will discuss their progress in class.

The Community ProjectThe community project is a preparation for the larger and individual Personal Project. This project is a group project that will be completed primarily during school hours as opposed to the Personal Project. The project is an inquiry project and will be


The Personal ProjectIn the final year of the programme, all students will complete a Personal Project. This should represent the culmination of the full Middle Years Programme, so expectations are high! The Personal Project product can take many forms; it can for example be an essay, a film, a play, an invention or a single event. Students have the opportunity to be really creative and to demonstrate the skills they have developed through the programme.

An important aspect of the Personal Project is that students must write a journal or diary about it from the first ideas, to a reflection of the final piece. They must also write a report (Personal Statement) of the process from goals to conclusion. It is primarily this report which is assessed, though the other two elements (journal and product) are taken into account.

The Personal Project can be a daunting task, as it lasts the whole of grade 10, and is very open-ended. To make it easier, each student will have a Personal Project Supervisor who


will help the students set short-term goals and keep a regular eye on their progress through meetings and progress reports.

Please contact the MYP coordinator if you have any questions regarding the Community or Personal Project.

Each subject group occupies a point around the edge of the octagonal model, reflecting the importance of the traditional disciplines taught to this age group and the skills, knowledge and understandings specific to each of them. Structured learning is provided in each subject group in each year of the MYP in order to achieve a broad and balanced education throughout the programme. All the subject groups around the edge of the octagon are of equal importance, although each one will not necessarily require the same amount of teaching time.


The MYP within the IBO continuumThere are three IB programmes: the PYP, MYP and DP. The PYP (Primary Years Programme) is for children from grade 1 to 5 or 6, and has been written to prepare students for the demands of the MYP. It is a transdisciplinary programme of international education designed to foster the development of the whole child. At AIS we follow the PYP as a 6 year course, so after PY6, (grade 6) the students enter MY1 (grade 7).

The MYP as well as being an all-round education has been designed to prepare students for the final IB programme, the Diploma. The Diploma Programme (DP) is a two year high school course leading to a qualification that is recognised by Universities all around the World. Arendal videregående skole (High School) has been teaching the IB diploma since August 2007, and the staff at both schools have been working closely together to make sure the MYP flows smoothly into the Diploma.


The Fundamental Concepts of the MYPAt the heart of the MYP follow three concepts which underpin all that we do:

Holistic Learning Even though the MYP is taught through the study of traditional subject groups, (English, Norwegian, Spanish, Humanities, Sciences, Mathematics, Music, Art, Technology and Physical Education) the curriculum is organised to show to students the connections between the subjects and between subject content and the real world. This is partially done through the use of the five ‘Areas of Interaction’, which come into all subjects.

Intercultural Awareness This concept is concerned with developing students’ attitudes, knowledge and skills as they learn about their own and others’ cultures. We hope that through the study of multiple perspectives, intercultural awareness not only fosters tolerance and respect, but also aims to develop empathy and understanding, the acceptance of the right of others to be different.


CommunicationThe MYP emphasises the importance of both verbal and non-verbal communication, they are seen as vital to the successful completion of the programme. A good command of expression in all its forms is fundamental to learning. The IBO places particular emphasis on language acquisition which is seen as crucial for exploring and sustaining cultural identity, personal development and intercultural understanding.


AssessmentAt AIS we assess for the following 3 main reasons:• To promote learning

– Reflecting– Setting targets– Useful feedback

• To provide information about the student– For parents– For teachers– For students

• To contribute to curriculum development and to provide opportunities for teachers to reflect.

The main principles of assessment at AIS:


• Students know what they are going to be judged on before they start the work• Feedback promotes reflection• It is not just about recalling facts, but demonstrating understanding and skills as well

as knowledge• It is designed to accommodate different learning styles when possible• Assessment is not just by the teacher, but includes self-assessment and peer-

assessment

The effort that a student puts into a task may not necessarily be reflected by the mark received, as all work is assessed using the criteria referenced approach, (teachers will match the performance of each student against a set of pre-written criteria statements based on those published by the IB for the MYP, the general headings are given below). In the formal reports that parents receive during the year, students will however be given effort grades for each subject sat.


Assessment Criteria HOW THE STUDENT AND THE WORK ARE ASSESSEDThe IB has developed assessment criteria against which the student’s work will be assessed.

The student will not be judged against the work of other students, but against assessment criteria which the teacher will show and explain to the student. This will help the student to keep an eye on her/his progress and to see where she/he needs to improve.

The criteria may be modified to suit the work the student is working with. However, for the final assessment in year 5, teachers must use unaltered IB criteria and descriptors, basing their assessment on a range of activities the student has done towards the end of the course. The descriptors help the student and the teacher to find the student’s level of achievement for each criterion.


Final assessmentFinal assessment takes place at the end of the programme in order to determine the levels individual students have achieved in relation to the stated objectives for each subject group and for the personal project.

Grades from 1 (lowest) and 7 (highest) are awarded to the students, for each subject and for the personal project, according to predefined grade boundaries based on the levels students have achieved.

How the final grade is achieved in the IB grading system1. There are a set of objectives for each subject to match the assessment criteria.2. Every subject has different numbers of criteria, i.e. Language A has three, Science has six, and

Physical Education has four.3. Subjects have four criteria with achievement levels from 0-8.


4. Grading is based on the level of achievements for each criterion.5. The final achievement level for all the different criteria is based on the year’s assessed formative

and summative work and the teacher’s professional judgment. The so called "best-fit approach" � allows the teacher to select the achievement level that best describes the student’s work in all.

6. After having worked out the achievement levels for the different criteria for each subject, the achievement levels are added up. The teacher then applies the grade boundaries to determine the final grade for each specific subject.

Assessment Criteria by Subject

Language and Literature (English & Norwegian):Criterion A Analyzing Max 8Criterion B Organizing Max 8Criterion C Producing Text Max 8Criterion D Using Language Max 8


Language Acquisition (Spanish):Criterion A Comprehending spoken and visual text Max 8Criterion B Comprehending written and visual text Max 8Criterion C Communicating in response to spoken, written and visual text Max 8Criterion D Using language in spoken and written form Max 8

Individuals and SocietiesCriterion A Knowing and Understanding Max 8Criterion B Investigating Max 8Criterion C Communicating Max 8Criterion D Thinking Critically Max 8

SciencesCriterion A Knowing & understanding Max 8Criterion B Inquiring and designing Max 8Criterion C Processing and evaluating Max 8Criterion D Reflecting on the impacts of science Max 8

Mathematics


Criterion A Knowing & understanding Max 8Criterion B Investigating patterns Max 8Criterion C Communicating Max 8Criterion D Applying mathematics in real-life contexts Max 8

Arts (Visual and Performing Arts)Criterion A Knowing & Understanding Max 8Criterion B Developing Skills Max 8Criterion C Thinking Creatively Max 8Criterion D Responding Max 8

DesignCriterion A Inquiring and analyzing Max 6Criterion B Developing ideas Max 6Criterion C Creating the solution Max 6Criterion D Evaluating Max 6

Physical and Health EducationCriterion A Knowing and understanding Max 8


Criterion B Planning for performance Max 8Criterion C Applying and performing Max 8Criterion D Reflecting and improving performance Max 8


General Grade Descriptors

Grade 1: Very PoorMinimal achievement in terms of the objectives.

Grade 2: PoorVery limited achievement against all the objectives. The student has difficulty in Understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support.

Grade 3: MediocreLimited achievement against most of the objectives, or clear difficulties in someareas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situationswith support.


Grade 4: SatisfactoryA good general understanding of the required knowledge and skills, and theability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

Grade 5: GoodA consistent and thorough understanding of the required knowledge and skills,and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

Grade 6: Very GoodA consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. There is consistentevidence of analysis, synthesis and evaluation where appropriate. The student


generally demonstrates originality and insight.

Grade 7: ExcellentA consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where

appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.


What we Study

Visual and Expressive ArtsFrom the earliest times, artistic expression has been common to all cultures as human beings make statements through a variety of non-verbal forms and create objects which are aesthetically pleasing. Beyond barriers of language, the disovery of the cultural values of civilizations through their artistic production is one of the best ways to promote international understanding. At AIS we teach Visual arts and Expressive arts.Students are brought into contact with the art forms and aesthetic values of other cultures as well as their own, and are helped to develop perceptions between ideas and art. They are also encouraged to identify particular creative abilities and to master techniques appropriate to that form of expression.In addition, the course:

organizes learning around the creative cycle—a dynamic, ongoing process of sensing, planning, creating and evaluating art, and one in which all the senses are involved


encourages creative energy, communication, interaction and reflection aims to help the student become a developing artist—one who is able to assess the

level of skill and target the areas that need development seeks to acquaint young people with the creations of men and women whose works

have proven to be of enduring worth.

DesignThis course is essentially concerned with solving problems in an effort to stimulate students’ ingenuity and to encourage them to combine intellectual talents and practical skills.The Design course provides a balance between three key areas:

systems information materials.

In particular, students are encouraged to display ingenuity and creativity in devising practical solutions to given tasks. Students use the design cycle to:

investigate


design plan create evaluate.

This subject area is valuable for reinforcing and integrating skills learned in other disciplines, especially in the presentation and handling of data and the processes involved in the design and manufacture of a product. At the same time, it fosters awareness of the social and ethical implications of technological development.

Individuals and SocietiesThe aim of Individuals and Societies (INDSO) in the MYP is to encourage students to gain and develop knowledge, conceptual understanding, research skills, analytical and interpretive skills, and communication skills, contributing to the development of the student as a whole. INDSO aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of


individuals, societies and environments in a range of contexts: historical, contemporary, geographical, political, social, economic, religious, technological and cultural.

Language and literature (English and Norwegian)Language is the basic tool of communication in the sense of enabling a student to understand and be understood, and to establish their own identity. Language is also the avenue by which one gains access to literature and thereby to the cultural treasury of civilization.Language A courses therefore include the study of:

the instrumental function of a language where listening, viewing, speaking, reading and writing skills are emphasized

literature, which encompasses a variety of periods and genres.

Language acquisition (Spanish)The primary aim of Language Acquisition is to encourage students to gain competence in a modern language other than their mother tongue, at AIS this for the majority of our students


will be Spanish, but for others it is Norwegian, depending on their background and experience. The long-term goal is of balanced bilingualism. In addition, the study of language B aims to:

encourage in the student a respect for and understanding of other languages and cultures

provide a skills base to facilitate further language learning. Proficiency in a second/third language gives students:

access to a broader range of input, experiences and perspectives the enjoyment of being able to communicate in a language other than their mother

tongue. It is also acknowledged that learning another language greatly contributes to the holistic development of students and is believed to raise achievement in other subject areas

MathematicsMathematics in the Middle Years Programme aims to provide students with an appreciation of the usefulness, power and beauty of the subject.


One aspect of this is the awareness that mathematics is a universal language with diverse applications. The Middle Years Programme promotes an understanding of how cultural, societal and historical influences from a variety of cultures have shaped mathematical thought.Study of the subject includes the following four branches:

number algebra geometry and trigonometry statistics and probability

Physical and health educationThe aim of Physical and health education in the Middle Years Programme is to facilitate

physical intellectual emotional, and social development.


The aim of this course is to cultivate a healthy and active lifestyle for students. It therefore advocates activities that are not only enjoyable but also contribute to healthy living. Students are helped to develop the motor skills necessary to enable them to participate successfully in a variety of physical activities, and to learn about the nature of physical fitness.This subject area also serves to promote intercultural awareness, since physical education is a reflection of elements of history, culture and values. It also enables students to establish links between different areas of experience and provides opportunities for different forms of self-reflection, communication and team work.

SciencesThe study of sciences aims to provide students with both a body of knowledge and an understanding of the scientific approach to problem solving. The ability to formulate hypotheses, design and carry out experiments to test them, and evaluate results constitutes the framework within which specific content is presented. Among other skills, students are expected to:

use basic laboratory equipment safely and efficiently


make sensible estimates and take accurate measurements make scientifically supported arguments.

Students are also encouraged to relate the content of the classroom and laboratory to the realities of life as they develop critical thinking and problem-solving skills.An awareness of the increasingly international context of scientific activity, its impact and limitations as well as the constant evolution of scientific knowledge and understanding is also promoted. Students are encouraged to consider science as a constantly evolving cooperative venture between individuals and among members of the international community, influenced by social, economic, technological, political, ethical and cultural surroundings.


General Information

Address ChangesIf you move houses, (or change your phone number/ email address), we would kindly ask that you contact the office/homeroom teacher so that we can amend our files. This is important, as we may need to get hold of parents in an emergency as well as informing the parent body of different activities.

Home/School CommunicationMost of the communication with students regarding the academic work (including homework) will happen through our online management system called ManageBac (MB). All of the important assignments and tasks will be in this system. Because we put effort into putting the homework on MB, we expect that even students that have been absent are able to access the homework and complete it.


The first contact point for parents and students are the homeroom teachers. If there are reoccurring issues the MYP Coordinator will be contacted.

We organize two conferences every year, the first one being a three-way conference for students, parents and subject teachers. The second conference is a student-led conference where the students prepare a portfolio to show the parents how they work, their strengths and potential improvement areas.

Daily Schedule School starts at 08.35 for all students.Students in the Middle Years finish at 14.15 all days, with the exception of Wednesday when they end their day at 15.15. They have two breaks, one from 10.30 to 10.50 and the other from 11.45 to 12.20. Please contact the office to get hold of your child or contact them directly during a break. We strongly recommend you to not contact your child during a lesson as this distracts your child (and potentially other students/ the teacher).


Attendance & PunctualityStudents are expected to attend school everyday of the school year. If your child is ill, and unable to attend school, please let his or her homeroom teacher know either by phone or email. Every day counts at AIS! However, should you need to take your child out of school the homeroom teacher may grant one day off. If you need more days off, please apply through the following link: http://www.aischool.no/ais-parents/apply-for-leave/. It is the responsibility of the students to catch up on any work missed.School starts promptly at 08.35, and we expect all students to be at their desks, ready to work at this time.


http://www.aischool.no/ais-parents/apply-for-leave/

1.3.1 AIS Code of Conduct 2015-2016Student

name…………………………………………..Grade…………

Statement of PurposeThe purpose of our Code of Conduct is to ensure that we provide a safe, caring and respectful environment for all members of the school community. The attributes of the IB Learner Profile are at the heart of our expectations and provides a framework for any issues that may arise.

Inquirers * Knowledgeable * Thinkers * Communicators * PrincipledOpen-minded * Caring * Risk-takers * Balanced *Reflective

Students’ RightsStudents have a right to fair and respectful treatment in a supportive and safe learning environment based on the rules of this Code of Conduct as well as a say when consequences related to the code of conduct are implemented.


The Code of ConductI will:

o be punctual and come prepared for lessons and activitieso do my work and behave to the best of my abilityo listen carefully and follow instructionso show respect for all members of the AIS communityo treat the school’s and other people’s equipment and resources with respecto help to look after the school environment, including tidying up after class and luncho contribute to a safe and healthy learning and school environmento act appropriately during class, in the hallways, in the playground and on any activity such as trips organised by AISo Follow the rules related to

§ Use of electric devices during classes· silent or turned off unless specific permission has been given

§ Stay inside the school premises during school hours, but outside during breaks· unless accompanied by a staff member

§ Candy, soft drink, chewing gum· refrain from bringing to school unless during school parties approved by the staff

§ Use of hats inside§ Use of indoor shoes


ConsequencesAt AIS we believe that disciplinary action should, where possible, be positive, encouraging the students to reflect on their actions and to suggest for themselves what the consequences of their actions might be. When our high expectations of behaviour are not met, consequences will be based on the nature and frequency of the unacceptable conduct in accordance with the AIS Behavior Management Guide. One or more of the following may occur:

· Official recording of the incident· Meeting with Homeroom Teacher/Parents/Coordinator/Principal· Verbal or written apology, followed by a reflection· Performing a community service at school· Loss of privileges like f.ex. minutes of Golden time· After school detention (after two incidents reported to parents)· In-school or out-of-school suspension (Education Act/Opplæringsloven § 2-10 and Privatskoleloven § 3- 10)· Reduced conduct or punctuality grades for MYP students (this is a single decision made by the MYP staff as whole in collaboration with the Head of school).· Broken equipment has to be reimbursed by individual students or the class fund, depending on the incident.

Definitions of the Conduct and Punctuality grades in MYP

A. Conduct


a) The grade given for conduct is based on § 3-5 in the Norwegian Education Act. The students are evaluated how well they are able to adhere to the school’s code of conduct; for instance how they treat their peers and staff. The decision is based on the general behavior, not on single incidents. However, in extreme cases, there could be made exceptions. The conduct grade is separated from the students’ academic performances. Absences can in some cases lead to a reduced grade in conduct.

C. Punctualityb) The grade given for conduct is based on § 3-5 in the Norwegian Education Act. The students’ grade level is based on their ability to meet on time and meet prepared for the lessons with completed homework. The assessment of the students’ punctuality is held separate from their academic performance. Absences can in some cases lead to a reduced grade in punctuality.

Good Below Average Unsatisfactory

Conduct In general good behavior in accordance with the school’s code of conduct.

Several violations of the code of conduct or grave violations of the code of conduct.

Continuous violations of the code of conduct, or particularly grave violations

Punctuality The student is generally well organized, completes

Several late-comings to school and/or several

Continuously late to school and/or


homework and meets up for class on time

late assignments and homework

continuously late assignments and homework

Student signature: _____________________ Date: ___________I will support my child in living the AIS Code of Conduct :.................................... ....................................Parent’s name Parent signature

.................................... ....................................Homeroom teacher’s name Homeroom teacher’s signature

PYP Simplified Version

PYP Code of ConductWe will help make the school safe

We respect property both others and our own


We have the right to learnWe follow the philosophy of the school

We think about the Learner Profile when we make choicesWe reflect and are responsible for our own behaviorWe take care of our environment

We are respectful of the right of people to be different

1.3.2 AIS Behavior management guide The AIS Behavior Management guide is based on the AIS Code of Conduct signed by all students.

Poor / Unacceptable Behaviour

Behaviour Possible Consequences

Failing to…1) Behave properly in the classroom and in any other context related to

· Name being entered into the Behaviour Management Book· Parents being informed and asked to attend a


the school2) Come to school on time3) Meet prepared for class4) Complete one’s monitor duties5) Stay on school grounds during school time6) Show respect for all members of the AIS school community and their property7) Adhere to the agreed essential agreement8) Take care of the school environment and property9) Refrain from using the mobile phones during lessons without permission

meeting with the class teacher if warnings have exceeded 3 in a one week period· Apology to the insulted party· Minutes taken away from Golden Time


10) Refrain from using computers without permission from one specific teacher11) Have permission to be in the hallway

Serious Unacceptable Behaviour


Failing to…12) Continuously to behave properly in the classroom and in any other context related to

· Being entered into the Behaviour Management Book· Apology to the insulted party· Minutes taken away from Golden Time


the school13) Be truthful14) Behave acceptably on several occasions15) Behave respectfully to teachers or students16)17) Interfering with the learning of other students18) Aggressive behaviour or language towards students or staff

· The student may be required to explain his or her actions to:· The class teacher and/or· Parents and/or· MYP coordinator/Counselor or Social workerBreak time detentions and after school catch up sessions will be organized in collaboration with parents depending on the gravity of the behavior. In-school or out-of-school suspensions are organized in accordance with the Education Act/Opplæringsloven

Very Serious Unacceptable


Behaviour


19) Flagrant or constant breaking of school rules20) Causing bodily harm or an intent to cause bodily harm21) Continuous abusive language / swearing towards any student, parent or staff22) Serious property damage23) Stealing or

In these cases NO warning will be given The Head or MYP Coordinator of the school will be notified The student will need to give an account of his or her actions Apology required to the insulted party Broken equipment have to be reimbursed by individual

students or the class fund, depending on the incident. Minutes taken away from Golden Time Parents will be asked to attend a meeting with the Principal

or Assistant Head of school The student may face suspension from school

Break time detentions and after school catch up sessions will be organized in collaboration with parents depending on the


deliberate destruction of another’s property24) Violent behavior towards other students, staff or other adults.25) Bullying of students and/or staff

gravity of the behavior. In-school or out-of-school suspensions are organized in accordance with the Education Act/Opplæringsloven § 2-10.

Continuous / Constant Very Serious Behaviour


26) Constant bullying of students and/or staff

The student will face an official meeting with Head of school, appropriate staff as required and the student’s parents, to give


27) Repeated violations of the school’s code of conduct28) Repeated acts of violence towards students, adults or school staff

account of his / her behavior and minutes taken away from Golden Time.At the Head of school’s discretion, the student’s actions may result in:

1. Recommendation to the Principal for Suspension from school for a determined number of days

2. The student will be required to undergo professional guidance / behavioural counseling

3. Broken equipment have to be reimbursed by individual students or the class fund, depending on the incident.

Break time detentions and after school catch up sessions will be organized in collaboration with parents depending on the gravity of the behavior. In-school or out-of-school suspensions are organized in accordance with the Education Act/Opplæringsloven § 2-10.


1.3.3 AIS Homework policyAt Arendal International School, and as part of our Middle Years Programme, we believe homework plays an integral part in achieving the highest international academic levels. The amount should build up as they progress through the school. Serious consideration must be given to the quality and type of homework set; it should build on the understanding, knowledge and skills covered in class, and have a clear purpose linked to the aims and objectives of the unit being studied, avoid setting homework that has little educational value. We feel that as part of the Learner Profile, students must take initiative and ownership of their workload both in and out of school to become informed, international citizens.AIS guidelines for homeworko Major assignments/assessments have to be published on ManageBac.o It is the students responsibility to follow the homework calendar, but we will do our best to aid their efforts.o Deadlines must be met in line with the code of conduct for the school.o All major assignments that will contribute to final grades will be given a deadline of a week or more before the assignment is due, smaller in-class assessments are not included in this, but can contribute to the final achievement levels.


o Formative/small assignments that reinforce learning and follow through on class work can be set for the next lesson.o Teachers will ensure that students are not overloaded with homework, this includes checking which other homework has been given to the respective classes during the time your task is due.o Students are responsible for their own time management; teachers are responsible for giving them techniques to cope with the workload.o We encourage contact between parents and teachers in case of concern or when an opportunity to give praise arises.d) e) Consequences:

f) If deadlines are not met, the school policy is:1. Students have 24 hours after their parents have been notified to hand in the missed homework.2. If this is not possible to meet this deadline, teachers can contact parents and an agreement will be made to ensure that the homework is completed.3. The achievement levels for incomplete assignments will be set to 0.

Revised 13.08.2015Marius Sommer Strand


1.3.4 AIS Assessment Policy

Policy statement:This policy[1] recognizes the importance of both formative and summative assessment in the teaching and learning process. This policy provides some specific guidance in the delivery of summative tasks aimed at the whole cohort in a subject. Assessments in the MYP are based on subject group objectives and are criterion-related. Assessments in the PYP are based on conceptual understandings of knowledge content from the core subjects and central ideas from units of inquiry. The head of school expects and ensures that teachers routinely and continuously assess that students have access the schools taught curriculum, either through effective differentiation or by accessing inclusion support systems. Teachers will report concerns to programme coordinator and Inclusion/SEN coordinator whom will then ensure that support measures are put in place.

DEFINITIONS

Summative Assessment:

The culminating assessment for a unit, term or course of study, designed to provide a report on the student’s level of achievement against specific objectives.


Formative Assessment:

Ongoing assessment aimed at providing information to guide teaching and improve student performance.

Objectives: The specific knowledge, understanding, skills and attitudes taught, so that students can achieve a subject’s aims.

Rubric: A matrix used to assess a student’s performance according to specific criteria. Rubrics consist of a fixed number of levels and specific descriptors of performance for each level.

Criterion-related Assessment:

An assessment process based on awarding grades against previously agreed criteria.

Levels of Achievement:

Level of student success in reaching the subject’s objectives. The MYP expresses this as a number value linked to a written statement.

Written Curriculum: Documents that describe the progression of development in skills, content, concepts and attitudes for all subjects.

RATIONALE


Students at the Arendal International School are encouraged to view formative and summative assessment activities as part of an integrated approach to learning. It is important that students develop attitudes towards assessment that encourage students to give their best efforts to the task and set goals for the future.Towards this end there may be times where teachers may show some flexibility towards aspects of assessment tasks, such as assessment deadlines and resubmission of tasks if their students are demonstrating commitment to achievement in the task. Students in the last term of PYP and final two years of the MYP will be expected to manage their assessment and other deadlines carefully.

1. Assessment for learning should aim to:○ Be integrated into a range of continuous learning activities○ Support and encourage student learning by providing feedback○ Promote student self-responsibility – working to deadlines, timely submission of work, recording tasks and acting on feedback○ Affirm student success and progress○ Inform and enhance teaching practice○ Promote positive attitudes towards student learning○ Promote a deep understanding of the content


○ Promote the development of higher order thinking skills○ Where appropriate, support student inquiries using contexts as an authentic, real-world context for learning○ Where appropriate respond meaningfully to the Central Idea, key concepts and teacher question and provocations that drive the inquiry○ Support the development of the transdisciplinary skills, attitudes and attributes○ Provide opportunities for self-reflection (and self-assessment) in support of the Learner Profile, Transdisciplinary Skills and goal setting○ Provide students, parents, teachers and administrators with information about the students’ progress○ contribute to curriculum development and to provide opportunities for teachers to reflect on whether the work is providing opportunities for all students to succeed.Students should receive meaningful feedback on all tasks. Feedback can take numerous forms including:● Annotated written work● Verbal feedback● Written and/or verbal feedback linked to assessment criteria.When linked to assessment criteria, feedback should be with close reference to the subject objectives described in the assessment’s cover sheet and rubric. It should explicitly outline the areas a student ought to focus upon, as well as affirm the aspects of learning which are successful. Feedback should be timely and be sufficiently individual to allow students to see which areas of their work they need to address in order to improve further. Where appropriate, students should also complete the self-reflections on tasks that make use of the rubrics that use modified assessment criteria.


Written reports will be used to provide reporting of results of summative assessment activities to students and parents. Reports should include:● The level of achievement achieved by the student in each of the criterion assessed● An effort and conduct profile for each subject will be completed once per semester● Suggested next steps for improvement.● Feedback related to the Learner Profile AttitudesStudents can expect written and verbal feedback on summative assessment tasks.

2. Assessment (formative and summative) for learning guidelines:Assessment of student’s learning should be ongoing and should make use of a variety of forms, including:

a. Verbal responses (Exit Cards, Headliners, Flashcards)b. Presentationsc. Project-style work including individual and group work projectsd. Class discussionse. Group-work participationf. Compositionsg. Performancesh. Peer assessmenti. Self-assessmentj. The creation of solutions to problems


k. The creation of short filmsl. The creation of podcastsm. Presentationsn. Action Planningo. Pre-Testsp. Computer Responses (Web 2.0 Tools like Wall-wisher, Mindmaps, Audacity)q. Teacher questionsr. End of Unit Reflectionss. Portfoliost. Checklists of essential skills.u. Pen and paper testsv. Norwegian National Tests (Not MYP-assessed)w. Rubricsx. Language and maths objective listsy. Language and maths continuumsz. Reading Recordsaa. Exhibition mentor Assessementbb. Observationscc. KWLdd. Developmental Workbook


A balance of assessment activities is expected, as no one style of assessment will properly cover all the objectives required or appeal to the range of learning styles in a classroom.The following guidelines govern the assembly, implementation, marking and provision of feedback.In the spirit of building healthy student attitudes towards assessment for learning, a range of purposeful formative assessment activities should always be used to develop student’s skills, knowledge and understanding, leading into summative assessment tasks. Both are an integral part of information gathering.An emphasis of one over the other may confuse the reality of student achievement Effective formative assessment is part of the instructional process and provides the timely information needed to adjust teaching programmes. Effective formative assessment actively involves students in the process, as they learn to self-assess, peer-assess and set goals based on their teacher’s feedback. As part of this process teachers should provide:● Exemplars of student work● Scaffolded samples● Key terms● Identification of the key skills● Questions that uncover and expand student learning● Sample rubrics: A purposeful programme of formative assessment activities should effectively support students prior to summative assessment tasks.Summative assessment tasks are given periodically to assess a student’s knowledge and understanding, against a fixed set of standards. However, teacher and students collaborate to decide upon criteria for assessment using rubrics and checklists based on


the relevant IB guides. They should be developed and assessed with reference to the relevant subject guides and the subject’s interim objectives.Apart from assessing student achievement, summative assessment results should also be used to evaluate the effectiveness of programmes, alignment of curriculum to the subject guide’s objectives, and subject or school improvement goals, and key objectives of unit planners.

3. Formal assessmenta) PYP assessment criteriaStudents are assessed on their conceptual understandings of the line of inquiry, central idea and subject specific content within six units of inquiry each year. Three formal assessments in maths and language (1 reading, 3 written and 1 spoken) are held each semester. A minimum of two formal assessments of science or social studies and PE, art, music and RLE objectives are given each semester.The student portfolio is an ongoing assessment tool showcasing student chosen pieces of work and reflections that indicate identified strengths and ways to improve work.Students in PY 1 and 2 make hard copy portfolios, while students in PY 3-6 create personal e-portfolios in ManageBac. E-portfolios will include 1 to 2 Language, Maths Inquiry and specialist subject examples of work for each unit of inquiry. Completed portfolios will include at least 8 work samples from each core subject area and 4 pieces from the specialist subjects at the Student Led Conferences.

MYP assessment criteriaSubject teachers determine the number of assessment tasks for their subject. It is expected that during the course of the academic year all MYP assessment criteria should be assessed formally at least twice.It is highly recommended that MYP assessment criteria also be used for some formative assessment tasks in order to:● Enhance student understanding of the nature and workings of the MYP’s subject objectives and criterion-related assessment● Assist in building a foundation of understanding leading to summative assessment


● Provide additional data when considering awarding MYP grades for reports· Modified criteria (Grade-appropriate) for each subject groupFor the purposes of internal assessment, the nature of MYP criteria may be adapted. MYP levels of achievement’s descriptors must be modified to be developmentally appropriate for younger students. Modified criteria must align the various strands of the subject’s objectives with the descriptors of each achievement level.Some MYP subject’s Objectives and Assessment Criteria are weighted more heavily than others. This reflects the nature of the subject and emphasis on certain skills. The relative weighting of these criteria is preserved in every year of the programme. As all subject guides are subject to a 7-year cycle, teachers, and the MYP coordinator are responsible for ensuring modified assessment criteria reflect the current subject guide.These modified criteria’s descriptors may be consistent for Years 1-2 and reflect developmental progression in Year 3. Final year descriptors, as described in subject guides, are to be applied to student’s work in Years 4 and 5 of the programme. Teachers in subject groups must work together on a regular basis, such as internal moderation of tasks, to continually develop a common understanding of the statements within the descriptions of Levels of Achievement in each year of the programme.

4. Assessment rubricsAssessment rubrics should be developed and applied to all summative assessment tasks. These rubrics should link the Assessment Criteria’s level of achievement descriptors with task-specific clarifications, i.e. redrafting the value statements in the levels of achievement in specific reference to the work being assessed.A well-constructed rubric should:· Support learning by providing clear guidance· Used with sample materials to deepen understanding· Provide transparency to the process for students, their families and teachers


· Provide clear, measurable evidence of learning· Be useful in curriculum review, in helping identify what content has been taught· Link generic descriptors and their command terms, e.g. analyse, evaluate, describe etc, to task-specific clarifications· Have a clear connection to the subject’s objectives· Be adapted to the students’ age and abilityThere is great value in teachers and students co-constructing task-specific clarifications. As an exercise this empowers students by familiarizing them with the expectations of the task, teaches them how to read the expectations of the task, set goals and plan according to task requirements, and demystifies the workings of assessment criteria.The use of assessment rubrics should not be used exclusively with summative assessment activities. There is much value in using rubrics in formative assessment, encouraging students to see assessment as part of the process of continuous, ongoing learning, as well as helping students to associate rubrics exclusively with high-stakes summative assessment.

5. Written notice to studentsAt the commencement of any new unit of work, teachers will inform students and families of the units they are teaching.For the PYP the unit overview must include:1) The Transdiciplinary theme and definition, Unit title and Central Idea, Lines of Inquiry, Teacher questions, transdisciplinary skills to be developed, learner profile attribute and attitudes in focus.Language, math and other subject specific objectives. Students are verbally informed about the summative assessment and estimated date of presentation, during the first week of the inquiry. A rubric made in collaboration with students is written during the 3rd week of the inquiry.For the MYP the unit overview must include:● The unit’s indicative time in weeks


● The AOI focus and Unit Question● An indication of the form of summative assessment● MYP Assessment criteria● Links to any additional resources and date of entryStudents should be given notification, either in writing or by email, of summative assessment activities. Notification should include the following features:● Indication of task content and conceptual understandings● Form of the task, e.g. an essay, report, power point presentation, podcasts, sound file, etc● The MYP Criteria to be assessed● An assessment rubric, including generic descriptors and task-specific clarifications● Duration of the task● Task’s due date● The recommended time for this notification is one week for a in-class task and two weeks for a hand-in task. The cover page of the notifications (giving activity description, due date and assessable criteria) should be included in this notice.

6. Submission of assessment activitiesIt is the decision of the teacher setting an assessment activity how work should be submitted. Submission of work either electronically or in hard copy must be made clear in the Assessment coversheet and notification form. Students are always strongly advised to save their work in both hard and soft copies as they progress through their tasks. Computer and other technical difficulties will not be accepted as a reason for lateness. When oral presentations are to be assessed over a period of


time students may be required to submit a copy of their transcripts, a soft copy of the presentation or notes on the day oral presentations are to commence.

7. Absences and assessmentsStudents who feel that they may need an extension on a hand-in assessment task date should indicate this to their teacher in as far advance as possible and work with their teacher to agree upon an absolute extended deadline.Unless the circumstances are exceptional, students will not be granted extensions or the opportunity to re-sit assessments because of family holidays. The completion of tasks may be waived and student achievement on the relevant criterion will be estimated, based upon other evidence.If a student is absent for an in-class assessment task, or the day a hand-in task is due, it is the responsibility of the student and their family to provide written evidence of illness. A signed letter, email, or text from a parent and/or a medical certificate) must be presented to the homeroom teacher upon the student’s return to school. If appropriate, arrangements will be made for an alternative completion date or task.Parents and students should note that:· It is the responsibility of the student who has been absent from class(es) to find out from their teacher(s) what work has been missed, including the details of assessment tasks.· Parents and students with prior knowledge of absence must notify the school in writing and the student must consult with their subject teachers in order to discuss and put into place alternative arrangements for the task completion.· Students are expected to attend school during school time. Parents who wish to take their children out of school during term for any reason must apply/request in writing to the Head of School if the absence will be longer than one day. It is the responsibility of the student to find out and complete the work they will/have miss(ed).· Students leaving school early, such as for a holiday, will not receive any consideration for missed tasks.


In PYP students are expected to inform their teacher of a needed extension, prior to the day it is due. Students handing in work after this day or of unsatisfactory standard will receive a parent notice form indicating the date of resubmission and requiring parental signature. On the third occurrence, the student will immediately contact his or her parent and inform them about their uncompleted work. In collaboration with the school, parents will need to get actively involved and ensure their child completes the task on time and to an acceptable standard. If necessary, a three way meeting will be held to address the issue.

8. Academic honesty declarationAt the start of each academic year, students are required to sign a code of conduct, which includes a declaration of academic honesty; that all work they submit will be their own. All work handed in by a student will be expected to be aligned with the academic honesty policy of AIS.

9. Storage of student’s assessment work and recording assessment dataOnce assessed work has been returned by the student, teachers should store these securely. Students should be able to access to these at anytime, such as for student-led conferences, goal setting activities and any other reasonable purpose. Teachers must keep copy of the records of summative and formative assessment results securely.

10. Internal moderation of assessment tasksWhere more than one teacher teaches a course, teachers must regularly collaborate to internally moderate student responses to summative assessment tasks so that a shared understanding of the application of assessment criteria is achieved, and the reliability and validity of assessment tasks is discussed. This evidence will then be used to further plan for student needs.

11. Consequences for late and non-submission of hand-in tasks


One of the many learning opportunities assessment presents to students is to learn to be responsible for managing deadlines and completing their work on time. Building positive attitudes towards assessment for learning is of greatest priority, and teachers should feel free to:1. use their discretion to provide additional time to submit work, especially if they feel students are working to their full capacity and the learning outcomes would be maximized by providing additional time.2. exercise reasonable judgment when accepting late work, especially in cases where a student has demonstrated a high degree of commitment to the task, with demonstrable learning outcomes genuine learning.3. request students to attend additional lessons or support sessions to receive additional support in completing their assessment tasks. However, students must also learn to manage deadlines and their commitments.

12. Determining final grades for the MYP reportsFinal grades are determined by the application of MYP Assessment criteria according to the IB subject guides.Teachers should use their professional judgments in assigning the final grades, using a combination of summative and formative data. Final grades for reports are determined by the application of MYP Assessment criteria. Teachers should use their professional judgments in assigning the final grades, using a combination of summative and formative data. In the case of determining overall subject grades, it is the responsibility of the MYP Coordinator to provide all MYP teachers with their subject’s grade boundaries.The MYP: From principles into practice guide all state that teachers make their final grade judgment based upon:● Patterns in the data, such as an increasing level of performance● Anomalous or unexpected achievement levels● Other influencing factors.


Revised: Antonia Fiksdalstrand and Marius Sommer Strand, May 2012

1.3.5 AIS Language PolicyThis policy describes our perspective on language, important principles when learning a language and how these principles influence our teaching of language. The points in this policy describe what we value in language teacher and learning and what we want to work towards. The policy provides the school with a framework that will promote consistency in approach across grades and between subjects. It provides parents with information about our principles and our practices and assists them in understanding our curriculum. Teachers can use this policy in the planning, presenting and evaluation stages of teaching. Additionally, it can be a tool for teachers to reflect on their language practice and guide professional development and appraisal.

Definition of terms

EAL English as an additional language


Mother tongue The Mother Tongue of second language learners (also known as first language, home language, preferred language, native language, heritage language, and best language), describes the language that students use at home, and/or outside the classroom environment, (IBO Second Language and Mother-Tongue Development, January 2004).

Language A / Language and Literature

The language(s) the student is competent enough in to follow instruction aimed at mother tongue students

Language B / Language Acquisition

A language course that is primarily aimed at acquiring a language.

Placement The decision deciding the level at which the student will receive his/her language instruction. The placement can both relate to course (language A vs. B) as well as the phases within language B


Language profile A map of the students capabilities related to all languages the student is familiar with and at which level.

RationaleThis policy is written to align all staff’s provision of language support. The policy is also supported by procedures so that new staff’s work can follow the same patterns as the one’s they are replacing.

Policy StatementLanguage is used as a tool to communicate needs, feelings, ideas and experiences and to develop an understanding of the world and to construct meaning. It is essential for the development of social, emotional and cognitive skills. Language changes depending on purpose and audience. It has certain conventions that need to be adhered to but it also allows individuals to express themselves creatively. Everyone expresses themselves with a unique style.Good language skills are required for:● expressing one’s needs and feelings● understanding another’s needs and feelings● constructing meaning, reflecting and making sense of the world, individually or with others


● acquiring and sharing information, knowledge and skills for practical reasons, personal interest, pleasure and scientific development● expressing creativity through writing, poetry, singing, composing music etceteraLanguage development is concerned with acquiring and applying a set of skills and attitudes as well as an understanding of the use of language. Language consists of five skills or strands (listening, speaking, reading, writing, viewing and presenting in a variety of contexts), which operate interactively. Each of these strands involves different cognitive processes. There are different developmental stages as well as learning styles in learning a language. Individual students will progress through the different stages and phases of Language B and Language A at their own pace. Developing confidence as a communicator is critical in everyone’s language development.Principles of language learning at AISWe believe that students become good communicators when… ● Students are engaged in a wide variety of activities in which they are actively involved in listening, speaking, reading and writing. ● The language policy should be embedded in the whole school curriculum and language activities are meaningful and relevant. ● The language learning environment

is positive, comfortable and supportive and encourages verbal expression


contains a variety of resources and is text and print-rich● Students are involved in assessing themselves and receive continuous feedback.● Different linguistic backgrounds are recognized and appreciated.● Mother tongue development is valued and encouraged.● Students and teachers reflect on language as a system with patterns and structures and as a tool for communication in different situations.● The five different language strands are taught in an integrated fashion.● Differences in developmental stage and learning styles are acknowledged and suitably catered for.● The teacher models effective communication strategies.

Language ProfileEnglish is the language of instruction at AIS. Our admission policy is inclusive of all levels of English proficiency.The range and number of mother tongue languages in the school means that we do not actively teach mother tongue languages in class . However, as mother tongue language is an important part of the students’ lives, development, the IB programmes and the school’s community, we seek to encourage, organize and promote ways that facilitate the use and development of the students’ mother tongue. The mother tongue support is further explained below.


Language A and Language B Instruction In PYP at AIS, two Language courses are offered: English and Norwegian, but only students with Language B abilities will be given support through permanent classes.

In MYP at AIS, two Language A courses are offered; English and Norwegian. Two Language B courses, Spanish and Norwegian, are offered to students from Grade 7 to 10.

CurriculumOur Norwegian language courses meet the standards of the Norwegian National Curriculum (Kunnskapsløftet) and are taught in tandem with the International Baccalaureate curriculum Our English language instruction follows the IB framework and is taught through Units of Inquiry.

Standard Forms of LanguageThere is no set form of English used at the school, however, each teacher will have to choose one form and be consistent. Bokmål is used as the standard form of Norwegian. Placement and progression


All students should be placed according to their language abilities within the various language subjects. The language teacher, EAL coordinator and the programme coordinator are the three responsible for placing the students in the correct phase or language programme as well as ensuring that the students’ progression is considered. Students should therefore receive continuous feedback regarding their performance and what they need to improve to change phase or language programme.

If students, parents or teachers voice an interest in moving a student from Language B to A, an investigation will be conducted.

The following elements will be a part of the investigation: meeting with parents and student a review of the summative assessment Additional testing

Considerations that we need to make before moving a student up: Results from continuous summative assessments Evaluation from both Language Acquisition and Language and Literature teachers The student’s motivation to move up


Support from parents at home Exposure to Norwegian

All students who move up a phase should receive a diploma for their achievement. Decisions made on moving up a phase will be based on summative assessment and teacher’s judgement.

Systems that will be put into place when a student has been moved from Language B to Language A:

A. The student would be given a mentor in the Language A class.B. Regular meetings will be arranged with the Norwegian A teacher to follow-up on their

progress in the first term of transitionThe following items could be included as a part of the meeting

Explain the objectives/criteria for Language A compared to Language B

Language B students will be placed in phases within the first week(s) of arrival at the school. The placement will be based on an assessment of reading, writing and oral skills administered by the Language A and Language B teachers.


Access to the language of instructionStudents who cannot access the curriculum in English will receive additional English language instruction during their first term at AIS. Before considering introducing Norwegian or Spanish as an additional language, the students language acquisition will evaluated based on the EAL language scope and sequence by the EAL coordinator and homeroom teacher.

English as an Additional LanguageSmall group support is provided for students identified as having EAL needs when this is possible based on the need indicated by the EAL Coordinator. This support is provided to enable these students to raise their levels of English and be able to independently access teaching and learning in English as the language of instruction.Norwegian as an Additional LanguageStudents will begin Norwegian lessons when they can demonstrate confidence in communicating in the English language. This will be reevaluated after their first 6 months of school. .Initially, NAL students in PYP will not receive Norwegian homework for the first term in Norwegian classes NAL students will follow the Norwegian curriculum for NAL students (Grunnleggende norsk for språklige minoriteter). Once they have completed Level 2 of this program, students will transfer to the primary Norwegian National Curriculum.


Principles and practices of language learning at AISWe believe that students become good communicators when:● Students are engaged in a wide variety of activities in which they are actively involved in listening, speaking, reading and writing. In practice this means that we offer a wide variety of teaching and assessment tasks in which students actively generate meaningful language rather than producing isolated language structures. ● The language policy should be embedded in the whole school curriculum and language activities are meaningful and relevant. In practice this means that our teaching is generated from the units of inquiry. The teaching of elements of language such as text structure, grammar, spelling and vocabulary are taught as much as possible in the context of the Unit of Inquiry and have relevance within that context. We aim to support our English Language Learners in the classroom with vocabulary support and work differentiated to meet their needs but get them involved in the inquiry units. The teaching assistant or EAL coordinator will strive to be available to help these learners in the classroom, and to collaborate and plan between the people working with our language learners.● The language learning environment○ is positive, comfortable and supportive and encourages verbal expression


In practice this means that we want to develop the student’s confidence through:· constructive feedback· working in small groups / pairs· offer ample opportunity for oral reading /oral presentation/role play/songs· offer ample opportunity for discussions/different viewpoints/debate· providing opportunities for students to choose what they’re comfortable with and to improve through practice

○ contains a variety of resources and is text and print-richIn practice this means that:● we work towards a well stocked school library as well as classroom libraries that contain reading schemes as well as real books that represent our multi cultural setting and include a variety of text forms● we use technology in language learning● we use a range of teaching resources including audio and video tapes, games and artifacts● student produced materials, such as books and projects are displayed and labeled● records of student discussions and student and teacher questions are displayedStudents are involved in assessing themselves and receive continuous feedback.In practice this means that:


● we use portfolios, rubrics, self reflections and mini conferences to encourage self assessment● we use the writing process, including drafting, editing and sharing work with others as a means to reflect and improve upon our ideas● whenever possible, students are involved in designing assessment criteria to analyse their workDifferent linguistic backgrounds are recognized and appreciated.In practice this means that we work towards:● displaying posters and labels that reflect the different languages in our school● having books, tapes and videos in different languages, including bilingual versions of well-known stories● read stories in different languages to value the variety of languages spoken● make connections between languages (both in foreign language classes as well as the homeroom classes)● use UN day and international celebrations to recognize and learn about different languages● teachers develop consistent teaching practices in Norwegian and EnglishMother tongue development is valued and encouraged.In practice this means that we:● acquire resources in the mother tongues spoken at the school● show respect and interest towards mother tongue


● encourage using mother tongue● support the use of mother tongue during break and lunch times, as a language of inclusionStudents and teachers reflect on language as a system with patterns and structures and as a tool for communication in different situations.In practice this means that we:

· give the opportunity to study different text forms and look at how they address audience, purpose and context· reflect on the patterns and structures of language at text level, sentence level and word level· discover rules that govern patterns when studying different text forms· reflect on what is the most appropriate form of communication for the purpose

The five different language strands are taught in an integrated fashion.In practice this means that we use:● writing activities and oral language activities as a follow up of reading activities or vice versa● integrate the different language strands in the unit of inquiryDifferences in developmental stage and learning styles are acknowledged and suitably catered for.In practice this means that:● we differentiate in the tasks we set, which includes specific goals for individual students


● we differentiate in the support we provide and the type and amount of feedback we give● we use different grouping strategies to suit different abilities and learning stylesThe teacher models effective communication strategies. In practice this means that we:● model different reading and writing strategies● demonstrate how to speak and listen effectively in various situations

Handwriting Reading and Spelling SkillsWe use the Words their way THRASS (Teaching Handwriting, Reading and Spelling Skills) program in conjunction with Units of Inquiry to ensure students develop essential basic skills in writing, reading and spelling.

Handwriting instruction is based on the Nelson Thornes style, however, other developed forms of handwriting are acceptable, provided that they are neat and legible.


1.3.6 AIS Inclusion / Special Education Needs (SEN) PolicyDefinition of an SEN studento A student that has a learning difference or disability, which prevents or hinders them from making use of educational facilities of a kind generally provided for children the same age. · Mission statement upon admission§ Arendal International School is required to accept all students who apply within the application deadlines as long as places are available.§ Parents should be aware of the challenges students face when studying in a language different than their mother tongueAIS Policy

Aims§ At Arendal International School we aim to provide an international curriculum that is engaging, holistic and differentiated. AIS staff firmly believes that all student should have equal access to the curriculum. Diversity and differences are key aspects of the IB curriculum. Students who have Special Education Needs will be provided with additional assistance, support and differentiation.· Statutory Requirements


o Law§ § 5-1 in the Norwegian Education Act entitles all students who do not benefit from the ordinary lessons a right to special education. Students who fall under this category are entitled to the same amount of lessons as other students.

Identification of SEN childreno How we identify SEN children1. Students working on differentiated tasks that are unable to make progress or show learning development after an expected period of time are referred to the coordinator.2. Students having significantly greater difficulty in learning than the majority of children in their class, despite specific scaffolding and differentiated tasks3. Alternative assessment tasks may be used to assess an SEN student.o How we assess SEN children§ A variety of assessment tools are used in AIS. Newly identified SEN students will be assessed using the available assessment tools recommended by the Pedagogical –Psychological Services (PPT) o Entitlements to provision from the (PPT)§ Initial concern


· All subject or homeroom teachers are responsible to report any concern they might have for individual students related to SEN or learning difficulties.§ Testing· After the student has been reported due to a teacher’s or parent’s concern, the teacher and school is responsible for conducting the necessary testing and record keeping of work in the subjects of concern.Examples of testing include Lucid, Rapid, Myhre, 6-16, AR § Support A formal plan of support will be put in place using the Individual Support Plan template, available from the coordinator § Reportingi) 1. The homeroom teacher is responsible for writing an Education Report using the assigned template and sharing this with the parents and coordinator.§ Referral· If the Special Education report is approved by parents, this report will be attached to the referral to the PPT.§ Evaluation by the PPT (sakkyndig vurdering)


· Once the the testing and referral of the student is in place, the PPT will conduct their own tests of the student’s comprehension and skills. PPT’s evaluation of the student’s need for special education according to § 5-1 of the Education Act will addresso Whether the student benefits from the normal learning activities.o Learning difficultieso Realistic goals for the studento Whether the difficulties can be remedied/assistedo The type of teaching that would give an appropriate education for the studento A recommendation for allocation of time/hours for additional support§ Enkeltvedtak – individual decision· Based on the evaluation from the PPT, Arendal Kommune will make an individual decision recommending the time and resources allocated for extra support to the student.§ Individual Education Plan (IEP)· The students with individual decisions related to SEN are entitled to an IEP to support their further progress. The IEP should address the goals and content for the learning and recommendations as to how the teaching should be conducted. The IEP should follow Arendal Kommune’s template as we have the same requirements as the local schools. The homeroom teacher is responsible for formulating the IEP in collaboration with the relevant teacher/s. The IEPs should be completed by mid September


based on the achievements/IEP report in the previous school year in close collaboration with the SEN student, parents and subject teachers. The report should be approved by the coordinator before it is sent home and signed by parents. All IEPs should be reviewed in January after the achievements have been assessed and shared with parents.· The provision within the school§ We encourage and help students strategize and develop skills to access the curriculum based on their individual education plans (IEP)§ The homeroom teacher will send home a copy of the revised IEP and share a copy with all staff working with the SEN student. A copy of the IEP will be stored in the student’s file in the main office by the homeroom teacher.§ In June of each year the reflection section of the IEP is sent by post to the PPT as an Annual Report

Last revised:Sept. 2015Will Warren


1.3.8 AIS Academic Honesty PolicyArendal International School (AIS) is committed to academic honesty and will ensure that all students in the Middle Years Programme and Primary Years Programme are aware of what this entails. While we trust that all students enrolled in the school will submit work of their own that is appropriately referenced according to MLA, we feel that it is necessary to give guidelines as to what this means and what the consequences will be if any work does not meet this standard.

Academic Dishonesty at Arendal International SchoolMisconduct includes the following:1. Accessing tests or unauthorized access to tests and other assessments2. Bringing unauthorized papers and materials into a test room3. Violations of test parameters set to ensure academic honesty and fair assessments or attempts to do so, for example use of calculator or talking during tests4. Attempts to change academic results5. Using fake or fabricated data or results in an assessed piece of work.6. Submission of insulting content in any coursework


7. Copying texts, ideas, information or images from a source and passing it as one’s own without properly referencing the work8. Collusion: helping another student to be academically dishonest.9. Using work from another assignment in a different subject/course without the teacher knowing it.j) k) Intellectual property is the personal work of an individual; the work is from the mind or intellect of the individual. In free societies everyone has the legal right to have their intellectual property protected and given credit when others use or quote it. Åndsverksloven protects intellectual property the same way as other properties that can be stolen.

What is plagiarism?Plagiarism is “the act of using another person's words or ideas without giving credit to that”. [2] Plagiarizing someone’s work is considered the same as stealing someone’s intellectual property. All work submitted for the IB MYP (homework, class work and summative assessments) should be the student’s own work and therefore contain no evidence of plagiarism. The school has created a reference guide for students and lessons specifically for this purpose to help students avoid plagiarism.


ResponsibilityStudentThe IB MYP is an internationally recognized curriculum framework that has academic honesty at the forefront of its standards. As an authorized MY Programme we consequently expect our students to honor these standards and to be principled in all their academic work. By handing in and assignment for assessment the student acknowledges the Academic Honesty Policy, the work handed in is therefore considered the student’s work. The same rules apply to in-class assignments and tests as to extended pieces of writing. There are no exemptions from this policy.ParentParents are expected to support the school’s work to highlight academic honesty and encourage their children to honor others’ work and regulations put in place to ensure this.TeacherAs the teachers are the ones requiring the standards of academic honesty, all teachers are expected to be role models of honesty and integrity. This expectation includes activities inside and outside the classroom. The teachers who asked for the work are the main monitors of academic honesty and responsible for the first step in the sanction policy described below and the follow up of the process.The administration


The school’s administration commits itself to providing the necessary tools and training to ensure the school’s academic honesty among staff and students.

What are the sanctions of academic dishonesty?The school recognizes that there are different levels and types of academic dishonesty. The graveness of the dishonesty will impact the sanction given to the student. The standard sanctions steps are listed below.

First time Second time Third time

Consequence

The student will receive a letter home and is asked

to complete a new or equivalent assignment.

The letter sent to parents will be kept in the

student’s file.

A parent meeting will be called with the relevant teaching staff

and/or the homeroom teacher. The student will be asked to write an

assignment, but on a different topic if possible. A record of the

meeting will be kept in the student’s file.

The third time a student is caught plagiarizing, the student will be asked to come to a meeting after school with the MYP

Coordinator and/or the principal.


The students’ record of plagiarism is erased at the end of each academic year to give the students a chance to show that they have reflected on and learned from their mistakes.Student Signature date Parent signature date

…………………………………………………………………………………..

Golden TimeThe concept of Golden Time is based on a privilege we give all students at the start of each month. We reward the students who follow the AIS Code of Conduct with positive activities one lesson a month. We do this to reward the students who contribute to a better learning environment and social environment at our school. The one’s who have violated the code of conduct will get minutes deducted from the Golden time according to the gravity of the violation.

Objectives1. Reward the ones that follow the code of conduct


2. Improve the communication of positive and negative behavior3. Communicate the consequences/rewards for behavior4. Clarify the expectations and roles of teachers and students

We have seen that this system has improved the behavior in our school as well as the class environment and hope that you see the benefits of this system.

How much time can you lose for different violations?Minutes lost

Up to…Elements in the AIS Code of ConductMinutes will be lost from the Golden Time if the students fail to…

-5-15

o Be punctual and come prepared for lessons and activitieso Late summative assessments

-10 o Do my work and behave to the best of my ability- 5 o Listen carefully and follow instructions

o Show respect for all members of the AIS community- 5 - 45 o Treat the school’s and other people’s equipment and resources with respect-5 - 45 o Help to look after the school environment


-15 o Contribute to a safe and healthy learning and school environment-15 o Act appropriately during class, in the hallways, in the playground and on any activity

such as trips organised by AIS

-5-10-10-5-5

o Follow the rules related too - Use of electric devices during classeso - Stay inside the school premises during school hours, but outside during breakso - Candy, soft drink, energy drinks, chewing gumo - Use of hats insideo - Use of indoor shoes

Minutes given back

Elements where the students can go beyond expectations to gain their time back.

5-15 Come prepared, with completed homework or bringing all the equipment needed 5 Do their work to the best of their ability

5-15 Contribute in a positive way to the class and school environment, including tidying up after lunch


Equipment & SuppliesBeing properly equipped is not expensive and easy to achieve, and is a good way of giving the right messages! Your child will need these supplies from the first day of term. Please check your child’s supplies regularly since items may get lost or mislaid.In the Middle Years, we expect all students to bring the following to their lessons:

Blue or black pen Ruler Pencil Rubber Pencil Sharpener Protractor Compass Glue stick


Small pair of scissorsHighlighter Pen(s)

♦ lunch pack

Class items writing pencil colouring pencil set sharpener

Being appropriately equipped also applies to PE lessons, and we expect students to have appropriate clothing, (shorts/joggers, T-shirt and training shoes).

FiredrillAt certain times in the year, students will have to complete a fire drill. They should walk calmly and quietly to their safest exit. There they will line up in the classes and a register will be taken.


HomeworkHomework is an important part of the MYP as many of the investigations related to inquiry projects are completed at home. It is important that your child has a suitable space where they can work, where they are unlikely to be distracted by things like the TV.

Homework will include language and math skills practice and research and writing usually to do with the Units of Inquiry the class is working on. All the homework given is intended to have a purpose and follow the AIS Homework Policy above

Internet use and computersAIS information technology resources, including Internet access, are provided for educational purposes. Students are expected to follow the AIS Code of Conduct when they are online as it is just another venue where they represent the school and themselves. The Internet is used in class for students to conduct research and communicate with others. They should remember that access to this is a privilege, not a right and that access requires responsibility. Individual users of the Internet are responsible for their behaviour and communications over the


network. Alternative tasks can be provided if some show that they are not responsible enough to use the school’s internet.

Students should in addition to following the Code of Conduct: 1. Respect and protect the privacy of others.

o Use only assigned accounts. o Not view, use, or copy passwords, data, or networks to which they are not

authorized. o Not distribute private information about others or themselves.

2. Respect and protect the integrity, availability, and security of all electronic resources. o Report security risks or violations to a teacher or network administrator. o Not destroy or damage data, networks, or other resources that do not belong to

them. o Conserve, protect, and share these resources with other students and Internet

users.3. Respect and protect the intellectual property of others.


o Not infringe copyrights (no making illegal copies of music, games, or movies!).

o Not plagiarize. 4. Respect and practice the principles of community.

o Communicate only in ways that are kind and respectful. o Report threatening or discomforting materials to a teacher. o Not intentionally access, transmit, copy, or create material that violates the

school's code of conduct (such as messages that are pornographic, threatening, rude, discriminatory, or meant to harass).

The School BoardThis is a body that represents all stakeholders in the school; students, parents, staff, representatives of the Town Council, and is the highest advisory body to the Principal. The School Board is the highest decision making body of the school.


Lockers & CloakroomsAll students should remove their outdoor shoes and put on their indoor shoes before they enter a class. All Middle Years students will have a locker in which they can store their books, equipment and small personal items. They will also have a

If the student brings their own padlock they can be locked, though we recommend that they give their homeroom teacher a spare key.

Lost PropertyLost property will be placed in a box in the hallway and cleared out on a regular basis. We highly recommend that students have labels in all their jackets and shoes, and that their name is on their equipment too. Parents are always welcome to come to school and look through the lost property. Any items left for longer than 3 months are sent to a charitable organization.


Snack & Lunch BreakPlease ensure that you provide a nutritious lunch for your child. Candy, sodas and chocolate should be avoided. If you would like your child to have a hot lunch we suggest you use a special thermos. Students are able to use a microwave to heat up their food, though there can be a long wait. Lunch boxes should be as compact as possible and should be labelled.

Medical InformationPlease make sure that the school know of any medical condition that your child has such as an allergy or a need to take medicines whilst at school. We will give simple help like using sticking plasters on cuts but any other medication needs must be discussed with the class teacher. Where a child has a potentially dangerous allergic response, please ensure that the school is fully aware of the dangers. Please notify the class teacher in writing of any food allergies or special diets for health or religious reasons.If your child has any contagious illness, please notify the school office as soon as possible. These will include measles, mumps, scarlet fever, chicken pox. Lice or ringworm are also to


be reported. Please inform the homeroom teacher if your child is ill and so will not be attending school that day.

MilkIf you would like your child to have milk at school, please go to the links below to find out how to order on the internet.You have the choice of ordering either Lett melk (semi-skimmed milk) or Ekstra lett melk, mild kakaosmak (chocolate flavoured skimmed milk)Order at www.tine.nohttps://www.skolemelk.no/forside

Name labelsStudents should make sure that their belongings are labelled; this applies to shoes, coats and jumpers as well as items such as calculators and pencil cases. The schools cloak room facilities are very limited, so proper labelling of clothes makes it much easier to return lost items to their owners.


https://www.skolemelk.no/forside

http://www.tine.no/

Parent Committee Every class elects two parent representatives to the AIS Parent Committee (PC) at the start of each academic year. The PC elects representatives to the School Board (see above). The PC may organise activities at school, do fundraising for student activities and also works closely with the School administration in influencing school plans and procedures.

Parent VolunteersIf any parents have an area of expertise or want to help out in any way, please let us know, we value your contributions enormously.

ReportsIn the Middle Years the reports are distributed in January and June with academic information about their achievements in all subjects, their attendance record, Conduct and Tardiness grades as well as a general homeroom comment about their general performance, successes and improvement areas.


RecyclingAIS has an extensive recycling system requiring every student to take active part in making the system work smoothly.

Student CouncilEach class has two students on the student council who are voted on by their class at the start of the year. The agenda for the student council is set by the students themselves, though from time to time issues may be brought to the council by teachers and the administration.

TransportStudents in Grade 1 who live over 2 km from school are entitled to a bus card. From Grade 2 upwards, the distance for a free bus or boat card is 4 km. Students coming to school by bicycle must park the cycle outside the school building at their own risk.


VisitorsWe welcome any student’s friends, who wish to visit the school, but this can only be for a maximum of one day. The MYP visiting day is on Tuesdays for all grade levels.
