Year 11 and 12 Welcome and Introductory Meeting for Parents

Monday 17th March

Year 11 and 12Welcome and Introductory Meeting

for Parents

Objectives for Meeting• Share overall school aims and objectives• Share information regarding teaching and

learning • Share important details specific to each year

group• Discuss how we can work in partnership

Who’s who?

– Sarah Howling (Head of Secondary) – Marisa Marquez (Deputy Head-Directora Oficial) – Silvia Criado(Deputy Head – Staff )– Diego Bertotto (Assistant Head – Teaching and

Learning) – Chris Buckland (Assistant Head – Teaching and

Learning) – Ale Solernó (Phase Leader – Year 11 and 12)

School Development Plan

2013Key Focus: Culture for learning

• Student Leadership• Values and beliefs• Learning at SASS and

Leading for Learning courses

• Engaging classrooms and positive behaviour management

• Interdisciplinary projects

• Research/develop curriculum structure

• Create new courses• Research and draft

behaviour management policy

• Prepare for 1:1• Develop

assessment/academic policy

2014

2014Key Focus: Framework for Learning

• Implement new curriculum– Broad and balanced– New courses:L2L,

Entrepreneurial Economics....

• Assessment and academic policy

• Implement behaviour policy

• Review calendar for learning

• Implement 1:1

• Develop SASS Learner Profile

• Skills audit and development

• Plan and prepare for tutoring reform

2015

2015Key Focus: Tutoring and Coaching for

Learning

• Introduce SASS Learner Profile• Introduce/support skill progression across

subjects• Implement tutoring and coaching for learning

Teaching and Learning

Y7/8 Conocimiento de Base

Desarrollo de Habilidades

Y9/10 IGCSEPreparándose para el IB

Y11/12 IBIndagadores, Informados e instruidos, Pensadores, Buenos comunicadores, Íntegros, De mentalidad abierta, Solidarios, Audaces, Equilibrados, Reflexivos

UniversidadLa

Escuela Se

cundaria

en SASS

Razones para hacer el diploma del IB

“Para vivir en el mundo interconectado y globalizado del siglo XXI, se necesita una capacidad de pensamiento crítico y una mentalidad internacional. La educación que proporciona el Programa del Diploma del Bachillerato Internacional (IB) prepara a los alumnos para que aprendan a reconocer y comprender dicha necesidad.”

www.ibo.org/es/diploma

Reconocimiento Universitario• Escuela Superior Técnica del

Ejército Argentino • Instituto Tecnológico de

Buenos Aires (ITBA) • Instituto Universitario CEMIC • Lincoln University College • Ott College • Pontificia Universidad

Católica Argentina (UCA) • Universidad Argentina de la

Empresa (UADE)

• Universidad Austral • Universidad Blas Pascal • Universidad Maimónedes • Universidad Siglo 21 • Universidad Torcuato di

Tella • Universidad de Belgrano • Universidad de San Andrés • Universidad del CEMA • Universidad del Salvador• ESEADE

Universidades Extranjeras

• Reconocimiento de todas las universidades en USA y UK

• Overseas guidance counselor: Andrew Cobb

Estructura del curso del diploma del IB• Estudiar 6 materias (una de cada grupo):

Grupo 1 – Estudios en literatura (en inglés o castellano) Grupo 2 – Estudios en lengua y literatura (en la otra

lengua) Grupo 3 – Individuos y sociedades Grupo 4 – Ciencias experimentales Grupo 5 – Matemática Grupo 6 – Arte o Film

• 3 en Higher Level (HL)• 3 en Standard Level (SL)

Exigencias del diploma del IB

• Completar ‘evaluación interna’ para cada materia• Corrección por los profesores en San Andrés según

las normas del IB • Significa entre 20 y 30% de la nota final • Evaluación interna completa: requisito para obtener

el Diploma y aprobar la materia internamente

Exigencias del Diploma del IB

• Monografía (4000 palabras)• Teoría de conocimiento (TOK)• Creatividad, Acción y Servicio (CAS)• Estos 3 componentes son requisitos para obtener el

diploma. Los mismo también afectan las notas internas.

• Academic Honesty

Manejar el Estrés

• Encontrar el balance correcto entre:– Obligaciones académicas– Actividades Deportivas– Actividades extra-curriculares– Vida social

• Asistencia– Viajes familiares– Faltas por salidas

Official Requirements

Evaluación y Acreditación de aprendizajes 7 o más puntos en la calificación finalCalificación en cada trimestreMenos de 20 inasistencias

Alumnos que no acreditaron sus aprendizajes Dos períodos: Diciembre (calificación final entre 4 y 7 puntos) Febrero (calificación menor a 4 puntos o sin acreditar en el períodode diciembre)

Son promovidos al año inmediato superior los alumnos que no

adeuden más de dos materias

Régimen de Asistencia

Máximo de hasta 20 inasistencias en el año.

Justificación con certificado médico o nota firmada por el adulto responsable, dentro de las 48hs del regreso del estudiante a clase.

El retiro de la escuela significa porcentaje de ausencia

Llegadas Tardes: Hasta 25 minutos 1/4 inasistencia Pasados 25 minutos 1/2 inasistencia

Política de retiro de la escuela

En medio del turno de la mañana y/o de la tarde:– Padres, autorización escrita de los padres o firmas

autorizadasAlmuerzo

– Padres, autorización escrita de los padres o firmas autorizadas

– Tarjeta verde Educación Física (en caso de no poder realizar educación física)

– Concurrir como observador al campo de deporte– Retira un adulto autorizado y acreditado por los padres a las

14.15hs

Acuerdo Institucional de Convivencia

Behaviour for Learning

Behaviour for Learning Process

Staff viewsFocus groupStudent surveyBehaviour conferenceResearch Group workDraftParent groupLeadership team

Aims• To create a climate where learning can flourish• To protect basic rights of safety, learning and

respect• To develop student ownership of behaviour• To build strong relationships and empathy• To promote high self-esteem• To ensure fairness of treatment for all to ensure

the welfare of all• To ensure a consistency of response to all

behaviours

Philosophy

Key features of the positive approach are:

• An emphasis on positive rather than negative statements

• Regular and sustained use of praise and rewards• Teaching students the social skills they need to

be successful• Redirecting them towards success rather than

highlighting their mistakes

Overview

• Rights• Responsibilities• Expectations• Routines

Rights

• Everyone has the right to feel safe at school• Students have the right to learn to the best of

their ability• Teachers have the right to teach• Everyone has the right to be treated with

dignity and respect

Responsibilities • As students have the right to feel safe, they have the

responsibility to behave in a manner so that others can feel the same way too

• As students have the right to learn to the best of their ability, they have the responsibility to behave in a way so others can learn

• As teachers have the right to teach, students have the responsibility to behave in a way that allows them to teach

• As students have the right to be treated with dignity and respect, students have the responsibility to treat others with dignity and respect

Expectations and Routines

We value......

Respect for the school’s identity and heritage and the uniform as a symbol of one´s pride in belonging

We expect students ......

To wear the uniform well and with pride and have neat appearance


We value......

Responsibility and enthusiasm for learning


To have the correct books and equipment out ready to start the lesson promptly


We value......

Punctuality as a healthy habit to fully enjoy lessons


To arrive on time to lessons and registration


We value......

Humility and empathy to show interest and respect for other opinions


To listen when a teacher or peer is speaking and not call out

Expectations and RoutinesWe value......

Positive attitude towards teachers’ requests


To follow instructions from adults as soon as asked


We value......

Responsibility to care for property of all the community


To respect and not damage any property or equipment


We value......

A climate where everyone in the school community has the right to be treated with dignity and respect


To use appropriate and polite language, and courteously address all members of the community


We value......

Respect for the right to learn and to teach


To keep on task and not disrupt the learning of others


We value......

Solidarity and respect towards peers and teachers who share the classroom and to those who use it after us


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


We value......

Technology as an important tool that contributes to learning


To only use cell phones or other electronic devices for educational purposes and with the teacher’s permission

Positive consequences (Praise system)

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

A “well done”, “warm smile” or any form of congratulation is the most powerful form of praise that can be received.

Verbal praise

For example:

Punctuality

Uniform

Responsibility and

enthusiasm for learning

Verbal praise

For example:

Punctuality

Uniform

Responsibility and

enthusiasm for learning

Verbal praise

1 or 2 points

awardedFor

example:

Respect for learning

Helping others with

their learning

Positive attitude towards learning

Respect for other

opinions

Verbal praise

1 or 2 points

awardedFor

example:

Respect for learning

Helping others with

their learning

Positive attitude towards learning

Respect for other

opinions

Email home

20 points reached

Continued and

consistent Level 1 to 2

attitudes and

behaviours

For example:

Contribute to

improving the class climate

Treating peers and teachers

with respect and dignity

Email home

20 points reached

Continued and

consistent Level 1 to 2

attitudes and

behaviours

For example:

Contribute to

improving the class climate

Treating peers and teachers

with respect and dignity

Certificates and

Letter to parents

30 points reached

Continued and

consistent

Level 1 to 3 attitudes

and behaviours

Certificates and

Letter to parents

30 points reached

Continued and

consistent

Level 1 to 3 attitudes

and behaviours

Reward chosen by student 50 points

+

Parents invited in

Continued and

persistent Level 1 to 4 attitudes

Reward chosen by student 50 points

+

Parents invited in

Continued and

persistent Level 1 to 4 attitudes

Positive consequences

Practices

Negative consequences (Sanctions system)

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

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

Verbal warning

For example:

Uniform

Punctuality

Eating/chewing gum

Minor disruptions to

learning: talking, out of seat, messing

about

Verbal warning

For example:

Uniform

Punctuality

Eating/chewing gum

Minor disruptions to

learning: talking, out of seat, messing

about

Verbal warning

1 or 2 points +

Teacher action

For example:Repetition 2/3 verbal warning in one lesson

Inappropriate behaviour, such

as:

Lack of respect when a

teacher/peer is speaking

Disrupting the learning the

others

Damage to property/

equipment

Verbal warning

1 or 2 points +

Teacher action

For example:Repetition 2/3 verbal warning in one lesson

Inappropriate behaviour, such

as:

Lack of respect when a

teacher/peer is speaking

Disrupting the learning the

others

Damage to property/

equipment

Serious warning 3

points Continued and

persistent Level 1 to 2

incidents

For example:Non academic

use of cell phone or

other electronic

device

Inappropriate use of

language

++++

Serious warning 3

points Continued and

persistent Level 1 to 2

incidents

For example:Non academic

use of cell phone or

other electronic

device

Inappropriate use of

language

++++

Conduct marks

Meeting/Communicati

on with parents

10 points or continued and

persistent Level 1 to 3 incidents

For example:Intentional

damage and disrespectfulne

ss

Intellectual dishonesty

Bullying

Theft

Leaving school without

permission

Rudeness to staff

Fighting

Missing class

Conduct marks

Meeting/Communicati

on with parents

10 points or continued and

persistent Level 1 to 3 incidents

For example:Intentional

damage and disrespectfulne

ss

Intellectual dishonesty

Bullying

Theft

Leaving school without

permission

Rudeness to staff

Fighting

Missing class

Acta

Meeting with parents

(Level 5 may also include suspension, behaviour contracts)

Continued or persistent level 1 to 4 incidents

For example:Intentional and

premeditated damage and

disrespectfulness

Consumption of tobacco, alcohol

or drugs

Discrimination

Vandalism

Acta

Meeting with parents

(Level 5 may also include suspension, behaviour contracts)

Continued or persistent level 1 to 4 incidents

For example:Intentional and

premeditated damage and

disrespectfulness

Consumption of tobacco, alcohol

or drugs

Discrimination

Vandalism

Negative Consequences Practices

Support Areas

Phase Leader Y11 and 12: Ale Solernó

• Head of Year 12: Ale Solernó• Assistant HOY 12: Silvina Galindo• Head of Year 11: Richard Lightcap• Assistant HOY 11: Martina Curci

DOE (Departamento de Orientación Escolar)Head: Ms. Mariel Pons

Departamento de Orientación Escolar (DOE)

Lic. Mariel Pons Lic. Paula Romano Lic. Pilar Fernández Lic. Jonatan Olmos

Lic. Clara Brea Lic. Ingrid Gullón Lic. Juan Pablo Ventura

Year 11 and 12 Welcome and Introductory Meeting for Parents

Documents

Transcript of Year 11 and 12 Welcome and Introductory Meeting for Parents