Secondary school handbook 1011


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Secondary school handbook 1011

  1. 1. Beijing BISS International School Secondary School Handbook for Parents and Students 2010 – 2011 No.17, Area 4, An Zhen Xi Li Chaoyang District, Beijing 100029 Tel: (+8610) 64433151 Fax: (+8610) 64433156
  2. 2. Welcome Message from the Principal In 2009-2010, Beijing BISS International School celebrated its 15th Anniversary of operating a highly effective and successful International school in Beijing. During our first decade and a half we have introduced all three IB programmes and have been repeatedly accredited by a number of international bodies. Our recent accreditation success in 2008 allowed us to reflect on our progress and look towards continued improvement in all areas of the school. The most noticeable change this school year has been the extensive remodeling of many parts of our campus with further work planned for each summer. Our teaching staff embody the IB Learner Profile of Reflective through their continual improvement of our curriculum, aimed to provide the best teaching practices available based on the latest professional research of student learning styles in the 21st century. However, these excellent teachers do not work in a vacuum. As our name suggests we are an international school, and BISS is rightly proud of its achievements in being the first school in Beijing to offer all three IB programmes (PYP, MYP and DP). We are proud of our academic record. As an IB World School we offer our students a continuous, coherent, international experience for the duration of their school lives. We are also committed to inculcating in our students the attributes espoused by the IB Learner Profile and this desire to provide our students with the appropriate life skills. This is reflected in our School Mission Statement that declares that our aim is to „educate and empower our students to attain personal excellence and positively impact the world‟. I look forward to getting to know you all more this academic year. I hope this handbook is of use to you and will facilitate understanding between home and school. Your comments are both welcome and needed as we work together to ensure the continued success of our school. Mr Lennox Meldrum Secondary School Principal 1
  3. 3. CONTENTS SECTION A : IMPORTANT INFORMATION PAGE School Philosophy and Strategic Plan 3 IB Learner Profile 4 School and Community 5 University/College Acceptances 6 Introduction 7 Communication 7 Contact Details 9 Calendar 10 SECTION B: THE ACADEMIC PROGRAMME Curriculum Overview 11 Assessment Beliefs of Our Learning Environment 12 Methods of Assessment 12 Schedule 13 Homework Policy 13 Grade 6-12 Assessment Descriptors 14 Reporting Student Progress 15 Attendance Policy 16 SECTION C: CODE OF CONDUCT Rights and Responsibilities 17 Student Discipline 18 Dress Code for School/Classroom 20 Computer Use at BISS 21 Student Alcohol, Tobacco and Drug Abuse Policy 21 Drug Testing Policy 22 Academic Honesty 23 SECTION D: SUPPORT SERVICES The Secondary School Homeroom Programme 24 Individual Counselling 24 Optimal Learning Centre (OLC) 24 ESOL 24 Clinic 27 SECTION E: EXTRA-CURRICULAR PROGRAMME After School Activities (ASAs) 27 ASAs - student departure from school 27 SECTION F: GENERAL INFORMATION Text Books 28 Lockers 28 Laptop Recharging Stations 28 Lunch/Canteen Services 28 Library 28 House System 28 Student Council 28 Yearbook 29 Books and Supplies 29 Calculators for Mathematics 29 PE Clothing 29 Lost and Found 29 Transportation 29 Telephone 30 Being Away From Beijing 30 Visitors to the School 30 Guardianship Policy 30 Promotion Policy 31 Graduation Requirements 32 Open Campus Policy 32 2
  4. 4. SCHOOL PHILOSOPHY AND STRATEGIC PLAN Core Values:  We believe in embracing diversity and treating everyone with dignity and respect.  We believe in living a balanced life.  We believe that people thrive in a caring, safe, healthy and stimulating environment.  We believe in acting with integrity, taking responsibility, and learning from our actions.  We believe in working for a better future by helping others and conserving our planet‟s resources.  We believe in striving for excellence. Mission: BISS is an IB World School serving the international community, committed to the ideals of the International Baccalaureate. Our mission is to educate and empower our students to attain personal excellence and positively impact the world. Strategic Objectives: 1. Each student will acquire and demonstrate the knowledge, skills, attitudes and concepts necessary for their success in life. 2. Each student will demonstrate the competence and confidence to identify and choose their own course of action. 3. Each student will achieve their own goals and the outcomes of the IB programmes to their personal best. 4. Each student will be an active, responsible participant in their various communities. Strategies: 1. We will design and implement a scope and sequence for our curriculum that emphasises academic rigour, active learning, and personal excellence. 2. We will ensure that our school has the financial capability to achieve its mission and objectives. 3. We will expand our technology and enhance its use school-wide. 4. We will employ and support enthusiastic, quality staff who are able to actively work together towards maximising student achievement and the betterment of the school. 5. We will develop open communication and decision making processes that will involve all stakeholders. 6. We will ensure that our class sizes are appropriate to optimise student learning. 7. We will improve our facilities and resources to provide a welcoming, safe, and clean environment that is conducive to the needs of the BISS community 3
  5. 5. IB Learner Profile The 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. IB learners strive to be: Inquirers – They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable – They explore concepts, ideas and issues that have local and global significance. In doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers – They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators – They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled – They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded – They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring – They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers – They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced – They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective – They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. 4
  6. 6. Beijing BISS International School Address: No 17, Area 4, An Zhen Xi Li CEEB No: 694202 Chaoyang District Website: Beijing 100029 Phone: (8610) 6443 3151/2/3 P.R. China Fax: (8610) 6443 3156 Head of School: Dr Ettie Zilber Secondary School Principal: Mr Lennox Meldrum SCHOOL and COMMUNITY Beijing BISS International School is an independent, co-educational day school, which offers an English language curriculum for Kindergarten to Grade 12. BISS is a proprietary school founded in 1994 by International School Singapore. It has grown rapidly and now has over 320 students from 40 countries. BISS serves students from the international community of business people, educators and diplomats residing in the greater Beijing area. ACCREDITATION BISS is accredited by the Council of International Schools (CIS), the Western Association of Schools and Colleges (WASC), and by the National Centre for Curriculum and Text Book (China), (NCCT). BISS is also registered by the China Education Bureau. The school is a member of the East Asian Regional Council of Overseas Schools (EARCOS) and an associate member of the Council of International Schools. The International Baccalaureate (IB) recognises BISS as an IB World School offering the IB curriculum from Grades 1 through to Grade 12 through all three IB programmes. THE FACULTY BISS has a Head of School, Secondary and Elementary School Principals, and IB Programme Coordinators for the PYP, MYP, and DP. The teaching staff comes from a variety of countries but predominantly from the USA, Canada, and Australia. In addition Chinese national staff teach Chinese language and there are a number of Chinese national classroom assistants. All teachers are licensed in their home countries, many hold advanced degrees and most are experienced in international education. The Optimal Learning Center (OLC) and English Speakers of Other Languages (ESOL) Departments support students‟ academic pursuits. ACTIVITIES and SERVICES The school facilitates students‟ participation in events with other international school students in Beijing, elsewhere in China, and overseas. BISS is a founding member of the Association of Chinese and Mongolian International Schools (ACAMIS) and students participate in ACAMIS events and sports tournaments. BISS strongly encourages participation of all students in its After School Activities (ASA) programme, which includes cultural experiences, creative activities, service-based groups and sports. All students are required to take part in the Activity Week Programme (in and around Beijing or to other regions of China). MYP students are required to participate in one approved Community and Service (C&S) activity per quarter that they reflect upon in a journal. C&S aims to develop a sense of community and positive citizenship leading to an intrinsic desire to serve various groups found within a community. Often participation in the school‟s ASAs will meet this requirement. Students in Grades 9-12 are also encouraged to participate in C&S organised by community groups outside school. Grade 11 & 12 students complete two years of Creativity, Action, and Service activities as part of their graduation requirements. 5
  7. 7. UNIVERSITY/COLLEGE ACCEPTANCES AUSTRALIA SINGAPORE SOUTH AFRICA Lawrence University (WI) Roger Williams University (RI) Bond University National University of Lebanon Valley College (PA) Griffith University Singapore Loyola University – Chicago (IL) Monash University Hope College (MI) Queensland University of Michigan State University (MI) SOUTH AFRICA Technology Ohio University (OH) University of Cape Town RMIT Parsons New School of Design University of Melbourne (NY) University of Sydney SPAIN Pennsylvania State University University of New South Wales LaSalle University – Barcelona (PA) University of Queensland St. Louis University – Madrid Purdue University (IN) University of Western Australia Roger Williams University (RI) UNITED KINGDOM San Francisco Academy of Fine Canterbury Christ Church Arts (CA) BELGIUM University Vesalius College Santa Barbara College (CA) Central St. Martin‟s College (Art Savannah College of Art Design & Design) CANADA (GA) Chester University University of British Columbia Seattle University (WA) Liverpool Hope University University of Toronto Stanford University (CA) Manchester Metropolitan University of Victoria State University of New York- University University of Alberta Binghamton (NY) Oxford Brooks University State University of New Richmond American CHINA Stony Brook (NY) International Beijing Culture and Language Syracuse University (NY) St. Mary‟s University University University of Alabama Salford University Beijing University University of California - University of Bristol BTIC Raffles Fashion Institute Berkeley (CA) University of East England Hong Kong University of University of California – Los University Of Edinburgh Science & Technology Angeles (CA) University of London - Beijing University of Business University of California - Goldsmiths and Economics Santa Cruz University of London - Royal University of Chicago (IL) Holloway University of Illinois - FINLAND Warwick University Champaign-Urbana (IL) Polytechnic of Turku Lancaster University University of Michigan (MI) Newcastle University University of Miami (FL) NETHERLANDS University of Minnesota - Erasmus University UNITED STATES Twin Cities (MN) American University University of North Carolina – ITALY Washington, D.C. Asheville (NC) University di Roma Berkeley College of Music (MA) University of San Francisco (CA) University of La Sapienz Boston University (MA) University of Southern Carleton College (MN) California (CA) JAPAN City University of New York University of Tampa (FL) Sophia University (NY) University of Tulsa (OK) University of Arts and Sciences Columbia University-Barnard University of Wisconsin- Weseda University College (NY) Madison (WI) Creighton University (NE) Vanderbilt University (TN) KOREA Drexel University (PA) Virginia Polytechnic Institute Chung An University Earlham College (IN) and State University (VA) Dankook University Emmanuel College (MA) Wheaton College (MA) EWHA Womans University Franklin College (Switzerland) Willamette College (OR) Hanyang University George Washington Hong Ik University University, Washington D. C. Seoul National University Gilford College (NC) Sungkyunkwan University Hawaii University (HI) Yonsei University Illinois Wesleyan University (IL) Johns Hopkins University (MD) Kalamazoo College (MI) 6
  8. 8. INTRODUCTION At Beijing BISS International School, we value our parents highly. Their input and support help make our school a special place in the lives of their children. We encourage them to communicate with us and to become involved in our school. Parents are always welcome at the school. Anytime you have a question or concern, come and see us. Together we can create the best possible situation for all involved Every week the school publication, BROADCAST, is available upon our website. This publication helps keep parents informed of all the BISS school and community activities. Often important information is communicated through Broadcast so all parents are strongly encouraged to peruse each new issue. The BISS Parent-Teacher Association (PTA) is also an integral part of our community. The PTA meets once a month and all parents and friends of BISS are invited to attend. Your contributions are always welcomed and appreciated. Check the latest BISS calendar for PTA meeting dates. COMMUNICATION Communication with the school is crucial for your son/daughter. Making sure that we do it well is important and every effort is made to make sure that you are informed of what is going on. A crucial part of this process is having up to date information regarding telephone and email. Parents change locations, business, internet service providers and telephone numbers and we do not always hear about it immediately. You cannot assume that your child will tell us. Therefore, we ask that whenever there is change that we are told immediately. Thank you. Email is often the best way to make contact with staff at BISS as teaching schedules mean that teachers are often unable to take phone calls. Additional ways to communicate include: Meetings Often the best and most effective means of communication is talking. Doing so face to face is not always easy but usually resolves issues more effectively. Parents are encouraged to meet contact the child‟s teachers at any time to discuss their child‟s performance. This can be done by contacting the teacher directly or by making arrangements through the Academic Office. The Principal and Counsellor are also available to talk over any issue related to your child and the school. They can be contacted through the Academic Office. eLearning As part of the school‟s eLearning program students and parents can assess classroom activities online through a portal called Studywiz. Students can interact through this medium by accessing and responding to information, submission of projects, participation in discussion forums, etc. Parents can also use this medium to communicate with their child‟s teachers. Our students are increasingly using Studywiz to electronically record their daily homework and teachers place important notices and assessment deadlines on the calendar so we strongly encourage your regular monitoring of this website. This year the school will be using the parent email accounts available in Studywiz to send out important school information so if you are not yet using this portal then we strongly encourage you to contact our eLearning Coordinator, Mrs Julie Lindsay, to find out how you can activate your account. 7
  9. 9. Telephone Teachers are encouraged to get in touch with parents on any important issue that involves their child. Often this will be through the homeroom teacher who also monitors your child‟s well-being and performance. The Administrative Officers in the Academic Office will take a message if you cannot contact the teacher directly. Parent / Teacher Conferences There are several formal opportunities held during the year for parents to discuss and view evidence of their child‟s performance. Please refer to the school calendar and web site for dates. Parent/Teacher conferences are held after each Quarter‟s reports have been sent and are seen as a valuable opportunity to discuss their child‟s performance with the teachers. In the Secondary School, Student Led Conferences are held in Quarter 3 (April) with students sharing a portfolio of work samples from their subjects. This is also a valuable opportunity for parents to view their child‟s work and discuss their performance with their child. Parents are strongly encouraged to attend these opportunities to discuss their child‟s performance. If you cannot attend then feel free to contact the school or the teachers to see them at a mutually convenient time. Meet the Teacher Evening At the beginning of each school year we have a Meet the Teacher Night. During the evening parents get a chance to meet their son/daughter‟s teachers. They will talk about the curriculum, their expectations, communication avenues, and about the various activities that will happen throughout the year. We encourage all parents to attend this evening. If you cannot attend then feel free to contact the school or the teachers to see them at a mutually convenient time. BISS Website The school‟s website has a wealth of information including the curriculum, contact details, events, calendars and so on. It is worth visiting the site regularly to keep up with what is happening in the school and therefore affecting your child. Japanese Teacher Ms Makiko Koike is our Japanese teacher. Her email address is listed in the staff section and if parents feel more comfortable communicating in Japanese, they are invited to email Ms Koike with their queries. Korean Teacher Ms Angela Ku is our Korean teacher. Her email address is listed in the staff section and if parents feel more comfortable communicating in Korean, they are invited to email Ms Ku with their queries. Chinese Staff There are many teachers of Chinese in the school who can and will assist parents in communicating with the school. For the Secondary School, parents should talk to Academic Office who can assist in finding a teacher or assist directly. 8
  10. 10. SECONDARY SCHOOL CONTACT DETAILS DEPARTMENT CONTACT NAME EMAIL TELEPHONE Board Deputy CEO Mun-E Chan Ext. 209 Head of School Dr Ettie Zilber Ext. 208 Secondary School Principal Lennox Meldrum Ext. 279 Elementary School Principal Wayne Demnar Ext 223 MYP Coordinator Ross Brown Ext. 278 School Receptionist Rebecca Wang 6443 3151/2/3 SS Academic Officer Florence Mei Ext. 263 Business Administration Manager Henry Wong Ext. 256 Admissions Officer Joyce Chia Ext. 216/215/253 Counsellor Karen Shrimpton Ext. 237 eLearning Coordinator Julie Lindsay Ext. 251 TEACHING AREA TEACHER E-MAIL COUNTRY Athletics Director/CAS Coordinator Damian Johnson Australia Biology/Science Stan Covington USA Chemistry/Science/Mathematics Mark Saunders United Kingdom Chinese Studies Coordinator Wang Yan PR China Chinese Studies Pamela Yang PR China Chinese Studies David Wang PR China Computer Technology Ben Cooperman Canada Design Technology/TOK Rob Anderson Australia Economics/Business & Management Daiju Vithayathil India English Catherine Liang New Zealand English Doris Cowley Canada English Ross Brown Australia ESOL Alexis Kossiakoff USA ESOL/English B (DP) Christine Vithayathil Austria ESOL Filipa Covington Portugal French (part-time) Marie Paule Hutin France History/Humanities/TOK Dr Mary Montgomery USA Humanities//House Coordinator Henry DeGreef USA Japanese Makiko Koike Japan Korean Angela Ku Korea Mathematics Tracy Lu Australia Mathematics/Activities Coordinator Iain Fitz-Gerald Australia Music Gerard Dutton Australia Optimum Learning Centre (OLC) Gail Hall New Zealand Physical Education Mindi Dryer USA Physics/Science/Mathematics Andy Elmers NZ Records Officer Angel Li PR China Science Jenna Barnes USA Science Lab Technician Shujuan Qu PR China Spanish Cheryl Moen USA Secondary School TA Lynn Long PR China Teacher Librarian Ana Cob Spain Theatre Cath Rankin Australia Visual Arts Gillian Mercer Australia 9
  11. 11. CALENDAR FOR 2010-2011 SCHOOL YEAR Our calendar has major dates set during the previous school year, however at times even events we believe are “locked in stone” can be forced to move due to circumstances beyond our control. In addition, many additional events come up during the school year that we wish all members of the BISS community to be aware of our participation. Hence we strongly encourage all BISS community members to constantly check our Google calendar, conveniently located on our school website at and also on the home screen of our Online Learning Portal, Studywiz. Major Planned Events August 13: New Student Orientation August 16: First Day of School August 26: Meet The Teachers Evening September 13-16: SS Activity Week September 27-30: ES Activity Week October 1-10: National Day Holiday November 1-2: School Closed (Teacher Professional Development days) December 17: Half Day December 18-January 9: Winter Holiday January 29-February 6: Spring Festival Holiday February 24-28: 21st Century Learning Conference at BISS April 2-10: Spring Break Holiday May 2: May Day Holiday May 3-24: IBDP Exams May 21: International Day Spring Festival May 27: Grade 12 Graduation June 17: Final day (half-day) 10
  12. 12. ACADEMIC PROGRAMME Curriculum Overview The curriculum at BISS reflects our philosophy that the student is at the centre of the learning process. Therefore we strive to educate and develop the whole student‟s individual, intellectual, physical, emotional and creative identity. Around this philosophy we have developed a curriculum that will grow with the school and its students. For further details of the curriculum, please refer to the relevant course guides and our website – The Secondary School curriculum encourages student exploration, discovery and experimentation in a pleasant academic environment. Secondary School students follow a prescribed curriculum consisting of the core subjects of the Arts (Visual Arts, Music, Theatre Arts), Experimental Sciences (Biology, Chemistry, Physics), Mathematic, Technology (Computer and Design), Languages (Chinese, English, Spanish, French, Korean, Japanese), Physical Education, and Humanities (Combined Humanities, History, Economics, Business and Management). The focus of the Secondary School curriculum is on experiences and lessons that develop students‟ writing skills, verbal fluency, comprehension, computational skills, analytical abilities and other skills needed to effectively meet a variety of challenges. The curriculum brings together intellectual, creative, social and emotional considerations, guiding the students towards problem-solving and decision-making skills necessary for individual, family and community needs. Grades 6 – 10 and the IB Middle Years Programme The IB Middle Years Programme (MYP) provides a curriculum framework that is specifically designed to meet the needs of students aged 12-16. These students are at an age of many transitions – intellectual, social, emotional and physical. The MYP was devised to help them develop the knowledge, attitudes and skills they needs to participate actively and responsibly in a changing and increasingly interrelated world. The BISS Middle Years curriculum offered in Grades 6 -10 is a rigorous, challenging and exciting course designed to meet the academic, social, emotional and physical needs of preadolescents. The program offers a variety of subjects and meaningful interdisciplinary units. Learning activities are planned following the inquiry cycle which involves developing awareness of a topic, followed by responsible action and reflection of their learning. Not only does the program offer academic excellence it also promotes development of positive citizenship by involving all students in community and service activities. At the completion of the five-year MYP course, students receive the IB MYP Certificate and/or Record of Achievement. The MYP is considered an excellent preparation for the IB Diploma Programme and an internationally recognised qualification for students moving between schools. Grades 11 & 12 and the IB Diploma Programme The IB Diploma Programme (DP) is a two-year internationally recognised pre-university course. Rather than being based on the curriculum of a single country, the DP is a deliberate combination of the specialisation required in some education systems and the breadth required in others. The DP came into existence in the late 1960s and now more than 850 schools participate globally in the programme. The DP emphasises a global, tolerant yet critical perspective of the world in which we live. By insisting that students study a range of subjects, the DP helps students to become creative, informed generalists who have the range of skills necessary to solve problems in a variety of areas and, therefore, to be able to participate successfully in our rapidly changing world. A student who earns an IB Diploma will have „a passport‟ to further education. IB Diploma students are highly sought after by universities and colleges throughout the world and tend to be amongst the most successful students in further education. 11
  13. 13. ASSESSMENT BELIEFS OF OUR LEARNING ENVIRONMENT Assessment is fundamentally a feedback process. Self-reflection is an essential component of most assessment. 1. Students should have clear criteria for success on any assessment task. 2. Assessment should improve student learning. Students should have access to and use assessment results to improve their learning. 3. Assessment practices influence instructional practise and assessment results should be used regularly to inform and modify instruction. 4. Most learners achieve higher standards when provided with models of excellence or exemplars to understand how work is graded. METHODS OF ASSESSMENT Assessment is the collection and evaluation of evidence of student progress towards expected learning outcomes. It measures the student‟s ability to apply knowledge, skills and attitudes. Clear and reliable assessment is based on multiple measures and goes beyond paper and pencil tests. For this reason a variety of assessment techniques are employed to meet the various learning styles of students and allow them to show evidence of the learning Assessment in the MYP is referred to as criteria related assessment which means each subject is divided into sections with clear statements describing the students‟ level of performance in each criteria. Teachers are responsible to design appropriate assessment tasks for given units of work and that allow the students to show their performance in the subject‟s criteria. These will be published and made known to students when the task is given with timely feedback being provided. In any given reporting period a child‟s performance from a number of assessment tasks is recorded and used to determine the student‟s final level of performance according to the Level of Achievements Grades 1-7. A grade of 3 or above is considered a pass, however concern is raised for students who consistently score grades of 3. For students in Grades 11-12, subject areas will be responsible for weighting assignments according to their importance to the outcomes of the course. The final 1-7 subject attainment grades on a report will be a weighted average of all previous assessments. SCHOOL ACCREDITATION & PROGRAM EVALUATION The school is accredited by the Council of International Schools (CIS), Western Association of Schools & Colleges (WASC) and the International Baccalaureate (IB). Accreditation means that the school‟s curriculum and operations have met standards set by the above organisations. In addition the school‟s curriculum is assessed annually by participation in external assessment techniques such as the IBDP Exams, MYP monitoring and DP moderation. 12
  14. 14. Time Secondary School SCHEDULE 8:00-8:15 Students Arrive Each day the students have eight 40 or 45 minute classes 8:15:8:25 Home Room as outlined to the right. The full timetable consists of 40 periods in a weekly cycle. At the beginning of the year 8:25-9:05 Period 1 students are issued with their individual programme schedule. Students should arrive at the school by 8:10am 9:05-9:50 Period 2 so that school may begin promptly. 9:50-10:30 Period 3 Students must remain on campus during school hours unless given written permission to leave by the Principal 10:30-10:45 Break and the Academic Office. 10:45-11:30 Period 4 11:30-12:15 Period 5 12:15-12:50 Period 6 HOMEWORK POLICY 12:50-13:45 Lunch The purpose of homework at Beijing BISS International 13:45-14:30 Period 7 School is to:  extend learning; 14:30-15:15 Period 8  reinforce new skills and concepts;  prepare students for new tasks; 15:20 Early Buses Depart  consolidate previously learned skills and knowledge; 15:20-16:20 ASAs  enable students to revise effectively; and  establish independent habits of study. 16:30 Late Buses Depart Outline of Recommended Homework for Grades 6-12 GRADE AVERAGE HOURS ADDITIONAL PER WEEK (per week) 6 6 Minimum 1 hour independent reading 7 6 Minimum 1 hour independent reading 8 7 Minimum 1 hour independent reading 9 8 Extended reading and exam revision 10 9 Extended reading and exam revision 11 11 – 13 Extended reading and exam revision 12 12 – 15 Extended reading and exam revision Homework diaries (electronic or paper) for students in Grades 6 – 12 will be signed/acknowledged weekly by a parent or guardian and regularly checked by the homeroom teacher. It is also expected that if a teacher does not set formal homework, a student should utilise the time for independent study. Parents and teachers are encouraged to use the homework diary to communicate information about the student‟s performance. 13
  15. 15. GRADE 6 – 12 ASSESSMENT DESCRIPTORS Grade Descriptors A 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, Grade 7 synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality. A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of Grade 6 situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight. A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. Grade 5 The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There Grade 4 is occasional evidence of the skills of analysis, synthesis and evaluation. Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited Grade 3 understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. Very limited achievement against all the objectives. The student has Grade 2 difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support. Grade 1 Minimal achievement in terms of the objectives. 14
  16. 16. REPORTING STUDENT PROGRESS Reporting is communicating the knowledge gained from assessing students‟ learning. It should indicate what the student has achieved, and offer constructive recommendations. Reporting of student achievement is carried out for a variety of purposes (advice, clarification, encouragement, and negotiation) and a variety of audiences (parents, students, homeroom teachers and Principal). Reporting student progress at BISS, takes place both formally and informally. We encourage parents to contact their child‟s subject teacher to seek information on current progress and all email addresses are listed at the front of this handbook. Formal reporting includes regular Academic progress (mid semester) as well as detailed reports at the end of each Semester. All teachers are encouraged to contact parents with any concerns or queries about individual students. Formal reports will be read by parents, children and the Principal, and parents will be the principle recipients. Parent/Teacher Conferences are also held regularly (check our calendar). Formal Written Reports Written comments are an essential element of any formal reporting process and are presented together with grades in order to give a complete picture of progress. Written reports address the student‟s performance in the various areas of assessment and skill development identified by the course. They provide a detailed student assessment record which is kept by the teacher and the school. They are sent home at the end of each semester. Quarterly reports containing subject grades and homeroom comments are also sent home. Secondary School reports show a number of criteria grades. There are usually separate grades for key components of the course of study. There is also a summary grade for the semester course as a whole. The relative contribution of each separate grade to the summary grade is determined in advance by departments. Teachers will often discuss the reports, before they are sent home, with their students. The school records, containing both the quantitative and the analytical information on reports, are made available to all teachers so they may best meet students‟ needs and design appropriate learning programmes. Records of diagnostic testing are also made available to teachers where appropriate for the reasons given above. Parent/Teacher Conferences Parent/teacher conferences are valuable tools because they allow interaction between parents, students and teachers. These usually occur at set times of the year but additional interviews may be scheduled on an individual basis. They take place at school every quarter. For Grades 6-10 the final Parent/Teacher conference is replaced by the Student Led Conferences and Personal Project presentation. General References A general reference will be made available to all Grade 12 students when they complete their studies. The reference will contain an evaluation of the student‟s academic achievement, records of sporting and co-curricula achievements, of positions of responsibility held, and a commentary about personal attributes. A general reference can be made available on request for leaving students of other grades. Informal Reporting Informal reporting may take the form of written teacher response to written and oral class work, verbal teacher responses and student-teacher consultations. Informal reports are often descriptive assessments and subjective, as they are based upon the teacher‟s professional judgement. All informal reporting is part of the learning process so is usually constructive. Informal reporting is part of everyday teaching practice. The reporting of peer and self-assessment is also valuable. 15
  17. 17. ATTENDANCE POLICY  Parents are required to inform the school before 8:15am by phone (SS Academic Office) if your son / daughter is to be absent  All late arrivals to school need to report to the SS AO and give an explanation before they go to class  Educational and academic success requires regular daily attendance at school and all classes  Students are expected to be on time to each and every class In order to encourage appropriate attendance patterns the following will apply: Students must attend at least 85% of each class to obtain a pass in that class. This means there is a 15% allowed absence for an unexplained/explained absence and unexcused absence. Any student who fails to make the required 85% total school daily attendance will risk not being promoted to the next grade or meeting graduation requirements. There are 4 types of absence: 1. Unexplained Absence No medical certificate or note or telephone call from parent/ guardian explaining the absence has been presented to the school. These absences contribute to the 15% of allowed absences. 2. Explained Absence Students absent for a day due to sickness or other emergency must bring a note or medical certificate to school to explain the reason why they could not attend school. Although these are reported as absences on official school transcripts, consideration for graduation/promotion will be made for students who exceed the 15% of allowed absences due to Explained Absences but are able to catch up all missed work successfully. 3. Excused Absence Excused absence may be granted for a religious/national holiday, serious or long term illness, accident, or to attend the funeral of a close relative. The Secondary School Principal must approve an excused absence in advance. All work missed during an Excused Absence must be completed within two weeks of returning to school, otherwise the Excused Absence will lapse. The Excused Absence is not counted as part of the 15% allowed absence. 4. Unexcused Absence This applies to any absence that does not fit the above categories and is included in the 15% allowance. Note: 1. Students arriving after homeroom will be recorded as “Late”, and Lates are taken into consideration as: 3 Lates = 1 Absence. Students arriving after Period 4 or leaving before Period 5 will be recorded as Half-Day Absent. 2. The school will keep parents/guardians informed of students who are in danger of failing due to poor attendance at school. It is the responsibility of the parent/guardian to ensure that the student attends school. Students whose academic performance is suffering as a result of absences may not be allowed to participate in sporting or cultural activities that require missing class. 3. Parents are strongly encouraged to plan family vacations around the school holidays so students are not penalised for excessive absences. Any request for reconsideration of this policy must be lodged in writing with the Head of School and circumstances surrounding the absences will be taken into consideration. Appeals will be considered by a Committee consisting of the Head of School, Principals and any other appropriate member of staff. 16
  18. 18. CODE OF CONDUCT Rights and Responsibilities Responsibility is inherent in all rights, especially the basic responsibility and duty to respect and secure the rights of others. No student or other person involved in any school can realise their rights unless he/she also exercises the self-discipline and care to afford all others the same rights. We can never allow our actions to infringe upon the rights of others. Every student at the BISS has the right to be treated with respect, courtesy and consideration by every other student, teacher or member of the school. Each individual has the right to know what the rules are and have the right to know the basic standards of expected conduct and behaviour for themselves and others. Then, and only then, will the school environment be a community of individuals who live and interact based on commonly shared rules, rights, expectations and common sense. As a BISS student, one has the right to:  be treated with respect;  be provided with an educational programme and atmosphere conducive to successful academic achievement and personal growth;  be given clear and timely information on all rules and regulations;  express one‟s views on educational policies and school regulations;  consult with teachers, counsellors, administrators and other school personnel;  present concerns to school authorities and receive prompt replies. A BISS student has the responsibility to show: Respect for the learning process by:  attending classes regularly and punctually;  following expectations and procedures of the classroom;  listening to others, both teachers and students;  being fair and honest in completing school work;  avoiding disruptive behaviour. Respect for rules and authority by:  respecting the laws of the host country;  following school and classroom rules;  following the dress code;  refraining from the use of tobacco or alcohol on all occasions on school grounds and on school sponsored activities and within the An Zhen Xi Li area;  refraining from the procurement, use, or possession of illegal or potentially dangerous implements, material, drugs, or other behaviour altering substances;  leaving the school premises only when supervised by a teacher of the school, or with permission from the Administration. Respect for property by:  helping to maintain a pleasant, clean, safe environment;  taking good care of books and other school property;  refraining from damaging other‟s property. Respect for others by:  being courteous;  avoiding name-calling, foul language and gestures;  welcoming and assisting newcomers;  demonstrating respect for other cultures;  moving carefully through corridors and the playground.  respecting the sensitivities and well-being of others; 17
  19. 19.  not encouraging or participating in any form of disrespect, humiliation, physical or sexual harassment, or threat or violence toward another person;  understanding that all demonstrations of affection are, by their nature, private, and will remain private; at school, they are inappropriate. Mobile Phones and other Electronic Communication Devices Students are permitted to bring mobile phones to school but they may only be used on the campus outside the school buildings before school, during break, at lunchtime and after school. Once a student is inside the school buildings, mobile phones must be switched off. They should be kept in the student lockers or on their person. The school takes no responsibility for mobile phones that are lost or stolen if they are not kept secure. An unsupervised school bag is NOT a secure place. Please note that use of mobile phones at specific times and places should be considered a privilege. Abuse of this privilege, or use of phones at inappropriate times and places, will be considered a serious behavioural infraction. If a student is seen using a mobile phone inside a school building, it will be confiscated by the teacher and handed to the Principal. Arrangements involving the parents of the student will be made to return the phone. Infringement of this rule will be considered a level 1 offence. Repeated infringements will mean an elevation to level 2 and, at the discretion of the Principal, level 2 offenders may be prohibited from bringing their mobile phone to school. Recreational Equipment and Games Because of the potential danger to both students and property, the use of skateboards, roller-skates, roller-blades and bicycles is not permitted within the school grounds. Electronic devices, for example MP3 players and Discmans, are permitted in school and may be used before school, during break, at lunchtime and after school. Their use may be permitted in the classroom at the discretion of the subject teacher. As for mobile phones, electronic devices should be kept in the student lockers or on their person. The school takes no responsibility for devices that are lost or stolen if they are not kept secure. An unsupervised school bag is not a secure place. STUDENT DISCIPLINE Discipline / Behaviour Management Process Issues of discipline will be handled in accordance with the seriousness of the incident. Minor infractions of the rules and/or inappropriate behaviour will be dealt with by the supervising member of staff and may lead to a detention and correspondence with the parents or guardian. More serious offences will be will be considered by a Disciplinary Committee. The Disciplinary Committee will consist of the Head of School, Secondary School Principal, and a teacher who is considered to know the student well. The Disciplinary Committee will judge the severity of the case and make a decision. Suspension is a possible sanction as is expulsion in a very serious case. A student suspended out of school may not attend classes or school events. A student who commits a serious infraction of school rules and policies, as judged by the Disciplinary Committee can be suspended for up to five days without Board approval. A student may be suspended for a longer period of time with Board approval. A student on his/her return, accompanied by the parent/guardian, will sign an individualised behavioural letter pledging a commitment to good behaviour. A copy of this letter will be placed in the student file. Expulsion The Disciplinary Committee may recommend to the Board that a student be expelled. Normally, this would be in a situation where, following counselling and conferences with the student and parents, the student demonstrates one or more of the following: continues to behave in a manner that is detrimental to the school; or, is unable to profit from the academic programme; or, either interrupts the learning of others or endangers their safety. However, in severe cases, expulsion may be recommended without benefit of prior counselling or conferences. In the event of expulsion, all fees for that billing period are forfeited. The decision of the School Board in this matter is final. 18
  20. 20. Searches A search of student property in school - including but not limited to lockers and school bags - may be made at the discretion of the Principal if a reasonable suspicion arises that items considered illegal, dangerous, disruptive, or a general nuisance to the educational process are being kept at school or there has been theft committed. Personal searches of students may be made only in the presence of two adults of the same sex as the person being searched, and written notification forwarded to the parents and the Head of School. Lateness All students are expected to be in school before 08:15 am and report to their classes on time. Habitual tardiness is a serious concern which will lead to disciplinary action and may include suspension from school. Lates accumulate and in extreme cases may lead to a student failing the year. Avoiding Class Students are responsible for punctual attendance of all classes. Avoiding classes will result in a formal school detention. Continued avoidance of classes will result in suspension and may lead to a recommendation for expulsion. Unauthorised Leaving of Campus Since the school is responsible for the well-being of students from the time they arrive on the campus until they leave, there is no unauthorised leaving of campus by students. The security guards are instructed not to let them off campus. If they have to leave, they must present a written request from their parents to the Home Room teacher and the Principal who will sign the note. For the safety of our students there can be no exception to this rule. Students then take the signed note to the Academic Office to secure a gate pass to leave campus. AO will email faculty to advise them of the student departure. Bus Behaviour Guidelines In order for bus travel to be as safe as possible for all students, regardless of age the following need to be observed by all students;  Students have a designated pick up stop;  One student per seat on the bus;  Students should stay seated while the bus is moving;  Students must not stand on the bus seats;  Once the air-conditioners are on, the windows must remain closed;  Students should not lean out or put their arms out of the window;  No littering or graffiti on the bus;  The ayi and the driver on the bus should be shown respect at all times. Any student who does not follow these guidelines and displays inappropriate bus behaviour may be given a detention and/or be suspended from the bus for a period of time. These rules refer to travel on the bus and in the period when students are boarding the bus at the end of the school day. When classes finish students are to go directly to the bus. It is absolutely forbidden to go first to the annexe or to leave school and then return to the buses. Once on the bus students will not be permitted to leave the bus. BISS ID Cards The Admissions Office will issue these at the beginning of the year or at the time of admission. All students are required to carry ID cards for proper control and supervision of school-related activities. While students are at school ID cards must be immediately accessible. ID cards are necessary for printing at BISS with no exceptions made. 19
  21. 21. DRESS CODE FOR SCHOOL/CLASSROOM BISS does not have a school uniform, but it does have a dress code and students' grooming should reflect well on the school and the international community. It is expected that students will demonstrate a respect for cultural differences and a sensitivity that will be reflected in their appropriate choice of dress for school. In the absence of a school uniform, BISS students are expected to demonstrate pride in themselves and in their school by their manner of dress and appearance. The dress code for 2010/11 was devised by the Student Council and approved by the Principal and therefore must be respected by all students. Offending students will be sent home to change. If this is not possible they will serve an internal suspension. Clothes, makeup, and hairstyles shall be neat, clean and in good taste. Student‟s appearance should be modest and appropriate to the school environment. Visible tattoos and body/face piercings are not allowed. This list has been written to help students pick appropriate clothing for school: General Appearance  Underwear should be covered by outerwear;  Clothing should be in good repair with no ripped or torn items (whether designed that way or not);  Written motifs should not be offensive and should not include drug or alcohol slogans or pictures;  Headwear should only be worn outside (except for religious reasons). Caps worn inside school will be confiscated. Tops  Straps on dresses and tops must be a minimum of 4cm wide;  Basketball jerseys should be worn over a T-shirt;  Student‟s torso must be covered with clothing. Bottoms  Skirts and shorts should a maximum of three fingers above the knee. Footwear  Heels on shoes should be less than 6 cm high.  Flat-soled covered shoes must be worn in Science Labs and the DT studio. 20
  22. 22. COMPUTER USE AT BISS All students at BISS are expected to use computers, the school network and facilities, email, and the World Wide Web in an ethical manner appropriate for a school setting. At all times, BISS students are expected to conduct themselves in a manner, which is cognizant of the rights, feelings and freedoms of others as well as themselves. Due consideration must be given at all times to the effects one‟s actions have on other members of the BISS community and our global society in general, when using technology both at home and at school. Computers at school are to be used for school work only and it is never acceptable to see students on social media sites (including email) or playing games during class time. Use of a laptop in class is strictly for the work of that class and any other use will be handled with the strictest penalties. Students downloading files of any type for non-school purposes while on the BISS network will also be dealt with strictly. All those using BISS ICT resources must agree to the following Acceptable Use Agreement: Respect and practice the principles of community:  Communicate only in ways that are kind and respectful.  Practice ethical behaviour.  Report materials that are threatening or discomforting to a teacher or a student.  Not intentionally access, transmit, copy, or create material that violates the school‟s code of conduct (such as messages that are inappropriate, threatening, rude, discriminatory, or meant to harass).  Not intentionally access, transmit, copy, or create material that is illegal (such as obscenity, stolen materials, or illegal copies of copyrighted works).  Not use the ICT resources to further other acts that are criminal or violate the school‟s code of conduct.  Not send spam, chain letters, or other mass unsolicited mailings.  Not buy, sell, advertise, or otherwise conduct business, unless approved as a school project. Guidelines for the security and repair of laptops required by students are outlined during the admissions process and further details can be obtained from the IT department. ALCOHOL, TOBACCO & DRUG ABUSE POLICY No student shall possess, use, attempt to use or transmit, or be under the influence of illegal drugs, alcohol or tobacco in school or during school-sponsored activities. These include: 1. Any controlled substance or dangerous drug as defined by law, including but not limited to marijuana, hashish, any narcotic drug, hallucinogen, stimulant, depressant, amphetamine, barbiturate, or inhalant; 2. Any locally available pharmaceutical or over the counter medication without the knowledge and permission of parents and Principal; 3. Any other intoxicant, or mood changing, mind-altering, or behaviour altering drugs, unless prescribed by a qualified medical physician. In the case of such prescription the school should be informed in advance. Procedures And Sanctions 1. Use or Possession of Alcohol or Cigarettes/tobacco products On the first offence, a student's parent/guardian will be notified and a letter of warning of suspension will be placed on the student's file. The students will serve an in-school suspension. On a second or subsequent offence a student's parent or guardian will be notified and the student will be suspended out of school with no opportunity to make up work missed, for a period of up to three days as determined by the Principal. Repeated offences will be dealt with in accordance with school policy and procedures. 21
  23. 23. 2. Use or Possession of Illegal Drugs Where a suspicion exists that a student may be involved with illegal drug use, or may be under the influence of these substances, the student's parent/guardian will be notified and a parent/school conference will be held. It will be the responsibility of the student and his/her parents to allay the suspicion and to confirm with the school accordingly. The school will require the submission of a medical report by a doctor nominated by the school and supervised by the school. On the first offence, a student's parent/guardian will be notified and the student will be automatically suspended from school. Further offences could result in a recommendation for expulsion. DRUG TESTING POLICY Drug Testing Beijing BISS International School, in an effort to provide students with reason to say no to drugs, will carry out compulsory random drug testing on students from Grades 6 to 12. Students will, under supervision of a BISS faculty member, provide hair or nail samples that will serve as the basis for the test by an outside testing agency. Consent forms will be issued by the BISS Admissions Department at the time of enrolment. Students will not be enrolled unless said forms are completed and signed by the student, parent or guardian agreeing to drug testing. Refusal following enrolment to submit to a drug test will result in immediate suspension or explusion. For further information, please contact the Counsellor. Procedures for Grades 6-12:  The Counsellor will randomly select students from the Grade 6-12 list of students via a computer software programme.  Testing will take place on a regular basis throughout the year.  Selected students will be given a notification letter via their Home Room teacher during Home Room time.  Chosen students must report to the Clinic at the specified time for Random Drug Testing procedures and take the notification letter with them.  Either the School Doctor or School Nurse will conduct the test following the procedures indicated in the Psychemedics Corporation Manual. The test will take approximately seven minutes. The Counsellor will supervise the testing procedures.  Those students in the test group will need to take the notification letter home. Parents are to sign the tear-off slip and return the slip to their Home Room teacher on the next school day following the test. It is important that the school knows that parents have been notified; therefore failure by the student to return the tear-off slip could result in further action being taken by the Home Room teacher.  Once the tear-off slip is returned, the HR teacher forwards the tear-off slip to the Counsellor who will keep a record of all students tested. After the test  The results will be usually received within three working days after the test. This will be accomplished through Psychemedics Corporation‟s secure web site.  If the test is negative, the Counsellor will inform the student and their parents by standard letter.  If the test is positive, the Principal will forward an appropriate letter to the parents. In addition the Principal will make personal contact with the parents to set up a meeting to be attended by the student, parents, and Counsellor. 22
  24. 24. On a first offence of testing positive, there will be a variety of actions undertaken. Initially a period of suspension will be served during which the student will be required to undergo professional outside counselling in addition to some other tasks as specified by the Principal. A retest is possible through Psychemedics Corporation following the procedures in the documentation. All costs will be met by parents. Upon returning to school the student will be placed on a periodic, mandatory drug testing regime at parents‟ expense. It is hoped that the student utilises this time and the assistance given to him/her to reflect on and change his/her behaviour in relation to drug use. If however, the behaviour does not change and a second positive test is recorded, the student will be permanently withdrawn from BISS. ACADEMIC HONESTY: MALPRACTICE, COLLUSION AND PLAGIARISM BISS defines: Malpractice as the attempt by a candidate to gain an unfair advantage in any assessment component. Collusion as a candidate knowingly allowing his or her work to be submitted for assessment by another candidate. Plagiarism as the submission for assessment of unacknowledged work (words, thought or ideas) of another person as the candidate‟s own work. It is the responsibility of the teacher to ensure, to the best of their knowledge, that all candidates‟ material for assessment is their own. Suspected cases of malpractice, collusion and plagiarism must be dealt with by the school. All work submitted to the IB for external moderation or assessment must be authenticated by a teacher and must not include any instances of suspected malpractice. A student found guilty of the above by the IB may not be awarded a diploma/certificate and will not be allowed to take the IB examinations in the future. BISS addresses issues of academic dishonesty seriously. Possible consequences are listed as: zero grade, academic probation, detention, suspension and expulsion. Students found undertaking malpractice, collusion and/or plagiarism during an examination or major assessment, risk failing the entire quarter, regardless of previously completed work. Further details can be found in the Secondary School Academic Honesty Policy. 23
  25. 25. SUPPORT SERVICES Secondary School Home Room Programme The Homeroom programme provides students with opportunities for positive interaction and teamwork in a non-academic setting. Homeroom time is an opportunity for them to get to know their peers, their teachers, and perhaps even themselves. In a partnership, the students and the homeroom teachers will be asked to concentrate on developing activities that will enrich social awareness, personal development, and academic growth. The groups meet daily for ten minutes during which attendance is taken, the daily bulletin is read and discussed, sports activities are planned and the homeroom programme is implemented. Individual Counselling The Counsellor is trained to help students with problems arising from academic, personal, social or family conflicts. Some common problems include adjustments to school, changing peer relationships, parent expectations and study habits. Confidentiality is always observed. Students should feel free to make an appointment with the Counsellor whenever they need to do so. Group Guidance At different times throughout the year, the Counsellor will conduct group guidance sessions. These sessions are designed to help students gain insight into their behaviour, understand their attitudes, interests and capabilities, and learn how to make intelligent decisions. Academic Follow-up The academic follow-up service is a series of systematic checks co-ordinated through the Counselling Office and the Optimal Learning Centre (OLC) to determine whether the educational programme is meeting the needs of the individual student. It may include regular progress reports, individual testing, individual counselling or consultation between student, parents, teachers and counsellor. Career Guidance & College/University Placement Counselling and guidance on further education issues are of utmost importance to students in Grades 9 to 12. At Beijing BISS International School we have a full time counsellor, whose role is to assist students with the following tasks:  Researching career options through discussions with teachers, use of the school library‟s career resources and other materials on the Internet.  Contacting specific institutions, obtaining prospectuses and critically assessing the literature and the courses offered.  Investigating specific entry requirements for specific institutions and assisting students to prepare applications accordingly. While the Counsellor will help the students make the step from school to college or university, emphasis is placed on the student to make the transition happen. Optimal Learning Centre (OLC) The OLC programme is provided to assist students with mild learning disabilities through a wide variety of services, including educational evaluation that will support students and teachers from Grades K-12. These services will be utilized by qualified students and will accommodate a variety of student learning needs. Each student will receive individualized attention that will encompass assessment, learning strategies, individual programmes and reports. OLC staff will work to support areas of weakness to promote remediation, as well as to reinforce student performances. The OLC programme also provides an enriched programme for students with unique learning abilities. The Enrichment Programme offers individualized programming as determined by student interest and motivation. ESOL (ENGLISH FOR SPEAKERS OF OTHER LANGUAGES) English is not the first language of many of our students. It may well be their second, third or even fourth spoken language. Therefore, the ESOL programme is essential to help students who need to improve their English skills quickly and so integrate fully in all aspects of their life here at BISS. 24
  26. 26. The purposes of the ESOL programme are: 1. to assess the students English proficiency, assign a level of support and monitor their progress. 2. to develop the student‟s ability to communicate effectively in English in both academic and social situations. 3. to develop a student‟s all round abilities in speaking, reading, listening and writing as well general study skills in all areas of the curriculum. 4. to develop a student‟s cognitive and conceptual learning whilst they are learning English. 5. to value linguistic and cultural identities each student brings into the life at school. Most of the learning in Secondary School takes place within the mainstream classroom. In this way students continually use the skills and language they acquire directly in their learning, whilst also helping them with their everyday communication with friends and teachers. In delivering the best programme possible, we use a wide variety of teaching materials and resources including professionally designed videos, recordings, computer based materials, and the very best commercially produced texts alongside our own materials which have been custom designed to meet the curriculum needs of students at BISS. Placement of Students & Entrance Testing Grades 6 - 10 All students in Grades 6-10 will take an English standardised entry/placement test and a school based curriculum test before their formal enrolment into BISS. Subject to the scores achieved in these initial tests students are provided with a level of support that is considered appropriate to their abilities*. Such support is offered through the ESOL or OLC programs. Students assessed at a beginning level of English acquisition may be withdrawn from some classes to receive additional support. In Grades 9 & 10, no English B Foundation students are admitted. Students must be at the English B Standard level of English language proficiency for admittance into grade 9 & 10. No beginning students will be admitted after the beginning of March in Grade 8 and by the beginning of Grade 9 they must be at the English B Standard level of English language proficiency. * Following admission, to ensure that we provide the appropriate level of support, each ESOL student is given a probationary placement period of up to 4 weeks. During this ‘settling in’ time we carefully monitor a student’s progress and their level of ESOL support for suitability. Either during or following the probation period a student’s placement is then evaluated and confirmed or adjusted as necessary. Students will also undergo a more extensive English ability test during this time. All MYP students studying in our English B programme are tested twice a year using the MAC II test from Questar Assessment, Inc. Our minimum requirements for progression are listed below: Grade Expected minimum percentile Required minimum percentile rank – November rank for Grade progression - June 6 - 20 7 25 40 8 45 60 9 65 70 10 75 80 Grade 11 & 12 There is no ESOL support for Grades 11 & 12. Students wishing to enter Grades 11 or 12 must be tested before any formal enrolment and must be at a Near-Native level of English language proficiency for admittance. Emergency Evacuation In the event of a major emergency or fire, the school will follow procedures to quickly and safely evacuate to the main playground. Once there, further instructions will be given, depending upon the nature of the emergency. In the event of an earthquake or school lock down students will remain in their classrooms and follow given procedures as directed by their teacher. 25
  27. 27. Clinic The school operates an onsite clinic which provides emergency first aid treatment. Students who become ill at school must be referred by a staff member to attend the clinic. The medical team will assess the student‟s ability to remain at school or contact home so a student may leave to seek further medical attention. Students who need to take medication regularly during the school day need to have a note from parents stating this. All medications are to be administered through the clinic. The school has accident insurance for all students. It is limited liability coverage of medical treatment. We encourage parents to have their own medical insurance to cover the costs of extra medical care that may be related to any accident that occurs. EXTRA–CURRICULAR PROGRAMME After School Activities (ASAs) Students are encouraged to participate in after school activities (ASAs). A wide variety of extra- curricular activities is offered by teachers and other instructors after school and/or in the lunch break. Activities are offered to all students from Grades 1-12. As a guide, the following is a list of activities that have been offered in past years: Art & Craft Stamping/Card-making Sport Gong Fu Chinese Art & Craft Table Tennis Clay Work Soccer Mask-making Basketball Photography Volleyball Tennis General Video Club Ice-Skating Chinese Cooking Outdoor Games Roots & Shoots Aerobics Spanish Club Badminton Computer Club Student Council Music & Drama Maori Club Model United Nations Hip Hop/Jazz Dancing Winter Games Dramatics Chess Rock‟n‟Roll Band Creative Writing Choir / Singing Group ASAs – student departure from school Students may remain on school grounds after 3:15 pm for two reasons: 1. They are attending an ASA. 2. They have been given permission 24 hours in advance and are supervised by a teacher. These students are in our care from 3:15pm until their time of departure to either the buses or their own transport. Students in an ASA need to leave the school grounds by 4:30 pm. Any teacher who has a student in their care from 3:15 pm-4:30 pm, either as an ASA or by individual arrangement, is responsible for ensuring that they leave the campus. In the case of K-10, this may mean that teachers need to either check that they get on the buses or they have departed the school through their own transport. If a student has not left the campus by 4:30 pm, and there appears to be no means of transport home, the teacher can accompany the student to the foyer and request that reception and/or an Administration Officer to follow up with a phone call home. The student needs to wait in the foyer until he/she is collected. Guards will notify reception once the means of transport arrives. 26
  28. 28. While attendance at ASAs is voluntary students are strongly encouraged to attend. For Grades 6-12 ASAs serve as the main means for students to meet their Community & Service requirements. However once a student registers for an ASA they are expected to attend all scheduled sessions and leave the school by 4:30pm or advise the supervising teacher in advance of any variation. The Activities Coordinator and Homeroom teacher will be informed if a student does not attend an ASA session or is regularly not picked by the appointed time. Parents will be given due warning that their son/daughter may lose their ASA privileges if they are not collected at 4:30 pm or if they do not attend a session without a valid explanation. A student who has a continuing problem with ASA pick up or attendance will be referred to the Principal to follow up with parents. These procedures also apply to sports teams and practices/matches. GENERAL INFORMATION TEXT BOOKS School-owned textbooks will be issued to all students. In cases of loss or damage, the school will require reimbursement. LOCKERS Secondary School students have a small locker in which to store their textbooks and school supplies. A 50RMB fee will be charged to replace a lost key. LAPTOP RECHARGING STATIONS Laptop recharging stations are available for general use. Students must provide their own lock to secure their computers while they are being recharged. Students are only to use this service only for the duration of recharging their computers and not for long periods (overnight). LUNCH/CANTEEN SERVICES Lunch is eaten in the courtyard. Students are to leave their eating areas clean and return eating utensils to the canteen. Free drinking water is available at all times throughout the school building. Students are encouraged to bring their own water bottles as constant hydration helps learning. For those students who bring their lunch from home, two microwave ovens are placed in the courtyard and the assistant will help students warm up their meals. Our catering sub–contractor provides a hot lunch daily and also sells snacks, instant noodles, ice cream, milk and other drinks during breaks. LIBRARY AND RESOURCE CENTRE (LRC) BISS LRC is located on the second floor and it is divided in two resource rooms. BISS maintains a library of books, magazines, DVDs, audio materials, etc. We also have subscriptions to several online resources such as Brainpop and the EBSCO research database. Students are encouraged to visit the library to borrow items to take home, as well as to use them on site. Students may use the library materials in conjunction with their class work as well as for leisure. The library resources are continually being extended and we welcome suggestions for new materials. Students are able to search for library resources via the online catalogue, Destiny. The loan period is two weeks for books and three days for magazines. If students have items that are overdue, they will not be able to borrow any more items. Materials that are lost or damaged will be charged according to current market prices. The library is open from 8:00am - 4:00pm. Any questions can be directed to the Teacher-Librarian, Ms Ana Cob. HOUSE SYSTEM Each student and each member of faculty is assigned to one of the four school houses designated by the colours red, blue, green and yellow. During the year, a variety of house competitions take place ranging from sports to quizzes with results being accumulated to determine winning house. STUDENT COUNCIL The Student Council is an elected body of students from the Secondary School. The student body selects four officers: President, Vice President, Secretary and Treasurer. Representatives from each grade level complete the Council. 27
  29. 29. The Student Council aims to organise various functions such as fund-raising activities, dances, and holiday celebrations to enhance student life. The Student Council also serves as a liaison between students and the school administration. YEARBOOK The BISS yearbook is representative of the events that take place throughout the academic year. All students completing the school year at BISS receive a free copy. BOOKS AND SUPPLIES The school provides an initial package of basic stationery supplies such as notebooks, pens, pencils, erasers, and crayons or coloured pencils. Textbooks are issued to each student on a loan basis. Students are responsible for the maintenance of the supplies and, if necessary, their replacement cost. CALCULATORS FOR MATHEMATICS GRADES 6 TO 8 All students are expected to have a standard scientific calculator capable of performing statistical functions and manipulating fractions. We recommend Casio brand and the Casio fx–65 or similar would be suitable. GRADES 9 AND 10 All students are expected to have a standard scientific calculator capable of performing statistical functions and manipulating fractions however we recommend the purchase of a Graphic Display Calculator. These are essential in Grades 11 and 12. Students that become familiar with their use during Grades 9 and 10 put themselves at a distinct advantage. We recommend the Texas Instruments TI-83+. These are available through the school at a cost of approximately RMB 1200. Please see Mr Fitz-Gerald for orders. GRADES 11 AND 12 All students are expected to have a Graphic Display Calculator. This is a requirement from the IB. We recommend the Texas Instruments TI-83+. These are available through the school at a cost of approximately RMB 1200. Please see Mr Fitz-Gerald for orders. Important note: Please consult Mr Fitz-Gerald or view the IB Approved Calculators document at before buying a graphic display other than the TI-83+. Several models are not permitted in IB Examinations. PE CLOTHING For PE, a good tracksuit and sweatshirt is advisable. All students will be issued with two school T- shirts. LOST AND FOUND We maintain a lost and found area at the Reception desk. Please check at the Reception desk for missing items. TRANSPORTATION The school operates bus services to major expatriate areas. In the mornings, school buses leave their designated pick-up points between 07:00 and 08:00. In the afternoons, buses reach their designated drop-off points between 15:20 and 16:00. For more information, please contact the General Administration Manager on 64433151. Parents may wish to make other arrangements in order to ensure that their child arrives and leaves school at the appropriate times. Students are required to leave the school grounds at 15:15 unless they have an ASA or have specific permission and teacher who will supervise them. The School must be aware of parental arrangements for transport, school buses, private cars or leaving school on foot. When students wish to temporarily change school bus, parents should advise the Academic Office in advance so that the appropriate permission form may be filled in. 28
  30. 30. TELEPHONE The school has limited telephone facilities which are to be used for official calls only. The main office phone number is 64433151/2/3 and students need written permission from a teacher before they can use the phone. Students must turn their mobile phones off whilst on campus. They should be kept in the lockers or turned off and on their person. Mobile phones can only be used at break times. The school takes no responsibility for mobile phones that are lost or stolen. BEING AWAY FROM BEIJING Given the transience of the International School community, we realise there are times when both parents are going to be away from home. The change of routine can affect their child's performance here at school. We request that they notify in writing the Academic Office in advance of their departure, indicate to us who will be responsible for their child while they are away and whom the school should contact in case of emergency. With their co-operation we can help ensure that things go as smoothly as possible here at school while they are away. We recommend that no student be left without adequate supervision at any time. VISITORS TO THE SCHOOL It is standard operating procedure for our visitors/guests to the school to make appointments prior to their visit. Our students know that in order to have a friend accompany them to school for the day, they need to bring a letter of request from their parents/guardian and addressed to the Principal prior to the planned visit (at least two days notice is appreciated). This is important so that we can minimize disruptions to the school timetable - teachers could have activities or assessment planned and it is not appropriate for guests to be present. Once permission is granted, the teachers are notified so that they can plan for this, as well as other school personnel. Guests on campus are required to wear their Visitor‟s Badge for the duration of their visit, and follow the rules of our school whilst here. It is considered polite and good manners that students bring their guests to introduce them to the school. We look forward to visitors to our school and hope that students and parents continue to support our need to follow the above procedures, not only for security purposes but also to observe courteousness. GUARDIANSHIP POLICY To ensure the safety and well-being of all students who are in Beijing without their parents, the BISS admissions policy requires all such students to stay with BISS approved guardians. Acceptance, and continued enrolment in BISS, will depend on approval of living arrangements by the school Counsellor, Secondary School Principal, and Head of School. Changes in guardianship or living arrangements require prior approval from the school. Failure to obtain prior approval will bring a student's future enrolment status at BISS into question, and could result in the student being directed to withdraw from BISS. 29
  31. 31. PROMOTION POLICY GRADES 6 - 9 In order for a student to be promoted to the next grade some minimum standards and requirements need to be met. A student must: 1. The student has passed a minimum of 6 subjects. In order to pass a subject a student must get at least an average of 2.5 over the 2 semesters with a minimum of 3 in the second semester. NO subjects can be failed two years consecutively. If this occurs a student cannot be promoted to the next grade. 2. All Community and Service requirements have been fulfilled. 3. The student has met the English level equivalent percentile for the Grade level for promotion on the MAC II test from Questar Assessment, Inc. 4. The BISS Attendance Policy has been fulfilled. 5. The student has participated in the Activity Week Programme. Students diagnosed with a Specific Learning Disability will be offered the appropriate support that will allow them the opportunity to be promoted to the next grade. GRADE 10 – Entry to IBDP It is important that students take responsibility for their learning and that we ensure, as a school, that students are able to cope with the level of instruction undertaken at the IB Diploma Programme level. For this purpose, the following promotion policy is vital to ensure that academic responsibility is ensured. 1. The student has an English level equivalent to the 80% percentile on the MAC II test from Questar Assessment, Inc. 2. The student has completed all MYP subjects to a passing grade of 3 or more. 3. The MYP Personal Project has been fully completed to a passing level. 4. All Community and Service requirements have been fulfilled. 5. The student has received recommendations for at least 5 of the required IBDP Groups. 6. The BISS Attendance Policy has been fulfilled. 7. The student has participated in the Activity Week Programme. Failure to meet the promotion requirements may affect movement to the next grade level. A student with a specific learning difficulty may be exempt from the above promotion requirements. The student must have documentation (which includes an educational assessment) that certifies the learning difficulty to be exempt. 30