Student Parent Handbook · school’s mission statement, vision for learning, and values. They are...

PRIMARY SCHOOL

2019-20

©

&Student ParentHandbook

THE INTERNATIONAL SCHOOL OF MONACO

953-HANDBOOK-PRIMARY-COUV-PP.qxp_Mise en page 1 03/10/2019 14:03 Page1

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953-HANDBOOK-PRIMARY-INT-2019-2020.qxp 03/10/2019 14:10 Page1

We will work with you and your child to do everything

we can to ensure that he/she becomes an academically

successful, internationally-minded, caring persan and

a motivated learner able to communicate effectively

using two or more languages and well prepared for

the challenges of an ever-changing world.

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INTEGRITY

We act with honesty, fairness and

compassion even in the face of

challenge.

CARING

We nurture and care for the

physical. emotional and social

wellbeing of ourselves and others.

LEARNING

We are all Learners who embrace

challenges and strive to develop

and improve.

RESPECT

We communicate and act with

courtesy and politeness.

We value what we have.

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Learning is planned to Learners are highly

build upon and develop encv-1.oeci, genuinely

the xnG\'i/[(;,i:JqE:·, si<1Ll. ou·; and relli��ct in

and undei"s a.nclinç1 of a meaningful way.

all learners.

Learners know hat

they are learning, ho\,;

they are learning and

'Hhy they are learning.

Learning is driven by

high ptKtatlons of

beha ur, individual

eftc,rt and positive

co [la i:Joration.

Learners feel safe and

vE1[t.1:::d as part of a

learning focused

environment.

Learning is deepened

through effective and

formative fe(-?dbèl.Ck on

both the t-,rou! 0,s and

c1u(cornf;.

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KNOWLEDGEABLE

We dè ,e�op and use conceptual underst,mŒ(lg exploring kno•11ledge across a rangf! of disciplines We engage with issu ès a,nd ideas that have local anrJ global 'sig[lifican�

COMMUNICATORS ·.

We expre.ss·oursp\ves confidently and

creati·1ely in more lhan•ar\E; language and in rnany uays We collab6rate. effeclively. listening carefully to the perspectives of other individuals and groups •

PR I NC-t·PLED ····••"'··

·

We acl witr, integrity ,,nd honesty wilh a strong sense of fairness and justice, and "'1ith respect for the d,gnity ar:;d · · rights of people everywher'i'.w; take respons,bility for our 1ch6�s and their consequences ..

THINKERS •

We use cntical iJnd creative tt;inking skills to analyse and take responsible action on complex pI oblmns We exercis(� initiative in making re;,asoned. ethical deds1on'.,

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REFLECTIVE

'ÎI'!' thoughtfully consirJer the world and our.own ideiis and experience ''lie work to u'r>;derstanc oc1r strengths and weakriesses in o,de1 ta support our leamin'Q and persona! development

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CARING

We sho JJ ernpathy compassion and respect We have a cornmitment to sr�r'Jico and u..·'e .act lo make � positive differen<:,? in l11e lives of others and in th1:1 v.:orld n1 ouricJ c.J".,

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OPEN-MINDED

We critically apprecIate our own cullLJres and personill h;stories as well as the values and traditions of others We seek and e•1aluale a range of poinls of view, and ue are w,ll,ng le grow from the experience

RISK-TAKERS

We approach uncertainty w1th forethought ;ind determination; we worl<'. independently and cooperatively to explore new ideas dnd innovative stralegies We are resourceful and resilient in the face of challenges ano chan;ie

BALANCED

We understand the importance of balancing different aspects of our !.Ives • intellectual. physical. and emotion�l - Lo ache,1e well-being fo, our5elve-:; and olhers We recog11Ize our inlerdependence \XJith other people .:ind ·.xtilh the world in wh1ch we live

INQUIRERS

We nurture our curiosilï d,ë,<Jlcp1ng '>kills For inquiry and research We know liow to leam independenlly and witt-, oth,?rs We le,,m wilh enthusiasn1 ,md susta,n our love of learriing throughout life

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THE SCHOOL’S CORE VALUES

1. Be Caring and Compassionate.

2. Think critically and creatively.

3. Work cooperatively and independently.

4. Be a Team Builder and Leader.

5. Act with integrity and respect.

6. Listen and communicate effectively.

7. Act responsibly, making the right choices.

8. Lead a positive healthy life.

9. Have the Courage to speak up and be counted.

10. Take positive action to make our school, our community andthe world a better place.

11. To be Internationally Minded


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WHAT WILL HELP US ACHIEVE OUR MISSION?

A CURRICULUM with clearly stated goals, content continuity and regular studentassessment that promotes rigorous learning in all subjects.

A who are internationally-minded, inspirational and reflective, and supportive of theschool’s mission statement, vision for learning, and values. They are committed to their owncontinuous professional development, which will help them enhance and improve studentlearning.

An that is challenging, caring and supportive, where students feel safe bothphysically and emotionally to develop and fulfill their individual potential.

The that are appropriate to the age of the students, our classsizes, educational programmes and vision for learning and which continually meet the highstandards that exist for safety, security and maintenance.

The which support the school’s operational programmes, allow for innovation,develop facilities and provide the salaries and benefits which allow us to recruit and retainexcellent staff.

A which enables everyone to contribute to the achievement of ourMission in a way which models the values we want our students to acquire.

that is respectful, clear and concise, that represents the bilingual natureof the school and reflects the excellence to which the school continually aspires.

OUR DEFINITION OF LEARNING“ At ISM, learning is the process of acquiring and applying knowledge and

skills within a range of contexts, which leads to critical thinking and a deeper understanding of the world around us. ”


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THE PRIMARY SCHOOL

“Building on the Foundations”

The Primary School focuses on providing a structured and supportive

learning environment in which each child:

• Becomes a bilingual learner

• Masters essential skills and applies them across the curriculum

• Develops a sound knowledge of the world around them

• Reflects about their learning and actions

• Communicates their thoughts and ideas in a clear and confident manner

• Strives to achieve their very best

L'école primaire s'assure d'offrir un environnement d'apprentissage

structuré et soutenu dans lequel chaque enfant:

• Devient un apprenant bilingue

• Maîtrise les compétences essentielles du curriculum et les utilisent à bon escient

• Développe une compréhension solide du monde qui l'entoure

• Adopte une posture réflexive sur ses apprentissages et ses actions

• Communique ses idées et pensées d'une façon claire et assurée

• Est motivé pour offrir le meilleur de lui-même


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Des investigateurs Des communicateurs Intègres

Equilibrés

Informés et instruits

Inquirers They develop their natural

curiosity. They acquire skillsnecessary to conduct

inquiry and research andshow independence in theirlearning. They actively enjoy

learning and this love oflearning will be sustained

throughout their lives.

CommunicatorsThey understand and

express ideas and information confidently andcreatively in more than onelanguage and in a variety ofmodes of communication.They work effectively and

willingly in collaboration withothers.

PrincipledThey act with integrity and

honesty, with a strong senseof 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.

BalancedThey understand the

importance of intellectual, physical and

emotional balance toachieve personal

well-being for themselves and others.

KnowledgeableThey explore concepts,

ideas and issues that havelocal and global

significance. In doing so,they acquire in-depth

knowledge and developunderstanding across a

broad and balanced rangeof disciplines.

CaringThey show empathy,

compassion and respecttowards the needs andfeelings of others. They

have personal commitmentto service, and act to makea positive difference to thelives of others and to the

environment.

ThinkersThey exercise initiative inapplying thinking skills

critically and creatively torecognize and approachcomplex problems, andmake reasoned, ethical

decisions.

Open-MindedThey understand andappreciate their own cultures and personal

histories, and are open tothe perspectives, values and

traditions of otherindividuals and

communities. They areaccustomed to seeking andevaluating a range of pointsof view, and are willing togrow from the experience.

Risk-TakersThey approach

unfamiliar situations anduncertainty with courage

and forethought, and havethe independence of spiritto explore new roles, ideas

and strategies. They arebrave and articulate indefending their beliefs.

ReflectiveThey give thoughtful

consideration to their ownlearning experience. They

are able to assess andunderstand their strengthsand limitations in order tosupport their learning and

personal development.

Altruistes

Des penseurs

Ouverts d’esprit Audacieux Réfléchis

PROFIL DE L’APPRENANT

DU BI

IB LEARNER PROFILE


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ISM STAFF PROFILE

ISM prides itself on having on its staff, a team of professional people…

...who are proud and happy to be at ISM. They are excellent role models for theirstudents and are committed to the school’s Mission Statement and the achievement ofits goals.

...who understand and accept the philosophy behind the IB Mission Statement andwho are committed to the IB Learner Profile.

...who know their students and care about their learning and well being. They areunderstanding of different learning styles and accept that in an international school,they will have students with a range of learning differences and language levels. Theytherefore adapt their teaching accordingly.

...who provide challenging, stimulating learning environments, promoting the IBprinciples and practices and inspiring their students not only to achieve, but to excel,in all areas of the curriculum and co-curricular programmes.

...who are internationally minded people with positive attitudes, who understand andpractise the school’s core values and are themselves role models of the IB LearnerProfile.

...who demonstrate an on-going love of learning, becoming themselves bilingual inEnglish and French, constantly improving their information technology skills andkeeping abreast of new developments in education.

...who are truly dedicated to educating children, by providing them with an excellent,balanced education, a sense of motivation and the range of skills and attitudes they willneed, in order to succeed in a rapidly changing world.


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ISM PARENT PROFILE

ISM sees parents as partners, who support its Mission, Values and Learning Principles

• by encouraging their children to develop positive attitudes towards the school, arespect for all members of the school community and an adherence to the school’sCode of Conduct.

• by being open and honest in all their dealings with the school concerning their child’slearning and their social, emotional and behavioural needs.

• by respecting the holiday periods provided within the school calendar and ensuringthat their children attend school regularly and arrive on time each day.

• by supporting the school in its efforts to give their children a multilingual education.

• by becoming involved in the school to help promote activities which will enrich andenhance the curriculum, and provide opportunities for students to engage in action andservice in the community.

• by attending Parent Curriculum meetings and information events on a regular basis

• by following the lines of reporting as follows:

• by becoming involved in the school and the local community and using their skills andconnections to help the school promote activities which will enrich and enhance thecurriculum, and provide opportunities for students to engage in action and service inthe community.

• by following the lines of reporting as follows:a. should there be a concern, try and solve it with the person directly concerned.b. if unresolved, contact the Head of School.c. if the problem remains, contact the Head of Primary and the Director.


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ISM DRESS CODE 2019-20 EARLY YEARS & PRIMARY SCHOOL

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CODE OF CONDUCT

Primary School

ISM is our school and each of us has the responsibility to make it asafe environment and a wonderful place to learn. We are committedto the following five principles on which we base the BehaviouralExpectations we have for everyone.

Being honest – We are honest.

Being respectful – We are polite and respectful to others and to property.

Being caring and kind – We are kind and considerate.

Being responsible – We are trustworthy and reliable.

Being open-minded – We listen to others and accept our differences.

Parents can help us by making sure:

• That students dress in a respectful and appropriate manner that respectsthe dress code.

• That they support students in arriving on time and being fully preparedfor the school day.

• That our students do not use the elevator unless accompanied by a known adult.

• That they do not use mobile phones in school.


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Anti-Bullying Policy

ISM does not tolerate bullying in any form and all members of the school should becommitted and pro-active in ensuring a safe and caring environment which promotes growthand positive self-esteem for all.

At ISM we define bullying as

• A person or group exerting power over the victim, making them feel miserable, frightened,hurt and isolated. It can involve physical aggression, verbal harassment, purposefulexclusion or cyber bullying.

• It is a repeated action and goes on over time.• It is deliberate, intentional and not accidental.�

Aims

• To create a caring and compassionate community within the school• To provide for all a safe, supportive learning and work environment free from threat or fear.• To create a school culture where bullying is unacceptable to staff, students, parents and

carers.• To ensure that all members of the school community have the confidence to be able to

disclose �and discuss bullying if it does occur.• To develop procedures for noting, reporting, investigating and dealing with incidents of

bullying behaviour.• To meet any legal obligations which rest with the school. �

Procedures for noting and reporting an incident of bullying

We encourage all parents and students to share any concerns regarding student wellbeingand safety.

• All incidents of bullying and related matters must be reported in writing to the Headof Primary School and the Assistant Director for Student Wellbeing.

• All reports of suspected bullying, no matter how trivial, will be investigated and dealtwith by the Assistant Direct for Student Wellbeing and the Head of Primary School.

• Serious cases of bullying will be referred immediately to the appropriate Unit Head• If it is established that bullying has taken place, parents of victims and victimisers will

be contacted and a meeting will be arranged to discuss the incidents.

Please refer to the full Child Protection Policy


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Procedures for investigating and dealing with bullying

When analysing incidents of bullying, teachers will seek answers to questions of: what? /where? / when? / who? and why? If a group is involved, each member will be spoken toseparately. Other students may also be spoken to in order to get a clearer picture of theincident itself and any other contributory factors.

• Full written records of any incidents will be kept by the Unit Heads and the AssistantDirector for Student Wellbeing. It may also be appropriate for students to write down theirown accounts. Responsibility for keeping these records will rest with the Unit Heads.

• In cases where it has been determined that bullying has occurred, the parents/ carers ofboth parties will be met with to explain the actions being taken and to discuss ways inwhich they can help or support the school’s actions.

• Separate follow-up meetings with both parties will also be arranged.• Both the ‘victim’ and ‘victimiser’ will be supported and at times required to attend external

specialist support. The ‘victim’ will receive support in order to deal with their feelings andthe ‘victimiser’ in order to change this type of behaviour and prevent further incidentsoccurring.

The following range of sanctions may be used in the case of proven bullying. However, eachcase�will be dealt with on an individual basis.

• Verbal warning – Unit Head• Behavioural contract and Parent meeting with Unit Head• Suspension from specified school activities, on or off-site• After school detention • Internal suspension within school • Temporary suspension from school • Permanent exclusion from school (following the established

procedures)


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ICT Acceptable Use Statement

It is appropriate for staff and students to be allowed trust and freedom in using ICT for study,work and leisure. With freedom comes responsibility. The International School of Monacocannot control what people, all over the world, make available on the Internet and a smallproportion of the material which it is possible to access is not acceptable in school, whileother material must be treated with great sensitivity and care. Exactly the same standardsapply to electronic material, as to material in any other form. If material is considered to beunacceptable by the school when presented in a book, magazine, video, audio tape orspoken form, then it is not acceptable on the ICT network.We expect ALL ICT users (Students & Staff) to take responsibility in the following ways:

1. Not to access or even try to access any material which is:

• Violent or that which glorifies violence• Criminal, terrorist or glorified criminal activity (including drug abuse)• Racist or designed to incite racial hatred• Of political opinion which could be reasonably considered offensive• Pornographic or with otherwise unsuitable sexual content• Crude, profane or with otherwise unsuitable language• In breach of the law, including copyright law, data protection, and computer misuse

• Belongs to other users of ICT systems and which they do not have explicit permissionto use

2. Not to use games other than those with an educational purpose and only with thedirection of a teacher.

3. Not to search for, or use websites that bypass the school's Internet filtering4. Not to access social networking sites during normal working hours or lessons.5. Not to download or even try to download any software without the explicit permission of

a member of the ICT systems support department6. Not to attempt to install unauthorized and unlicensed software7. To be extremely cautious about revealing any personal details and never to reveal a home

address or mobile telephone number, on social networking sites or e-mails to strangers8. Not to use other people's user ID or password, even with their permission9. Not to interfere with or cause malicious damage to the ICT resources and facilities

10. To report any breach (deliberate or accidental) of this policy to the ICT Managerimmediately

In order to protect responsible users, electronic methods will be used to help prevent accessto unsuitable material. Any use of ICT may be monitored and recorded, including the contentsof e-mail messages, to ensure that this policy is followed. The International School of Monacoreserves the right to access all material stored on its ICT system, including that held inpersonal areas of staff and pupil accounts, including email mailboxes, for purposes ofensuring appropriate use and health and safety.


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ATTENDANCE

Regular attendance is one of the most important factors determining success or failure atschool. Absences are disruptive and detrimental not only to the student concerned but alsoto the rest of the class and the professional efforts of the teacher. There is a close correlationbetween good attendance and good academic performance.

Only the School can authorise absences.Parents are particularly requested to observe the published school term dates and not torequest extra holidays in term time or to attempt to take their children out of school for otherreasons. The School can give the necessary permission for such absences only in the mostexceptional circumstances.

A record of attendance is kept centrally and by teachers. The record of attendance is part ofa student's school record and will be recorded on school reports and transmitted to anyfuture school upon request.

Teachers will endeavour to assist students who must miss school for an authorised reason orfor a prolonged illness, so that a student’s progress can be maintained as far as possible. Onthe other hand, teachers cannot reasonably be expected to devote extra time and effort tohelp students who miss school for non-authorised absences.

It may not be possible to award grades to students who miss tests for whatever reason, evenfor authorised absence. This will be recorded accordingly on their school report.

Medical AppointmentsStudents in the Primary School may not leave during lesson times to attend a medicalappointment as this disrupts the learning of other students. Whenever possible, parentsshould arrange medical appointments outside of school hours. Any student who must attenda medical appointment during school hours may be collected from the Primary SchoolReception during the morning break (10:20-10:40) or the lunch break (12:10-13:20) providedthe school has been informed in advance. Students returning from a medical appointmentwill only be admitted to class at 10:40 or 13:20.

These absences will be recorded as medical once a doctor’s certificate has been presentedto the Primary School Reception.

Notifying AbsenceAll students who have not registered when lessons begin at 08:30, will be marked as an‘unauthorised late’.

In cases of foreseeable absence (e.g. a doctor’s appointment), the Homeroom teacher shouldbe contacted as far in advance as possible.

In cases of unforeseeable absence, (e.g. illness), the Primary School Reception (not theclass teacher or Head of Primary) should be notified by parents by telephone call or emailbefore 08:30 on each day of absence. Please either dial +377 93 25 68 20 or send an emailto [email protected]

Punctuality• Students are expected to arrive at school on time each day, unless extenuating

circumstances prevail

• Students are expected to arrive and report to their classroom by 08.30. Any student whoarrives after 8.30 a.m. will be marked as “late arrival”.


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OUR HOMEWORK POLICY

In the Primary School, homework is seen as an essential part of a student’s education. Itserves to reinforce the knowledge and skills taught in the classroom, providing the necessarypractice time to achieve this. Throughout the Primary School homework is given two nightseach week in English and two nights in French

Regular practice of reading, grammar and punctuation, spelling and writing (English andFrench) are given to increase fluency, accuracy and comprehension. In addition, students areexpected to read for 20 minutes each day and are set a termly goal as part of our AcceleratedReader and Rallye Lecture independent reading programmes. Parents can help by followingtheir child’s reading progress online and accompanying them in the Learning Hub whentaking their Accelerated Reader and Rallye Lecture comprehension quizzes.

Practice in mathematics is given on a weekly basis. This regular practice is designed todevelop mental maths fluency and to reinforce the learning that has taken place in class.

Students may also be given homework related to all other subject areas, although this will beon a less frequent basis.

The time needed for the homework will differ from child to child therefore the times givenbelow are an approximate guide for the average child. Please monitor your child’s homework,offering support where necessary. Students should be able to complete the majority of theirhomework independently. If this proves not to be the case or it consistently takes them farlonger than expected to complete the tasks, you should speak with the class teacher.

Class 4: 40 minutes (x4 per week)Class 5: 50 minutes (x4 per week)Class 6: 60 minutes (x4 per week)


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ACADEMIC LIFE

The Bilingual ProgrammeThe Primary Unit at ISM is for students aged eight to eleven years (Classes 4 to 6) and ishoused on floor three of 12 Quai Antoine 1er.

Our Objective

We aim to offer all our students the opportunity to develop their potential via a challenginginternational bilingual curriculum that provides opportunities to discover and develop a widerange of interests and talents. We greatly value the acquisition of strong basic skills andsubject knowledge as a prerequisite to independent learning and critical thinking. We set highstandards for both ourselves and our students and work hard to develop and maintain thesestandards.

Through close collaboration with both the Early Years and the Middle School, we ensure thatthe teaching and learning throughout the Primary School prepares our students well for thenext stage in their learning.

Bilingual Programme

A unique feature of our school is its very successful bilingual programme, which is deliveredequally in English and French from the earliest age. Students entering the Primary School aregenerally able to access the programme in at least one of these languages. The goal of thePrimary School is to develop a high level of competence in both languages. Languages andMaths are taught equally in both languages, whilst Science is taught in English, and Historyand Geography in French.

The structure of the programme, with students spending alternate days in English andFrench, has been designed to ensure that it is delivered equally in both languages throughoutthe Primary School.

Students who enter the programme without skills in French and/or English are givenadditional support, where the emphasis is first of all on acquiring oral fluency.

Our Curriculum

Our curriculum is based upon what we believe to be the best aspects of International andNational curricula. It has been carefully researched and implemented to ensure that it meetsthe needs of our students, providing breadth and balance and a clear focus on theacquisition of skills, knowledge and understanding. Curriculum content is carefully chosen toensure that it provides our students with an international perspective of the world aroundthem.


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The subject areasLanguage: As a bilingual school, language learning (English and French) is at the centre ofall our teaching. English and French teachers work very closely together to ensure thatstudents develop a strong bilingual understanding of the common features of language aswell as the ability to express themselves clearly, confidently and accurately in bothlanguages. The teaching of reading skills and the development of strong independent readersis strongly supported by our very well-established “class reader” and “independent reading”programmes. In writing, a strong emphasis is placed on the basic skills of spelling,punctuation and grammar as well as the application of these in student’s independent writingacross a wide range of genres.

Mathematics: Mathematics (English and French) is taught through the world-renownedSingapore Maths Programme. A strong emphasis is placed upon students masteringessential number and calculation skills and then applying them to the solving of wordproblems covering the key topics of: number, calculation, handling data, geometry, andmeasures. Students’ understanding of problem solving is supported by the use of barmodelling, which allows students to visualize and then solve complex word problems. Thisapproach not only provides students with a solid foundation in Mathematics but also teachesthem to apply what they know to problem solving. In addition to this, number fluency andmental maths skills are developed through daily practice to embed these key skills.

Science: In Science (English only) we place a strong emphasis on the development of bothscientific knowledge and enquiry skills. Students are encouraged to build upon their subjectknowledge in practical lessons which enable them to plan experiments, make and testpredictions, draw conclusions and reflect upon their findings. From Year 6, Science lessonsare taught by a specialist teacher in a science laboratory.

History: Through the study of History we encourage our students to investigate and interpretcontinuity and change in the world over time and how this affects both the present and thefuture. Students are encouraged to develop their historical skills through the use of evidenceand sources material as well as acquiring essential historical knowledge and chronologicalunderstanding of history from an International perspective.

Geography: The study of Geography is key to our students’ development as Global Citizens.In order to develop a better understanding of the world around them on both a local andglobal scale, we aim to provide our students with the necessary geographical skills andknowledge to identify the world’s physical and human make-up and the similarities anddifferences that are to be found within it. We also place a strong emphasis on the importanceof taking care of our planet, looking at ways in which our local and global environment isbeing damaged and how we can act, ac caring citizens, to alleviate this.

P.S.H.E. (Personal, Social and Health Education): Our P.S.H.E. programme is designed toenable students to acquire the knowledge, skills and understanding they need in order tobest manage their lives – now and in the future. It also helps to develop a caring andunderstanding environement in which we can share our thoughts, feelings and concerns andlearn from one another.


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Global Citizenship: Our fast-changing “globalised” world means that there is now a globalimpact on many aspects of our daily life. We believe that our students need to be equippedwith a sound knowledge of the world in which they live and its many different cultures so thatthey can embrace the opportunities and challenges they will encounter and to equip themwith the necessary skills to play their part in building a better world for the future.

I.C.T.: Information Communication Technology is integrated throughout the curriculum as welook to develop our students into responsible, confident and efficient users of technology. Wecontinually strive to find ways that technology can engage the students whilst also enhancingtheir learning and communication skills.

Art and Design: Students will learn the creative, imaginative and practical skills needed toexpress their ideas and feelings. Throughout their lessons they will experiment with anddevelop control of tools and techniques for drawing, painting, printmaking, collage, textiles,clay work and sculpture. Wherever possible, the teaching of skills and knowledge is linked toour units in order to provide a meaningful context.

Music: A programme of vocal, instrumental and listening experience is developed throughoutthe school with children being encouraged to compose, perform and enjoy music. Childrenalso have the opportunity to learn a wide range of instruments through individual or smallgroup lessons.

Sports: Our Physical Education programme covers gymnastics, music and movement,games (e.g. soccer, basketball, tennis etc…), athletics, swimming and health and fitnessactivities.

Library: Students make regular visits to our very well-resourced bilingual Learning Hub. TheLearning Hub is staffed by two full-time librarians, who are there to teach children keyresearch skills, as well as to support children’s learning across the curriculum.


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3 8

Identify simple trends and patterns in results and suggest explanations for some of these.

Explain what the evidence shows and whether it supports predictions. Communicate this clearly to others.

Link evidence to scientific knowledge and understanding in some contexts.

Construct complete circuits using switch, cell (battery), wire and lamps.

Explore how an electrical device will not work if there is a break in the circuit.

Know that electrical current flows and that models can describe this flow, e.g. particles travelling around a circuit.

Explore the forces between magnets and know that magnets can attract or repel each other.

Know that magnets attract some metals but not others.


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Know that plants need energy from light for growth.

Know that plants reproduce.

Observe how seeds can be dispersed in a variety of ways.

Investigate how seeds need water and warmth for germination, but not light.

Know that insects pollinate some flowers.

Observe that plants produce flowers which have male and female organs; seeds are formed when pollen from the male organ fertilises the ovum (female).

Recognise that flowering plants have a life cycle including pollination, fertilisation, seed production, seed dispersal and germination.

Observe that shadows are formed when light travelling from a source is blocked.

Investigate how the size of a shadow is affected by the position of the object.

Observe that shadows change in length and position throughout the day.

Know that light intensity can be measured.

Explore how opaque materials do not let light through and transparent materials let a lot of light through.

Know that we see light sources because light from the source enters our eyes.

Know that beams/rays of light can be reflected by surfaces including mirrors, and when reflected light enters our eyes we see the object.

Explore why a beam of light changes direction when it is reflected from a surface.

Know that evaporation occurs when a liquid turns into a gas.

Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation.

Know that air contains water vapour and when this meets a cold surface it may condense.

Know that the boiling point of water is 100°C and the melting point of ice is 0°C.

Know that when a liquid evaporates from a solution the solid is left behind.

Explore, through modeling, that the sun does not move; its apparent movement is caused by the Earth spinning on its axis.

Know that the Earth spins on its axis once in every 24 hours.

Know that the Earth takes a year to orbit the sun, spinning as it goes.

Research the lives and discoveries of scientists who explored the solar system and stars.


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Consider how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena.

Collect evidence and data to test ideas including predictions.

Discuss how to turn ideas into a form that can be tested.

Make predictions using scientific knowledge and understanding.

Choose what evidence to collect to investigate a question, ensuring that the evidence is sufficient.

Identify factors that are relevant to a particular situation.

Choose which equipment to use.

Make a variety of relevant observations and measurements using simple apparatus correctly.

Decide when observations and measurements need to be checked by repeating to give more reliable data.

Use tables, bar charts and line graphs to present results.

Make comparisons.

Evaluate repeated results.

Identify patterns in results and results that do not appear to fit the pattern.

Use results to draw conclusions and to make further predictions.

Suggest and evaluate explanations for predictions using scientific knowledge and understanding and communicate these clearly to others.

Say if and how evidence supports any prediction made.

Use scientific names for some major organs of body systems.

Identify the position of major organs in the body.

Describe the main functions of the major organs of the body.

Explain how the functions of the major organs are essential.

Distinguish between mass measured in kilograms (kg) and weight measured in newtons, noting that kilograms are used in everyday life.

Recognise and use units of force, mass and weight and identify the direction in which forces act.

Understand the notion of energy in movement.

Recognise friction (including air resistance) as a force which can affect the speed.

Distinguish between reversible and irreversible changes.

Explore how solids can be mixed and how it is often possible to separate them again.

Observe, describe, record and begin to explain changes that occur when some solids are added to water.

Explore how, when solids do not dissolve or react with water, they can be separated by filtering, which is similar to sieving.

Explore how some solids dissolve in water to form solutions and, although the solid cannot be seen, the substance is still present.

Explore how humans have positive and negative effects on the environment, e.g. loss of species, protection of habitats.

Explore a number of ways of caring for the environment, e.g. recycling, reducing waste, reducing energy consumption, not littering, encouraging others to care for the environment.

Know how food chains can be used to represent feeding relationships in a habitat and present these in text and diagrams.

Know that food chains begin with a plant (the producer), which uses energy from the sun.

Understand the terms producer, consumer, predator and prey.

Explore and construct food chains in a particular habitat.

Investigate how some materials are better conductors of electricity than others.

Investigate how some metals are good conductors of electricity while most other materials are not.

Know why metals are used for cables and wires and why plastics are used to cover wires and as covers for plugs and switches.

Predict and test the effects of making changes to circuits, including length or thickness of wire and the number and type of components.


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ISM – Primary School – History and Geography Curriculum - Overview

1 2 3 4 5 6 Year 4 Ancient Egypt Mapping the World Ancient Greece Landforms Ancient Rome Urban Life

Study of the main characteristics of the

Ancient Egyptian civilization: Geography,

society, inventions, beliefs and customs.

Study of the globe and its hemispheres and climatic zones. The

Oceans and the Continents.


Ancient Greek civilization: Geography,

society, inventions, beliefs and customs.

Study of different landscapes and how

man has exploited and influenced these.


Ancient Roman civilization: Geography,

society, inventions, beliefs and the

expansion of the Roman Empire.

Study of urban life and expansion and the different sectors that make up urban centres. Comparing urban

and rural life.

17 lessons (6 weeks)






Year 5 The Middle Ages Adapting to the environment

The Renaissance Water Inventions and Discoveries

Population


Middle Ages : Medieval life, the feudal system,

architecture and conflicts.

Study of the Earth’s major landforms,

climate and landforms in Europe, tourism in

mountain environments and how

man adapts to life in varying physical environments.

Study of the Renaissance as a period of modern

history that was marked by significant scientific

discoveries and a renewed interest in Art.

Study of water sources and distribution

around the world and how these affect

population, migration and standards of

living.

Study of how technological

progression and exploration influenced

Europe’s role in the world.

Study of the reasons for high and low density areas of population around the

world and how population is distributed across Europe.

17 lessons (6 weeks) 15 lessons (5 weeks) 18 lessons (6 weeks) 15 lessons (5 weeks) 14 lessons (6 weeks) 15 lessons (5 weeks) Year 6 The Industrial Revolution The European Union The World at War Borders and

Migration

ISM EXHIBITION

Study of how industrial expansion in the 19th

Century brought about the Industrial Revolution and with it urban growth

and technical and scientific progress.

Study of the formation and growth of the

European Union and it’s main

characteristics : economic activity,

freedom of movement, countries and cities of

the EU.

Study of the main events and historical

figures of World Wars I and II.

Study of countries’ borders and how they were formed and the causes and impact of migration around the

world.

18 lessons (6 weeks) 15 lessons (5 weeks) 18 lessons (6 weeks) 16 lessons (5 weeks)


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ISM – Primary School - Curriculum d’Histoire et Géographie – Overview (French Version)

1 2 3 4 5 6 Classe 4 L’Antiquité égyptienne Les grands repères

du monde L’Antiquité grecque La lecture de

paysages L’Antiquité romaine. Les espaces urbains

Connaître les principales caractéristiques de la

civilisation grecque antique : géographie,

société, inventions, croyances et coutumes.

L’étude du globe et de planisphères, associé aux principales zones

climatiques. Les océans et

continents.

Connaître les principales

caractéristiques de la civilisation grecque

antique : géographie, société, inventions,

croyances et coutumes.

Les grands types de paysages et l’étude des types d’espaces

d’activités dont la zone de tourisme

littorale.

Connaître les principales caractéristiques de la

civilisation romaine antique : géographie,

société, inventions, croyances et expansion

de l’empire.

Les paysages de ville et de quartier.

La répartition d’une population sur un territoire,

les principales villes.

17 séances (6 semaines)






Classe 5 Le Moyen-Âge L’adaptation des hommes aux milleux

Les temps modernes: la Renaissance

L’eau Les temps modernes: Inventions et découvertes

La population

Connaître les principales caractéristiques du Moyen-Âge : la vie

médiévale, la féodalité, l’architecture médiévales

et les conflits.

Les grands traits du relief de la planète.

Les principaux caractères du relief et du climat en Europe.

L’étude de types d’espaces d’activités :

la zone de tourisme montagnard.

Définir la Renaissance comme une période des Temps Modernes

marquée par de nouvelles découvertes

scientifiques et un intérêt renouvelé pour

l’Art.

Le développement durable : l’eau dans la

ville. La circulation des

hommes et des biens. Principaux caractères

de l’hydrographie européenne.

Les espaces riches et pauvres à l’échelle de

la planète.

Montrer comment les progrès technologiques ont favorisé les grandes

découvertes et influencé la domination

de l’Europe dans le Monde.

Les zones denses et vides de population sur la

planète: la répartition de la population sur le territoire

européen.







Classe 6 le XIXè: expansion industrielle

L’union européenne Les guerres mondiales Les frontières

EXPOSITION

Appréhender le XIXème siècle comme le siècle

marqué par les révolutions industrielles, une

urbanisation croissante et les progrès techniques et

scientifiques.

L’histoire de la construction de l’union

européenne. Caractéristiques :

activités économiques, répartition de la

population, villes et pays de l’UE.

Connaître les évènements et

personnages principaux liés aux deux guerres

mondiales

Etude des frontières : circulation des

hommes et des biens, les phénomènes

migratoires.






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ORGANISATION

Arrival - Be Punctual

School begins each day at 08.30 and finishes at 15.30, except onWednesday when school finishes at 12.00.

Please note that children must arrive and be picked up on time. No adultsupervision is provided before 08.00 and after 16.15.

End of School day

Children should be picked up from the 3rd floor. Students in Classes 4 to 6 are allowed toleave school unaccompanied if their parents have given written permission. If there is anychange to the usual pick up arrangements for your child, please inform the class teacher (inperson) at the beginning of the day or alternatively contact the Primary School Reception.

Snack

Students in Classes 4 to 6 have a short break in the morning and fresh fruit is provided for allstudents. Students are not allowed to bring their own snacks to school. Fruit is available for students throughout the day.

Drinks

Students may bring a labeled refillable bottle of water to school, which they can bring intothe classroom. The teachers will allow them to take regular drinks at convenient times. Theywill be provided with an ISM water bottle (in their community colours) at the beginning of theschool year. They may then refill their bottles during the course of the school day.

Lunch Time

All students are automatically enrolled in the school lunch programme and are served with afull meal and have access to a range of fresh salad and fruit. Students are not allowed tobring their own packed lunches. The School must be informed in advance about any foodallergies or intolerances and this must be certified by a doctor. In most cases, arrangementscan be made with the school chef to cater for dietary needs.

Daily Timetables

Daily schedules vary from class to class according to the age of the child and the schedulingof special classes. Classroom teachers will provide a specific timetable for each class at thebeginning of the school year.


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Enrichment Activities

An extensive programme of extra-curricular activities is devised atthe beginning of the school year.Sporting activities include soccer,basketball, athletics, rugby andteam sports for both boys andgirls. There is choir and studentsmay choose to learn an instrument,such as piano or guitar. ThroughLAMDA we offer group orindividual lessons in drama,musical theatre and publicspeaking. Please note that theremay be an additional charge forsome of these activities.

The Primary School has an active Student Council, elected by the student body. They helpto organise various fund-raising and social events throughout the year.

Safety and Security

The doors leading to the Primary School Unit are automatically closed at 08.30 until pick uptime at 15.30. Please wait outside the school until this time.

Fire and Emergency procedures are in place and are practised regularly with the children.

Assemblies

All Primary School students meet for regular assemblies. This is an opportunity to celebratethe students’ achievements and to share their learning with their peers. Through ourassemblies programme and class discussions we cover our P.S.H.E and Global Citizenshipprogrammes.

Celebrating Birthdays

Birthdays are celebrated every Friday in the Primary School. For students whose birthdayfalls at the weekend or during the holidays, we will celebrate their birthday on the first Fridayupon our return to school.Parents wishing to share a birthday cake or treat with the whole class must always checkthat it is convenient with the teacher. Cakes should be able to be easily served andconsumable at school.

If you are giving a party for your child outside school and only inviting selected members ofthe class, please mail the invitations to avoid hurting the feelings of “uninvited children.”

In the case of any “large” birthday parties where children are being collected as a group fromschool, the Head of Primary should be informed in advance.


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Labels for Clothes

Parents are asked to label all their children’s possessions, and especially the Sports Uniform.Woven name tapes can be purchased from “De Fil en Aiguille” on rue Grimaldi in Monaco orordered from Cash’s: www.jjcash.co.uk . A Lost and Found box is situated at the PrimarySchool Reception.


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School SuppliesAll textbooks, workbooks and basic school stationery are covered by the tuition fees.

Library books and textbooks are the property of the school and we ask you to help your childlook after them. In the event that a book is lost, parents will be asked to reimburse the costof replacement.

Sports Uniform

The school has an official obligatory Sports Uniform, which must be worn for all PhysicalEducation and Sports activities. New students will receive these automatically when they jointhe school – these will be invoiced separately. Extra items can be ordered at any time: formsand prices are available at the Reception Desk.Students are not to wear jewellery or watches during P.E. lessons. These must be removedprior to the lesson beginning. Only stud earrings will be permitted.

Absence from School

Your child is expected to attend school regularly. If your child is absent because of illness,please contact the school immediately. On return to school, a medical certificate should besent to the Primary School Reception. This will then be given to the Head of Primary.

In the event that your child’s absence is due to an infectious illness, it is imperative that youinform the school so that other parents can be notified. A quick call to the school’sreceptionist is all that is needed.

Additional holiday time is strongly discouraged and is not authorised by the school. NB.Please refer to the Attendance pages contained in this handbook.


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HOME AND SCHOOL

There are many ways in which parents and teachers can keep in touch with each other andISM actively encourages this dialogue. The teachers, Head of Primary and Director arealways available to talk with parents and discuss their concerns.

Informal Chats

These can take place at the beginning and end of the school day. If you require more than afew minutes to discuss an issue with a teacher, please make an appointment to meet withhim or her at a mutually convenient time.

Personal Appointments

These can be made at any time during the school year. This is best arranged directly with theteacher concerned.

Parent Teacher Conferences

In the Primary School, parents of new students attending ISM are invited to meet withteachers in October to discuss their children’s transition into the school. There is anopportunity for all parents to meet with teachers in January to discuss their children’sacademic progress and share future goals.

Written Reports

Written progress reports are mailed to parents of students in classes 4 to 6 in January andJune.

Parent Handbook

This Parent Handbook, which provides programme and curriculum information as well asdetails on the day-to-day organisation and policies which govern the school, is automaticallygiven to parents when they enter the school.

Information Sessions

An Information meeting, to explain the curriculum, school’s philosophy and answer anyquestions, is held at the beginning of the school year. The Primary Handbook and curriculuminformation is distributed to new parents at this meeting. Additional information meetingsmay be called during the course of the year as the need arises.


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Primary School Newsletter

This newsletter will be posted on the school website. It will provide families with informationregarding learning in the Primary school and gives details of upcoming events and activitiesinschool.

ISM Gazette

A general Newsletter, the ISM Gazette, which provides you with information on what ishappening throughout the school, is sent to parents several times a year.

Board Communiqué

The Board of Trustees gives information and communicates its activities to the parent bodyby way of a Board Communiqué, which is sent home to parents once yearly.

Annual Report

At the end of each school year, all parents receive a copy of the Annual Report giving detailsand information on the previous year’s activities.

Class Representatives

Each class has a parent representative who is a member of the Parent Teacher Associationand, as such, is present at all PTA meetings. This representative is there to represent theclass, welcome new parents and deal with matters of very general concern. All mattersconcerning your child’s learning or welfare should be referred directly to the class teacher.

Database Information

The information the school has on your child is stored in the database and sent to you eachSeptember for verification. It is essential for good communication and also for securitypurposes that you help us keep this information updated. All changes should becommunicated in writing to the school’s Receptionist.


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HEALTH

On AdmissionOn admission, all students are required to complete the school’s medical questionnaire, as well as a blue medical form, which is required for the Monégasque medical authorities. Photocopies of each child’s up to date vaccination certificates must be attached. Parents are reminded that vaccination against diphtheria, tetanus and polio is compulsory in Monaco. BCG vaccination against tuberculosis is also requested. Parents should obtain a medical certificate from their doctor if any vaccinations are contra-indicated.

Medical VisitDuring the school year new students and certain other classes, undergo a medical examination carried out by a doctor and nurse from the “Inspection Médicale”. This is a brief routine physical check-up and a brief report is then sent home to the parents. Parents are informed well in advance, of the dates of these visits.

Emergency CardAn Emergency Card with the parent’s contact numbers, the names of further contact persons and other important information about the child, is filled in at the time of each child’s admission to the school and updated at the beginning of each school year. Parents are responsible for informing the school if any of this information changes during the school year.

MedicationSchool policy does not allow school staff to dispense medicine to students without written consent from the parents and a doctor’s prescription. Any medicine coming to school must be clearly labelled with the child’s name and prescribed dosage. No responsibility can be accepted if a dose is missed. Asthma inhalers must be marked with the child’s name and handed to the class teacher for safe-keeping.

IllnessStudents who are obviously not well, who have sickness or diarrhea or who have fever, should not be sent to school. In the case of communicable diseases, the school should be notified immediately, so that other parents can be informed.

First Aid Training

All of our staff are trained to administer the basics in first aid. Several of our staff are fully trained in this area and will be contacted to help, should an emergency arise.

First Aid and EmergenciesThe school will administer whatever first aid measures seem necessary if a child is sick or injured at school. Parents will be notified immediately or at the end of the school day, if this is deemed more appropriate. If there is any concern, an ambulance will be called immediately and the injured or sick child will be taken to hospital, accompanied by a member of staff who knows the child. The parents will be alerted to meet the ambulance at the hospital. If neither of the parents or the parents’ emergency contact person can be contacted, the school will proceed with whatever measures seem necessary.


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SERVICES

Yearbook

A group of teachers and students work together to produce a Yearbook, which records themost important events of the year, and provides a wonderful souvenir for staff, parents andstudents.

School Photographs

Individual and class photographs are taken during the first term: the photographer sends anorder form directly to the parents and pictures may be ordered online.

School Directory

A school Telephone Directory listing the students with their family telephone number is issuedat the beginning of each year. It is uniquely for the use of the parents and school personnel,but parents not wishing to be included are asked to inform the school’s Receptionist.

Learning Hub (Library)

The Learning Hub is open daily toparents at specific times (postedoutside the door). Please availyourselves of the wide choice ofbooks in English and French. Childrenhave access to the school library andmay take 1 or 2 books home perweek. We ask you to help your childtake care of the books and returnthem to school on the specified day. APTA Library Committee works closelywith the librarians, offering help inmany different areas.

Cafeteria

All children in the Primary School have access to the school’s self-service cafeteria. The costof the meal is included in the tuition fees and menus are posted on the school’s website andon the Primary School 3rd floor.


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SPECIAL OCCASIONS

AssembliesThere is a weekly assembly in the Primary School. This is an opportunity to celebrate studentachievement, share in the learning that has been taking place in the classrooms and reflectupon the aims and values that we have for the students.

Class PresentationsThese sessions are organised during the school year andparents are invited to share the work students havecompleted.

Sports DayClasses take part in the Sports Day, which is usually heldonce per year.

Summer FêteThis day, organised by the PTA, includes games and activities for students, performances bystudents across the school and an international lunch provided by the parents. Parents willbe given information well in advance and are cordially invited to attend.

Special WeeksDuring the school year special weeks are dedicated to the development and enjoyment ofparticular subject areas. Specialists from outside the school are invited to share their talentand expertise with the children.

Giving ProjectsThe Giving Committee work closely with the Primary School Student Council, often attendingmeetings and presenting ideas at assemblies in order to develop meaningful giving projectsin different places around the world. These projects take place throughout the school yearand encourage the students to develop awareness and understanding of others and to buildlinks between communities.

OutingsDuring the course of the school year, some outingsare arranged which enhance and enrich thecurriculum. Students may visit a local museum,gallery or place of interest that supports thelearning that is taking place in class.

All students in Classes 4 to 6 are expected toparticipate in the annual class trip to an outdoorresidential activity centre. This forms part of the school curriculum and serves to greatlyenhance the students’ social and educational development.


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PARENTS

School Association/General Assembly

All parents are automatically members of the School’s Association.A General Assembly of the members of the School Association (all parents and members ofthe Board of Trustees) is held at least once per year. The date, usually during spring, will becommunicated to you well in advance.

Board of Trustees

This group of nine elected parents and representatives meets regularly with the school’sDirector to discuss educational policies, major building projects and the school’s finances.Elections to the Board take place every three years at the General Assembly, where allparents have a right to vote.

Parent/Teacher Association

The PTA is made up of a representative for each class. All parents can attend the monthlyPTA meetings, the dates of which will be communicated to you via one of the Newsletters.The minutes of each PTA meeting are posted on the school’s notice board.

School Council

The Board of Trustees set up the School Council to serve as a vital link between themselves,the PTA and the school administration. Several committees work on projects, which willenhance and enrich the school’s academic programme.

How Parents can Help

- be a Class Representative

- be a Library Volunteer

- help with the Summer Fête

- be on the School Council

- become a Board Member

- help with the PTA Activities

- help with school outings

- share your expertise with students


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