2017- 2018
Parent Handbook
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Contents
School Vision 2
Mission Statement 2
School Calendar 3
Application Process 3
Admission Criteria 3
Before and After School Care (Fritids) 4
Leaving 4
Absences 4
Induction Programme 5
Communication between home and school 5
School Equipment and Materials 8
School Day Routines 10
Health and Well Being 12
The Curriculum 14
What is the Primary Years Programme? 14
Learner Profile 14
PYP 5 Exhibition 16
How do we want students to act? 17
What is the Middle years Programme? 17
Global Contexts 17
Appendices
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The International School of Ä lmhult
The International School of Älmhult is a Swedish, municipality funded, school designed to offer the IB programs of education. The pupils are predominantly children from overseas whose parents work for local international companies. The school works closely with, and receives support from, IKEA the largest company in our area.
The school began 13 years ago with 5 pupils and has grown in recent times to a school with 200 plus students. Autumn 2017 the school will move in to a brand new and ultra modern community school.
Some facilities are shared with the Haganäs high school in order to provide our pupils with a full and rounded curriculum. Demand for places at the school continues to grow (we have a waiting list for EYP) and we are working closely with the Kommun and IKEA to plan our future growth.
At this time we offer 3 programmes of study, The Early Years Programme (EYP), The Primary Years Programme (PYP) and the Middle Years Programme (MYP), and can cater for pupils aged 1 to 16 years of age. The PYP and MYP programmes follow the International Baccalaureate (IB) curriculum and the EYP programme follows the Swedish and IB format. When students reach the end of their studies in the MYP programme they are able to continue their learning following the IB Diploma programme. Starting Autumn 2017 the Diploma is offered at Haganäs high school in Älmhult.
Our pupils are encouraged to become internationally open minded individuals who are confident in a multi-cultural environment. Pupils benefit from our international staff and between the pupils and staff twenty seven languages are spoken. Our staffs attend IB workshops and are included in staff development provided by the Kommun specialist staff.
School Vision
At ISÄ our vision is to inspire a love of life long learning through collaboration, communication, and a drive to take positive actions in our environment.
Mission Statement
At the International School of Älmhult (ISA), we are a diverse community of learners who are committed to continuously strive for the development of a better world. We are all learners who aim to be knowledgeable, open-minded, reflective, and caring.
The teachers and administrators are dedicated to putting our students' needs first and creating a safe learning environment for all stakeholders. We believe in a holistic approach to teaching and learning; and we believe that an inquiry-driven and concept-based programme creates sustainable learning. We encourage natural curiosity, critical thinking, and cultural sensitivity. We embrace thought-provoking ideas and celebrate our differences, which we believe enrich the environment.
We welcome the responsibility to prepare our students for the demands of an ever-changing world.
We have an inclusive approach and aim to meet each individuals needs inside and outside of the
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class-room. We value democracy and gender equality highly and we see each other as equally important in the organization.
We are an IB school in Sweden and a municipal school. Professionalism – Openness and - Engagement are important values in our school, as well as in the rest of the municipality.
School Calendar
ISA observes all Swedish national holidays within the approved school calendar. (See
www.almhult.se/international and “School Calendar”). In addition to national holidays, there is an Autumn Break, Christmas Break, Sports Break and Easter Break.
Application Process
The school is run by the local Board of Education and is open to international families living in the area on a temporary basis. The language of instruction is English with Swedish taught as a second language.
The criteria below are used during the application process and should be read carefully before beginning the application process. The criteria are the for the Primary Years Programme (PYP) and the Middle Years Programme (MYP).
Admission Criteria
Pupils in international families moving to Älmhult and staying for a limited time (a letter from your employer will be required to confirm this).
Pupils in families moving to Älmhult or the region who have attended an International School abroad for a major part of their education and therefore have a reason to complete his/her education in an International School.
Pupils living permanently in Älmhult or the region who in the near future will continue their education in an International School abroad. (Pupils need, by law, to be able to speak enough English to follow the lessons. This is not a criterion for pupils starting the pre-school.)
Students who have English as a mother tongue and speak it on a daily basis with one or both guardians.
If you move to the area and live outside Almhult you will need to speak with your local Kommun and request that they pay for your child/children’s education.
During the application process you will be told which year group your child fits into. The school uses the Swedish system (based upon the year they were born) and this varies from that of some
countries. If your child is applying for an EYP place then you need to read ‘Guidelines for Childcare’
(available on school website) to learn about the details of pre-school provision in Sweden. The hours
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your child is able to attend the EYP vary according to your personal circumstances and the school will discuss these with you during the application process.
To apply for a place in any of our programmes you need to complete the forms found under admission on our homepage.
Before and After School Care (Fritids)
ISA provides Swedish state before and after school care and it is called Fritids. This is available for all parents where either both parents work or one parent works and the other parent is studying.
There are admission criteria and these can be found in ‘Guidelines for Childcare’. To apply for a place, please read the guidelines and complete the form.
Leaving
As soon as you know that you will be changing or moving within or outside Almhult you need to complete the form to inform the school. The teacher will then be able to collect materials, send home projects, address any other final issues and arrange a suitable farewell.
Children in the EYP and Fritids however, are required to give at least ten weeks’ notice by completing the Termination Form which can be provided by the administration staff.
Please make sure you return all textbooks, library books etc. All student work that is left at ISA will be discarded.
Absences
School is mandatory for students from the year in which they turn 7 and up to the year in which they are 15. Absences for holidays during term time are in violation of the school laws, and the school asks that parents to avoid unnecessary absence during term time.
What if my child needs a planned absence?
Parents and guardians can use the Absence Request Form to ask permission for planned absences such as doctor/dentist visits and other special occasions. Teachers can grant up to 3 days planned absences and the forms are kept in the class binder to keep accurate attendance records. The form must be completed well in advance. As with all cases of absence, it is the parent’s/child’s
responsibility to find out what was missed in school and make up the work. Teachers are not able to prepare work for pupils who miss school.
What if my child has an unplanned absence, such as sickness?
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If your child needs to take a day off school due to sickness, it is important that you notify us through Managebac. You must notify us each day that your child is sick.
Induction Programme
What does the school do to help my child settle into their new school?
Orientation Day
On the child’s first day, we will begin the process of familiarising them with their new school environment and the class routines.
Buddy System
Students will be assigned a buddy to support them as they begin to settle into their new class. The buddy will show them around and introduce them to classmates and other students. The buddy will explain the school rules and boundaries. She/he is also responsible for inviting the new student to join in games during break times and will sit with them during lunchtimes.
Communication with the class teacher
The class teacher will spend time with the new student on the first day and speak with parents at the end of the day. They will monitor the new student and spend time with the buddy and student to support the settling in process. The teacher or coordinator speaks with parents in response to the child’s needs during the first week and arrange a time to meet with parents at the end of the first week.
Communication between home and school
The school is focusing on the environment and for that reason the school requests parent e-mail addresses in order to send home school communication. Please remember to inform the school if your e mail address changes, just as you would inform if your telephone or physical address changed.
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Managebac is our main avenue of communication between home and school. Both you as a parent and your child (as soon as he/she is using email) gets an account. Your email address you provide to the school is linked to your account and that is where you receive email updates from Managebac.
You can get a tutorial for using Managebac here.
In Managebac, you can also go to “Groups” and “IB Parent Association”. This is info specific to PTA or message to all parents are posted.
Open House Meetings in EYP and PYP
These are an opportunity to visit your child’s classroom, meet the teachers and hear in more detail about the curriculum and procedures in your child’s class. Details are on the calendar and will be in the newsletters.
Completion of forms
You will be asked to complete the ‘Important Information About Your Child’ form to help us support your child both in the school environment and outside. It is important that you support your child by keeping the details up to date.
The forms will include one that request permission to use student work and pictures. ISA takes the opportunity to celebrate student work whenever possible. In addition, as an IB world school, ISA is also expected to send samples of student work for monitoring purposes. We therefore, request your permission to use photographs of the students and samples of their work for the following purposes:
● School Webpage
● School publications – Newsletters, brochures etc.
● Wall displays
● Sample material for IB
Please tick the Parent/Student agreement form as appropriate to your needs How will I find out about my child’s progress?
Reporting of student progress differs slightly between EYP, PYP, and MYP programmes. It is good to familiarize yourself with the specific programme’s Assessment Policy .
Reports provide information of pupil’s progress and promote a good communication between school and parents. A written report for each pupil from EYP 1 to PYP is sent to the parents once a year stating if the pupil has met the curriculum goals for the year. The written comments are preceded by the 3 Way Conferences in the Autumn and Spring allowing parents and teachers to further discuss the pupil’s learning development.
MYP 1 receives a Progress Report in December with estimated Achievement Levels and receives the same again in June. MYP 1 doesn’t receive final grades as per Swedish law. Both reports are preceded by 3 Way Conferences in Autumn and Spring.
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MYP 2-5 students receive a Progress Report in December with estimated Achievement Levels. In June, they receive a Final Grade Report. Both reports are preceded by 3 Way Conferences in Autumn and Spring.
How will I be updated about the school’s activities?
In EYP, PYP 1-5 you will be emailed (through Managebac) a class weekly newsletter.
In MYP, students have calendars which come back and forth from school to home where the students write about their homework and reflect on their weekly work. Also, when you log into Managebac, you can see the Calendar and class deadlines that are upcoming for your child.
Finally, our school webpage keeps an updated calendar for the Whole School using a Google Calendar. (see www.almhult.se/international > School Calendar)
How can I pass on compliments or raise concerns?
We are always happy for you to tell us about the things that have pleased you or you think are good practice and hope that you will share your positive thoughts with us.
If you have a concern related directly to your child or a general issue, then we would suggest that you speak to the personnel in the following order to ensure that the quickest solution can be found.
The teacher, MYP class mentor or other staff concerned The Programme Coordinator
The Head of School
We take all concerns seriously and our complaints procedure can be found on the school website. It is our experience that most issues can be resolved easily if they are dealt with at an early stage.
Support for Learning and Special Education What if my child needs extra support?
The school has a Special Education Unit, who work closely with teachers and parents and teachers to provide support to students where needed. All teachers monitor and assess pupil needs and work together to develop support systems. These can be informal and temporary or more detailed in response to a higher degree of need.
All pupils in Sweden up to MYP 1 have an Individual Development Plan and an investigation will start as soon as we discover support needs. These additional support needs may be included in the Individual Development Plan. This plan is not a special educational needs plan, it is a document to plan support, plan the next steps and to monitor the progress of pupils who may need support, for example, an aspect of maths that they have not covered, concentration difficulties, etc.
Special Education Needs
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Any concerns regarding a student can be raised up by the parents, the teachers or the students themselves.
If a child needs a special educational support then the school will follow the Swedish system of support. This involves an initial investigation, differentiation within the classroom to meet the child’s needs, and enlisting the help of our Special Educational Unit as well as the local resource
“ROSE” (Resurs- och stödenheten). We may also bring in a school Psychologist or a Speech
Therapist to help us make an investigation, if needed. This system requires that in addition to the Individual Development Plan the child will have a Support Management Plan. As above this plan details the support strategies to be used and is reviewed on a six weekly basis or less if needed.
As a parent, you have the right to appeal the existence, non-existence, or content of a Support Management Plan for your child, as the Support Management Plan is an official legal document, however, parts of a Support Management Plan can be confidential. In case the parents are divorced, they both need to appeal.
Language Support and Mother Tongue
Within our school we have a high number of pupils who do not have English as a first language and we strive to provide all pupils with language support both in class and where appropriate additional language classes.
On entry to school all pupil language needs are assessed. Depending on the level of support needed, the pupil in need will be taken out of certain classes during the school day. In this case, the Head of School and parents will need to sign an approval form and a Support Management Plan will be made.
The Kommun provides Mother Tongue lessons. These are based on the number of pupils who speak a particular language with in the Kommun. If there are a minimum of 5 pupils then classes are made available and class teachers will provide details.
School Equipment and Materials
What is the dress code?
There is no school uniform, but students should dress in an appropriate manner. T-shirts or sweatshirts should not display offensive slogans or promote drugs, alcohol or tobacco.
What other clothing must my child have at school?
Each child needs clothing suitable for winter weather (snow pants, warm jacket, gloves, hat, scarf, snow boots) and also for rainy weather (waterproof jacket, waterproof trousers, rain boots). They must also bring a pair of indoor shoes (these should be sensible and high heels should not be worn).
All clothing and other items must be labelled clearly with your child’s name.
What do children need for Physical Education?
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Tracksuit or shorts.
T-shirt and/or sweatshirt.
Trainers with non-marking soles.
Towel, soap & shampoo for use in the shower.
What do children need for swimming?
During swimming sessions the children will follow normal Haganäs swimming pool rules.
The children must shower before entering the pool. If they wish to put on a swimming cap it is done after the shower.
After swimming the children will shower, rinse their hair and dry themselves. They may wash their hair if they wish.
Children can wear flip flops if they wish but these are not a requirement in the Haganäs pool.
Equipment needed for swimming
Swimsuit
Towel
Soap
o Shampoo if the child wishes to wash their hair
What other equipment do they need to bring to school?
A water bottle
A healthy snack-preferably fruit or vegetable, but no nuts, seeds, or sugar.
School Supplies
ISA provides all the text books for MYP and workbooks for PYP required by students. If a student loses a book then they are responsible for paying for a replacement.
When a student begins, the class teacher will give the students their stationery supplies that they will need. These may include, pens, pencils, eraser, notebooks or folders and loose leaf paper.
Can my child bring toys to school?
No, the school discourages all children from bringing any valuables such as electrical equipment or toys to school. This is to prevent theft, loss or damage. Please note: The Kommun does not insure personal items for pupils and they are brought in at your own risk.
Can my child bring a mobile phone to school?
The school discourages the bringing of mobile phones to school by PYP students.
Guidelines for Children
The school (and asks all parents to discourage) pupils from bringing mobile phones to schools on the grounds that they are valuable and may be lost or stolen.
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Where a pupil does bring a mobile phone to school, the phone must remain switched off during the school day and may not be used, for any purpose, on the school premises, grounds or during off-site school activities (such as school swimming or sports activities).
Parents are reminded that in cases of emergency, the school phone number (0476-55332) remains the first point of contact and can ensure your child is reached quickly, and helped in any appropriate way.
Where a parent feels that their child having a phone in school is essential the following will apply:
1. Parents must send the class teacher an email requesting that their child be permitted to bring his/her mobile phone to school.
2. All phones brought to school must have a sticky label on the back with the child’s name and class.
3. The phones must be turned off and handed in to the PYP Coordinator at the start of the school day.
4. The PYP Coordinator will keep the phones locked in a drawer until the end of school day.
5. Any child found to intentionally have a phone in school without a parental letter or without having handed it to the PYP Coordinator in the morning will have the phone confiscated.
If a pupil is found taking photographs or video footage with a mobile phone of either other pupils or teachers or sharing inappropriate messages via Bluetooth this will be regarded as a serious offence and disciplinary action will be taken according to the school’s policy.
If images of other pupils or teachers have been taken, the phone will not be returned to the pupil until the images have been removed by the pupil in the presence of a teacher.
In the MYP, we recognize that for many students, smart phones are part and parcel of their daily life and they are not prohibited. We re-evaluate our MYP phone policy from time to time. Currently, students are only permitted to use their phones in the MYP Break Space at certain times of the day. A student’s phone may never be a distraction during teaching and learning and students are asked to keep them silent and put away during class time. Teachers reserve the right to take and keep student phones if they become a distraction. If this occurs, they will be given back at the end of the school day, or when needed, a parent may be asked to pick up the student’s phone.
School Day Routines
The school is situated on an open shared campus. We are based at the back of the Haganasskolan building in our own area with our own entrance. We have two main play areas for pupils, the EYP children have a secure fenced area and the PYP and MYP children share a secure area that is not fenced. The pupils have clear agreed boundaries and the students in MYP are able to use the Haganäs facilities.
Parking and drop off area
The school has a drop off area. You are not permitted to park in the drop off area. Parents are asked to use this only if their child is able to walk independently to the school door. If your child needs to be escorted to school then please use the shared parking area to leave your car and bring your child into the building.
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Remember your child’s safety is important and you are asked to be mindful of all car park users.
During the peak drop off and collection times it can become very busy. It is important that you make sure your child always walks on the paved areas provided and is not allowed to wander through the car park area.
Arrival at the beginning of the school day
PYP, EYP and MYP classes begin at 08.15 every day. PYP students enrolled in fritids may be here from 07.30 am. They can choose to stay inside the Fritids Room or go outside and play. PYP and MYP students not enrolled in fritids are encouraged to come no sooner than 08.10.
MYP students are responsible for organizing themselves so they move from class to class efficiently and promptly.
EYP and PYP pupils are not allowed to leave the campus, outside lesson time, during the school day.
They have supervised play at the front of the school in the allocated spaces.
Children aged 12 in Sweden are permitted to leave the school premises during their break times. At our school, we respect the added assurance that our parents are comfortable with this allowance. To clarify, MYP 1 students are not permitted to leave the school premises. MYP 2-5 students are
permitted to leave the school premises with teacher permission, unless the parent declines this option.
If your child is in MYP 2 and is 12 years or older, please sign and return this page to let us know whether you permit your child to leave the school premises on their own. (For example: to do research, during break, going to woodwork or needlework, or at the teacher’s discretion). Repeat:
teacher permission is required.
My child is permitted to leave the school premises with the teacher’s knowledge ___Yes ___No
Parent signature
Send only this page into your child’s mentor
Pupil Storage Areas
EYP and PYP pupils have an allocated clothing storage area with a space for shoes etc. EYP and PYP pupils have a drawer, for keeping books and work in, in their classroom. MYP pupils have a locker.
These are secured with a combination lock and it is the pupil’s responsibility not to give their personal code number to anyone else. Please remember that the Kommun and school can take no responsibility for personal items brought into school.
Lost and Found
Lost and Found items are located in two areas and if your child has missing clothing or items please begin to look for them here. There is one in the PYP/MYP entrance and one in the EYP entrance. At
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the end of each term, unclaimed articles are donated to charity. Remember you are asked to label all your child’s clothing and equipment.
Breaks
All pupils are encouraged to bring in a healthy snack for break e.g. preferably a piece of fruit, or vegetable. No nuts, seeds, or sugar.
Birthday Celebrations
Each teacher will celebrate the children’s birthdays during class time. Pre-school discuss this with individual parents. The school follows the Kommun’s healthy eating policy. Many children have special dietary needs and we therefore do not allow food to be brought into PYP or MYP as a birthday celebration.
Invitations to parties can be given out at school only if all children in the class are invited. This avoids disappointment and upset. Teachers cannot give the invitations out.
Invitations to select groups should be given out outside school to avoid hurt feelings.
Visiting School
Visiting adults, including parents, should report to the school office or the teacher responsible for the class on entry to the school. You will be requested to complete a confidentiality form. Long term volunteers will also be required to hand in an extract from the police records.
Field Trips
Prior to any field trip/camp/sports events information is sent home to the parents. Students are sometimes required to bring a packed lunch to school if they are going out on a school trip.
Health and Well Being
One of our core aims is to provide a safe and caring environment for our students. We also believe that students learn more effectively when they are healthy and happy. We have a school nurse and counsellor who spend time in the school working with pupils and staff to develop and maintain our school environment.
Please see our website for more information about the school nurse and school counsellor who work preventatively for our students’ emotional and physical health. The nurse and counsellor are also a part of our shool’s Student Welfare Team, who meet regularly to make sure we have an overview of all of our students’ support needs.
Do you have a healthy eating policy?
The school follows the healthy eating guidelines outlined by the local Kommun. The students are encouraged to bring healthy snacks for break (preferably fruit or vegetable), and all students are provided a nutritious lunch at the school canteen. Pupils must not bring in candy or sugary and fizzy drinks. Due to allergies, no nuts or seeds are permitted.
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Is there any time the school or students may celebrate with treats?
Teachers will invite or allow students to have treats only during “End of Term” celebrations.
Can my child bring their own packed lunch?
No, all children eat at the school canteen where all diets are catered for (e.g. vegetarians, lactose and dairy intolerances, pork-free etc.). You will be asked to complete a dietary form should you require special dietary options.
What happens if my child is involved in an accident?
A member of staff will attend to all minor injuries. If there is a more severe injury the parents will be informed immediately and if the injury needs immediate attendance the child will be accompanied to hospital by a member of staff until the parents can meet the child. In other cases the parents will need to fetch the child to take them to receive further medical help. Accident Forms are completed immediately after any accident or incident.
Accident insurance
Älmhult’s Kommun has from January 1st 2010 a collective accident insurance covering children and young people living in Älmhult’s Kommun. The insurance applies 24 hours a day with no cost to parents. The insurance covers pharmaceutical, travel, and dental claim costs incurred in connection with an accidental injury that is applicable to the terms and conditions of the insurance.
Furthermore, the insurance covers medical disability and death benefits.
The Kommun encourages parents to take out their own insurance to cover illness caused by degenerative illness, disease and or disability not caused by an accident.
You will find more information in the Insurance announcement.
Damage claim can be made via the insurance company website.
Each term you will be asked to complete a form with your contact details etc. on and it is important that you keep this up to date.
Can my child cycle to school?
Yes, your child can bring their bike to school so long as they wear a safety helmet. In Sweden this is a legal requirement for all children up to the age of 15. There are bike racks outside the school
entrance where we ask them to lock their bike.
Please note: The school cannot be responsible for bicycles or helmets etc.
Swedish Child Protection
Please be mindful that in Sweden parents are not able to smack children. This is not the case in some counties and it is important for you to be mindful that, if you are a visitor to Sweden, your child is covered by this law.
Does the school have fire drills?
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Yes, and these are undertaken several times each term to ensure that students and staff are prepared in the event of an emergency. Students should follow the instruction of the teacher regarding the evacuation process. Fire drill notices are in each classroom and the pupils are made aware of them by the teachers or other staff members.
Who can refer a child to the guidance counsellor?
As part of the Student Welfare Team the guidance counsellor works with students as individuals and in group situations to promote their welfare. The counsellor is available to meet with students who need to talk to an adult other than a parent or teacher. Students can discuss, in confidence, any issues or problems they may have for example; problems with school, growing up, relationships, sexuality or their home situation.
Parents and teachers may also refer students to the counsellor if they feel that it is in the interests of the student. The counsellor will also offer guidance to parents and teachers with how best to
support the student. When appropriate the counsellor will put you in touch with appropriate community agencies or specialists.
In addition to dealing with acute issues the counsellor also works on a number of projects in a preventative capacity such as the anti-bullying activities, sex education, and substance abuse and enjoys life activities.
The Curriculum
What curriculum does the school follow?
The International Baccalaureate Standards and Practices are followed in the Early Years Programme (EYP – age 1 to 3), the Primary Years Programme (PYP – age 3 to 11) and the Middle Years
Programme (MYP – age 11 to 15).
What is the Primary Years Programme?
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.
All members of the school strive to be:
Knowledgeable Inquirers Communicators Open-Minded Reflective
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Caring Thinkers Balanced Principled
What do we want students to know?
While the Primary Years Program acknowledges the importance of traditional subject areas (see below), it is also recognized that it is equally important to acquire a set of skills in context, and to explore content that is relevant to students, and transcends the boundaries of the traditional subjects
What subjects does my child study?
PYP 1-2 PYP 3 - 5
Language Maths Unit of Inquiry Art
Music
Physical Education Swedish
Language Maths Unit of Inquiry Art
Music
Physical Education Swedish
Woodwork*
Needlework*
*These subjects are held at Gemöskolan which is nearby. Children are bussed between the two campuses.
The Primary Years Programme has six Transdisciplinary Themes that provide the framework for learning. These themes are globally significant, support the acquisition of knowledge, concepts and skills of the traditional subjects. They are revisited throughout the students’ time in the PYP.
The Transdisciplinary Themes are:
Who we are
Where we are in place and time How we express ourselves How the world works How we organise ourselves Sharing the planet
What do we want students to understand?
We use the following concepts to support and structure the inquiries.
These concepts are:
Form Function Causation Change
Connection Perspective Responsibility Reflection
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The exploration of concepts leads to a deeper understanding and allows students to transfer knowledge learned in one area of the curriculum to another.
What do we want students to do?
Throughout their learning in the Primary School students acquire and apply a set of skills which are valuable not only for the teaching and learning that goes on within classroom but also in life outside the school.
There are five Transdisciplinary skills identified within the Primary Years Programme:
Thinking skills Social skills
Communication skills Self-management skills Research skills
Will my child be able to maintain their Mother Tongue?
The Kommun provide after school Mother Tongue lessons. Please note this is subject to a minimum of 5 students attending these lessons.
PYP 5 Exhibition
In the students’ final year of the PYP, there are five units of inquiry and The Exhibition. The exhibition unit takes place under any transdisciplinary theme at the discretion of the school.
The Exhibition requires students to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. The central idea, selected by the students, must be of sufficient scope and significance to warrant a detailed investigation. The students will then present their findings to the whole school community on a chosen day.
The PYP Exhibition represents a significant event in the life of a PYP 5 student. As a culminating experience, it is an opportunity for students to exhibit the attributes of the International
Baccalaureate (IB) learner profile that have been developing throughout their engagement with the PYP, and to celebrate the transition of learners from primary to middle/secondary education.
Students must be involved in all stages from the planning to the final presentation:
The issue
The learning outcomes The activities
The assessment
The Exhibition should include:
Performances in any medium – dance, drama, film, video, mixed media.
Examples of written work
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Examples of technology
PYP 5 parents attend an exhibition meeting early in the academic year where the PYP 5 teacher explains in more detail, the process of the exhibition.
How do we want students to act?
The Primary School encourages attitudes that contribute to the well-being of the individual and of the group. Students develop personal attitudes towards people, the environment and learning.
At the International School of Älmhult we encourage:
independence integrity
appreciation commitment
confidence cooperation
creativity curiosity
empathy enthusiasm
independence integrity
respect tolerance
What is the Middle years Programme?
The Middle Years Programme (MYP) is specially designed for the unique needs of children ages eleven to sixteen (grades 6 through 10), at a time when they need to develop good learning habits, self-confidence and a thorough understanding of their academic subjects. This student- centred educational approach both embraces and transcends traditional school subjects by helping students see the connections between the academic disciplines.
Students follow courses in the subject groups of: Language Acquisition (a learned language of Swedish, Spanish
or French as an Additional Language); Mathematics; Sciences (Biology, Chemistry, and Physics);
Individuals and Societies; Design (Product or Digital); the Arts (Visual Art, Performance Arts); and Physical Education
Global Contexts
The Global Contexts are the lens through which a unit of instruction is taught. The Global Contexts are in alignment with the PYP Transdisciplinary Themes. Teaching subjects through these contexts allows teaching & learning to focus on attitudes, values, and skills. There are six global contexts:
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Identities and relationships Who am I? Who are we? Students will explore identity: beliefs and values; personal, physical, mental, social, and spiritual health; human relationships including families, friends, communities, and cultures; what it means to be human.
Fairness and Development What are the consequences of our common humanity?
Students will explore the rights and responsibilities; the relationship between communities; sharing finite resources with other living things; access to equal opportunities; peace and conflict
Orientation in space and time What is the meaning of when and where?
Students will explore personal histories; homes and journeys; turning points in human-kind;
discoveries; explorations and migrations of humankind; the relationship between, and the interconnectedness of individuals and civilizations, from personal, local, and global perspectives.
Personal and cultural expression What is the nature and purpose of creative expression?
Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Scientific and technical innovatio n How do we understand the world in which we live?
Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.
Globalization and sustainability How is everything connected?
Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; reflect on the opportunities and tensions provided by world-interconnectedness; the impact of decision- making on humankind and the environment.
Service as Action In the publication, MYP: From Principles into Practice , the IBO states “Principled action, as both a strategy and an outcome, represents the IB’s commitment to teaching and learning through practical, real-world experience. IB learners act at home, as well as in classrooms, schools, communities and the broader world.” With this in mind, ISÄ aims to implement the Service Learning model, heralded by Cathy Kaye Berger. In this model, students’ action is deeply connected to the curricular content. Students are encouraged to Think Global, Act Local. First they must Investigate a community need (based on their current studies using one of the Global Contexts above). Next they Plan and Prepare what action is appropriate for the community problem
discovered. After that, service as Action takes place. Interspersed in the entire process is Reflection.
And finally, students Demonstrate their action, learning, and share their reflections.
Personal Project: In the final year of the MYP programme all students work one-to-one with faculty advisors on the “Personal Project”. This is a long-term research project focused on a chosen Global Context
Approaches to Learning (ATL) At the heart of the MYP programme is the concept of “learning how to learn”. We call these ÄTL skills and they are an
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important part of all MYP units of study. These can be summarized by the chart below. They are in alignment with the PYP transdisciplinary skills.
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Appendices
This are our guiding documents. They are available at our website:
www.almhult.se/international
School policy-documents:
Students’ Essential Agreements
Student-Guardian-School Expectation Document Most current Equal Treatment Plan
Academic school policy’s:
IB ATL SKILLS
(Broad categories for all IB Programs)
MYP ATL SKILLS
EXAMPLES
Communication Communication
• Writing • Speaking & Listening • Presenting • Representations • Using symbols
Social Collaboration
• Communication • Cooperative learning: roles & responsibilities
• Co-creation of work • Conflict /resolution, • Teambuilding Self-management Organization • Time-management • System for recording homework, projects,
assessments • Goal setting • Coming prepared • Organized notes/notebook • Making use of graphic organizers Affective • Demonstrate perseverance • Mindfulness- focus &
concentration • Emotional management • Self-motivation • Resilience – “failing well”
Reflection • Reflect on content • Reflect on process • Reflect on ATL skills development • Reflect on personal learning strategies- What worked for you?
Research Information literacy
• Finding, interpreting, judging, and creating information • Documenting sources • Identify primary and secondary sources Media Literacy • Locate, organize, analyze, synthesize, and ethically use
information from a variety of sources and media
Thinking Critical thinking • Analyze and evaluate issues and ideas • Blooms taxonomy • Webb’s Depth of Knowledge
Creative thinking • Brainstorming & visual diagrams to generate new ideas and inquiries • Create novel solutions to authentic problems • Create original works and ideas
Transfer • Use skills and knowledge in multiple contexts • Connect past learning to new learning • Apply skills and knowledge in unfamiliar situations
21 Academic Honesty Policy
PYP Assessment Policy MYP Assessment Policy
Addendum to the Assessment Policy (MYP) Language Policy
Personal Project Policy Mission Statement
