Mathematics 14 Physical and health education 15 Sciences 15 General Information 16 Address Changes 16 Home/School Communication 16 Schedule 16 Attendance & Punctuality 16 1.3.1 AIS Code of Conduct 17 1.3.2 AIS Behavior management guide 20 1.3.3 AIS Homework policy 23 1.3.4 AIS Assessment Policy 25 1.3.5 AIS Language Policy 32 1.3.6 AIS Inclusion / Special Education Needs (SEN) Policy 39 1.3.17 AIS MYP Service as Action policy and procedures 47 AIS Service as Action procedures 50 Objectives 58
The IB Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The attributes and descriptors set out in the IBO learner profile define the type of learner we hope to develop through our programmes at AIS in both of our programs. Inquirer I nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable I develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Caring I show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Balanced I understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. Courageous / Risk-taker I approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Reflective I thoughtfully consider the and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Students’ Rights Students have a right to fair and respectful treatment in a supportive and safe learning environment based on the rules of this Code of Conduct as well as a say when consequences related to the code of conduct are implemented. The Code of Conduct I will: o be punctual and come prepared for lessons and activities o do my work and behave to the best of my ability o listen carefully and follow instructions o show respect for all members of the AIS community o treat the school’s and other people’s equipment and resources with respect o help to look after the school environment, including tidying up after class and lunch o contribute to a safe and healthy learning and school environment o act appropriately during class, in the hallways, in the playground and on any activity such as trips organised by AIS o Follow the rules related to § Hand in and use of electric devices during school hours § Stay inside the school premises during school hours, but outside during breaks · unless accompanied by a staff member § Candy, soft drink, chewing gum · refrain from bringing to school unless during school parties approved by the staff
school’s code of conduct. violations of the code of conduct. grave violations Punctuality The student is generally well organized, completes homework and meets up for class on time Several to school and/or several late assignments and homework Continuously late to school and/or continuously late assignments and homework Student signature: _____________________ Date: ___________ I will support my child in living the AIS Code of Conduct :
classroom and in any other context related to the school 2) Come to school on time 3) Meet prepared for class 4) Complete one’s monitor duties 5) Stay on school grounds Behaviour Management Book · Parents being informed and asked to attend a meeting with the class teacher if warnings have exceeded 3 in a one week period
12) Continuously to behave properly in the classroom and in any context related to the school 13) Be truthful 14) Behave acceptably on several occasions 15) Behave respectfully to teachers or students · Being entered into the Behaviour Management Book · Apology to the insulted party · Minutes taken away from Golden Time · The student may be required to explain his or her actions to: · The class teacher and/or · Parents and/or · MYP coordinator/Counselor or Social worker
16) Interfering with the learning of other students 17) Aggressive behaviour or language towards students or staff Break time detentions and after school catch up sessions will be organized in collaboration with parents depending on the gravity of the behavior. In-school or out-of-school suspensions are organized in accordance with the Education Act/Opplæringsloven
21) abusive language / swearing towards any student, parent or staff 22) Serious property damage 23) Stealing or deliberate destruction of another’s property The student will need to give an account of his or her actions Apology required to the insulted Broken equipment have to be reimbursed by individual students or the class fund, depending on the incident. us
Continuous / Constant Very Serious Behaviour Behaviour Possible Consequences 26) Constant bullying of students and/or staff 27) violations of the school’s The student will face an official meeting with Head of school, appropriate staff as required and the student’s parents, to give
code of conduct 28) acts of violence towards students, adults or school staff account of his / her behavior and minutes taken away from Golden Time. At the Head of school’s discretion, the student’s actions may result in: to the Principal for
AIS makes use of resources like Jolly Phonics, Words Their Way, Reading A to Z, THRASS and Accelerated Reader to help build the students´ language proficiency. Students are able to examine sound and spelling patterns, as well as use fiction and nonfiction text in their research. AIS also uses Maths, Physical Education, Arts and other subjects as learning platforms for language acquisition and development. PYP Norwegian A Norwegian A bases its teaching on the Norwegian National Curriculum and interacts with the different units of inquiry, when a strong connection to the curriculum can be identified. Students are assessed within three levels of achievement for their grade level learning objectives. Students in need of extra support to reach the grade level´s learning objectives will have the opportunity to join Norwegian Support at the start of each term. PYP Norwegian Support
Consequence The student will be informed by the homeroom and subject teacher. Parent(s) will be notified. The student will have the opportunity to resubmit his or her work. The student will be informed by the homeroom and subject teacher. Parent(s) will be called into an official meeting with relevant teacher and student. The student and parent(s) will be called into an official meeting with the relevant subject teacher, coordinator, and school head. Student will receive a zero on the assignment, and will not be able to
Parent Committee Every class elects two parent representatives to the AIS Parent Committee (PC) at the start of each academic year. The PC elects representatives to the School Board (see above). The PC may organise activities at school, do fundraising for student activities and also works closely with the School administration in influencing school plans and procedures. Parent Volunteers If any parents have an area of expertise or want to help out in any way, please let know, we value your contributions enormously. Reports In the Middle Years the reports are distributed in January and June with academic information about their achievements in all subjects, their attendance record, Conduct and Tardiness grades as well as a general homeroom comment about their general performance, successes and improvement areas.