SENIOR SCHOOL STUDENT - PARENT HANDBOOK

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The aim of the reports is to provide you with information about how your child is progressing in her courses, and advise you on how she can improve her learning. The evaluations in the report are based on the assessment evidence gathered by the teacher from the student over the course of the marking period. Report cards will not be sent for a student who has been enrolled for less than five weeks of a given marking period. Interim reports are sent to parents/guardians of any student who is working at the 1 or 2 levels in any course or whose academic behavior or attitude is a cause for concern. Other interim reports documenting satisfactory or exceptional work are occasionally sent at the discretion of the teacher. Report card sections • Work Covered: This is a list of the course content covered by the class since the last report card. Different sections of the same course are expected to cover the same content and skills over the course of the year, but not necessarily in the same marking period. • Absences: the number shown is the total number of taught lessons the student has missed for any reason from that subject from the beginning of the year to the date of the report. If the teacher is teaching the lesson and the student is not present - even if it is for a school-sponsored reason such as a sports trip - the student has missed the educational interactions of the class and an absence is recorded. This is important information for all concerned, particularly if the student is having difficulties in the subject. • Assessment criteria: evaluate individual student progress in subjectspecific criteria. In G6-10 the evaluations are represented by numbers (see above p. 16). In G11 & 12 they are represented by letters o “BE” (below expectations) is a matter for concern and should be addressed by the student with help from the teacher and parents. o “AE” (approaching expectations) evaluation is not necessarily a matter for concern if it appears in the January report. It may not be possible for students to meet expectations in some criteria and skills until near the end of the course. o “ME” (meeting expectations) means that the student is making good progress and is right where she should be in relation to the course criteria. 26
o “EE” (exceeding expectations) means that the student is doing very well indeed. o “IE” means that the student has presented insufficient evidence for an evaluation to be made. The teacher should find out why the student has presented insufficient evidence and arrange with him that he produce the missing evidence within an appropriate time frame. o “N/A” means that the particular criterion or skill has not yet been addressed in the class during the given marking period. • Academic achievement grade (January and June reports for G11 & 12; June report only for G6-10) is the teacher’s professional estimate of the student’s best sustained performance i.e. the level at which the student has performed, or demonstrated the ability to perform, over a significant proportion of the assessment period. (see above p.16). This grade relates solely to individual, “pure” academic achievement i.e. the individual student’s progress towards the acquisition of the course-related knowledge and skills, as defined by the course criteria, and does not include other variables such as behavior, effort, attitude, temperament etc. unless they are specified in a criterion descriptor. • Strengths and Targets: in this section the teacher answers the questions “what does the student do well?” and “what should she do to improve her learning?” He also addresses personal engagement and any issues related to other sections of the report. 14. <strong>STUDENT</strong> PROGRESS CONFERENCES One formal Parent-Teacher Conference is held towards the end of January. It is also possible, through the senior school office, to arrange other appointments when necessary throughout the school year. 15. STUDY/UNSCHEDULED PERIODS As students move up in grade level they are expected to work more independently. There may be unscheduled (not “free”) periods in each higher-grade student’s daily schedule. G6-9 students do not have unscheduled periods and they are rare in G10. During such study periods students are expected to work in the Library, unused classrooms, or the café. 12 th grade students may sign out to leave campus during these periods. 27
Page 1 and 2: SENIOR SCHOOL STUDENT - PARENT HAND
Page 3 and 4: 3. AUDIO EQUIPMENT.................
Page 5 and 6: Finally, some advice on becoming
Page 7 and 8: IB Learner Profile The aim of all I
Page 9 and 10: THE SENIOR SCHOOL AT A GLANCE For s
Page 11 and 12: Timescale for expatriate candidates
Page 13 and 14: o understand that observed cases of
Page 15 and 16: • be carried out using shared cri
Page 17 and 18: Grading Final (end of year) grades
Page 19 and 20: 4. COURSE SELECTION AND SCHEDULING
Page 21 and 22: How to help your child to work at h
Page 23 and 24: • completed four years of educati
Page 25: This 10 th grade diploma is the onl
Page 29 and 30: 9. Paying for tutorial help is the
Page 31 and 32: will result in the deduction of two
Page 33 and 34: The teaching, learning process is a
Page 35 and 36: REGULATIONS 1. DISCIPLINE CODE “A
Page 37 and 38: Participation in extra-curricular a
Page 39 and 40: • Should a student in any way inh
Page 41 and 42: 5. EMERGENCY PROCEDURES Emergency e
Page 43 and 44: 2. Put their names on all personal
Page 45: (Schutzenfest), at these events chi

SENIOR SCHOOL STUDENT - PARENT HANDBOOK

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