1. Wednesday 12 th March Year 9 and 10 Welcome and Introductory Meeting for Parents

2. Objectives for Meeting Share overall school aims and objectives Share information regarding teaching and learning Share important details specific to each year group Discuss how we can work in partnership

3. Whos who? –Sarah Howling (Head of Secondary) –Marisa Marquez (Deputy Head-Directora Oficial) –Silvia Criado(Deputy Head – Staff ) –Diego Bertotto (Assistant Head – Teaching and Learning) –Chris Buckland (Assistant Head – Teaching and Learning) –Luciana Savanti (Phase Leader – Year 9 and 10)

4. School Development Plan

5. 2013 Key Focus: Culture for learning Student Leadership Values and beliefs Learning at SASS and Leading for Learning courses Engaging classrooms and positive behaviour management Interdisciplinary projects Research/develop curriculum structure Create new courses Research and draft behaviour management policy Prepare for 1:1 Develop assessment/academic policy 2014

6. 2014 Key Focus: Framework for Learning Implement new curriculum –Broad and balanced –New courses:L2L, Entrepreneurial Economics.... Assessment and academic policy Implement behaviour policy Review calendar for learning Implement 1:1 Develop SASS Learner Profile Skills audit and development Plan and prepare for tutoring reform 2015

7. 2015 Key Focus: Tutoring and Coaching for Learning Introduce SASS Learner Profile Introduce/support skill progression across subjects Implement tutoring and coaching for learning

8. Teaching and Learning

9. Y7/8 Conocimiento de Base Desarrollo de Habilidades Y9/10 IGCSE Preprándose para el IB Y11/12 IB Indagadores, Informados e instruidos, Pensadores, Buenos comunicadores, Íntegros, De mentalidad abierta, Solidarios, Audaces, Equilibrados, Reflexivos Universidad La Escuela Secundaria en SASS

10. Year 9 Subjects SubjectHours IT2 PSE2 PE6 English6 Spanish6 Maths6 Historia (Arg)4 French/Portuguese/Mandarin4 Experiential Science6 Creativity & Performance4 Geography/History/Envirnonment Management/ Coordinated Science 4 (IGCSE ) (Chosen in Yr8)

11. Year 10 Subjects SubjectHours First Language Spanish6 (IGCSE) First Language English6 (IGCSE) Maths6 (IGCSE) Combined Science6 (IGCSE) Entrepreneurial Economics4 (Non-IGCSE) History /Geography/ Environmental Management or Coordinated Science 6 (IGCSE) Historia4 (ARG) French/Portuguese/Mandarin or Art 4 (DELF, CLIP, YCT) (Non IGCSE) ICT2 (non-IGCSE) PSE2 (non-IGCSE) Physical Education4 (non-IGCSE)

12. Official Requirements

13. Evaluación y Acreditación de aprendizajes 7 o más puntos en la calificación final Calificación en cada trimestre Menos de 20 inasistencias Alumnos que no acreditaron sus aprendizajes Dos períodos: Diciembre (calificación final entre 4 y 7 puntos) Febrero (calificación menor a 4 puntos o sin acreditar en el período de diciembre) Son promovidos al año inmediato superior los alumnos que no adeuden más de dos materias

14. Régimen de Asistencia Máximo de hasta 20 inasistencias en el año. Justificación con certificado médico o nota firmada por el adulto responsable, dentro de las 48hs del regreso del estudiante a clase. El retiro de la escuela significa porcentaje de ausencia Llegadas Tardes: Hasta 25 minutos 1/4 inasistencia Pasados 25 minutos 1/2 inasistencia

15. Política de retiro de la escuela En medio del turno de la mañana y/o de la tarde: –Padres, autorización escrita de los padres o firmas autorizadas Almuerzo – Padres, autorización escrita de los padres o firmas autorizadas – Tarjeta verde Educación Física (en caso de no poder realizar educación física) – Concurrir como observador al campo de deporte – Retira un adulto autorizado y acreditado por los padres a las 14.15hs

16. Acuerdo Institucional de Convivencia Behaviour for Learning

17. Behaviour for Learning Process Staff views Focus group Student survey Behaviour conference Research Group work Draft Parent group Leadership team

18. Aims To create a climate where learning can flourish To protect basic rights of safety, learning and respect To develop student ownership of behaviour To build strong relationships and empathy To promote high self-esteem To ensure fairness of treatment for all to ensure the welfare of all To ensure a consistency of response to all behaviours

19. Philosophy Key features of the positive approach are: An emphasis on positive rather than negative statements Regular and sustained use of praise and rewards Teaching students the social skills they need to be successful Redirecting them towards success rather than highlighting their mistakes

20. Overview Rights Responsibilities Expectations Routines

21. Rights Everyone has the right to feel safe at school Students have the right to learn to the best of their ability Teachers have the right to teach Everyone has the right to be treated with dignity and respect

22. Responsibilities As students have the right to feel safe, they have the responsibility to behave in a manner so that others can feel the same way too As students have the right to learn to the best of their ability, they have the responsibility to behave in a way so others can learn As teachers have the right to teach, students have the responsibility to behave in a way that allows them to teach As students have the right to be treated with dignity and respect, students have the responsibility to treat others with dignity and respect

23. Expectations and Routines We value...... Respect for the schools identity and heritage and the uniform as a symbol of one´s pride in belonging We expect students...... To wear the uniform well and with pride and have neat appearance

24. Expectations and Routines We value...... Responsibility and enthusiasm for learning We expect students...... To have the correct books and equipment out ready to start the lesson promptly

25. Expectations and Routines We value...... Punctuality as a healthy habit to fully enjoy lessons We expect students...... To arrive on time to lessons and registration

26. Expectations and Routines We value...... Humility and empathy to show interest and respect for other opinions We expect students...... To listen when a teacher or peer is speaking and not call out

27. Expectations and Routines We value...... Positive attitude towards teachers requests We expect students...... To follow instructions from adults as soon as asked

28. Expectations and Routines We value...... Responsibility to care for property of all the community We expect students...... To respect and not damage any property or equipment

29. Expectations and Routines We value...... A climate where everyone in the school community has the right to be treated with dignity and respect We expect students...... To use appropriate and polite language, and courteously address all members of the community

30. Expectations and Routines We value...... Respect for the right to learn and to teach We expect students...... To keep on task and not disrupt the learning of others

31. Expectations and Routines We value...... Solidarity and respect towards peers and teachers who share the classroom and to those who use it after us We expect students...... To leave rooms tidy and in an orderly manner and during lessons, no eating or chewing gum - only water is allowed

32. Expectations and Routines We value...... Technology as an important tool that contributes to learning We expect students...... To only use cell phones or other electronic devices for educational purposes and with the teachers permission

33. Positive consequences (Praise system) Philosophy We know that the most important way to develop healthy values and self-esteem in young people is through verbal praise. A well done, warm smile or any form of congratulation is the most powerful form of praise that can be received.

34. Verbal praise For example: Punctuality Uniform Responsibili ty and enthusiasm for learning Verbal praise For example: Punctuality Uniform Responsibili ty and enthusiasm for learning Verbal praise 1 or 2 points awarded For example: Respect for learning Helping others with their learning Positive attitude towards learning Respect for other opinions Verbal praise 1 or 2 points awarded For example: Respect for learning Helping others with their learning Positive attitude towards learning Respect for other opinions Email home 20 points reached Continued and consistent Level 1 to 2 attitudes and behaviours For example: Contribute to improving the class climate Treating peers and teachers with respect and dignity Email home 20 points reached Continued and consistent Level 1 to 2 attitudes and behaviours For example: Contribute to improving the class climate Treating peers and teachers with respect and dignity Certificat es and Letter to parents 30 points reached Continued and consistent Level 1 to 3 attitudes and behaviours Certificat es and Letter to parents 30 points reached Continued and consistent Level 1 to 3 attitudes and behaviours Reward chosen by student 50 points + Parents invited in Continued and persistent Level 1 to 4 attitudes Positive consequences Practices

35. Negative consequences (Sanctions system) Philosophy The development of independence is important to us at St Andrews and throughout their years at school, students develop their autonomy by making their own decisions. Within this framework students exercise their freedom to choose, learning that their actions lead to consequences which can be positive or negative.

36. Verbal warning For example: Uniform Punctuality Eating/chewi ng gum Minor disruptions to learning: talking, out of seat, messing about Verbal warning For example: Uniform Punctuality Eating/chewi ng gum Minor disruptions to learning: talking, out of seat, messing about Verbal warning 1 or 2 points + Teacher action For example: Repetition 2/3 verbal warning in one lesson Inappropriate behaviour, such as: Lack of respect when a teacher/peer is speaking Disrupting the learning the others Damage to property/ equipment Verbal warning 1 or 2 points + Teacher action For example: Repetition 2/3 verbal warning in one lesson Inappropriate behaviour, such as: Lack of respect when a teacher/peer is speaking Disrupting the learning the others Damage to property/ equipment Serious warning 3 points Continued and persistent Level 1 to 2 incidents For example: Non academic use of cell phone or other electronic device Inappropriate use of language ++++ Serious warning 3 points Continued and persistent Level 1 to 2 incidents For example: Non academic use of cell phone or other electronic device Inappropriate use of language ++++ Conduct marks Meeting/Co mmunication with parents 10 points or continued and persistent Level 1 to 3 incidents For example: Intentional damage and disrespectfulne ss Intellectual dishonesty Bullying Theft Leaving school without permission Rudeness to staff Fighting Missing class Acta Meeting with parents (Level 5 may also include suspension, behaviour contracts) Continued or persistent level 1 to 4 incidents For example: Intentional and premeditated damage and disrespectfulnes s Consumption of tobacco, alcohol or drugs Discrimination Vandalism Negative Consequences Practices

37. Support Areas Phase Leader Y9 &10: Ms Luciana Savanti Head of Year 10: Luciana Savanti Assistant HOY 10: Daian Desposito Head of Year 9: Andy Cobb Assistant HOY 10:Monica Lacko DOE (Departamento de Orientación Escolar) Head: Ms. Mariel Pons

38. Departamento de Orientación Escolar (DOE) Lic. Mariel Pons Lic. Paula Romano Lic. Pilar Fernández Lic. Jonatan Olmos Lic. Clara BreaLic. Ingrid Gullón Lic. Juan Pablo Ventura