Welcome and introductory meeting for year 7 8 parents
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Welcome and Introductory Meeting for Year 7 & 8 Parents . Monday 10 th March . Objectives for Meeting. Share overall school aims and objectives Share information regarding teaching and learning Develop an understanding of the important features of the daily workings of the Middle School

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Welcome and introductory meeting for year 7 8 parents

Welcome and Introductory Meetingfor Year 7 & 8 Parents

Monday 10thMarch


Welcome and introductory meeting for year 7 8 parents

Objectives for Meeting

  • Share overall school aims and objectives

  • Share information regarding teaching and learning

  • Develop an understanding of the important features of the daily workings of the Middle School

  • Meet and get to know key members of staff in the Middle School

  • Meet and get to know fellow parents from your child’s Tutor Group.


Agenda

Agenda

  • General Information

    • Information about learning

    • Administrative issues

    • Student support

    • PE information

    • Phase and Year Team information

  • Tutor Group Activities

    • Getting to know the group


Who s who

Who’s who?

  • Sarah Howling (Head of Secondary)

  • Marisa Marquez (Deputy Head-DirectoraOficial)

  • Silvia Criado(Deputy Head – Staff)

  • Diego Bertotto(Assistant Head – Teaching and Learning)

  • Chris Buckland (Assistant Head – Teaching and Learning)

  • James Thomas (Phase Leader – Year 7 and 8)


School development plan

School Development Plan


2013 key focus culture for learning

2013Key Focus: Culture for learning

2014

Student Leadership

Values and beliefs

Learning at SASS and Leading for Learning courses (year-long)

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 key focus framework for learning

2014Key Focus: Framework for Learning

2015

  • 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 key focus tutoring and coaching for learning

2015Key Focus: Tutoring and Coaching for Learning

  • Introduce SASS Learner Profile

  • Introduce/support skill progression across subjects

  • Implement tutoring and coaching for learning


Teaching and learning

Teaching and Learning


Welcome and introductory meeting for year 7 8 parents

¡Universidad!

La EscuelaSecundaria en SASS

Y11/12 IB

Indagadores, Informados e instruidos, Pensadores, Buenos comunicadores, Íntegros, De mentalidad abierta, Solidarios, Audaces, Equilibrados, Reflexivos

Y9/10 IGCSE

Preparándosepara el IB

Y7/8

Conocimiento de Base

Desarrollo de Habilidades


Welcome and introductory meeting for year 7 8 parents

Year 7 - Subjects


Welcome and introductory meeting for year 7 8 parents

Year 8 - Subjects


Welcome and introductory meeting for year 7 8 parents

Administrative issues


Welcome and introductory meeting for year 7 8 parents

  • 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 a Y8 los alumnos que no adeuden más de dos materias


R gimen de asistencia

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.


Pol tica de retiro de la escuela

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


Behaviour for learning

BehaviourforLearning


Behaviour for learning1

Behaviour for Learning

Process

Staff views

Focus group

Student survey

Behaviour conference

Research

Group work

Draft

Parent group

Leadership team


Welcome and introductory meeting for year 7 8 parents

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


Philosophy

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


Overview

Overview

  • Rights

  • Responsibilities

  • Expectations

  • Routines


Rights

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


Responsibilities

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


Expectations and routines

Expectations and Routines

We value......

Respect for the school’s

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


Expectations and routines1

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


Expectations and routines2

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


Expectations and routines3

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


Expectations and routines4

Expectations and Routines

We value......

Positive attitude towards

teachers’ requests

We expect students ......

To follow instructions

from adults as soon as

asked


Expectations and routines5

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


Expectations and routines6

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


Expectations and routines7

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


Expectations and routines8

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


Expectations and routines9

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 teacher’s

permission


Positive consequences praise system

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.


Positive consequences practices

Level 5

Reward chosen by student 50 points +

Parents invited in

Continued and persistent Level 1 to 4 attitudes

Level 4

Certificates and Letter to parents

30 points reached

Continued and consistent

Level 1 to 3 attitudes and behaviours

Level 3

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

Level 2

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

Level 1

Verbal praise

For example:

Punctuality

Uniform

Responsibility and enthusiasm for learning

Positive consequencesPractices


Negative consequences sanctions system

Negative consequences (Sanctions system)

Philosophy

The development of independence is important to us at St

Andrew’s 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.


Negative consequences practices

Level 5

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 disrespectfulness

Consumption of tobacco, alcohol or drugs

Discrimination

Vandalism

Level 4

Conduct marks

Meeting/Communication with parents

10 points or continued and persistent Level 1 to 3 incidents

For example:

Intentional damage and disrespectfulness

Intellectual dishonesty

Bullying

Theft

Leaving school without permission

Rudeness to staff

Fighting

Missing class

Level 3

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

++++

Level 2

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

Level 1

Verbal warning

For example:

Uniform

Punctuality

Eating/chewing gum

Minor disruptions to learning: talking, out of seat, messing about

Negative ConsequencesPractices


Student support and care

StudentSupport and Care

Head of Year 7: Mr James Thomas - ext: 1215

Head of Year 8: Mr Victor Capeluto – ext: 1201

Tutorial System

PSE – Personal and Social Education

Departamento de OrientaciónEscolar

Head: Lic Mariel Pons - ext: 1349 or 1330


Departamento de orientaci n escolar doe

Departamento de Orientación Escolar (DOE)

Lic. Paula Romano

Lic. Pilar Fernández

Lic. Mariel Pons

Lic. Jonatan Olmos

Lic. Juan Pablo Ventura

Lic. Clara Brea

Lic. Ingrid Gullón


Also within student support and care

Also within Student Support and Care:

Special Programmes and Initiatives

Convivencia

Peer Mediation

PAS Programme

Learning through Service

Co-ordinator Priscilla Garritano - Ext.: 1346


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