ACG School Jakarta Parent and Student Handbook 2020 - 2021

Parent and Student Handbook Kindergarten | Primary | Secondary

Contents

2

Emergency Evacuation Procedures

25

Welcome from the Academic Leadership Team

4

Enforced School Closure

25

A Brief History of the School

6

Fasting

26

Mission, Strategic Intent, Values and Philosophy

8

Field Trips

26

Essential Agreements

26

Staff List

10

Food Safety

27

Important General Information

13

Friday Prayer

27

Absences

13

Health and Safety

27

Address, Hours, and Contact Information

14

House System

27

ID Card Policy

28

Air Quality

14

ISA Testing

28

After School Activities

15

Language Philosophy

28

Alcohol, Drugs, Tobacco & Weapons

15

Language Profile

28

Arrival & Dismissal Times and Procedures/Supervision After School

15

Library

29

Learner Profile

30

Avenue for Advice

15

Lockdown Procedures

30

Buses

16

Lost and Found

31

Cafetaria

17

Managebac

31

Careers and Course Advice

17

Microsoft Office 365

31

Celebration/Events

18

Newsletters

31

Class Sizes

18

Nurse/Illness

31

Coffee Mornings

18

Parent Communication

32

Digital Citizenship

18

Parents as Learners Workshops

32

Digital Learning

19

Parent/Teacher/Student Conferences

32

Document Request/Verification

20

Parking

32

Emergency Contact Information

20

Personal Belongings

33

English Language Support (ELS) Programme

20

Printing and Photocopying

33

Elevators

25

School Campus and Property

33

School Photographs

34

Educate | Create | Innovate

34

Pastoral Support of Students

86

Selling/Trading

34

87

Sexual Harassment

34

Special Educational Needs (SEN) and Inclusion Policy

Sun Protection

34

Student Discipline

90

Sports Programme

34

Driving: Student Vehicles

92

Student Leadership

35

Enrollment information

94

Student Wellbeing

36

Appendix 1 School Maps

95

Temporary Caregiving Arrangements

36

Appendix 2 Grade Equivalences

96

Tutors

36

Appendix 3 POI Kindergarten - Year 1

97

Translation Services

36

Appendix 4 POI Years 1 - 8

98

Uniform

36

Appendix 5 School Profile

68

Non-uniform Days

38

Appendix 6 Academic Calendar

106

Vehicle Registration and Regulations

40

Appendix 7 Academic Calendar

108

Water

40

Whole-School Assemblies

40

Withdrawal Procedures

40

Yearbook

40

Kindergarten

42

Primary

50

Secondary

58

Whole School Policies

66

Academic Honesty Policy

66

Admissions Policy

72

Assessment Policy

74

Attendance Policy

79

Bullying

80

Child Protection Policy

82

Complaint Policy

84

Medication Policy

85

Contents

Security and Visitors

ACG School Jakarta Prospectus | 02

Welcome from the Academic Leadership Team 4 | ACG JKT

Welcome to ACG School Jakarta. Our school community is inclusive, warm and friendly and offers the highest of academic standards and pastoral care. We are a dynamic school offering a global education to students from around the world.

The International Baccalaureate Programmes and University of Cambridge qualifications we offer provide the basis for a smooth progression and easy transition between Kindergarten, Primary and Secondary. Our passionate, experienced teachers are professionals who are willing to go the extra mile to ensure that all students are offered the opportunity to fulfil their potential both in and beyond the classroom.

The quality of teaching and learning at ACG School Jakarta and our teachers’ ability to know our students sets us apart from other schools. As Sir John Graham and Dawn Jones, co-founders of ACG, wrote, “Excellent teaching is at the heart of high-quality learning.

Students should be motivated by teachers who love their subject, are highly skilled in communicating their knowledge, enjoy what they are doing, and gain immense pleasure from working with young people.”

Parent Student Handbook - Update November 2020

Learning and a foundation of excellence are central to ACG School Jakarta.

The result is that, whether our students are local or expatriate, returning to Indonesia from overseas, transitioning from another school in Indonesia or seeking places at top universities around the world, ACG School Jakarta students are invariably well-equipped to take the next step in their education.

We are a proud community where our core values of Excellence, Partnerships, Integrity, and Compassion underpin all that we do. Education here means so much more than the pursuit of academic results. Sports, the arts, and community service are all central to the balanced learning programmes we offer. We are acutely aware of our obligation to prepare young people to make their way in the world as confident, caring and responsible citizens.

Great schools are built on the efforts of good people, and we believe that our teachers and students are among the very best.

Parent Student Handbook - Update November 2020

ACG JKT | 5

A Brief History of the School 6 | ACG JKT

Academic Colleges Group (ACG) first began operations in Indonesia in 2001 when ACG English School opened in Kelapa Gading. The Director, Wayne Lloyd, led the school in the early days of operations from 2001 until 2005. During his tenure, ACG Education decided to partner with a local investor to open an International School in Jakarta, and in 2004, the school opened as ACG International School Jakarta. Jan Menzies was appointed the first principal of the school and served until 2005 with approximately 40 students on the roll.

In 2006, Barbara Burns was appointed principal and her knowledge of ACG School operations in New Zealand and her knowledge of international school operations enabled the school to become a registered Cambridge International School.

The school recovered quickly from the economic shock of 2008 and an aggressive expansion plan was approved by ACG Education.

In 2009, Chris Rawlins was appointed principal to lead the school through significant building renovations and construction. With Chris’s knowledge of the International Baccalaureate Primary Years Programme and school leadership, the school became an authorized IB PYP school in 2010. During Chris’s time at the school, renovations of the Annex and J Block were completed and in 2011, the main building opened. The school saw rapid roll growth during this time.

In 2012 with a student roll of 248, significant changes to the Ministry of Education regulations and licensing led to international schools in Indonesia not only changing their names, but also fulfilling specific requirements. At this time, the school changed its name to ACG School Jakarta and formalized its long-standing relationship with ACG Parnell College by signing a Memorandum of Understanding.

ACG School Jakarta was one of the first schools to be recognized by the Ministry of Education as having a formal relationship with an offshore and accredited educational institution.

Parent Student Handbook - Update November 2020

In 2015, Indonesia experienced another economic downturn and large numbers of expatriate families (largely connected to the oil and gas industries) relocated from Jakarta leaving schools with as much as a 25% reduction in student roll. The school finished the year with a roll of 494.

Henri Bemelmans was appointed principal in 2013 and remained in the position until 2016. Dr. Stuart Tasker was appointed in 2016 and was instrumental in guiding the school through the International Baccalaureate Diploma Programme. The school received IBDP authorization in 2017 and began teaching its first cohort of IBDP students at the beginning of the 2017/2018 academic year. The school celebrated its first graduating class of four students in 2017/2018 with all students completing the Cambridge International Examinations A Levels. Graduates were accepted to universities in Indonesia, Australia and the USA. The school is still growing and celebrates its 16th anniversary this year. This past year, we saw our first cohort of IB Diploma Programme students graduate. For Years 12 and 13, the IB Diploma is a prestigious international qualification which is recognized by leading universities around the world. It is held in high regard by leading educators and employers due to its emphasis on providing a holistic academic education that prepares students for further study. We are delighted that a number of our Year 13 students received acceptances to universities in the UK, Canada, USA, Asia and Australia.

These are the foundations upon which our Strategic Intentions have been built.

Parent Student Handbook - Update November 2020

ACG JKT | 7

Mission ACG School Jakarta is a diverse community of learners who are open-minded, responsible and caring. We inquire into the world around us through academic programmes that aim to prepare students for life’s opportunities. With an understanding of and respect for others, we actively strive to make a difference, locally and globally.

About Our School

Vision

8 | ACG JKT

We will become a school of creative, innovative problem solvers who are entrepreneurial and confident users of technology. Through creative learning experiences, we will pursue opportunities to excel in our area of interest and affect change in our local and global communities. We are building a school where taking responsibility, acting courageously and exhibiting leadership are actively encouraged and rewarded. We are developing a school community that respects nature, indigenous culture and expressions of difference alongside unifying traditions.

Values Excellence Partnerships Integrity Compassion Our core values align with the IB Learner Profile. The aim of all IB programmes is to develop internationallyminded people who help create a better and more peaceful world. By having the Learner Profile as a guide for student learning throughout the school, our core values are embodied in all we do. Please see Learner Profile section for more information.

Parent Student Handbook - Update November 2020

Philosophy We believe that our students have the right to learn in a safe and nurturing environment, supported by excellent teachers through an internationally recognised curriculum.

We believe that our teachers inspire and motivate students to become innovative, entrepreneurial, creative problem solvers.

We believe in building strong relationships, where teachers know their students and help them to maximise their learning experience.

We believe that all members of our community respect our host country language and culture.

We believe in operating in an environmentally sustainable manner.

We believe in promoting international-mindedness through our values.

We value our diverse community. We learn together; we play together; we grow and are nurtured together.

We believe in supporting students’ individual learning needs through a balanced approach.

We value a student-centred, balanced education where students learn through inquiry and collaboration, and have voice, choice and ownership.

We believe in promoting student-led action as a result of learning.

We believe in fostering strong home and school connections.

Parent Student Handbook - Update November 2020

ACG JKT | 9

Name

Title

Email Address Academic Leadership Team

Shawn Hutchinson

Principal

Shawn.Hutchinson@acgedu.com

Richard Todd

Vice Principal

Richard.Todd@acgedu.com

Vanessa Ellison

Senior Teacher - Early Learning

Vanessa.Ellison@acgedu.com

Joanne Dickinson

Senior Teacher - SEN, ELS & Bahasa Indonesia Whole School

Joanne.Dickinson@acgedu.com

Wendi Hunter

Senior Teacher - PYP

Wendi .Hunter@acgedu.com

Staff List

Primary Academic Staff

10 | ACG JKT

Ms Nopi

Teacher Assistant

Nopi.Royani@acgedu.com

Ms Sisca

Teacher Assistant

Fransisca.Kusumadewi@acgedu.com

Ms Suti

Teacher Assistant

Suti.Rahayu@acgedu.com

Matt Knox

Primary Teacher

Matt.Knox@acgedu.com

Ms Ayu

Teacher Assistant

Ayu.Yuliarti@acgedu.com

Vinnie Kaur

Primary Teacher

Vinnie.Kaur@acgedu.com

Ms Santi

Teacher Assistant

Santi.Tisna@acgedu.com

Sarah Waldie

Primary Teacher

Sarah.Waldie@acgedu.com

Ms Dini

Teacher Assistant

Dini.Yuniasri@acgedu.com

Faaiza Mohamed

Primary Teacher

Faaiza.Mohamed@acgedu.com

Ms Rosa

Teacher Assistant

Rosa@acgedu.com

Charlene Chan

Primary Teacher

Charlene.Chan@acgedu.com

Ms Lia

Teacher Assistant

Lia.Pardede@acgedu.com

Ms Rizki

Teacher Assistant

Rizki.Amaliyah@acgedu.com

Mr Bowo

Teacher Assistant

Bowo.Wibowo@acgedu.com

Mr Rio

Primary Languagess Team Leader

Rio.Prasetio@acgedu.com

Ms Mita

Teacher Assistant

Mita.Harmita@acgedu.com

Ms Dinda

ELS Teacher

Dinda.Adriana@acgedu.com

Ms Sarrah

PE Teacher

Sarrah.Nadya@acgedu.com

Ms Agatha

Support Teacher Assistant

agatha.anggraini@acgedu.com

Ms Ica

Support Teacher Assistant

Ica.Arsyad@acgedu.com Parent Student Handbook - Update November 2020

Ms Shinta

Support Teacher Assistant

Shinta.Amelia@acgedu.com

Secondary Academic Staff Jack Hickey

Secondary Teacher

Jack.Hickey@acgedu.com

Wujing Harrison

Secondary Teacher

Wujing Harrison@acgedu.com

Josh Winicki

Secondary Teacher

Josh.Winicki@acgedu.com

Mark Ellison

Secondary Teacher - Art Team Leader

Mark.Ellison@acgedu.com

Laura Said

Secondary Teacher

Laura.Said@acgedu.com

Annie Pickering

Secondary Teacher

Annie.Pickering@acgedu.com

Cheryl Parker

Secondary Teacher

Cheryl.Parker@acgedu.com

Name

Title

Email Address

Brendan Mc Tiernan

Secondary Teacher

Brendan.Mctiernan@acgedu.com

Dillon Sweales

Secondary Teacher

Dillon.Sweales@acgedu.com

Olivia Owen

Secondary Teacher

Olivia.Owen@acgedu.com

Ryan McPhee

Senior Teacher Physical Education

Ryan.McPhee@acgedu.com

Eny Rahayu

Teacher of Indonesian Studies

Eny.Rahayu@acgedu.com

Calvina

Teacher of Indonesian Studies

Calvina@acgedu.com

Abraham Devis

Science Team Leader and Chemistry Teacher

Abraham.Devis@acgedu.com

Dina Ulfa

French Teacher

Dina.Ulfa@acgedu.com

David Campbell

Secondary Teacher

David.Campbell@acgedu.com

Mr Bambang

Secondary Teacher Assistant

Bambang.Merdianto@acgedu.com

Ms Aidah

Support Teacher Assistant

Restu.Aidah@acgedu.com

Whole School Academic Staff Kaitlin O’Connor

Music Teacher

Kaitlin.Oconnor@acgedu.com

Mr David

PE Teacher

David.Firdaus@acgedu.com

Mr Febrian

Teacher of Indonesian and Christian Studies

Febrian.Aristianto@acgedu.com

Mr Fadli

Teacher of Islam Studies

Fadli.Imanullah@acgedu.com

Mr Heri

Librarian

Heri.Kurniawan@acgedu.com

Mr Ursula

Librarian and Teacher Assistant

Ursula.Idayu@acgedu.com

Parent Student Handbook - Update November 2020

ACG JKT | 11

Tia Kusmugiarti

Primary/Secondary Art Teacher

Tia.Kusmugiarti@acgedu.com

Samantha Pho

Chinese Mandarin Teacher

Samantha.Pho@acgedu.com Management

Chairman

Sharief.Hossein@acgedu.com

Resfita Sari

HR & Finance Manager

Resfita.Sari@acgedu.com

Teguh Aditya

IT Network Specialist

Teguh.Aditya@acgedu.com

Nurul Hasanah

Senior Accountant

Nurul.Hasanah@acgedu.com

Yudho Samarman

Junior Finance

Yudho.Samarman@acgedu.com

Mia Sari

Senior Administrative AssistantAdmissions & Registrar

Mia.Sari@acgedu.com

Gita Scorini

Administrative Assistant Admissions

Gita.Scorini@acgedu.com

Septa Putri

Administrative AssistantMarketing & Sales

Septa.Putri@acgedu.com

Tia Kristianti

Operation Coordinator

Tia.Kristianti@acgedu.com

Staff List

Sharief Hossein

12 | ACG JKT

Parent Student Handbook - Update November 2020

Absences Regular attendance is linked to student success in school. Students must attend all scheduled classes unless exempted from attendance or ill. Absences should be advised in advance by parents/caregivers (usually via Managebac or via email or telephone). An explanation for absence must be given, which is satisfactory to the School, and medical (or other) verification is required. Students are expected to arrive to classes on time. Twenty-one (21) days of absence that are unaccounted for may lead to a student being removed from the roll of the School.

Procedures for Student Absences: 1. Students are required to be in class by 8.00am 2. All student attendance is recorded on ManageBac.

4. In all communications with the School, whether phone, email or letter, please state the student’s first and last names as well as their Homeroom Teacher or Advisor.

Procedures for Late Arrival / Early Departure: If students arrive late to School or need to leave during the day for any reason, the School requires authorisation by email, telephone or via Managebac.

1. Secondary students who arrive late to School will register their arrival by reporting to the Student Services Counter (in the lobby) where they will sign the student sign in/out book and receive a late pass for entry into class. The student’s attendance status will be recorded/amended by the Attendance Officer. Students reporting late to class should not be permitted entry into the class unless they have a late pass. Primary students who arrive late to class report to class immediately and the Homeroom Teacher will amend the attendance record in ManageBac. 2. Students who need to leave School during the day will present a signed note from home to the Homeroom Teacher / Advisor or Attendance Officer (parents/guardians may communicate this via email, phone or Managebac). They will be required to sign out upon their departure and sign in upon their subsequent return. Students/parents sign in and out from the Student Services counter located in the main lobby area.

3. The Homeroom Teacher or Advisor will follow up regarding consistently late or absent students.

4. The Homeroom Teacher or Advisor will address unexplained lateness and absence trends.

Parent Student Handbook - Update November 2020

Important General Information

3. Absences must be reported by a parent/caregiver to the Homeroom Teacher (Primary) or Advisor (Secondary) on the day the student is absent. This can be done via direct email, phone call or via Managebac. Parents can register an attendance excusal on ManageBac and indicate the reason for the absence. Simply login to your parent account on ManageBac, click on your son or daughter’s name and then submit attendance excusal. The School and relevant teachers will be notified once the attendance excusal has been submitted.

ACG JKT | 13

Address, Hours, and Contact Information AQI

Measure to be taken

0 - 50

Air quality is consider satisfactory, and air pollution poses little or no risk.

Kota Jakarta Selatan, Daerah Khusus Ibukota Jakarta 12540

51 - 100

Daily activities are not affected.

Phone: +62 (21) 297 80200

101 - 150

Daily activities are not affected.

Teacher reports any signs of respiratory difficulty in students to the nurse immediately.

151 - 200

1. Students will be allowed outside to play during breaks, but will not take part in strenuous activities. Students will also have the option of staying indoors in the library, especially students with respiratory problems.

2. All ASAs will be modified so that students do not take part in strenuous activity.

3. Any ACG School Jakarta outdoor community event will be modified. • Teachers report any signs of respiratory difficulty in students to the nurse immediately. • PE and related activities will be modified by PE teachers.

201+

1. All PE and related activities will be modified and carried out indoors.

2. Students will remain indoors during break times in line with the indoor play procedures.

3. All field trips that involve any sort of physical activity will be postponed.

4. All outdoor ASAs will be moved indoors.

5. Any ACG School Jakarta outdoor community event will be cancelled.

6. Teachers report any signs of respiratory difficulty in students to the nurse immediately.

School Address: Jl. Warung Jati Barat No.19, RT.10/RW.5 Jati Padang, Kec. Ps. Minggu

Mobile Phone: +62 816 297 800 Website: www.jakarta.acgedu.com Admissions: mia.sari@acgedu.com

Important General Information

Finance: nurul.hasanah@acgedu.com

14 | ACG JKT

School Office Hours: Monday to Friday 7.30 am to 4.00 pm; Saturdays 8.00 am to 12.00 pm School Shop Hours: Monday to Friday 8.00 am to 4.00 pm; Saturdays 8.00 am to 12.00 pm

Air Quality Air Quality ACG School Jakarta recognizes the importance of providing a healthy and safe environment for our learners. ACG School Jakarta regularly monitors the air quality index (AQI) outside in the morning and in the early afternoon. In the event of high air pollution, students will be kept indoors during morning and lunch breaks, and physical education classes will be restricted to the gymnasium. The AQI is used to determine how clean or unhealthy the outdoor air is. The index ranges on a scale of 0 to 251+. The amount of prolonged exposure to unhealthy air is limited through the reduction or modification of school activities that require moderate to heavy exertion.

Parent Student Handbook - Update November 2020

After School Activities To complement our academic programme, ACG School Jakarta delivers an exciting and diverse programme of After School Activities (ASA).

Offerings are designed to enrich learning and build lifelong skills, and include an extensive range of sports, arts and cultural activities.

Our ASAs are offered each semester. Further details about the ASA offerings and a link to registration will be shared at the beginning of each semester. ASA start dates are listed on the academic calendar.

Alcohol, Drugs, Tobacco & Weapons ACG School Jakarta is committed to providing a healthy and safe learning environment that facilitates the highest level of achievement and fosters full emotional and social development of all students. As such, the use, possession, or distribution of alcohol, tobacco (including electronic cigarettes) or drugs is strictly prohibited. This is consistent with Indonesian law and ACG School board policy. These policies forbid the use, possession, or distribution of alcohol, tobacco or drugs in the school building, on school grounds, on school buses or at school functions outside the school. All students, staff, parents, and visitors are prohibited from bringing weapons on campus or on a schoolrelated activity at any time. This includes pocket knives, BB or airsoft guns, or anything resembling a weapon. Students are never allowed to bring toy weapons, such as plastic knives, swords, and guns to school, as we wish to encourage positive and cooperative play.

Arrival & Dismissal Times and Procedures/Supervision After School Students arrive to school between 7.30-8.00 am. When they arrive, students are to wait in the cafeteria or play on the field or sandpit. These are the only areas that are supervised by staff. At 8.00 am, teachers in Primary will pick up students from their class table in the cafeteria.

Secondary students are to make their own way to class and arrive by 8.00 am.

Dismissal is at 2.30 pm for Kindergarten (K2, K3, and K4) students and at 2.40 pm for all other students. Primary students are taken by their teachers to the cafeteria or the bus. Secondary students make their own way down to the bus or car pick-up area. After school, students are to wait in the cafeteria until picked up, where there is supervision. All students not picked up by 3.00 pm will be taken to the lobby to wait for their car to arrive. Parents are encouraged to contact the School if they will be late for student pick-up.

Students attending After School Activities (ASA), sports team practices, music rehearsals, tutoring, or clubs will be dismissed at 4.00 pm or later. Late buses are available and leave at 4.00 pm from the cafeteria area. Students picked up by car will be picked up from the lobby area.

Avenues for Advice Below is a checklist of reasons you might have for seeking advice, sharing an opinion, or making a complaint. In each case, the person whom you should see in the first instance is given in the first contact column.

Enquiries

First contact

Further enquiries

Enquiries about course content in a subject

Subject teacher

Homeroom Teacher / Advisor

Parent Student Handbook - Update November 2020

ACG JKT | 15

Important General Information 16 | ACG JKT

Questions about marks/ assessments given

Subject teacher

Homeroom Teacher / Advisor

Advice about a particular subject

Subject teacher

Homeroom Teacher / Advisor

Advice about future subject selection and career pathway

Homeroom Teacher / Advisor

University Guidance Counselor / Principal / Vice Principal

Complaints about unfair treatment by another student or member of staff

Homeroom Teacher / Advisor

Principal / Vice Principal

Complaints about marks/ assessments given (after discussion first with subject teacher)

Homeroom Teacher / Advisor

Principal / Vice Principal

Complaints about teachers

Homeroom Teacher / Advisor

Principal / Vice Principal

Problems with overloading of work in several subjects

Subject Teacher

Homeroom Teacher / Advisor

Personal problems

Homeroom Teacher / Advisor

Delivery of absence notes, etc.

Homeroom Teacher / Advisor

Approval for outside appointment

Homeroom Teacher / Advisor

Principal / Vice Principal

Attendance Officer – Student Support Services

Requests for leave

Principal / Vice-Principal - Primary

If you are not satisfied that a complaint has been resolved effectively then you may choose to meet with the Principal / VicenPrincipal.

Buses

ACG School Jakarta provides a bus service to cater for students. The School provides vans fitted with seatbelts and our drivers have been trained in first aid, safety and emergency procedures. The school bus service is available for round trip or one-way transport. Upon receiving school bus applications, every effort will be made to accommodate families. Bus routes are set at the beginning of the year, and adjustments are made as necessary. Although our bus service is not a door-todoor service, we will consider additional pick-up and drop-off locations based on availability. All school buses are equipped with a driver and chaperone. Any change to your home address or pick-up/drop-off locations need to be communicated to the School in writing at least one month before the change is to take effect.

For the safety of all the students, we ask that parents do not call the drivers while they are on the road. Please send a text and the driver can respond at an appropriate time. The driver is only able to wait 3 minutes for morning pick-up, in order to arrive at school. The School does not allow unauthorised students to ride the school bus.

For any inquiries about the school bus service, please contact Student Services at acgjkt@acgedu.com or stop by the front desk in the lobby.

Change to Pick-Up and Drop-Off Services for a Given Day Parents occasionally need to make one-off change to the pick-up or drop-off services for a given day, making other arrangements for their child to be taken to or picked up from school. For a change in drop-off, contact Student Services before 9.00 am on the day the change will be required. For a change in pick-up, please contact Student Services by 3.00 pm the day before the change will be required.

This will give sufficient time to notify class teachers, drivers and chaperones of the change.

Student Conduct on Buses While on the school bus, the School expects students to exhibit the same respectful and responsible behaviour as they would at school. Additionally, a few rules to follow include: •

All students must wear a seatbelt while on the bus Parent Student Handbook - Update November 2020

•

Students need to speak in a quiet voice

•

Students need to keep their hands to themselves

•

Students need to respect the driver and chaperone

•

Personal items should remain in the students’ backpacks

The School will contact parents if students exhibit inappropriate behaviour on the bus. Following a thorough investigation, the School may decide to suspend school bus services, resulting in fees not being refunded.

Cafeteria The School operates a cafeteria in which the students can purchase lunches and snacks. Students who wish to purchase food from the cafeteria can do so by using the preferred methods of payment. Students are asked not to order food to be delivered at the security gate.

Coffee can only be purchased by faculty, parents, visitors, and Year 12 and 13 students. Students from Years 1 – 11 are not permitted to purchase coffee.

Students have the option to bring their own snack/lunch to school or order snack/lunch from the school cafeteria. Both Asian and international options are available. Parents can pre-order or purchase a meal card to minimize the use of cash. Our cafeteria also accepts Mandiri e-money when ordering and top up can be done via cash, transfer or debit card.

The snack and lunch menu can be accessed at http://jakarta.myacg.org/cafeteria.html

Careers and Course Advice The process of course and subject selection for Years 10 - 13 students will begin with an information evening early in the school year.

Information meetings will be held to help students with future subject choices. In addition, each student is interviewed and assisted with subject choices for Years 10 - 13 and /or career planning. The University Guidance Counselor and Principal will work in conjunction with a team of people in order to achieve the best result for each student.

Careers information (including a range of tertiary courses) is available from the University Guidance Counselor.

Career Choices: The choice of a career or course of study can be a very difficult one. Many factors must be considered and it is quite common for people to change careers more than four or five times in their lives. This will often involve re-training. Some students may still be uncertain about a career even after they leave school. Students are encouraged to aim for a good tertiary qualification and a variety of job experiences if they are uncertain about their career path.

Subject Choices: It is important for students to know what subjects you must study at school if you want to take a particular course at tertiary level.

Entrance Qualifications to University: All students must meet literacy and numeracy requirements for university. Information about university and college courses is available Parent Student Handbook - Update November 2020

ACG JKT | 17

from the University Guidance Counselor. There will be visits from university school liaison officers to assist students with queries.

Celebrations/Events

Important General Information

As a school community, we believe it is important to recognize and celebrate cultural and school events. Throughout the year, certain year levels may recognize various cultural events as part of their learning. Here are the events we recognize and/or celebrate as a school:

18 | ACG JKT

•

Indonesian Independence Day

•

Family Picnic

•

Math Night

•

Lunar New Year

•

Literacy Week

•

International Day

•

Ibu Kartini Day

•

Earth Day

•

House Sports Carnivals

•

Swimming Carnivals

•

JASIS Events (Sports Carnival, The Big Sing event, STEM Challenge, Swimming Carnival)

Class Sizes Class sizes in the Primary and Secondary schools at ACG School Jakarta are generally between 18– 24 students. Kindergarten and Senior classes (Years 11 – 13) are often smaller.

Coffee Mornings The Principal and Vice-Principal host regular coffee mornings throughout the year. The coffee mornings are designed to get parents together and learn more about the school, including important updates and school developments. Dates and times for the coffee mornings are published in our school newsletters.

Digital Citizenship ACG School Jakarta believes in a Digital Citizenship model for supporting safe and responsible use of the Internet in teaching and learning. An important part of this is that we are able to show others what responsible use looks like while we are using technology in our learning. We think a good digital citizen is someone who; •

is a confident and capable user of ICT. Parent Student Handbook - Update November 2020

•

will use ICT for learning as well as other activities.

•

will think carefully about whether the information they see online is true.

•

will be able to speak the language of digital technologies.

•

understands that they may experience problems when using technology but can deal with them.

•

will always use ICT to communicate with others in positive ways.

•

will be honest and fair in all their actions using ICT.

•

will always respect people’s privacy and freedom of speech online.

•

will help others to become a better digital citizen.

Because we know this is important for us all, we ask everyone, including the staff, students, and volunteers working at the school to agree to use the Internet and other technologies in a safe and responsible way by following the rules laid out in the Responsible Use Agreement.

Digital Learning ACG School Jakarta students are well prepared to face the ever-changing world that we live in today. Information Technology is an integral part of day-to-day living; therefore, students need to be able to understand and utilise these tools effectively. Students will acquire the skills necessary to select and manage digital tools that will empower them in all phases of the learning process, including research, critical thinking, creative thinking, communication, self-management and collaboration. ACG School Jakarta is a centre of leadership and educational excellence with a strong vision for learning with technology. We use: •

iPads in Primary School

•

BYOD (Bring Your Own Device) in Secondary School

Acceptable Use: Term And Conditions 1. The use of vulgar or other inappropriate language when writing or replying to email is unacceptable.

2. Students may NOT reveal personal addresses, phone numbers, or passwords of students, teachers, administrators, or other staff of ACG School Jakarta, including their own. Electronic email is not guaranteed to be private or secure.

3. Messages relating to, or in support of, illegal activities will be reported to the school administration and appropriate action taken.

4. Students may not use the network in such a way that you would disrupt the use of the network by others.

5. From time to time, the School will make determinations on whether specific uses of the network are consistent with the acceptable use practice.

6. Students are not allowed to view, download, receive, or send via the World Wide Web or email any material that is inappropriate for an education institution such as ACG School Jakarta.

7. The playing of games on the school or personal devices is forbidden, unless given permission to do so by a teacher.

8. Users shall not intentionally seek information on, obtain copies of, or modify files, other data, or passwords belonging to other users, or misrepresent users on the network.

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9. Attempts to gain unauthorised access to systems, programmes or computer equipment will result in the cancellation of user privileges.

10. Vandalism of computer hardware and/or software will result in the cancellation of user privileges as well as other sanctions as deemed appropriate by the Principal. Vandalism is defined (for the purposes of this document) as any malicious attempt to harm, modify or destroy computer hardware, software and/or data of another network user.

11. All communications and information accessible via the network is assumed to be private property (i.e. copyrighted). The source of any such material or information (including text, graphics, video, etc.) should therefore be acknowledged as to its source.

Document Requests / Verification

Important General Information

Parents may request documentation, such as school academic reports, academic transcript, certificate of attendance, recommendation letters, certified copies of reports, or any other documents required for their next school. To submit a request, parents will need to complete the online form at

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http://bit.ly/acgjktdocrequest

Emergency Contact Information In case of emergency, the School keeps a record of the following important information for each student: 1.

Parent or caregiver name(s)

2.

Jakarta residential address details

3.

Mobile phone, home phone, and parent/caregiver work phone numbers

4.

Emergency contact phone numbers—friends or family members to contact if parents cannot be reached

5.

Medical alert information—To ensure the best care possible, parents should inform the school of a child’s specific medical conditions and health requirements (i.e. allergies, persistent illness, etc.)

It is the responsibility of the parent to immediately inform the school of any changes in address, phone numbers, email address, or emergency contact information within 24 hours of the change by informing the student services.

English Language Support (ELS) Programme English Language Support (ELS) Policy Rationale ACG School Jakarta recognizes that all students have individual needs, such as learning, social, behavioural or emotional. We believe that all students, regardless of background, culture and ability, should be supported to meet their full potential. English Language Support (ELS) gives students the chance to develop the English language skills needed to engage confidently and independently in all areas of the curriculum.

Parent Student Handbook - Update November 2020

Aims of the ELS Policy •

To clarify the school’s objectives regarding ELS and how these will be met;

•

To clarify the responsibility of staff in providing ELS in the school;

•

To define the ELS Stages of Support;

•

To define the nature and level of school support for students receiving ELS;

•

To clarify how progress is monitored and reported.

ELS Objectives •

To support students to access and engage independently with all areas of the curriculum at year level;

•

To provide ELS levels of support and programmes of study, for classes and groups, which enable students to make progress;

•

To create lines of communication, collaboration and support between all stakeholders: student, parents, teachers;

•

To ensure students feel valued and thrive in a school culture which may be foreign to them, and to appreciate their cultural uniqueness;

•

To actively support and celebrate bilingualism and multiculturalism.

Responsibility for ELS The school recognizes that all teachers play a crucial role in providing an appropriate learning environment and suitable learning materials/ approach to meet the student’s needs.

ELS Stages of Support The formal English Language Support provided to students on the ELS Register should enable students to progress to an independent level of language ability.

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Since the primary aim of ELS is to support students to access and engage independently with all areas of the curriculum, students requiring ELS will remain on the ELS Register and receive support until they reach an independent level of English language ability.

There is an additional fee for students who are in the Beginning and Emerging Stages of language development.

ELS Models of Support The primary focus of English Language Support at ACG School Jakarta is the development of English language proficiency to facilitate progress in all areas of the curriculum for students who are on the ELS Register. The model of support provided is determined according to needs. However, in the Beginning and Emerging Stages, students receive more intensive support, often outside the classroom.

Important General Information

Kindergarten – Year 1

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Since we believe that younger children learn English best through immersion, there is no formal ELS for students in K2 – Year 1. Students are taught in English by exposure to language-rich input throughout the day, with lots of opportunities to interact in English with teachers and peers. In Kindergarten, students are supported to develop skills in early language and literacy through play-based learning. In Year 1, students continue to participate in play-based learning, along with an introduction to formal reading and writing instruction.

Years 2 – 6 ELS in primary school is provided in the form of pull-out and push-in classes and well differentiated lessons. Pull-out is when one student, or a small group of students with similar needs, is taken out of mainstream lessons to work with a specialist English Language Support teacher. The pull-out model is most effective when working with students whose English proficiency is at the Beginning or Emerging stages of development. Pullout classes take place during additional language class times. In contrast, the push-in model is when a specialist English Language Support teacher works in the mainstream classroom, with one student or small group of students. In both models, joint planning between the specialist ELS Teacher and the Homeroom Teacher ensures that learning objectives are met for all students and that students’ language needs, individual learning styles and other individual needs are all taken into consideration when differentiating instruction.

Years 7 – 9 ELS in lower secondary school is provided in the form of pull-out classes, in class-support and well differentiated lessons in all subjects.

Pull-out is when a small group of students with similar needs is taken out of mainstream lessons to work with a specialist English Language Support teacher. The pull-out model enables smaller groups of students to have additional targeted English lessons, which is essential for students who are working towards the independent stage of language proficiency. Some students may be on a reduced curriculum during this non-mainstream contact time. In-class language support by subject teachers is also provided through vocabulary assistance and assessment/task scaffolding and modifications.

Years 10 – 11 Students at Years 10 and 11 will be placed in programmes of study appropriate to their English language level.

Parent Student Handbook - Update November 2020

Years 9 – 11 Writing Workshops & Academic Writing All ELS students in Years 9 – 11 are enrolled in additional writing classes held before or after school. Academic writing classes are intended to develop an understanding of different writing genres and support students in using correct writing forms appropriate to the demands of the writing context.

Monitoring and Reporting Progress The specialist ELS teacher works collaboratively with teachers to track and monitor the progress of students receiving ELS, and teachers, when required, will work closely with parents to ensure their child’s ELS needs are being met.

Primary academic reports, written by the Homeroom Teacher in collaboration with the ELS teacher, will include information regarding diagnostic and academic assessments conducted throughout the semester. This includes reading, spelling, writing and vocabulary assessments. Primary students receiving English Language Support will take modified summative assessments.

Secondary academic reports are issued at the end of Semester 1 and Semester 2. Students in Years 7 – 9 receiving English Language Support take modified assessments and are provided with appropriate assessment accommodations as required.

English Language Support Guidelines Guidline aims: •

outline the school’s approach to identifying students who require English Language Support;

•

define the stages of ELS support;

Identification and Assessment 1. During the school admissions process, screening is carried out with the purpose of identifying individual learning needs. Information is collected from a variety of sources, such as: •

Principal/Vice Principal interview;

•

Information from the application form;

•

Previous school report cards indicating specific areas of need;

•

Analysis of the ACG School Jakarta entrance assessments (for Years 7 – 11).

Years 2 – 6 New students who are admitted to Years 2 – 6 will need to undertake a standardized English as a Second Language (ESL) assessment in reading, writing, speaking and listening, to determine if support is required. This assessment takes place during the first week of school.

Years 7 – 11 For new students enrolling for placement in Years 7 – 11 who were identified as requiring ELS, the level of support required will be determined from a range of sources collected during the admissions process.

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ELS Stages of Support We have aligned our ELS stages of support to the Common European Framework of Reference for Languages (CEFR): an international standard for describing language ability.

Important General Information

The CEFR has three broad bands – A, B and C. Very loosely, these are similar to Basic, Independent, and Proficient. Each of those bands is divided into two, giving six main levels.

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the formal English Language Support provided to students delivers additional support to help students progress to the CEFR Independent User level (B1) of language ability.

We have divided the CEFR Basic User level into four stages: Beginning Stage, Emerging Stage, Developing Stage and Expanding Stage.

Year Level

Beginning Stage

Emerging Stage

Developing Stage

Expanding Stage

K – Year 1

Differentiated support provided by classroom teachers. No formal ELS programme.

Years 1 – 6

• ELS support provided by specialist teachers through withdrawal classes instead of Bahasa Indonesia/Mandarin classes (5).

• Differentiated support provided by classroom teachers/teaching assistants.

• In class ELS support provided by specialist teachers (4).

• Differentiated support provided by classroom teachers/ teaching assistants.

Parent Student Handbook - Update November 2020

Years 7 – 9

Years 10 – 11

• English Language Support: classes provided instead of Bahasa Indonesia/ Mandarin classes (6).

• Cambridge Lower Secondary English classes (6.)

• Differentiated support provided by subject area teachers: Science, Mathematics, Global Perspectives • Writing Workshop (1) (before/ after school.)

• Cambridge Lower Secondary English classes (6).

• Differentiated support provided by subject area teachers: Science, Mathematics, Global Perspectives.

• Writing Workshop (1) (before/after school).

• English Language Support: classes provided instead of Bahasa Indonesia/ Mandarin classes (6).

• Cambridge Lower Secondary English as a Second Language (ESL) classes (6) • Differentiated support provided by subject area teachers.

• Academic Writing (1) (before/ after school)

• Cambridge IGCSE English as a Second Language (ESL) classes (6) • Differentiated support provided by subject area teachers • Academic Writing (1) (before/after school)

Elevators Students in K2 - Year 11 are not permitted to use the elevators unless issued an Elevator Pass by the nurse or Student Services or accompanied by an adult.

Emergency Evacuation Procedures Evacuation details are in every room. When the fire alarm sounds, students and teachers follow these instructions: •

Stop working.

•

Close windows and doors where applicable.

•

Using the designated route, walk to the designated safe area and line up with their timetabled class.

•

Teachers take the roll.

•

Everyone listens for, and follows, any additional instructions from the Principal.

Enforced School Closure Enforced School Closure is for a period where students and teachers are advised not to attend school. This procedure assumes the availability of internet communication.

Where evacuation of families and staff from ACG School Jakarta is recommended, the continued learning strategy below cannot be enforced.

Once the Principal officially informs the school community of a school closure, the following procedure will be implemented to ensure continued learning for ACG School Jakarta students: 1. Teachers will be informed of school closure and will be informed of their duty to continue to provide learning activities and assessment for students during the period of school closure.

2. In preparation for the possibility that access to online learning is interrupted, updated parent email contact lists will be given to teachers.

3. Notices to students about learning would be advertised via online learning platforms, with urgent messages also communicated via email and SMS. If online learning platforms and email become unavailable, teachers will then be required to email parents from a personal email address. We advise teachers to create a new hotmail/gmail/yahoo account at that time for this specific purpose.

4. Teachers will provide lesson overviews including appropriate activities with

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instructions to students and parents.

5. Teachers will be asked to ensure that lesson plans are available at least 48 hours ahead of scheduled lesson time (if time allows) to ensure good planning and to accommodate the possibility of limited internet access.

6. Students and parents will be advised to check online learning platforms for all classes each day and to download work to their laptops as soon as received to limit possible disruption to learning due to limitations to internet access. This also gives students the opportunity to contact teachers with questions ahead of the lesson date if there appears to be problems in the communication.

7. Teachers will be available for online communication during the contracted school hours and are encouraged to check email outside of these times as needed.

8. Students will complete assignments and teachers will provide timely and constructive feedback.

Important General Information

The Principal will be in touch regularly to give updates and keep teachers as informed as possible.

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Fasting ACG School Jakarta supports students who are fasting during the month of Ramadan. If your child will be fasting while at school, please inform their Homeroom Teacher or Advisor. Students who are fasting are encouraged to use the Library during break times and engage in quiet activities. Modifications to Physical Education and Swimming lessons will also be made for those students who are fasting.

Field Trips Classes will be participating in educational field trips during the year. It is the procedure of ACG School Jakarta to acquire parental permission before allowing students to travel with members of his/her class. If parents would like their son/daughter to participate, they must carefully read and sign the Field Trip Permission Form. Field trip information will go home at least one week in advance. We seek the following adult to student ratios for all field trips: •

Kindergarten 2 & 3 ratio is 1:4

•

Kindergarten 4 and Year 1 ratio is 1:6

•

Year 2-3 ratio is 1:8

•

Year 4 and above ratio is 1:10

We occasionally need parent chaperones on field trips. Parents who wish to assist by chaperoning a field trip may volunteer by contacting the teacher. Due to a variety of factors (e.g. participant restrictions at field trip sites, space on the school bus, etc.) additional family members, domestic staff or friends may not accompany a volunteer chaperone on field trips. Parents are not permitted to accompany students on secondary school field trips.

Essential Agreements An essential agreement is a class consensus that will guide the behavioural expectations throughout the year. They are written collaboratively with everyone’s perspective considered. They make a statement about the sort of culture that everyone feels should be developed throughout the year. Essential agreements are written as positive statements about what we will do as a learning Parent Student Handbook - Update November 2020

community. They are agreed to by the whole class and referred to throughout the year.

As a school community, we follow the schoolwide essential agreement: A- Act responsibly C- Care for everyone G- Give respect In addition to the essential agreements, classes will have an agreed-upon set of consequences for misbehaviour, which may include being sent to the Vice Principal’s office for serious offenses or repeated behaviours. Bullying other students, verbally or physically, will not be tolerated, and serious consequences will occur should students exhibit this behaviour.

Food Safety ACG School Jakarta has a food safety programme that is based on hazard analysis and critical control point principles. We monitor the behaviour of our cafeteria staff and ensure that food safety policies and procedures are followed.

Friday Prayer If your child will be attending Friday Prayer, please inform their Homeroom Teacher or Advisor. Parents also need to submit a consent form at http://bit.ly/acgjktpermissionform. Students in Years 6 and above are able to attend Friday Prayer. Students are to meet in the Lobby area at 11.40 am and will walk to As Salam SMKN 57 Mosque, accompanied by ACG School Jakarta Staff. Any student who arrives in the lobby after 11.45 am will use the School’s Musholla to pray. As representatives of the school, the students are expected to display appropriate behavior and follow instructions from supervising staff members at all times. Students are responsible for bringing their own sarong. Students are responsible for making up any missed classwork.

Health and Safety Inspired Education Group is committed to providing and maintaining a safe and healthy working environment for its employees, visitors, and all persons using the premises as a place of work.

House System ACG School Jakarta has a House System in place to promote friendly competition between students across the school. All students are assigned to a House upon enrollment at ACG School Jakarta. The four Houses are named after indigenous reptiles of Indonesia.

•

Biawaks (Blue)

•

Cicaks (Yellow)

•

Geckos (Green)

•

Komodos (Red)

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Students earn House points in a variety of ways, including diplaying positive behaviour, sports accomplishments, and participating in a range of academic, cultural, and sports competitions. Each student is required to wear their House t-shirt on House competition days.

Primary students may wear House t-shirt on swimming days.

ID Card Policy While on campus, all parents, domestic staff, school staff, and visitors are required to wear their ID cards. Please see Student Services if you are in need of an ID card.

Important General Information

ISA Testing

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The International Schools’ Assessment is designed specifically for students in international schools in Grades 3–10. It is based on the internationally endorsed reading, mathematical literacy and scientific literacy frameworks of the OECD’s Programme for International Student Assessment (PISA).

At ACG School Jakarta, students in Years 4 to 10 participate in the Mathematical Literacy, Reading and Writing assessments. In addition to this, students in Year 8-10 also participate in an online Scientific Literacy assessment. Please note, our students participate in the assessment at the Grade Level below their current Year (for example Year 4 students complete the Grade 3 assessment).

If you have any general questions about the ISA, please feel free to visit the ACER website https://www.acer.org/isa or contact your child’s Homeroom Teacher or Advisor.

Language Philosophy At ACG School Jakarta the attention paid to each student’s language development is part of our philosophy about teaching and learning.

It focuses on the development of the whole child, emphasising intellectual, emotional, social and physical growth. Language development forms an important aspect of learning in all subjects. Language is fundamental to thinking processes, gaining and making sense of knowledge, understanding - and hence to perception and interpretation of the environment. The development of language skills is central to academic success in all aspects of each student’s education.

At ACG School Jakarta we embrace the variety and diverse nature of our staff and students. It enriches our culture, enhancing the lives and educational opportunities for everyone. Language connects all elements of the curriculum. Through language development students are given the tools they need to interpret the world around them. At ACG School Jakarta we highly value and recognize the diversity of our students’ mother tongue and encourage families to continue to nurture its development.

Language Profile ACG School Jakarta truly provides a diverse learning environment with staff and student body representing over 30 countries.

Indonesian

27%

Korean

13% Parent Student Handbook - Update November 2020

Malaysian

10%

Japanese

8%

Indian

6%

Australian

5%

American

4%

British

4%

Thai

3%

Linguistically, close to 60% of our students speak English as a second (or third or fourth) language. Just under 20% require ESL support, ranging from being pulled out of class for small-group instruction to working with students individually on subject specific vocabulary.

The Language pathway is clear for English, the language of instruction. It is compulsory to Year 11 as either a first or second language.

For IBDP, although the language of instruction, English it is possible for the language to not be taken as a subject (a student could select Indonesian A and ab initio French for example). Students have the option of English A or English B. Bahasa Indonesia is compulsory for all Indonesian students to Year 13 (Indonesian B), with all non- Indonesian students undertaking the compulsory course in Indonesian Civics and Culture to Year 13 French is available as an ab initio language for the IBDP. Chinese Mandarin is offered from Years 4 through Years 10 as additional language option.

Library What does the library provide?

ACG School Jakarta’s library is a media centre within the school where students, staff, and parents have access to a variety of resources.

Over 21,000 picture books, fiction and nonfiction texts are available for toddlers to young adult users. There are computers and iPads for use in the library and classrooms. The computers and iPads are available upon request.

Where can I find a book in the library?

The nonfiction books are arranged according to the Dewey Decimal System (DDS). The system groups books into ten main categories.

Fiction titles are arranged in alphabetical order by the author’s last name. Picture books are kept in book boxes. Each book has a letter sticker so that younger students can easily put the book into the correct box after reading.

When is the library open?

Monday to Friday: 07.00 – 5.00 How many books can students borrow?

Primary students can borrow a maximum of two (2) books at a time. Primary students need to bring their Library bag to borrow books.

Secondary students can borrow a maximum of five (5) books at a time. Borrowing and returning books can be done anytime during open hours.

When are books due?

Primary students are allowed to check out two (2) library books for one (1) week. Secondary students are allowed to check out five (5) library books for two (2) weeks, excluding textbooks and class readers.

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Can parents have a library account?

Parents can have a library account by making a request to the Librarian. Parents can borrow two (2) library books for one (1) week.

How can I access the online library catalogue?

Students can browse books, websites, and online articles on our school’s online catalogue. They can also review the items they’ve borrowed through the online catalogue. Please go here to access the catalogue: acgschooljakarta.folletdestiny.com.

What do I do if my son/daughter has lost or damaged a book?

Students who lose or damage a book will be asked by the School to pay for the book, so that it can be replaced in the library.

Important General Information

Learner Profile

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The attributes of the Learner Profile represent a broad range of human capacities and responsibilities that encompass intellectual, personal, emotional and social growth. The development and demonstration of these attributes are foundational to students becoming internationally minded, active and caring community members who respect themselves, others and the world around them.

Students have a range of opportunities to develop, demonstrate and reinforce attributes of the Learner Profile in the daily life of the learning community. For example, these opportunities arise: •

as part of the school curriculum—through the transdisciplinary units of inquiry and through subject-specific investigations

•

through interactions in a variety of learning spaces—in the library, music room, social interactions—break/recess and lunch, sport and interest groups, after school activities during field trips—museum visits, interschool sports events, camps

•

through school events—assemblies, drama productions, sports days

•

at home and in the wider community—interactions with family, friends, local businesses, sports clubs, interest groups.

Lockdown Procedures In the event of a School lockdown during class time, the teacher will direct the students to established positions in the classroom. If a lockdown occurs during a break, then the students go to the nearest classroom and follow the teacher’s instructions. For security reasons, during a lockdown, parents will not have access to the School. Parents will be notified of any lockdowns and instructions regarding school Parent Student Handbook - Update November 2020

dismissal and picking up of children.

Lost and Found Items left around the School, especially those bearing no names, are taken to Student Services in the lobby. As soon as a student discovers an item is missing, he or she should in the first instance check with Student Services. If a student is unable to locate a missing item, they should report the missing item to their Homeroom Teacher or Advisor. If students misplace their digital device, they should report this to their Homeroom Teacher or Advisor.

Managebac ManageBac is an online planning, assessment, and reporting platform. At ACG School Jakarta, we use ManageBac to take attendance, record assessment data, plan our units, and report on student progress for all students. Parents can login to ManageBac, where they can access student reports and attendance for their child(ren). Parent guidance for ManageBac is provided by the school. Speak to the Student Services representatives at the front desk, Senior Teacher- IBDP, or Senior Teacher- IBPYP if you need support.

In addition, the Secondary school uses ManageBac to show students’ timetables, issue assessment tasks, provide a calendar of summative assessments, and make course outlines and assessment schedules available to students and parents.

Microsoft Office 365 Students who enroll at ACG School Jakarta are eligible for Office 365 Education for free, including MS Word, Excel, PowerPoint, OneNote, and Microsoft Teams, plus additional classroom tools. Students use Office 365 in the classroom and learn a suite of skills and applications.

Newsletters The School releases a monthly newsletter. Newsletters include information about past and upcoming events, profiles of student or team successes, and highlights of the learning happening at ACG School Jakarta. Parents are encouraged to read the newsletters to stay informed about what’s going on at the School. Newsletters are translated into Bahasa Indonesia, Korean, and Japanese.

Nurse/Illness It is the responsibility of the School to provide sick or injured students with adequate care and attention until parents, guardians, or designated caregivers can take charge of the students’ well-being. The teacher and/or nurse will provide assistance to sick or injured students on school premises when necessary.

In the event of non-emergency sickness or accident, the student’s parent, guardian, or designated caregiver will be notified and requested to provide transportation home or to a treatment center. If the parent, guardian, or designated caregiver cannot be contacted, the student shall be cared for in the nurse’s office.

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ACG JKT | 31

will be contacted and informed that the child must return home immediately.

Students who are ill should not be sent to School as they pose a health risk to other students. Any child who has vomited or has had a fever must recover for 24 hours before returning to school. With more serious illnesses, the School may require parents to submit a doctor’s note to the school nurse before a student returns to School.

Parent Communication At ACG School Jakarta, we believe it’s important to maintain strong home and school connections. The School communicates in a variety of ways with parents throughout the school year. Please refer to the Primary and Secondary sections for more details about our communication methods.

Important General Information

Email Communication

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Students and staff are required to use the email addresses provided by ACG School Jakarta when communicating and should not use any private email addresses.

Parents as Learners Workshops Parents as Learners Workshops are held throughout the school year and cover a variety of topics specifically designed to help parents learn more about the School, student learning and special interest topics. Prospective parents are also welcome to attend these workshops to learn more about our School. Dates and times for the workshops are published in our school newsletters and academic calendar.

Parent/Teacher/Student Conferences Conferences with teachers provide a way of informing parents, on a regular basis, about their child’s growth and classroom performance.

Parent/Teacher/Student Conferences are scheduled for all students at the end of Term 1.

Primary Student-Led Conferences are scheduled at the end of Term 3. In the student-led conference model, a student leads his or her parents through a series of stations that showcase projects, work samples and skills that the student has developed over the course of the semester. Parent/Teacher/Student Conferences are scheduled for Year 7-10 students at the end of Term 3. Please refer to the 20192020 Academic Calendar for exact dates of conferences.

Parents may contact their child’s teacher at any point in the school year to schedule a conference to discuss their child’s progress or any academic or behavioural concerns. Teachers may periodically schedule conferences with parents to discuss a student’s progress.

Parking As parking is limited on campus, parents and drivers are encouraged to take students directly to the designated drop-off area and promptly exit the campus to allow other families to enter. If parents need to remain on campus to meet with the Homeroom Teacher or Advisor, they are welcome to park if spaces are available. If there are no spaces available, please have the driver drop off and return to the campus when the meeting is complete.

Parent Student Handbook - Update November 2020

Parking Procedures: •

Between the hours of 7.30-8.30 am and 2.00-4.30 pm, all students are to be dropped off and picked up from the designated drop-off area near the field. Students are unable to be picked up or dropped off at the lobby during these times.

•

Cars with a Kindergarten vehicle pass may enter the campus at 2.10 pm. All other vehicle passes may enter at 2.25 pm.

•

Cars are not permitted to wait in the drop-off area. If a child is not ready to be picked up, the driver must drive around again.

•

Parents or drivers picking up Kindergarten students may park for a short time (10 minutes) in the front of the school or in the parking areas adjacent to the cafeteria.

•

Parking priority is given to self-driving parents.

Personal Belongings All clothing, bags, devices, and school supplies must be labeled clearly with the students’ name. Students should not bring valuables or large sums of money to school. If it is necessary to do so, they should leave those items with their Homeroom Teacher or Advisor.

Lockers and locker keys are assigned to all Secondary students. Lockers are located on the 1st, 2nd and 3rd floors of the main school building.

Primary students have cubbies inside or near their classrooms to keep their personal belongings. Students should keep bags, backpacks, books and other possessions neatly in their locker or cubby each day.

ACG School Jakarta will not take responsibility for the loss or theft of items in school.

Printing and Photocopying Both black and white and colour printing and photocopying facilities are available within the School. Students will use their ID number and password to access the printers.

School Campus and Property Our modern facilities and resources ensure our students have everything they need to become successful learners. ACG School Jakarta’s purpose-built facilities provide an outstanding environment for learning and growth. Situated on beautiful grounds, and conveniently located in South Jakarta, our campus is easily accessible from the Ring Road, with a safety-controlled entry and exit, low visibility and no perimeter roads.

The campus includes 30 classrooms, two science laboratories, a library, a music performance studio, recording studio, three art rooms, black box performance space, design technology space, and a cafeteria. A swimming pool, junior football field, gymnasium, two playgrounds, two sandpits, and a multi-sports space provide students with numerous sporting and recreational opportunities.

The map in appendix 1 provides an overview of the campus layout.

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School Photographs Every year, in the beginning of Semester 1, ACG School Jakarta students will get the opportunity to have their school photos taken. All students must be in their batik uniforms for the school photos. The photoshoot will be set for individual and class photos. Photos that are taken will be used for school reports, ID cards and the yearbook. The photos can be purchased from the vendor. Order forms will be sent home two weeks prior to school photo day. See the academic calendar for exact photo dates.

Security and Visitors

Important General Information

ACG School Jakarta campus has 24 hour/7 days per week security led by a professional team. All visitors to the School must check in at the security desk and exchange their ID card for an ACG Visitor ID card, which must be worn while on the premises. Visitor bags are checked by security staff for security reasons.

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Visitors are encouraged to make an appointment when visiting the School, and visitors without an appointment must get confirmation before entering the school building. Visitors’ cars will be checked by security staff before entering the front gate.

Selling/Trading Students are not permitted to sell or trade goods to other students or members of staff on school property and during school hours, without the permission of the Principal.

Sexual Harassment The School wants all students to learn in an environment free from all forms of sexual harassment. Sexual harassment is unwelcome sexual attention from peers, teachers, staff, parents or anyone with whom you interact, and it is strictly prohibited. Any student who believes that he or she has been subjected to sexual harassment should report the alleged misconduct immediately to his/her Homeroom Teacher / Advisor or any responsible individual with whom the student feels comfortable.

Sun Protection The school highly recommends that all students take suitable precautions against the sun and pollution during all outdoor occasions such as break times, field trips and sports activities. The wearing of a hat and use of sunscreen is highly encouraged.

Students should maintain an adequate intake of water throughout the day. Water dispensers are located in various places around the school.

Sports Programme All students are encouraged to participate in sport. At the primary level, they develop fundamental skills in a fun, yet challenging, environment before moving onto Lower Secondary and Senior School where they may have the opportunity to represent the school in their chosen sports. Please refer to the Sports Handbook for more information.

Parent Student Handbook - Update November 2020

Student Leadership Throughout the school year, students have opportunities to develop leadership skills and contribute to life at ACG School Jakarta by representing their peers, leading sports teams, or by taking on formal leadership roles.

Aims To allow students to: •

further develop their commitment, initiative and maturity in leadership, in a range of settings.

•

serve within the school community in specific areas of interest.

•

participate and encourage participation.

Outcomes Student Leaders at ACG School Jakarta will: •

Be positive role models.

•

Act as ambassadors for the school in the wider community.

•

Be prepared to take an interest in listening to other students and directing them to specific areas or people for assistance.

•

Encourage involvement and participate enthusiastically in school events.

•

Work collegially with staff and peers.

•

Provide guidance and act as mentors for other students.

•

Assist staff where necessary.

Who will take part in the student leadership programme?

Criteria/qualities of student leaders •

Academic record

•

Exemplary behaviour

•

Record of service to others in the school

•

Initiative and a willingness to be involved in school life at all levels

•

A degree of self confidence

Possible areas of involvement: •

Assemblies

•

School promotional events; e.g. open days, campus tours

•

School production

•

Student Council

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Important General Information 36 | ACG JKT

•

Eco-Warriors

•

Mentoring roles; e.g. peer tutoring

•

Special events; e.g. Math Night, Literacy Week, Graduation Celebration; International Day; Prizegiving.

•

Sports events; e.g. sports carnival, swimming carnival, house competitions

The University Guidance Counselor supports students, Years 10 through 13, in their desire to further their education at colleges and universities around the world. The university selection and application process is comprehensive in its approach, and is tailored to individual students, their talents, abilities, and interests. An electronic university and college management system is utilized during this process and is a vital tool for tertiary success. Students and parents can access the ACG University Advice Portal by logging in using single sign on.

The portal has information for students and parents about university and college pathways.

Temporary Caregiving Arrangements If your son/daughter is going to be cared for temporarily by someone else while you are away, please inform the school, providing details and contact numbers.

Tutors The use of private tutors on school grounds is not permitted. Parents are kindly requested to arrange all private student lessons off campus.

Translation Services ACG School Jakarta can provide English, Indonesian, Korean, and Japanese interpretation services, subject to available resources. Please contact the school if you need help in interpretation in these or other languages. We will do our best to help.

Uniform It is our school policy that all students wear school uniform when attending school or when participating in a school-organised event outside the school grounds.

Parent Student Handbook - Update November 2020

The ACG School Jakarta uniform was designed with input from the students and parents. The Batik pattern designed features a gecko and orchids to represent Indonesia – our host country. This Batik pattern is registered to ACG School Jakarta.

Aims and objectives Our policy for the School uniform is based on the notion that school uniform: •

Promotes a sense of pride in the school

•

Engenders a sense of community and belonging to the school

•

Is practical, smart and cool to wear

•

Makes children feel equal to their peers in terms of appearance

•

Is regarded as suitable wear for school and is considered by parents as good value for money

•

Is designed with health and safety in mind for the hot Indonesian climate

The role of parents We ask all parents to support the school uniform policy. It is the responsibility of parents to ensure that their son/daughter has the correct uniform and that it is clean and in good repair.

A note is required from parents if a student is unable to wear correct uniform for the day and must contain a legitimate reason. Teachers will notify parents if a student is continually out of the correct uniform. The student can be sent home or asked to work in the Vice-Principal / Principal’s office if they continue to wear the incorrect uniform.

Secondary students come to school in their Batik uniform and will later change into their PE or House kit on the nominated days for PE lessons or House activities. If PE is timetabled for first thing in the morning, the students can wear the PE uniform to school and change into their Batik uniform after the PE lesson. Students can either change into their House shirts or wear their House shirts on the day they have House competitions. Students are expected to wear their Batik uniform or PE kit as directed on excursions.

Official uniform items at ACG School Jakarta have the school logo on them. Students are to wear: Primary Uniform

Secondary Unifrom

Year 12 & 13 Uniform

Dark blue batik Light blue batik shirt shirt

Black shorts/ long pants

Dark blue batik Light blue batik dress dress

Black skirt

Navy blue shorts/long pants

Navy blue shorts/long pants

Senior batikshirt/blouse

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Navy blue cap / round hat

Navy blue skirt/ skort

Senior batikdress

Jacket (optional)

Navy blue cap / round hat (optional)

Jacket (optional)

Jacket (optional) Physical Education: Light blue sports t-shirt & PE shorts.

House t-shirt: red, green, blue or yellow.

Important General Information

Note: All Primary students must wear a hat during break times on the field – children need to play in a covered area if they do not have a hat.

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Footwear Students are expected to wear sensible footwear (no heels) which encloses the foot – no sandals or open-toed footwear is acceptable.

For PE or House activities, sensible sports shoes and socks are to be worn.

Grooming Hair should be neat and tidy; all long hair must be tied back if instructed to do so by a teacher. Hair must be of a natural colour. If not the natural colour, the colour must not ‘draw attention’. The Vice-Principal and Principal will decide on what ‘draws attention’.

Fake tattoos are not to be worn. Henna tattoos, with permission, after certain personally significant cultural events are acceptable.

Students may wear a plain white t-shirt under their uniform if they are cold. Other forms of under clothing is not to be visible.

Nail polish is not to be worn.

Jewellery The wearing of jewellery is discouraged - with the exception of: one ring, a watch and a single pair of stud like earrings (girls only – boys are not permitted to wear earrings).

During sporting activities, PE or playtime, students should remove all jewellery. The responsibility for the safe-keeping of jewellery rests with the student.

Non-uniform Days It is important for students and parents to understand that despite any theme, we are conducting a normal school day. As such, the appropriateness of dress is important as we do not wish to have any distractions from learning.

Parent Student Handbook - Update November 2020

General Rules For items of clothing or any adornment, there is to be no: •

Advertisement of tobacco, alcohol, or drugs

•

Sexually suggestive messages

•

Vulgar or profane messages

•

Messages advocating violence

Cosmetics Excessive application of cosmetics is prohibited, as the appearance of an individual student must not ‘draw attention’. The Vice-Principal and Principal will decide on what ‘draws attention’.

Specifics - Upper Garments Sleeveless shirts or blouses may be worn, provided that the arm opening is not unnecessarily revealing of the student’s body or undergarments.

It is not permitted to wear clothing that excessively exposes the back.

Immodestly low necklines and/or bare midriffs are prohibited. Garments must be of appropriate length and fit to meet these requirements while sitting and/or bending.

Specifics - Lower Garments Pants and shorts shall be worn at the waist. Undergarments shall not be visible.

Tights or leggings may be worn as outerwear when worn with an appropriate upper garment. Shorts, skirts and dresses must be at, or below, the level of the fingertips or no shorter than 15cm above the middle of the knee, whichever is longer.

Footwear Normal rules on footwear apply.

Unusual Circumstances If any unusual situation relative to dress or grooming arises which is not specifically covered in this policy,the Vice-Principal and Principal will decide on what is appropriate and any necessary course of action.

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Vehicle Registration and Regulations All cars entering the School campus must have a vehicle registration sticker. All families who wish to register a vehicle should adhere to the following regulations: •

ACG vehicle registration sticker must be affixed to lower driver side portion of the windshield/dashboard.

•

Cars are not permitted to block the School entrance.

•

Drivers must follow the direction of the ACG security and staff.

•

Drivers must give right of way to pedestrians and adhere to posted speed limit signs.

Important General Information

To register a vehicle, click here.

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Water Throughout the campus, we have water dispensers for students to refill their own water bottles with filtered water. We discourage the use of single-use plastic bottles and cups. All students are asked to bring a reusable water bottle to school.

Whole-School Assemblies From time to time, we come together as a School for whole-school assemblies. This helps us develop a sense of community with Primary and Secondary students and their families. Our whole-school assemblies typically occur for events, such as Flag-raising Ceremonies, Indonesian Independence Day, Lunar New Year, and Ibu Kartini Day, as well as at the end of each term. These are scheduled before the beginning of the year and published on the academic calendar.

Withdrawal Procedures The School requires notice of withdrawal to be provided in writing and submitted to the Principal at least six (6) school weeks prior to the date of withdrawal, except in Term 4, when the withdrawal must be received at least six (6) school weeks prior to the end of that term. The School will not refund any portion of the tuition fee or ELS fee if paid by term. The application and development fees are not refundable at any time. Transport fees may be refunded on a pro-rated basis if written notice has been provided at least one month prior to cancellation. The withdrawal form can be accessed at here. Parents will be asked to meet with the Principal or Vice Principal-Primary to complete a withdrawal interview. All school property must be returned to the reception and signed for. Students will complete an exit form upon withdrawal (see appendices for more information). When a student leaves ACG School Jakarta, there are leaving procedures that must be followed in order to satisfy the requirements of the Ministry of Education.

All notices of cancellation/withdrawal should be advised in writing to the Principal. Advice of cancellation/withdrawal should be given at the earliest possible time and in any case at least six school weeks before it is effective. Tuition fees and English Language Support (ELS) fees, where applicable, are payable until the end of the six school weeks’ notice period.

Parent Student Handbook - Update November 2020

In Term 4, notice of cancellation/withdrawal must be received at least six weeks prior to the end of term. Where no notice is given, a fee to the amount of 25% (twenty-five percent) of the annual tuition fees and any applicable ELS fees will be charged, payable to the School in lieu of notice.

Yearbook Each year, the School produces a yearbook to celebrate the achievements and student activities from the past year. In an effort to align with our values and vision of a more environmentally sustainable school, the School will produce a digital yearbook. Families will receive the yearbook at the end of the school year. There is no additional cost for the yearbook.

Parent Student Handbook - Update November 2020

ACG JKT | 41

Kindergarten 42 | ACG JKT

Parent Student Handbook - Update November 2020

Our caring, experienced teachers and teacher assistants give our youngest students the best possible start to learning. Our play-based learning environment captures their natural curiosity and sense of wonder. Our core subjects are complemented by single-subject classes, including Physical Education, Swimming, Visual Arts, Music and Bahasa Indonesia - all delivered in a warm and nurturing environment.

Message from Leadership ACG School Jakarta offers a Kindergarten Programme to students aged 2-5 years old. We believe that laying a solid educational foundation and instilling a love of learning in our students will help them become successful for years to come.

We welcome you to talk with our Senior Teacher - Early Learning and the Kindergarten teachers about our Kindergarten Programme.

Arrivals and Departures Instruction begins at 8.00 am, but children can be dropped off in the Kindergarten classroom beginning at 7.30 am. At the end of the day, if anyone other than you will collect your child, please notify Student Services in writing by 12.00 pm. This is for the safety of your child. School ends daily at 2.30 pm. Please pick up your child from their classroom. Any child not picked up will be dropped off in the lobby, where they will be supervised until they are picked up. Please try to be punctual at the end of each day. It can be very unsettling for a child to wait. If you are late, please inform the School by calling Student Services. If your child attends our half day programme in Kindergarten 2, they will arrive at 8.00 am and need to be picked up in the classroom at 12.00 pm. Half day students will not eat lunch at school, as our lunch time is 12.00-12.40pm.

Assessment in Kindergarten Assessment at this age is primarily observational data collected by the teacher. Teachers are constantly interacting with and observing their students for evidence of mastery of specific skills taught in the classroom. Another form of assessment used often in the Kindergarten is photographic evidence. All students will have a portfolio of their work, including teacher observations, photos, and teacher and student reflections. Portfolios are housed on Seesaw, an application that is accessible on all devices. As students develop at different rates, we assess on a continuum. Students receive two written reports per year, we hold Parent/Teacher Conferences at the end of Term 1, and Student-Led Conferences at the end of Term 3.

Attendance and School Hours School hours are from 8:00 am to 2:30 pm for full day students and 8.00 am to 12.00 pm for half day students Monday through Friday. Since formal instruction begins at 8:00 am, all students should be in the classroom by that time. Our Kindergarten programme requires constant dedication and attendance. Young children find it easier to build and sustain a range of social relationships when they attend school on a consistent basis. Children are more likely to gain confidence and feel good about themselves when they regularly attend school. Due to the nature of our programme, teachers are not able to give “make-up work� when students are absent. Please communicate all absences to your child’s teachers and Student Services.

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Curriculum Overview The Kindergarten curriculum is concept-based and taught using an inquiry-based, transdisciplinary approach. Students are introduced to units of inquiry that are focused on a particular transdisciplinary theme. Kindergarten students complete four units of inquiry per year, while Primary students complete six units per year. Subjects such as English Language, Bahasa Indonesia, Mathematics, Science, Social Studies, Music, Visual Arts, Physical Education, and Swimming are integrated as much as possible into the content of the units. The Kindergarten curriculum is play-based and does not rely on worksheets or textbooks. In addition to the content taught, students are taught transdisciplinary skills, such as social skills, self-management skills, communication skills, thinking skills, and research skills. To this end, we aim to foster the students’ independence by encouraging them to communicate, collaborate, and take ownership of their own behaviour.

Kindergarten

English Language Acquisition

44 | ACG JKT

It is during the early years stage where children absorb the most, therefore, English acquisition comes almost naturally for these young learners. Our philosophy is based on creating an environment of trust, love, and respect where the students feel safe to start producing English. Students are immersed in English, as teachers and teacher assistants communicate with the students in English all day (except for Bahasa Indonesia class). There is sufficient research to show that students learn an additional language best when their mother tongue language is also supported. To that end, we ask that you continue to develop your mother tongue language at home by speaking and reading to your child in your home language. As students transition into using more English at school, we will support their mother tongue language less in the classroom.

Attendance and School Hours School hours are from 8:00 am to 2:30 pm for full day students and 8.00 am to 12.00 pm for half day students Monday through Friday. Since formal instruction begins at 8:00 am, all students should be in the classroom by that time. Our Kindergarten programme requires constant dedication and attendance. Young children find it easier to build and sustain a range of social relationships when they attend school on a consistent basis. Children are more likely to gain confidence and feel good about themselves when they regularly attend school. Due to the nature of our programme, teachers are not able to give “make-up work” when students are absent. Please communicate all absences to your child’s teachers and Student Services.

Curriculum Overview The Kindergarten curriculum is concept-based and taught using an inquiry-based, transdisciplinary approach. Students are introduced to units of inquiry that are focused on a particular transdisciplinary theme. Kindergarten students complete four units of inquiry per year, while Primary students complete six units per year. Subjects such as English Language, Bahasa Indonesia, Mathematics, Science, Social Studies, Music, Visual Arts, Physical Education, and Swimming are integrated as much as possible into the content of the units. The Kindergarten curriculum is play-based and does not rely on worksheets or textbooks. In addition to the content taught, students are taught transdisciplinary skills, such as social skills, self-management skills, communication skills, thinking skills, and research skills. To this end, we aim to foster the students’ independence by encouraging them to communicate, collaborate, and take ownership of their own behaviour.

English Language Acquisition Parent Student Handbook - Update November 2020

It is during the early years stage where children absorb the most, therefore, English acquisition comes almost naturally for these young learners. Our philosophy is based on creating an environment of trust, love, and respect where the students feel safe to start producing English. Students are immersed in English, as teachers and teacher assistants communicate with the students in English all day (except for Bahasa Indonesia class). There is sufficient research to show that students learn an additional language best when their mother tongue language is also supported. To that end, we ask that you continue to develop your mother tongue language at home by speaking and reading to your child in your home language. As students transition into using more English at school, we will support their mother tongue language less in the classroom.

Food Students have snack time at 9:20 am and lunch at 12:00 pm daily. We expect our students to be independent while eating. Please encourage this behaviour at home, too. Please do not send cans, glass bottles, sweets, or chocolates to school. Additionally, sharing of food is not allowed. Parents may choose to send in snacks and lunch daily or purchase food from our cafeteria. A fortnightly menu will be sent home to parents to place cafeteria orders. Orders of food from the cafeteria will be delivered to the Kindergarten classrooms at break and lunch times. Students in Kindergarten eat snack and lunch in their classroom.

Homework We do not send homework in Kindergarten, as it is not developmentally appropriate. We encourage parents to read stories to their children every day and provide materials to continue developing their fine and gross motor skills like cutting, colouring, pasting, hand/eye coordination, etc.

How the Environment Supports Learning The physical environment supports learning in a variety of ways. The size and arrangement of classroom furniture is age-appropriate and designed with safety in mind. In addition, there are specific areas within the classroom, such as dramatic play and art areas, that are established to guide children in their play. We believe that using open-ended materials supports individual and social play, stimulates imagination and inquiry, and encourages natural exploration of a child’s environment. In order to provide a comfortable environment that promotes responsible use of classroom resources, we introduce learning materials gradually and in a progressive sequence.

Parent Involvement and Assistance •

A child will absorb information more rapidly during Kindergarten than at any other time in his/her life. Your role as a parent is crucial since their learning is influenced by the home environment. By creating a partnership between home and school, we can provide a supportive and stimulating environment where your child can develop at his/her own rate.

•

Encourage independence and responsibility by teaching your child how to dress and undress themselves; feed themselves; basic table manners; basic needs such as blowing their nose, using the toilet and flushing it, and washing their hands. Involve your child in basic household chores, such as setting the table and tidying up afterwards. Allowing your child to complete tasks on their own will greatly enhance their self-esteem and independence.

•

Encourage positive attitudes towards school and learning. You can help by talking with your child about school: asking open-ended questions; encouraging your child to ask questions and to wonder; reading stories together; providing your child with a variety of

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writing materials; playing simple board and card games together; giving your child opportunities to use technology in a constructive way; and providing opportunities for your child to interact with other children in different environments.

Programme of Inquiry The Programme of Inquiry (POI) at ACG School Jakarta provides a challenging, coherent and meaningful curriculum for all learners across Kindergarten and Primary School. The curriculum is guided and informed by the latest enhancements in the International Baccalaureate (IB) Primary Years Programme (PYP). It is regularly reviewed to ensure that it is balanced and explores locally and globally significant opportunities and challenges.

Kindergarten

While much of the learning in Kindergarten and Primary is in some way connected to the units of inquiry on our POI, some standalone units are also taught alongside these units. The purpose of these stand-alone units is to ensure that all learning outcomes are taught explicitly.

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Through guided inquiry both inside and outside of the classroom, the programme fosters independent learning and encourages students to become active in the learning process. The curriculum at ACG School Jakarta aims to cultivate academic skills and knowledge, as well as approaches to learning that are necessary for success at school and beyond.

The POI, shown in the matrix below, is organized around the six transdisciplinary themes. These themes run vertically, and the year levels run horizontally. While each of the six transdisciplinary themes are covered annually from Year 1 to Year 6, our Kindergarten students cover 4 of these themes annually. There is a greater conceptual complexity and depth from year to year.

The PYP at ACG School Jakarta culminates in the PYP Exhibition, a celebration of learning shown through a collaborative inquiry into a chosen area for all Year 6 students.

See appendix for the complete POI table.

Philosophy It is during our earliest years that a large part of the pattern for our future adult life is set; therefore, we acknowledge that positive early years experiences give children the best start in life. Our Kindergarten Programme focuses on supporting children to achieve their full potential by developing social skills; self-awareness and respect; emotional skills; language; literacy; numeracy skills; and group work through work and play. It focuses on self-esteem and confidence that will make your child primary-school ready.

Positive Guidance and Discipline Early childhood is a time when children are learning to manage their emotions and behaviours appropriately. All children will display undesirable behaviour at some time. To help children learn how to manage their behaviour, teachers will use positive guidance and discipline. Positive guidance and discipline techniques help children learn self-control, independence, responsibility, and respect.

Teachers will: •

Have expectations for children that are reasonable and age-appropriate.

Parent Student Handbook - Update November 2020

•

Redirect play.

•

Set acceptable and consistent limits.

•

Offer choices.

•

Model and use positive reinforcement.

•

Validate children’s feelings and help find solutions to problems.

ACG School Jakarta also recognizes that the best way to manage children’s behaviour is through consistency and communication with parents. Children’s learning and behaviour will be communicated with parents frequently.

Rest Time Kindergarten 3 and 4 students are provided rest time daily. Young students need time daily to rest and recharge from the day’s activities.

It is not required that they sleep, however, they do need to lay quietly on their cots.

•

Kindergarten 3 students rest for one and one half hours (90 minutes)

•

Kindergarten 4 students rest for one hour (60 minutes). Kindergarten 4 students transition out of rest time during Term 4.

During rest time, staff will ensure: •

Children are properly supervised.

•

Children’s beds are not touching.

•

Bedding is not covering children’s faces.

•

Quiet music/stories are playing.

•

Beds are clean and in good order.

The school provides cots, however parents are encouraged to send in sheets, blankets, a pillow, and/or a soft comfort item, if necessary.

Structure and Teachers Kindergarten 3: Three (3) years of age as of established cut-off date, 1 October •

One foreign-trained teacher and two teacher assistants per class

Kindergarten 4: Four (4) years of age as of established cut-off date, 1 October •

One foreign-trained teacher and one teacher assistant per class

Single-Subject Classes •

Music

•

Visual Arts

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•

Physical Education (PE)

•

Swimming

•

Bahasa Indonesia, Civics and Culture, Religion, and Indonesian Studies

Supporting Your Child’s Transition to School

Kindergarten

Starting school is a lifelong journey, and it may be a challenge at first. The transition from home to school can be overwhelming for some children in the beginning. It is normal for children to be upset the first days or weeks of school when parents leave. All children react differently and become comfortable at varying times.

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Some Tips to Support Your Child’s Transition: •

Be positive about school. If you are excited about school, they will be, too!

•

Help your child to be as independent as possible. Your child will gain a sense of accomplishment from doing things on his/her own.

•

Assure your child that you will be back for him or her at the end of the day.

•

Please do not prolong the goodbye process. A quick kiss and “See you later!” is all they need. Make sure to say goodbye, rather than just leaving. Your child needs to see you leaving, as he/she may become nervous or scared if they do not.

•

Please be punctual when collecting your child, as they can be very distressed if you are late.

What to Bring: •

A reusable water bottle labelled with your child’s name

•

A healthy snack each day for all students (or purchase from the cafeteria)

•

A healthy lunch each day for full day students (or purchase from the cafeteria)

•

Backpack that is clearly labelled with your child’s name

•

A spare set of clothes, including underwear and socks, in a labelled bag to keep at school in case a change is necessary

•

For Physical Education (PE) classes, children need to wear their PE kit and sport shoes

•

For House Sports events, children need to wear their House t-shirt, uniform shorts, and sport shoes

•

For swimming lessons, bring a swimsuit, towel, flip flops, sunscreen, goggles, rash guard and water diaper, if necessary

•

Bedding (sheets, blanket, pillow, and soft comfort item, if needed)

•

Diapers and wipes if not yet toilet-trained (only applies to Kindergarten 2)

Toileting Parent Student Handbook - Update November 2020

Toilet training is a big step in young children’s lives. At ACG School Jakarta, we recognize that effective toilet training requires communication between staff and families. When a Kindergarten 2 child is ready to begin toilet training, staff and parents will communicate the child’s individual needs. Children who are not yet toilet trained will have regular diaper changing times during the day. Staff will follow our diaper changing procedure with all children. We ask that parents provide diapers on a daily basis. Children in Kindergarten 3 and Kindergarten 4 must be toilet trained before the start of the school year Toys We discourage students from bringing personal toys to school. Toys can be easily lost or broken, causing distress for the owners. Students are never allowed to bring toys, such as plastic knives, swords, and guns to school, as we wish to encourage positive cooperative and creative play. Toys may be allowed on special occasions with prior permission from your child’s teacher.

Uniform Students should wear a clean ACG School Jakarta batik uniform, PE kit, or House Sports shirt and uniform shorts every day. They should wear shoes that are comfortable, easy to put on (Velcro), and appropriate for sport activities. All uniforms must be labelled with your child’s name.

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PRIMARY 50 | ACG JKT

Parent Student Handbook - Update November 2020

At ACG School Jakarta, we believe in educating the whole child. In addition to the core subject areas of reading, writing, mathematics, science, and social studies, we provide education in visual arts, music, physical education, and Bahasa Indonesia, with a focus on developing communication, social, thinking, self-management, and research skills. This is accomplished through a transdisciplinary approach, whereby concepts are taught together, rather than in isolation.

Students transition into Primary school beginning in Year 1, where they continue to participate in play-based learning, along with an introduction to formal reading, writing, and mathematics instruction. As students progress through the year levels, we maintain our inquiry-based and concept-based philosophy. Learning mostly happens within the context of the Programme of Inquiry, with many subject areas integrated into the Units of Inquiry. Our aim is to create critical thinkers who are open-minded, reflective, and curious about learning.

Assemblies Assemblies are a time for students to share their knowledge, skills and talents. They are also used to share celebrations from the many cultures we represent and mark our host country celebrations. Parents are always welcome to attend Primary assemblies and a schedule will be made available at the start of the year.

Birthdays If you would like to celebrate your child’s birthday with the class, please discuss this at least 24 hours in advance with your child’s Homeroom Teacher. Typically, birthday celebrations will be scheduled near the end of the day or at break time, so as not to disrupt the students’ schedule. Birthdays can be celebrated at school, however, please note that we do not allow full birthday parties or outside guests. You are welcome to bring a cake, cupcakes, or cookies.

Books and Supplies All students will be supplied with the required books and stationary needed at school. At the discretion of the Homeroom Teacher, stationary may be issued to individual students or be available on a communal basis. Families will need to supply stationary to be used at home for homework. Parents are responsible for supplying their child(ren) with backpacks, lunch bags, swimming bags, etc. Parents may be asked to supply specialty items throughout the year that connect to a particular unit of inquiry or student project. These requests will come from the Homeroom Teacher.

Break Times Students in Primary have two 40-minute break times per day, between 9.20- 10.00 for snack and 12.00- 12.40 for lunch. Students in Primary have 20 minutes of play time followed by 20 minutes of eating time per break. Eating time is supervised in the cafeteria and supervision for play time is provided in the following areas; •

Field

•

Playground

•

Multi-Sports Space

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•

Sandpit area

•

Library (Lunch only)

•

Gym (Lunch only)

Camps The purpose of camp in the Primary School is to: •

build independence and self-confidence

•

further develop peer relationships and social skills through team-building experiences

•

explore the world around them, getting outdoors and into nature

•

encourage students to take action

•

be of service to others

PRIMARY

Camps begin in Year 3, where the students have a one-night sleepover at the school. Students in Years 4 and 5 travel to a location near Jakarta for a 3-day, 2-night camp and students in Year 6 travel further away for a 2- or 3-night camp. Camps are a compulsory and essential part of our school curriculum. Because our aim is to encourage independence, parents are not permitted to attend camp with their child(ren).

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Class Placements Creating appropriate class assignments requires a mixed grouping of students by peer groups, gender, nationality, language development, learning ability, and social behavior. We consider all of these factors to ensure that classes are balanced and the learning environment is optimal for student growth and development.

At ACG School Jakarta, each teacher’s approach to education allows children to experience learning in different ways. Our school curriculum guides instruction and teachers use their knowledge of teaching methods and strategies to engage students in learning new concepts. The school’s responsibility is to ensure that class placements are appropriate for all students.

The school will only consider changing a student’s class placement during the semester when it has been determined by the Academic Leadership Team that the new classroom environment will benefit the social and academic needs of the child.

Communication The potential for learning is enhanced when there is open dialogue between the home and school environment. ACG School Jakarta works closely with parents through open and regular communication. The School communicates with parents in a variety of ways.

These include: •

‘Meet the teacher’ and parent information days at the beginning of the academic year

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Regular emails and newsletters to parents Parent Student Handbook - Update November 2020

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Parent Teacher Conferences at the end of Term 1

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Comprehensive academic reports at the end of each semester (which can be viewed on ManageBac)

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Individual Parent/Teacher Conferences at the request of a parent or teacher

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Student-led Conferences at the end of Term 3

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Parents as Learners workshops

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Email communication between parents and teachers

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Seesaw (see the SeeSaw section for more information)

Communication between home and school is vitally important. We encourage parents to engage with your child’s learning, be informed about what’s going on at school, ask questions and/or share concerns whenever necessary.

Curriculum Our curriculum is developed through the framework of the International Baccalaureate Primary Years Programme (PYP). It nurtures children’s natural curiosity through Units of Inquiry and provides ongoing opportunities to explore, acquire essential knowledge and skills, and develop positive attitudes. Our inquirybased programme develops communication and socialisation skills and prepares students well for future learning opportunities.

The International Baccalaureate (IB) Primary Years Programme (PYP) is a curriculum framework designed for students aged 3 to 12. The PYP transdisciplinary framework focuses on the development of the whole child as an inquirer, both at school and beyond. Informed by research into how students learn, how educators teach, and the principles and practice of effective assessment, the programme places a powerful emphasis on inquiry-based learning and student agency.

The IB PYP is underpinned by six transdisciplinary themes around which learning is planned. These are: •

Who we are

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Where we are in place and time

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How we express ourselves

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How the world works

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How we organize ourselves

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Sharing the planet

These themes are selected for their relevance to the real world. They are described as transdisciplinary because they focus on issues that go across subject areas.

The transdisciplinary themes help teachers to develop a programme of inquiry. Teachers work together to develop investigations into important ideas, which require a substantial and high level of involvement on the part of students.

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Cambridge Primary Curriculum Framework The PYP at ACG School Jakarta is supported by the Cambridge Primary curriculum framework for English, Mathematics, and Science. This framework provides a set of comprehensive and progressive learning objectives that have been aligned to the PYP Scope and Sequence documents. The objectives detail what the students should know and be able to do in each subject areas for each year of Primary education (Years 1-6).

“The Cambridge Curriculum is founded on the values of the University of Cambridge and best practice in schools. The curriculum is dedicated to developing learners who are confident, responsible, innovative, and engaged. Each curriculum framework for English, Mathematics, and Science is designed to engage learners in an active and creative learning journey.” (Cambridge Curriculum Framework document) Using the Cambridge Primary Curriculum ensures a seamless transition into our Cambridge Lower Secondary programme in Year 7. Mathematics, English, and Science curriculum documents will be made available to parents.

Programme of Inquiry

PRIMARY

The Programme of Inquiry (POI) at ACG School Jakarta provides a challenging, coherent and meaningful curriculum for all learners across Kindergarten and Primary School. The curriculum is guided and informed by the latest enhancements in the International Baccalaureate (IB) Primary Years Programme (PYP) and learning outcomes based on the Cambridge Primary curriculum. It is regularly reviewed to ensure that it is balanced and explores locally and globally significant opportunities and challenges.

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While much of the learning in Kindergarten and Primary is in some way connected to the units of inquiry in our POI, some standalone units are also taught alongside these units. The purpose of these stand-alone units is to ensure that all learning outcomes are taught explicitly.

Through guided inquiry both inside and outside of the classroom, the programme fosters independent learning and encourages students to become active in the learning process. The Primary curriculum at ACG School Jakarta aims to cultivate academic skills and knowledge, as well as approaches to learning that are necessary for success at school and beyond.

The POI, shown in the matrix below, is organized around the six transdisciplinary themes. These themes run vertically, and the year levels run horizontally. Each of the six transdisciplinary themes are covered annually from Year 1 to Year 6, while our Kindergarten students cover four of these themes annually. There is a greater conceptual complexity and depth from year to year. The PYP at ACG School Jakarta culminates in the PYP Exhibition, a celebration of learning shown through a collaborative inquiry into a chosen area for all Year 6 students.

See appendix 3 for the complete POI table.

Daily/Weekly Schedule Each class teacher will develop a specific weekly schedule for their class. This is a general guide to the students’ school day.

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Primary Period 1

8.00- 8.40

Period 2

8.40- 9.20

Snack

9.20- 10.00

Period 3

10.00- 10.40

Period 4

10.40- 11.20

Period 5

11.20- 12.00

Lunch

12.00- 12.40

Period 6

12.40- 1.20

Period 7

1.20- 2.00

Period 8

2.00- 2.40

Within the weekly schedule are the core subjects of English, Mathematics, and Science and Social Studies taught within the context of the units of inquiry as well as the single-subject classes.

Homework Students are required to read daily and practice their math facts each afternoon. Homeroom teachers will provide guidance to parents regarding length of reading time and math facts to practice. Students have access to Matific and RAZ Kids that they can use for extra practice. Other tasks, such as those connected to the current unit of inquiry or other subject areas, will be set throughout the academic year.

Please contact your child’s Homeroom Teacher if you have any questions or concerns about homework.

No Hat- No Play All students are expected to have an ACG School Jakarta cap or bucket hat, labelled with their name. Students are expected to use their hat while on the field during Physical Education lessons and break times. We follow the “No Hat-No Play” procedure.

Parent Involvement We encourage parents to be involved with their child’s education by staying informed about the learning taking place in the classroom, supporting their child with any homework tasks, and reading with your child daily. Beyond that, there are many opportunities throughout the year to get involved with school events. The best way to do this is to attend the ACG School Jakarta Community Group meetings and volunteer in the various committees. Parents are also encouraged to support the units of inquiry as guest speakers, where applicable.

Additionally, parents may be asked to chaperone field trips, read with groups of students, or support events, such as bake sales.

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Primary Productions and Concerts ACG School Jakarta hosts a Primary Production and Primary Concert on alternate years. All students in Primary will participate in the event. Please refer to the Academic Calendar for more information.

Reporting

PRIMARY

Student progress is continuously assessed throughout the year and is reported to parents in a variety of ways.

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Written Reports- Students receive a formal written report at the end of each semester. The report includes assessments in English, Mathematics, Units of Inquiry, Approaches to Learning, Bahasa Indonesia, Mandarin, Visual Arts, Music, Physical Education, and Swimming. These reports are shared electronically via ManageBac.

•

Parent Teacher Conferences - Teachers schedule conferences with all parents at the end of Term 1 to report on students’ progress in the first term. All parents are encouraged to attend. Additionally, teachers or parents may request a conference to discuss a child’s academic or behavioural progress at any point in the year.

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Student-Led Conferences- Student-Led Conferences occur at the end of Term 3 for all Primary students. A student-led conference (SLC) is a meeting in which students demonstrate responsibility for their academic performance by leading their parents through a review of their work as well as demonstrating newly-acquired skills and understandings. The students lead the conference by presenting work samples, sharing their academic and personal goals, discussing their overall strengths and weaknesses, and answering questions posed by their parents.

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Student Portfolios - Student portfolios show a student’s development throughout the year in all areas.

Single-subject Classes Students receive specialized instruction in Visual Arts, Music, Physical Education, Swimming, and Bahasa Indonesia and Mandarin.

These classes are offered to students in Kindergarten and Primary. Visual Arts and Physical Education are offered twice per week for 40 minutes, Swimming is offered once per week for 80 minutes, and Music is offered once per week for 40 minutes.

Bahasa Indonesia language and civics and citizenship classes are offered 3 periods per week for all Primary students. Foreign students in Year 4 to 6 may choose Mandarin instead of Bahasa Indonesia. All Indonesian students will take a Religion class one period per week. Parents may choose to enroll their child in Islamic Studies or Christianity classes. Additionally, all foreign students will take Indonesian Studies 1 period per week.

Seesaw Student Portfolios A record of student learning is kept on the online Seesaw application. The student portfolio includes the evidence of learning in the form of photographs, videos, audio recordings and text documents. The emphasis is on the process of learning and will therefore include ongoing records, not only final products.

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Homeroom Teachers share a weekly post to Seesaw about the learning happening in the classroom. We encourage parents to view this weekly to see what has been taught as well as take note of any upcoming events.

Access for parents is available via the Seesaw Family application, which is available as an app for iPhone and Android as well as on your web browser. For information about how you can access your child’s portfolio, please contact their Homeroom Teacher. Teachers and parents may also communicate via the Seesaw chat feature built into the application.

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Middle School The Middle School years (Years 7-9) are a time for increased independence in learning. Our challenging and creative programme helps students develop skills and understandings needed to meet the demands of high school while continuing to inspire a thirst for learning. Our Middle School programme provides an academic framework that encourages students to embrace and understand the connections between traditional subjects and the real world, and to become critical and reflective thinkers. The Middle School years are also a time when children are exploring who they are and where they belong. They want to increase the level of independence in their own decision-making. Our task as educators, in partnership with parents, is to guide them along this road with both patience and understanding. The broad-based curriculum we offer in Years 7-9 provides an excellent foundation for study at a Senior Secondary level. Cambridge Lower Secondary is a world-class educational programme for learners in Years 7-9.

SECONDARY

Students take the following subjects during Years 7–9:

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English or English Language Support

Visual Arts

Physical Education

Global Perspectives

Science

Bahasa Indonesia / Civics and Citizenship / Religion / Indonesian Studies

Mathematics

Music

Design Technology

Senior School - IGCSE Our academic programmes in High School provide rigor and challenge, as well as depth, breadth and variety across all disciplines.

Choices in the arts, sciences and languages are available, and our sports, arts and other co-curricular activities provide students with a variety of enriching experiences and opportunities.

In Years 10 and 11, our students study a range of courses that lead to IGCSE (International General Certificate in Secondary Education) examinations at the end of Year 11. Specifically designed to meet the needs of students at international schools, courses lead to globally - respected qualifications equal to the GCSE examinations taken by students in the United Kingdom at the same age. Cambridge IGCSE is the world’s most popular international qualification for 14–16 year-olds and is taught in over 10,000 schools in more than 160 countries.

Compulsory Subjects: English – Second Language OR English – Language & English – Literature (two subjects) Mathematics – International Mathematics – Additional (as an extension, if appropriate) Parent Student Handbook - Update November 2020

Global Perspectives

Chemistry

Biology

Bahasa Indonesia OR Indonesian – Foreign Language or Chinese (Mandarin) - Foreign Language

Physical Education

Physics

Music

Economics

Optional Subjects Art & Design

Design Technology

Senior School - IBDP

For students in Years 12–13, the International Baccalaureate Diploma Programme (IBDP) is a two-year course following on directly from IGCSE. It provides greater breadth and depth of study than many national systems allow and is an internationally-recognised qualification for university entrance.

Students select six subjects, one from each group, with three at Higher Level (HL) and three at Standard Level (SL). If desired, students may select an additional Group 4 science subject – Chemistry or Sport, Exercise and Health Science instead of Visual Arts (in Group 6).

Group 1 (Studies in Language & Literature) English A: Language and Literature SL/HL Indonesian A: Language and Literature SL/HL

Information Technology in a Global Society SL/HL

School Supported Self-taught Language A – such as Korean, Thai, Japanese, Malay, French and Spanish SL

Economics SL/HL Group 4

Group 2 (Language Acquisition) English B SL/HL Indonesian B SL/HL

(Sciences) Biology SL/HL Physics SL/HL

Core CAS (Creativity, Activity, Service)

Chemistry SL/HL

TOK (Theory of Knowledge)

French ab Initio SL Group 3 (Individuals & Societies)

Group 5 Mathematics : Analysis and Approaches SL/HL

EE (Extended Essay)

Mathematics : Applications and Interpretation SL/HL

Group 6 Visual Arts SL/HL *Group 6 can be replaced with a course in Groups 1-4 Parent Student Handbook - Update November 2020

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Advisor Role The Advisor occupies a unique and important role in the structure of ACG School Jakarta. The Advisor is primarily responsible for the support and pastoral wellbeing of the students in his/her Advisory group, and therefore should be included in all matters related to his/her students (e.g. successes and failures, achievements and concerns, issues regarding friendship, study skills, home learning, behaviour, discipline, etc.). Communication with parents/caregivers and with faculty is a key feature of the Advisor’s role. The Advisor also works with his/her Advisory group during Advisory periods.

SECONDARY

The focus is on improving student achievement through:

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encouragement

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assisting with the setting of educational goals

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assisting students to develop action plans

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referring students to the appropriate people in times of stress

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providing guidance with study programmes

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monitoring progress and providing feedback to parents

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raising expectations

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building a level of trust

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Student Performance Reviews.

On occasion, a parent may contact Advisors directly with a concern. It could be a learning issue or a relationship problem or something else entirely. Advisors may refer such concern to the relevant person.

Disciplinary issues If a disciplinary issue arises in a lesson, it is the subject teacher’s responsibility to deal with it and to impose a logical consequence, as appropriate. If an incident happens outside the classroom, this duty falls to the ‘teacher on the scene.’ The Advisor should be informed at this stage (sometimes it may be more appropriate that the Advisor be involved at this stage).

Goal-Setting Process The goal-setting process is aimed at students taking responsibility for their own learning and is pivotal to the Advisor’s role. The process will follow a two-semester cycle with the following steps: 1. Instructions will be given to the advisory group on the goal-setting process during the first advisory group time. Goals should focus on academic achievement and their outcomes should be measurable. There are three main focus areas: in-class approach (work ethic and attitudes), regular home learning and assignments, and assessments (presentations, tests and examinations). The number of goals/strategies should be manageable and some may be longer term.

2. Draft goals will be discussed with the Advisor during advisory periods and checked for suitability and relevance.

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3. Advisors will phone / email parents to discuss goals and student progress when necessary.

4. Advisory time will also be given to monitoring progress towards achieving the goals during the semesters and revision will take place if necessary.

5. At the end of the first semester, students will spend time evaluating their achievement of their goals. This will be discussed with Advisors. New goals will be set at the beginning of Term 3.

6. The Advisor will make copies of student goals for their own records and also make these available to the Principal.

The Interview Interviews need to be relaxed, supportive and a positive experience for students. The Advisor’s role is to guide and encourage students and ensure the discussion remains focussed on the goals. Action plans to achieve these may require some guidance. Students should be referred to the Principal if they are having difficulties with meeting the requirements of the goal-setting process.

Conclusion All students can thrive socially and academically at the School. Motivation for learning is fostered when a student’s basic human needs for respect, support and belonging are met. Respectful participatory relationships and high academic expectations are the critical determining factors for academic success. The subject teacher and the Advisor both have significant roles in guiding students along the path to academic excellence and ultimately a significant place in society.

Bring Your Own Device (BYOD) ACG School Jakarta aspires to become a centre of leadership and educational excellence that demonstrates an innovative vision for learning with technology. As such, the establishment of a BYOD programme, innovative use of technology platforms, faculty proficiency with technologies and documented results will help us on our journey.

ACG School Jakarta teachers use technology tools to enhance their teaching and students in the Secondary School are required to bring their own device. Beginning in Semester 2, Year 6 students are asked to bring their own device to assist them in the PYP Exhibition.

Our vision is that ACG School Jakarta students will be well prepared to face the ever-changing world that we live in today. Information Technology is an integral part of day-to-day living; therefore, students need to be able to understand and utilize these tools effectively.

Students will acquire the skills necessary to select and manage digital tools that will empower them in all phases of the learning process, including research, critical thinking, creative thinking, communication, self-management and collaboration.

All students are expected to bring a device to school. The students use these digital devices daily and therefore need to bring them to school unless instructed otherwise (e.g. Sports Carnival).

We provide secondary school students with a locker for security, but it is the student’s responsibility to look after their device.

There is a “no device” time at the designated eating times during Morning Break and Lunch as we want to foster the time for socializing through the spoken word.

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Our Requirements are: Year Level

Device Specifications

Years 7 – 13 •

SECONDARY

•

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• • • • • •

Wireless connectivity – Wireless connectivity is key to BYOD devices in school. Devices should support 5Ghz dual band wireless.

Operating system – To ensure the latest programs and software are compatible, we recommend the current or previous version of any operating system.

Battery life – Minimum of 5 hours.

Memory and RAM – 16 GB Storage, 2 GB RAM. Hardware features – Camera and Microphone.

Screen Size – Ensure the screen is of a reasonable size to enable ease of use throughout a school day.

Case – Needs to be tough and sturdy.

Weight – Light enough to carry throughout the day.

Recommended device for students: Macbook Air 13.3/1.6 Ghz/8GB/256GB Apple Authorized Reseller Contact: Story-i Cynthia Christine Mobile number: +628118484838 E-mail: cynthia.christine@story-i.com Additional Points: •

All students are provided with Microsoft Office to install onto their device via Office 365; therefore, the device must be capable of running this software.

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An extended warranty is strongly recommended

•

on student devices. We also recommend that you insure all your devices in case of loss, theft or damage. (Warranties do not cover abuse, theft, or accidental damage).

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All students will be given access to cloud file storage through Microsoft Office 365, and instructions will be given to all students at the beginning of the academic year on how to use this.

All student users are reminded that they are bound by the RESPONSIBLE USE AGREEMENT signed by students and parents at the beginning of each school year.

Cambridge In Lower Secondary, Years 7 - 9, course curricula follow, where possible, Cambridge Key Stage 3 (KS3). KS3 outlines a 3-year progression for students in Mathematics, English, Science, Physical Education, Visual Arts and Global Perspectives. We have introduced Design Technology in Lower Secondary, and this will also follow KS3. Our Bahasa Indonesia programme is based on the national curriculum and adheres to Indonesian Department of Education requirements with respect to Civics, Culture, Religious Parent Student Handbook - Update November 2020

Studies, and Indonesian Studies. Students in Year 7 to 10 can also take Mandarin as additional language. Additionally, a school-created course, Health and Personal Development (HPD), teaches approaches to learning, explores suitable health topics and allows for individual growth through goal setting and reflective activities.

Camps School camps are considered a compulsory and essential part of the school curriculum and are designed to support a range of areas of learning and development. Camps provide students with an opportunity to experience a range of challenging outdoor activities designed to foster a healthy and balanced lifestyle.

For students in Years 7 – 11, camps are generally for 2 or 3 nights.

Since camps incur additional costs, parents are provided with information and indicative budget well in advance of the camp date.

Refer to Academic Calendar for camps date.

Class and Break Times Secondary classes are 40 minutes long. In upper secondary (Years 10 – 13), most classes are scheduled as doubles, effectively making classes 80 minutes long.

Secondary Period 1

8.00am - 8.40am

Period 2

8.40am - 9.20am

Period 3

9.20am - 10.00am

Snack

10.00am - 10.40am

Period 4

10.40am - 11.20am

Period 5

11.20am - 12.00pm

Period 6

12.00pm - 12.40pm

Lunch

12.40pm - 1.20pm

Period 7

1.20pm - 2.00pm

Period 8

2.00pm - 2.40pm

Communication A variety of means are used for communication between students, parents, and ACG School Jakarta. Newsletters and direct emails from the School contain a variety of relevant information. Subject teachers and Advisors will communicate to parents through email as well.

Class progress is communicated through ManageBac, including upcoming deadlines and assessment dates. Semester Reports are also delivered through ManageBac. Teachers will communicate with students through Teams, a platform that allows sharing, collaboration and communication.

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DP Retreat Within the first few weeks of the school year, all DP students (Years 12 and 13) spend a night away from School on a DP Retreat.

The two-day conference is filled with IBDP-specific seminars including, but not limited to, introductions to EE, CAS, ToK and Academic Honesty. Leadership skills, teamwork and an opportunity to bond with peers are also included.

The DP Retreat will be held 19 – 20 August 2019. There is no fee for this.

Examinations

SECONDARY

For students in Years 7 – 10, there are two sets of formal exams – Midyear exams and End of Year exams. During these periods, regular classes are cancelled. An examination schedule will be released for students and parents at least one month in advance.

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For students in Year 7 – 9, examinations are set in core courses – English, Mathematics, Science, Global Perspectives, Mandarin and Bahasa Indonesia. Year 10 students will sit examinations in all IGCSE courses.

Students in Years 11 – 13 will sit Mock and Midyear Examinations. Regular classes are cancelled during this period. The Mock and Midyear exam schedule will be released at least one month in advance.

Year 11 students sit examinations in all IGCSE courses. Year 12 students sit exams at the discretion of the subject teacher, as not all courses require a formal examination at this point in the IBDP. Year 13 students sit all IBDP examinations, in a formal setting, in preparation for the end-of year examinations.

Year 11 students will sit IGCSE examinations. The schedule is prepared by Cambridge Assessment International Examinations.

Specific details will be shared with students and parents as soon as it is available.

Year 12 students will have End of Year examinations. A schedule will be released at least one month in advance. Groups 1 through 5 will have End of Year examinations.

Year 13 students will sit IBDP examinations. The schedule is prepared by the IB and will be shared with students and parents as soon as it is available.

Homework In Secondary School, students are responsible for completing their homework as assigned. Daily/weekly homework is posted for students on Teams.

As an approximate guideline, the following table outlines the daily time allotted for homework: Year

Time (minutes)

7

60

8

70

9

80

10

90

While students may not have assigned work every day, an effective habit to begin is to review notes from classes, and/or preread (if appropriate). Developing and establishing homework routines early in Secondary School will be useful throughout his/her Parent Student Handbook - Update November 2020

schooling career.

In Years 11 – 13, homework expectations may vary depending on the time of year, assessment deadlines and the courses being studied.

A minimum of 90 minutes per day is not unreasonable. Revision, prereading and practising skills are encouraged.

Parents and caregivers and/or students should speak with the student’s Advisor if the amount of homework is consistently beyond the above expectations.

Lockers All students in Secondary School are issued with their own locker and key. Lockers are to be used to store books and valuables when not needed. It is the student’s responsibility to ensure that their locker is kept neat and tidy.

Prizegiving Academic excellence is recognized at the end of Semester 1 with Awards of Excellence. Students with the highest overall average in each year level, with equal weighting given to class results and examinations, will be celebrated.

At the end of the year, our Prizegiving ceremony will also recognize academic excellence. Awards of Excellence for the highest academic achievement per year level, Awards of Endeavour, recognizing the greatest improvement in each year level, as well as special awards for Internationalism, Leadership, Creative Arts, Sports and Citizenship will be presented.

Reporting Academic reports are issued at least twice per year for all students. All reports will be released through ManageBac. Study Leave In preparation for upcoming external examinations, students in Years 11 and 13 are provided with study leave in the week(s) leading up to the exams.

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Academic Honesty Policy Rationale The purpose of the Academic Honesty Policy is to provide a clear guideline for all students and ensure that they have real integrity in the work they are doing. It also provides a guide for staff that is clear and has set procedures to promote good practice and how to deal with malpractice.

Aims •

To provide a set of skills and values for personal integrity and good practice in teaching, learning and assessment.

•

To provide this information in a positive a light in order to promote honesty rather than highlight dishonesty, stressing the benefits of properly conducted academic research and respect for the integrity of all forms of the IBDP and CIE.

WHOLE SCHOOL POLICIES

Guidelines

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1. that promote personal integrity and good practice. It is important that all students understand the meaning and significance of authenticity of work, intellectual property and proper conduct in written examinations.

2. Academic research that is conducted correctly earns respect and gains credibility for the author. The integrity of the academic awarding bodies, IBO and CIE are grounded in the rigour surrounding all forms of assessment, coursework, assignments, essays, laboratory work and examinations. National and international laws protect intellectual and creative expression (E.g. works of literature, music or art) and these laws must be respected.

3. Sometimes students deliberately and knowingly cheat, or help others to cheat (misconduct).Sometimes students unknowingly gain an advantage through lack of knowledge about how to acknowledge the work of others (infringement). Each is a case of academic dishonesty. All sources must be properly acknowledged or referenced. The candidate is ultimately responsible for ensuring that all work submitted for assessments is authentic, and that the work of others is fully and correctly acknowledged.

All candidates should comply with school internal deadlines. This is for their own benefit and allows time for revising work that is of doubtful authorship before the submission of the final version. Students need to have a real understanding of what these guidelines actually mean.

4. Teachers and examiners are experienced and are familiar with texts and websites that deal with their subject area and are able to detect and identify plagiarism relatively easily. The teachers are expected to guide, and intervene as necessary, to support the students.

5. A breach of academic honesty of any kind is a serious academic offence and is likely to lead to disciplinary action, loss of marks and possibly failure – or no grade awarded at all for IBDP assessments. This needs to be documented in all curriculum guides and assessment work set by staff for students as listed below.

Subject Teacher Guidelines 1. When presenting new assessment work, students will be reminded of the guidelines about academic honesty and possible penalties for a breach of policy.

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2. Staff will have access to www.turnitin.com in order to check work authenticity.

3. As students progress through internally assessed work, the subject teacher will sight work in progress to provide evidence that the final version is the students own. The role of the teachers is to ultimately promote good practice and of course to role model academic honesty themselves.

Collaboration 1. Getting help from someone else and malpractice are not the same thing. There must be limits to the amount and type of help students receive. Care must be exercised when gaining help, otherwise it can lead to cheating. Getting help to gain a full understanding of the material, leading to a student producing better quality work that is their own and attained through their own efforts is not cheating.

2. When a student gets help, it should be with the intention of gaining a better understanding of the material and assignments, so assisting the student in being better able to produce their own answers. Collaboration is an effective and wholly acceptable form of learning. Examples include discussions with other students, teachers, supervisors, parents and tutors.

3. Collaboration should take place prior to the final writing up of an assessment.

Internally Assessed Assignments 1. Assessment assignments, whether written or oral, submitted for coursework must ultimately be each student’s own work, reflecting that student’s learning and performance.

2. An authentic piece of work is based on the student’s individual and original ideas. Taking the words of others to support one’s intellectual endeavour is a skill that all students need to develop in both the IBDP and CIE, as this will hold them in good stead for lifelong academic study.

3. Where work (ideas, statements, data, illustrations or examples) from other sources is used in coursework, it must be properly acknowledged and referenced. This can be done using footnotes at the bottom of a page where students quote verbatim, endnotes placed at the end of a document or a bibliography. A bibliography includes a list of the resources and provides all the information for the reader to be able to find the same information (guided use of easybib.com and such sites may be of use for students). Teachers will help students to reference material correctly. Students need to know how to use quotation marks and to footnote correctly. Directly cited material cannot just be part of a bibliography. If students are in doubt about how to do this, they should ask. It is noted that the details of how such procedures apply varies between different disciplines and it is up to the classroom teacher to communicate the correct procedure for their subject.

4. To preserve the integrity of group assessment all students are required to make an equal contribution, especially when they are receiving a common mark.

Each piece of work that is assessed for course requirements must be demonstrably the student’s own work. The following illustrate some examples of practices that could be grounds for considering that a student may have breached this requirement.

Plagiarism 1. Plagiarism is not acknowledging explicitly or properly referencing work that is not a student’s own work or presenting the work or ideas of other people as the candidate’s own. This includes photocopying maps, photographs, illustrations, data, graphs, works of art, music and so on. Students must source documents found on the Internet by giving specific details, as they would in a bibliography for a set of books.

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2. A student cannot pass another person’s work off as their own, even if the work has been gifted to the student.

3. In assessment work, such as the Extended Essay, students are expected to work independently with the support of their supervisor. Even though a student may be part of a group where they collaborate, the final document must be their own.

Collusion 1. Collusion is supporting malpractice by another candidate; for example, allowing one’s work to be copied or submitted for assessment by another candidate.

2. Students need to be reminded that working together is collaboration, but they must maintain their own work and know the difference between collusion and collaboration. It is important that each subject teacher stresses the difference to ensure that students are clear.

Copying

WHOLE SCHOOL POLICIES

Copying from another student or source, for example, commercial essay/assignments services (including web-based services), is not permitted.

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Knowingly allowing work to be copied by another student is collusion. This includes, but is not limited to, essays, assignments, tests, lab reports and computer programmes.

Falsifying Falsifying is making up data or information or incorrectly entering information, such as CAS records. Especially where CAS is concerned, honesty is to be fostered, as is the importance of involvement and giving.

Duplication Duplication is submitting the same or very similar assignments for more than one course. A student cannot present the same piece of work for different assessment components. They cannot submit a piece of coursework in a subject and then use the same material for their Extended Essay. Careful monitoring by teachers is essential.

Authenticity In order for authenticity to be guaranteed, teachers will test and check whether the work presented by a student is genuinely their own. Any other behaviour that gains an unfair advantage or affects the results of any candidate is malpractice.

For all cases of malpractice, the IBDP Coordinator or CIE Examination Officer must conduct a thorough investigation and keep detailed notation.

Action taken where a breach of these guidelines appears to have occurred; Internally Assessed Assignments/Projects 1. Before handing assignments back to the class the suspected breach needs to be investigated fully by the IBDP Coordinator or CIE Examination Officer who will seek pertinent details from the subject teacher in the first instance.

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2. In cases where the student(s) concerned admits a breach, the matter should be referred to the Principal who will decide whether the work is given as No Grade, zero or a reduced mark. This will be based on the level of malpractice, collusion or plagiarism undertaken.

This decision will be communicated to the student(s) via the IBDP Coordinator or CIE Examination Officer.

In cases where there is no admission of malpractice, the following steps should be taken by the IBDP Coordinator or CIE Examination Officer to determine the assignment’s authenticity including: •

Rough notes of the student concerned should be submitted for review.

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Bibliography should be reviewed.

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Check all sources the student has access to, on the topic.

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Discuss the assignment with a senior subject colleague in case they are unaware of the work’s likely origins.

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Students will be required to hand in their folio including all work conducted.

If any of the above steps uncover a breach has occurred, this information and the student should be referred to the IBDP Coordinator or CIE Examination Officer for a decision to be made.

If any of the steps above do not uncover a breach but there is reasonable certainty that a breach has occurred, this information and the student should again be referred to the IBDP Coordinator or CIE Examination Officer for a decision to be made.

For all cases of plagiarism by a candidate, the following will be required: 1. A statement from the teacher for the subject concerned (or supervisor in the case of an Extended Essay).

2. A statement from the candidate that directly addresses the allegation that there has been a breach of this Academic Honesty Policy.

3. A summary of an interview with the candidate about the allegation of a breach of this Academic Honesty Policy.

4. A statement from the IBDP Coordinator or CIE Examination Officer.

In an Examination The following is a list of activities that could be construed as malpractice during an examination session: •

Taking unauthorised material, such as a mobile phone or notes, into an examination.

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Misconduct during an examination, such as talking to another student or disturbing them, including passing information to another student during the examination.

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Copying another student’s work during an examination.

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Impersonating another candidate in an examination or assessment.

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Failing to comply with the instructions of an examination invigilator.

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Using an unauthorised calculator in an examination.

Prevention 1. Staff and students are briefed on this policy prior to every examination session.

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2. Students, staff and parents will receive instructions in writing on correct examination procedures and are notified of any breach of these conditions.

Action taken with respect to Examinations or Assessments under examination conditions 1. Where any action occurs during an examination or an assessment being conducted under “examination conditions” that may be a breach of such conditions, the matter should be dealt with by the supervisor in a way which does not unfairly prejudge the student’s actions or any penalties which may subsequently be applied. It should also adversely not affect the performance of any other students.

2. As a general guide, any student who is alleged to have breached such conditions should be allowed to complete the examination or assessment.

3. Any material that should not have been taken into the examination or assessment may be removed from the student concerned.

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4. The matter should be fully reported to the IBDP Coordinator or CIE Examination Officer at the earliest opportunity. The student/s concerned may be required to remain at the end of the examination or assessment to discuss the alleged breach.

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Penalties 1. The IBDP Coordinator or CIE Examination Officer would make the decision for an internal examination but in the event of this occurring in an external examination, the IBDP Coordinator or CIE Examination Officer would defer to IBO or CIE. 2. If it is proven that a breach of the above guidelines has occurred, the IBDP Coordinator or CIE Examination Officer will decide whether the student(s) concerned earns No Grade, zero or a reduced mark. This will be based on the level of collusion or plagiarism undertaken.

3. This decision will be communicated to the student, subject teacher, the IBDP Coordinator or CIE Examination Officer and the parents concerned.

Appeals 1. In all cases, the student(s) concerned may appeal the decision made in writing to the Principal within five days.

2. The Principal shall investigate the matter and shall decide the outcome. The Principal’s decision shall be final.

Improper Conduct by a Coordinator or Teacher Breaches of regulations are not confined to candidates: Improper conduct by the IBDP Coordinator, CIE Examination Officer or teacher may be brought to the attention of the relevant authority. The following are examples of unacceptable actions that will be investigated by the IBO. 1. The unauthorized rescheduling of an examination.

2. Failing to keep the examination papers secure prior to an examination.

3. Opening examination paper packets prior to an examination.

4. Providing a candidate with undue assistance in the production of any work that contributes to assessment.

5. Leaving candidates unsupervised during an examination.

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6. Allowing additional time in examinations without authorisation from the IBO. 7. gReleasing an examination paper, or otherwise disclosing information about the content of a paper, within 24 hours after the examination.

Any student who is unclear how they should interpret this Academic Honesty Policy should ask their teachers for help.

Quality Control •

All students receive, in writing, a copy of this Academic Honesty Policy through their Course Outline (CIE) or Curriculum Guide (IBDP).

These are also placed on ManageBac.

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All staff will remind all students involved of these guidelines at the commencement of any assessment to ensure they fully understand the process.

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A copy of this document is available for all staff on Microsoft Teams.

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Staff are vigilant about citing work in progress and ask all students to keep their working documents.

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At the start of each year of the IBDP programme, the IBDP Coordinator will run a session on Academic Honesty for all students (Year 12 and 13), IBDP retreat. This policy will be explained and the implications of signing the Academic Honesty Declaration explained.

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Students sign an Academic Honesty Declaration stating that all work they submit for assessment, regardless of their registration category, will be authentic and their own. This covers all class assignments, homework assignments and work undertaken for internal assessment but it does not negate the need to sign the candidate declaration on coversheets submitted with individual pieces of work for assessment or moderation.

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Staff are made aware, in writing, of the importance of academic honesty for students and staff. During examinations, a team work together to ensure that breaches of standards do not occur.

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The IBDP Coordinator or CIE Examination Officer constantly oversee their respective examinations.

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Checks are made by invigilators to ensure that students only bring into the examination room their ID and permitted examination equipment in a clear plastic bag.

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Checks are made randomly by representatives from IBO and CIE during examination sessions.

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Admissions Policy Rationale Applications for places at ACG School Jakarta for all programmes shall be processed promptly and considered in a fair and professional manner by the Principal or Vice-Principal Primary. Assistance in this process will be provided by the Senior Administrative Assistant Admission & Registrar and if applicable from the IBDP Coordinator. Guidelines should be available to assist in the selection of students.

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Aims

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To outline processes for the consideration of applications.

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To ensure that all applications are considered in a fair and professional manner.

Guidelines Enrolment of Students 1. All students shall be required to complete an Application Form.

2. All students shall be interviewed, usually with parents/guardians. Interviews will normally be conducted by either the Principal or Vice-Principal Primary. For students looking to enter the IBDP, the IBDP Coordinator will also conduct an interview. Efforts will be made to assist prospective parents, if necessary, with translation support where the mother tongue is not English or Bahasa Indonesia – usually, but not restricted to, via the parental or student community.

3. Applicants should be able to demonstrate a level of spoken and written English that will allow them to participate effectively in a classroom where the language of instruction is mostly English. This will be ascertained through an appropriate test.

4. Students maybe required to receive English Language Support. if deemed appropriate. This support comes as an additional cost and is a condition of enrolment if necessary. Refer: English Language Support (ELS).

5. Students in need of support to access the curriculum maybe required to receive Special Educational Needs support, if deemed appropriate. This support comes as an additional cost and is a condition of enrolment if necessary. Refer: Sepcial Educational Needs (SEN) and Inclusion.

6. All students currently enrolled at ACG School Jakarta are automatically eligible to progress to the IB Diploma Programme, subject to specific prerequisites for individual courses.

7. The IBDP allows for strong support of a student’s first language as well as learning English. The IBDP Coordinator, in consultation with language teachers, will look closely at the courses for all students embarking on the IBDP to ensure their language needs are catered for.

8. The IBDP Coordinator is responsible for discussing the options available in the six groups to create the programme most suitable for the student enrolling and in line with the IB philosophy. The intent is always to enable the student to undertake, at least initially, the full Diploma. Where concerns exist, the IBDP Coordinator is to ensure close tracking of progress is in place.

9. All students graduating from Year 13 are eligible for the ACG School Jakarta High School Diploma. For students who do not Parent Student Handbook - Update November 2020

complete the full IB Diploma Programme, or do not gain sufficient points for its award, this would be their sole graduation document.

10. The Principal, Vice-Principal Primary or IBDP Coordinator will discuss with the student enrolling for CIE and the IBDP the course they wish to undertake for the following years to gain an overview of where they are heading and the requirements for their chosen academic future at tertiary level. The importance of academic integrity at ACG School Jakarta is also discussed and the Academic Honesty Declaration explained. Refer: Academic Honesty Policy, Academic Honesty Declaration.

11. Students should provide documentation regarding prior academic performance such as school reports for the last 2 years, or other external examination results. Contact with a previous school will be made only if agreed by the student and/or his/her family.

12. ACG School Jakarta will not confirm acceptance until after staff have assessed the students’ suitability for the subject/s requested.

13. A decision regarding the application will normally be conveyed within one week of the interview or the receipt of any supporting information requested.

14. An Application Fee (which is non-refundable) is required to begin the process of enrolment. A Development fee (non-refundable) is required to reserve any place offered this must be paid by the date specified in the letter of offer or the offer shall lapse. Tuition Fees are to be paid prior to the commencement of the first day of school.

15. A secure file will be set up for each student containing all enrolment information. This file will be maintained throughout the time the student spends in the School and reports will be added.

Quality Control •

All enrolments are completed by the Principal or Vice – Principal Primary, although the Senior Administrative Assistant - Admission & Registrar has the authority to accept an enrolment in their stead after consultation via email, Skype or telephone.

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The process followed for enrolment is in keeping with ACG policies.

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All enrolments are documented on iSams and therefore must be completed fully and appropriately.

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Prior to the interview, copies of all the required documentation (as detailed in the enrolment pack) must be given to the Senior Administrative Assistant - Admission & Registrar.

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Records of all enrolments are filed centrally.

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Assessment Policy Rationale To ensure that the assessment of all work aligns with IBO and CIE requirements, is clear and has set procedures to promote good practice and deal with malpractice.

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Aims

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To ensure the quality of all assessment and reporting for all programmes.

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To support academic honesty and good practice by providing clear guidelines for all staff and students.

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To provide a cohesive guideline for all staff and students in relation to assessment and reporting.

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To provide timely, ongoing and appropriate recording and reporting of student progress that aligns with the assessment philosophy for each programme of study.

Guidelines •

The school communicates its assessment philosophy, policy and procedures to the school community through:

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Parent & Student Handbook

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An IBDP guidebook, which is supplied to all IBDP students.

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A CIE guidebook, which is supplied to all CIE students.

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Information sessions with parents – at the start of the academic year Secondary Information Session and also at the Information Evenings for IGCSE and IBDP.

Assessment Principles and Practice Assessment is multi-dimensional and on-going. It encapsulates both formal and informal components (formative and summative) in order to consider the whole person. Whilst the main purpose of assessment is to give necessary feedback so that students and all other stakeholders can measure the knowledge, strengths and weaknesses of the student, it is primarily to reveal attainment and progress. A second important aspect of this is to show students a clear pathway to improving attainment and growing progress through motivation.

Assessment goes hand in hand with teaching and learning. The three are inextricably bound and therefore each component is deemed to be interdependent. What is important is that the student, their needs, skills and learning styles are at the centre of everything. The process informs teachers, students and parents of each student’s strengths and requirements so that future planning and teaching can be tailored to student needs.

Teachers need to be mindful of the following: •

Assessment of learning – what we have learned.

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•

Assessment for learning – how we have learned.

•

Assessment as learning – what helps us learn.

Our Practice is to…

Monitor the progress of student learning and achievement, ensuring that the following are considered: •

The cultural background of each student and the inherent needs relating to this, such as the acquisition of the English language in a school where English is the language of instruction, are in fact catered for – refer guidelines on English Language Support (ELS).

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The diverse learning styles of each student that need to be catered for in the teaching and learning process through appropriate differentiation.

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The special educational needs of students are daily taken into account - refer to guidelines in Special Educational Needs & Inclusion Policy.

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Timely and ongoing feedback that is constructive and helpful in order to improve student work and promote positive attitudes to learning.

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Incorporation of both summative and formative assessment in order to progress the students’ learning.

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Provides accessible and logical feedback for parents and students using formal and regular reporting through interim and full reports coupled with ManageBac where parents can view student progress and attendance on demand.

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Regular evaluation of all programmes of learning in order to remain current with IBO and CIE curricula as well as with ever-changing teaching practice to implement them.

What is considered important about assessment is that students recognise their strengths and weaknesses and have ongoing knowledge about how to improve. Clear guidelines are essential, as is the importance of honest and timely teacher feedback. However, not all feedback should be generated from the teacher. Peer assessment, working and assessing in groups, as well as self- assessment are equally as valid and important to the learning process. In general, assessment should be a positive tool used as part of the learning process that not only gives students feedback but also informs the teacher in relation to their practice and possible ways to improve.

Supporting Assessment ACG School Jakarta’s Expectations and Guidelines for Teachers: The student can expect the teacher to: •

Clearly identify the requirements for each piece of work, providing students with appropriate assessment for the task.

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Provide adequate time for students to complete each assessment task.

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Provide adequate access to materials for the successful completion of each assessment task.

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Assess all work appropriately and return it to students in good time, normally within a week.

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Fully explain the guidelines, penalties and appeals to all students. All students are supplied with a guide for every subject that details deadlines, teaching activities and other important assessment information.

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Explain to students how assessment is graded, making a clear links with the published mark scheme.

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Ensure that students are aware of, and following their signing of an Academic Honesty Declaration agreement, and abide by the terms of the Academic Honesty Policy.

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Provide CIE students with examples of marking schedules/marking rubrics

Internal and External Assessment Assessment is a continuous process throughout education. The process informs teachers, students and parents of each student’s strengths and requirements so that future planning and teaching can be tailored to student needs.

The school uses a range of strategies and tools to assess students’ learning – both formative and summative. Both are essential and linked. Teachers must have an understanding of summative assessment expectations in their subject in order to aid progress in formative assessment.

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Formative assessment (diagnostic) – the teacher gathers, analyses, interprets and uses evidence to improve student learning, and through this, works with individual students to help them improve.

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A range of different techniques must be used. Diagnostic assessment provides information for teachers on what or how students are achieving at a particular time.

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Diagnostic tools give detailed information about students’ learning need and prompt reflection on appropriate teaching strategies to meet these.

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Diagnostic assessment should inform future programme planning, and give valuable information to teachers on how they may differentiate to scaffold the learning to meet the individual needs of students.

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‘Formative assessment refers to all those assessment activities undertaken by teachers, and by the students themselves, which provide information, to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessments become formative when the evidence is actually used to adapt the teaching to meet the needs of students.’ (Black & William, 1998.)

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Internal assessment should be formative and comprise a range of formal and informal assessment procedures used by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.

Summative assessment - the teacher will measure student performance based on the assessment criteria.

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Summative assessment summarises the development of learners at a particular time, Eg. after a unit of work. The learner sits a test and the teacher assigns a mark/grade. The test aims to summarise learning up to that point.

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Summative assessment measures the outcome of an educational programme for the students who participated in that programme; that is, what skills and knowledge, relevant to the programme, they have at the conclusion of the programme.

Although it is desirable to use the results to inform further learning, for example, results from end-of-year assessment are used to inform programmes for the following year, it is typically the results of the assessment themselves that are the primary focus of attention.

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•

Summative assessment is typically used for credentialing (awarding of qualifications), selection (for jobs or university places, for example), or as accountability measures for educational providers. Because all of these purposes involve outcomes with, to a greater or lesser degree, high stakes for individuals or providers, the fairness of the assessment process is a very important concern.

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Because summative assessments often have high stakes, they can have a blowback effect on teaching and learning; there can be pressure on the educator to narrow the focus of teaching to ensure good performance in the assessment. Students can similarly narrow their focus, or lose intrinsic, curiosity-driven motivation as they become concerned about the consequences of a poor assessment outcome. http://assessment.tki.org.nz/

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Whilst formative assessment should be ongoing and regular, summative assessment should be at timely intervals, Eg, tests at the conclusion of a unit or internal school examinations.

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At ACG School Jakarta, the IBDP and CIE IGCSEs complete both formative and summative assessments.

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Internal and external assessment is a feature of the school, and external assessment involves the school sending student work to IBO and CIE examiners for assessment and moderation.

Links between Documents This document is written with consideration to other policies and procedures. Specifically, this document links directly to the Academic Honesty Policy, Language Policy and guidelines for Special Educational Needs (SEN) & Inclusion and English Language Support (ELS).

Recording and Reporting Guidelines exist for processes and protocols related to monitoring, recording of data and advising on progress.

Implementation •

The IBDP Coordinator, in collaboration with school leaders and subject coordinators, will be responsible for the implementation of this Assessment Policy.

•

The implementation process will involve regular information sessions and meetings with teachers, students and parents. The Assessment Policy document will be published for teachers in the ACG School Jakarta Staff Handbook. The document will be published for students and parents in the Parent & Student Handbook and will be electronically located on the ACG School Jakarta website and via ManageBac.

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The School holds a thorough programme of induction where new staff receive instruction on the philosophy, principles and practices of the school including all forms of assessment for all programmes.

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It is expected that staff new to teaching the IBDP will attend category 1 training as soon as is practicable and in line with IBO expectations and requirements.

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Whilst teachers of CIE are not required to attend training prior to the commencement of teaching the programmes, they are encouraged to attend CIE workshops available.

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There is ongoing mentoring of new staff by senior management and subject coordinators.

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The Assessment Policy will be reviewed annually by the senior management team and relevant staff.

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Quality Control

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The IBDP Coordinator oversees the assessment calendar.

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The IBDP Coordinator and CIE Examinations Officer oversee the collection of all assignments and projects which contribute to final grades.

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The IBDP Coordinator and CIE Examinations Officer arbitrate over late work and extensions.

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The Principal arbitrates over appeals against any decisions regarding late work, collusion or plagiarism as per the Academic Honesty Policy.

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The IBDP Coordinator and Principal oversee the special conditions and compassionate considerations.

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The IBDP students receive a guidebook pertaining specifically to the IBDP, Year 10 and 11 students receive the CIE guidebook.

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All work received for IBDP internal assessment electronically will include a report showing it has been submitted to turnitin for verification of academic honesty procedures. At times, teachers may use turnitin to check ongoing work.

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The Academic Honesty Policy will be shared with all IBDP and CIE students at the start of their courses and students will be reminded of it throughout the programmes.

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At the beginning of the programme, IBDP students will be required to sign a declaration stating that all work that they submit for assessment, including class assignments, homework and work for internal assessment will be their own authentic work.

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Staff results of assessment will be stored on ManageBac so that these marks can be overseen by the IBDP Coordinator and the Principal.

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All appeals are documented and stored for future reference.

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Reports are proofread for accuracy and kept on file within ManageBac.

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Forecast and predicted grades are kept securely until the closure of the examination session for both CIE and IBDP.

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Attendance Policy Regular attendance is linked to student success in school. Students must attend all scheduled classes unless exempted from attendance or ill. Absences should be advised in advance by parents/caregivers (usually via Managebac or via email or telephone). An explanation for absence must be given, which is satisfactory to the School, and medical (or other) verification is required. Students are expected to arrive to classes on time. Twenty-one (21) days of absence that are unaccounted for may lead to a student being removed from the roll of the School.

Procedures for Student Absences: 1. Students are required to be in class by 8.00am 2. All student attendance is recorded on ManageBac. 3. Absences must be reported by a parent/caregiver to the Homeroom Teacher (Primary) or Advisor (Secondary) on the day the student is absent. This can be done via direct email, phone call or via Managebac. Parents can register an attendance excusal on ManageBac and indicate the reason for the absence. Simply login to your parent account on ManageBac, click on your son or daughter’s name and then submit attendance excusal. The School and relevant teachers will be notified once the attendance excusal has been submitted.

4. In all communications with the School, whether phone, email or letter, please state the student’s first and last names as well as their Homeroom Teacher or Advisor.

Procedures for Late Arrival / Early Departure: If students arrive late to School or need to leave during the day for any reason, the School requires authorisation by email, telephone or via Managebac.

1. Secondary students who arrive late to School will register their arrival by reporting to the Student Services Counter (in the lobby) and sign the student sign in/out book and receive a late pass for entry into class. The student’s attendance status will be recorded/amended by the Attendance Officer. Students reporting late to class should not be permitted entry into the class unless they have a late pass.

Primary students who arrive late to class report to class immediately and the Homeroom Teacher will amend the attendance record in ManageBac. 2. Students who need to leave School during the day will present a signed note from home to the Homeroom Teacher / Advisor or Attendance Officer (parents/guardians may communicate this via email, phone or Managebac). They will be required to sign out upon their departure and sign in upon their subsequent return. Students/parents sign in and out from the Student Services counter located in the main lobby area.

3. The Homeroom Teacher or Advisor will follow up regarding consistently late or absent students.

4. The Homeroom Teacher or Advisor will address unexplained lateness and absence trends.

Extended and Planned Absences All requests for extended and planned absences, including family holidays, extended school holidays and special events during school time, must be made in writing to the Vice Principal- Primary or Principal.

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It is the students’ responsibility to catch up on any missed work. Students may need to liaise with their Homeroom Teacher / Advisor and subject teachers to make arrangements for missed assessments and class assignments.

Bullying Rationale Bullying is defined as unwanted and unwarranted behaviour that another person finds offensive, intimidating or humiliating which is often repeated so as to have a detrimental effect upon a person’s dignity, safety, and well-being.

ACG will seek to ensure that no action or inaction in an ACG environment leads to harm, physical or emotional, of any person. Young people, as a vulnerable population, have an added need for protection and promotion of their rights.

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ACG aims to provide a safe physical and emotional environment for all. It is axiomatic that ACG should be committed to eliminating bullying.

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ACG believes that its school communities should be protected through clear policy and procedure regarding bullying, harassment and technology, and their intersection in cyber-bullying.

ACG notes the UN Convention on the Rights of the Child. These rights include the child’s right to: •

protection from physical, emotional and sexual harassment, discrimination, or abuse from peers or others while in the school environment

•

be treated with respect and dignity by other people

•

be disciplined in ways which are positive

•

express their views, have a say in matters which affect them, present their side of the story and be treated fairly according to the principles of natural justice

•

have matters of privacy protected.

Aims 1. ACG seeks to promote and protect the rights of all to a working environment free from harassment and acts of bullying.

2. ACG acknowledges that acts of bullying will occur and that clear and consistent procedures should be in place to deal with these.

Any form of bullying behaviour is viewed as anti-social and is unacceptable.

3. All ACG schools should seek to educate their school communities that the rights of victims of bullying will be asserted while all perpetrators of bullying shall be required to change their behaviours.

Guidelines Bullying may be seen as any deliberate action committed by one or more persons with the intention or result of causing discomfort or fear or a feeling of defencelessness in another person/s.

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1. Each ACG school should have in place a clear school-wide ‘code of conduct’ so that staff, students and parents feel safe and where everyone is expected to follow the same rules of conduct and where eliminating bullying is everyone’s responsibility.

2. ACG recognises that bullying activity may occur while students are not in the school environment and/or outside normal school hours.

Nevertheless, the school accepts that upon becoming aware of bullying activity, it should address it in order to support a victim.

3. Each ACG school shall ensure that students are made aware of the dangers regarding internet use and information sharing, including students’ private use of social networking, and that ‘safe’ use is paramount.

4. ACG acknowledges that although schools have limited control over the pervasive reach of internet use and technology and the ease with which students may use it, there is nevertheless a moral duty to educate students and parents in safe uses, and abuses and legal consequences.

5. Each ACG school shall seek and share best practice in regularly reviewing policy and procedure in line with research and legislation and other stakeholder services.

6. The Principal/designated deputy will inform parents of both victim/s and perpetrator/s of a bullying incident which is considered serious by the school within the parameters of Privacy law and ACG policy.

7. Intervention/ investigation into an allegation or report of bullying shall be conducted as soon as practicable and record keeping of investigation into acts of alleged bullying shall be accurate with all instances of alleged bullying being treated seriously, confidentially, and on a case-by-case basis, bullying may lead to suspension or a recommendation to the Disciplinary Committee.

8. Where a bullying incident is considered to be severe such that the school considers the student victim/s and/or perpetrator/s could be seriously harmed or do harm, the Police shall be informed.

9. Teaching staff and managers shall receive appropriate training as required.

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Child Protection Policy Rationale ACG Schools have an obligation to ensure the wellbeing of children/young people in their care so that they thrive and achieve. The Schools are committed to the prevention of child abuse and neglect and to the protection of all children. The safety and wellbeing of the child/young person is paramount.

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Aims

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To provide a safe, healthy learning environment that allows children to develop to their full potential;

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To raise awareness amongst staff of child protection issues and ensure staff are equipped to deal with concerns;

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To establish lines of communication with agencies that can support the school in child protection related matters;

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To ensure that any allegations of child abuse are handled in an appropriate manner that ensures the child’s safety.

Definitions Definition of child or young person in need of care or protection.

Child – below the age of eighteen years - United Nations Convention on the Rights of the Child, Article 1 Child abuse - harming (whether physically, emotionally or sexually), ill treatment, abuse, neglect, or serious deprivation.

Physical abuse - any acts that may result in physical harm.

Sexual abuse - any acts that involve forcing or enticing a child to take part in sexual activities, whether or not they are aware of what is happening.

Emotional abuse - any act or omission that results in adverse or impaired psychological, social, intellectual and emotional functioning or development.

Neglect - the persistent failure to meet a child’s basic physical or psychological needs, leading to adverse or impaired physical or emotional functioning or development.

Guidelines 1. The school will develop appropriate procedures to meet child protection requirements.

2. All staff members (including contractors and volunteers) are expected to be familiar with this policy, its associated procedures and protocols and abide by them.

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3. A Child Protection Coordinator shall be appointed in each school who is responsible for ensuring that the procedure for reporting child abuse is effective and timely. If a member of staff has a child protection concern, then they must inform the Principal and/or Child Protection Coordinator as soon as possible. All suspicions and information will be recorded factually.

4. A list of specialist agencies will be kept and updated by the Child Protection Coordinator.

5. Any person employed by ACG who believes that any child or young person has been, or is likely to be, harmed (whether physically, emotionally, or sexually), ill-treated, abused, neglected, or deprived must follow school procedures relating to child protection. Advice will be sought through appropriate agencies in all cases of suspected or alleged abuse or neglect.

6. ACG Schools will refer all suspected situations of child abuse to Police or Child, Youth and Family. The safety of the child will be the primary consideration, and no person will collude to protect an adult or an organisation.

7. The Principal will respond to suspicions and allegations of child abuse or neglect by a member of staff, a volunteer or a parent in a manner which best ensures children’s or young persons’ immediate and long-term safety. This could include a referral to the Police.

8. In general, staff will not share information if they believe that by doing so this will endanger the child. When a legitimate agency contacts a staff member for information that staff member must first refer to the Child Protection Coordinatorfor clearance before providing the information.

9. The parent/caregiver will usually be informed of concerns but there may be times when they may not be initially informed, such as when it may expose the child to further harm; the parent is the alleged perpetrator; evidence will be destroyed or child is of an age when they do not want their parent informed.

10. Ensure that staff are able to identify the signs and symptoms of potential abuse and neglect, deal with disclosures by children and allegations against staff members and are able to take appropriate action in response.

11. ACG Schools will ensure that when recruiting staff, they have the skills and attributes which will contribute to the children’s safety and to their health, physical, emotional, intellectual and social development.

12. ACG Schools will ensure that all staff working with children, both paid and voluntary, have been appropriately Police vetted and screened.

13. ACG Schools will provide guidelines for all members of staff, whether paid or voluntary, that clarify appropriate staff behaviour. ACG Schools will review these regularly with staff to ensure that the guidelines meet the needs arising from ever-changing environments and situations.

14. Adults should always maintain appropriate professional boundaries and avoid behaviour which might be misinterpreted by others. They should report and record any incident with this potential.

15. ACG Schools will incorporate into the curriculum age-appropriate programmes designed to teach children how to keep themselves safe and know who to approach for help.

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Complaint Policy Rationale ACG schools shall endeavour to have a fair and supportive environment where students, parents/caregivers or any other relevant third parties can raise issues and ultimately register complaints and feel confident that any issues will be addressed in a fair and professional manner, and that organisational learning will occur to prevent any repetition of unsatisfactory procedures or responses.

Complaints dealt with under this policy are most likely to concern decisions, actions or procedures of a School that have caused concern to parents or stakeholders.

Aims To ensure that: • a complaints procedure exists to expedite the prompt, fair and professional resolution of complaints • appropriate organisational learning, reflection and change occurs as a result

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•

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procedures preserve the confidentiality and privacy of persons involved, and are based on the principles of natural justice.

Guidelines 1. Any issues should normally be considered and addressed as part of the normal day to day interaction between parents and a School. Only in extreme cases where such dialogue fails to satisfy the parent should this process be required.

2. All complaints (which should preferably be made in writing) must outline clearly the details of the complaint being made and the name/s of the persons involved.

3. The complaint shall be investigated, usually by separate discussion with the complainant and any relevant employees or third parties. At all times, the investigator shall carry out the investigation in accordance with appropriate legal principles.

4. The investigator will be the Principal or delegated senior staff member, unless the complaint involves the Principal or is of such magnitude to require more senior attention where the CEO, or nominated deputy, may be the investigator.

5. If an Employee’s conduct could potentially require the use of the Company’s Policy #306 Investigation Discipline, then that process may be instigated, and may run in parallel, if deemed appropriate.

6. The Principal or senior staff member investigating the complaint may interview other person/s who may be able to provide a firsthand account or independent assessment of matters relevant to the complaint.

7. A written record of all interviews and discussions between relevant parties shall be kept.

8. There shall be early consultation with all parties wherever possible.

9. If it is considered necessary to refer the matter to the Police and/or outside agencies, this shall normally be done only after consultation with parents/guardians, and then only with the knowledge of the Principal.

10. Any outcome, including any recommended actions, will be documented and communicated as appropriate, and will include the identification of the individual accountable for implementation and a target date and review date advised.

11. All new staff shall be made aware of this policy through the induction process.

Parent Student Handbook - Update November 2020

Medication Policy Responsible management of medications in the School is important for the safety of both students taking the medication and others. This policy deals with prescription medications that a student may need for his or her continued well-being. Non-prescription medications are not considered to be the responsibility of the School to supervise, except where these are dispensed by a staff member.

Aims •

To enable a student to lead a normal life with minimum disruption and minimal emphasis on illness

•

To ensure the use of medication is safely kept to those students for whom it is intended under conditions prescribed by medical authorities

•

To ensure that staff have clear guidelines under which any medicine is to be taken by students.

Guidelines 1. All parents and guardians must inform the School if their child is bringing prescription medications to school.

2. All parents and guardians must inform the School of any condition that may require a student needing emergency use of medications.

3. If parents or guardians wish the School to administer or supervise medication, then the parent or guardian must provide a written request detailing all valid information. Verbal instructions are not acceptable. The medicine must be properly labelled with the name of the student, the name of the medication, dosage and how to administer, name of the doctor and the date prescribed.

4. Medications are to be supervised from the designated health area, where they will be stored securely and recorded when dispensed to students. Non-prescribed drugs (e.g. Ibuprofen, Paracetamol, Loratadine, Quik-eze/Tums, Mylanta, Vicks, and Betadine) may be dispensed to students by a registered nurse or person approved by the Principal. Details of the dosage must be recorded in a register listing the student, date and time, medication and quantity. Parents will be contacted before any non-prescription drugs may be administered to a student.

5. Staff who have the responsibility of dispensing non-prescribed drugs and who are not registered nurses should receive regular training in First Aid and will hold a current First Aid Certificate.

6. Guidelines for Medicines: •

Antihistamines – small quantities, properly labelled, may be left at the designated health area for emergency use.

•

Allergy kits – may be carried by student, with a spare kit left in the designated health area.

•

Asthma inhaler – must be carried by the student; the inhaler body should be labelled with the student’s name.

•

Antibiotics – the dose for most antibiotics can be scheduled outside of school hours.

•

Diabetic – students may need access to glucose in the form of suitable sweets or drink; any blood glucose tests should be carried out in the designated health area.

•

Ritalin – and similar drugs are to be stored and administered in the designated health area.

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Pastoral Support of Students Rationale ACG accepts a duty for the care and oversight of both the academic needs and personal well-being of students. ACG also acknowledges a duty to support students in their transfer to a new environment, particularly where there is an increasing emphasis on personal motivation and responsibility related to the age and origin of the student.

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Aims

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•

To provide personal oversight of each student with an emphasis on open and honest communication.

•

To establish and maintain close contacts between home and school.

•

To ensure appropriate support is available to students when and as needed.

Guidelines 1. The Principal has overall responsibility for the pastoral care of students but may delegate day to day oversight to another staff member.

2. Deans may be appointed to coordinate programmes of pastoral care.

3. Advisors or homeroom teachers shall be assigned to every student. They shall meet individually and regularly with each student with a view to focusing on the meeting of individual needs. These meetings shall be documented.

4. Advisors or homeroom teachers shall maintain regular contact (in person or by phone) with parents/guardians throughout the year, so that they remain well informed about progress and any other welfare matters. Parents/guardians may also contact any staff member regarding progress and welfare related to their child.

5. Advisors or homeroom teachers shall meet with parents/guardians to discuss the progress of students as specified by the Principal.

At primary levels (years 1 – 6) interviews will be at least two times, per year. At secondary levels some interviews may also be held with students.

Parent Student Handbook - Update November 2020

Special Educational Needs (SEN) and Inclusion Policy Rationale ACG School Jakarta recognises that all students have individual needs, such as learning, social, behavioural or emotional. We believe that all students who attend our school, regardless of background, culture and ability, should be supported to meet their full potential.

Support is provided to ACG School Jakarta students with special educational needs, giving them the best opportunity to develop academic performance and improve confidence in all areas of the curriculum.

Aims of the Special Educational Needs and Inclusion Policy •

To develop a shared understanding of what special educational needs means in the context of ACG School Jakarta;

•

To clarify the school’s scope and considerations regarding students with special educational needs;

•

To support students in helping them to achieve their targets in each learning area;

•

To provide Educational Adjustment Plans (EAPs), which outline the methods, strategies, and learning targets.

Children have additional learning needs if they: •

have a significantly greater difficulty in learning than the majority of children of the same age.

•

have a significant talent or natural ability greater than the majority of children of the same age.

•

have behavioural and/or emotional difficulties that hinder them from learning at a similar rate as the majority of children of the same age.

•

have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools.

Note: Children receiving English Language Support (ELS) are provided for outside of Special Educational Needs. Reference should be made to the English Language Support (ELS) Policy.

Special educational provision means: An educational provision which is additional to, or otherwise different from, the educational provision made generally for children of the same age.

Critical Success Factors •

The culture, practice, management and deployment of resources at ACG School Jakarta are designed to ensure all students’ needs are met.

•

Schools and parents work together to ensure that any students’ special educational needs are identified early.

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•

Schools consider best practice when developing interventions.

•

The wishes of the student are considered, taking into account their age and understanding.

•

Special education professionals and parents work in partnership.

•

Special education professionals take into account the views of individual parents with regard to their child’s particular needs.

•

Interventions for each student are reviewed regularly to assess their impact, the student progress and the views of the student, their teachers and their parents.

Considerations for inclusive practice at ACG School Jakarta

WHOLE SCHOOL POLICIES

The international curricula at ACG School Jakarta secures access to the essential areas of learning and provides for the development of the knowledge, understanding and skills that students will need in order to become active and responsible global citizens. Informed and effective curriculum differentiation is the result of the school’s cycle of observation, assessment, planning and review. A variety of pedagogical approaches should be implemented to maximise the achievement of all students. These kinds of arrangements apply to all students and are not part of special educational provision.

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Careful consideration of the school’s ethos and the learning environment can help prevent some special educational needs arising, and minimise others. Differentiation of learning helps ACG School Jakarta to meet the learning needs of all children. Students’ learning difficulties may manifest as a result of difficulties within the child and/or a school’s own practices. Teachers’ planning should be flexible in order to recognize the needs of all students as individuals and to ensure progression, relevance and differentiation.

Providing effective learning opportunities for all students offer three key principles for inclusion: •

setting suitable learning challenges;

•

responding to students’ diverse needs;

•

overcoming potential learning and assessment barriers for individuals or groups of students.

The decision to accept a new student with special educational needs, or the decision to request an existing family to find an alternative educational institution for their child with special educational needs, will be made by the Principal.

In circumstances where, during the school enrolment process, parents did not disclose their child’s full history, including SEN information or previous counselling/therapies, the School reserves the right to request the family to find an alternative educational institution for their child.

Provisions of Support & Monitoring Progress At ACG School Jakarta, we take a graduated response to providing support: Classroom Initiative and School Initiative, which starts with the teacher and gathers further specialist input over time.

•

Classroom Initiative is when a student has been identified as having an additional need that requires intervention. Intervention may include additional or different teaching materials or a different way of teaching. Further intervention could be small group booster sessions, for example, in Mathematics or Reading.

Parent Student Handbook - Update November 2020

•

School Initiative is when, despite the Classroom Initiative, a student does not make expected progress. Intervention may include intensive targeted support, including one-to-one or small group support by a teaching assistant or specialist teacher. The student will continue to work on precise personal targets and timelines as outlined in the EAP.

•

Parents will be requested to have their child undertake an Educational Assessment.

•

An Educational Adjustment Plan (EAP) is used to outline the different or additional provision to be made for the student, including teaching strategies and short-term goals. The EAP identifies a Performance Measurement Standard for each goal. The EAP is reviewed termly.

For both the Classroom Initiative and School Initiative provisions of support, the student is added to the SEN Register in Learning Support - SEN. A student will remain on the SEN Register until the student has been assessed to no longer require additional support, as they have made expected levels of progress for their year group.

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Student Discipline Responsibility: Principals, Board Rationale •

ACG recognises that students and teachers have a right to a safe, pleasant working and learning environment. Students and staff need also to be responsible for their own actions and to show courtesy and respect for others, for the property of others and for the environment.

•

ACG schools seek to assist students to develop appropriate social skills and modes of personal behaviour, as well as enhanced values of honesty, integrity and respect.

•

ACG recognises that there will be times when serious breaches of regulations and requirements occur, and that processes for dealing with such breaches must recognise the rights and obligations of those involved as well as applying fair and impartial responses.

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Aims

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•

To develop an environment in which mutual respect is a chief tenet and where students appreciate the rights of others to learn in a safe secure environment.

•

To help students appreciate the consequences of their actions.

•

To provide guidelines for staff on the procedures to follow in the event of inappropriate behaviour by any student.

•

To provide a process of separate and impartial judgement in the event of any serious or repeated breach of regulations and requirements.

Guidelines •

The Principal shall be responsible for implementing this policy. The Principal is responsible for informing all students and staff of this policy and its rules, and any additional regulations approved by the Principal.

•

The behaviour code is applicable during the school day, coming to and going from school, on school trips and at all events organised by the school, including travel to and from school on public transportation, and includes international students in Homestay accommodation.

•

Whenever possible staff will exert their own influence on the behaviour and progress of students in accordance with this policy.

When staff call parents on disciplinary matters, they should endeavour to record the details of the conversation and file the notes in the student’s file.

•

Senior managers may interview students regarding any breach of the school’s rules and regulations or in support of a staff member attempting to address behaviours of concern. A record of disciplinary interviews should be made, together with any conversations with parents, agents or caregivers. Written warnings may be issued but not final warnings.

•

Where a student’s gross misconduct or continual disobedience is a harmful or dangerous example to other students at the school, the Principal may: Parent Student Handbook - Update November 2020

•

issue a final written warning to the student; or

•

suspend the student for a specified time not exceeding five school days; or

•

suspend the student with a recommendation for a hearing by the Disciplinary Committee.

•

Where the Principal suspends the student with a recommendation for a hearing by the Disciplinary Committee then the Disciplinary Committee shall be convened in accordance with the requirements of the Suspension of Students Policy #506.

•

Student behavioural issues shall be dealt with in accordance with the following principles:

•

•

A progressive system which seeks to deal with behavioural issues at an early stage by the imposition of fair and just instruction or penalties that appropriately meets the offence;

•

Where a teacher is unable to influence a student’s behaviour or progress in the classroom, then the matters of concern may be elevated to the Principal and/or senior staff;

•

Parents/caregivers will be involved when a students behaviour is causing concern, to enable their cooperation;

•

A database of student behaviour incidents and their consequences shall be accurately maintained at all times. Principals shall ensure that all correspondence, logged incidents and staff notes use correct, fair and neutral language which at no time overstates, nor understates, facts, and which at no time pre-empts or suggests any later discipline outcomes. Principals shall also ensure that staff understand that any such records may be used in a court of law, and as such should reflect ACG’s commitment to the fair and neutral recording of facts. Personal information included in this database will be collected, stored, used and disclosed in accordance with the privacy principles established under the Privacy Act as amended or replaced from time to time.

This policy should be read in conjunction with: Suspension of Students Policy #506 and Bullying Policy #520, Procedure 502 Rules.

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Driving: Student Vehicles Students in control of vehicles Students enrolled at ACG School Jakarta should at all times demonstrate safe driving and other good road safety and driving habits when operating motor vehicles. Safety of the student, and other road users, is the primary concern. Secondly, the actions of offending drivers identified as ACG School Jakarta students create unfavourable impressions of our student body and the School itself. The following regulations serve to address this problem and promote a culture of safe driving. ACG School Jakarta supports initiatives to reduce road accident and injury statistics. The School is obliged to notify the authorities of any inappropriate driving incidents or breaches of licence conditions that come to our attention.

To promote a culture of safe and responsible driving, students who drive to school are required to complete a Vehicle Approval Form.

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Registration Procedure

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•

Students request a ‘Vehicle Approval Form (VAF)’ from Student Services.

•

The VAF is to be fully and accurately completed with driver, licence and vehicle details. (Copy of licence to be attached).

•

The regulations contained in this document should be read carefully by the student (and a parent/caregiver/homestay if the student is under the age of 18 years).

•

The declaration is to be signed and dated by the student (and a parent/caregiver/homestay if the student is under the age of 18 years).

•

If passengers are to be transported by a student with a full licence then signed copies of the ‘Permission to Transport Passengers’ Form must be completed for each passenger. Students with restricted licences who have applied for, but not yet received, an exemption must not transport other students, including siblings, until an exemption has been granted.

•

All documentation is to be presented to the Principal for consideration.

Expectations of students It is expected that all students who drive to school must complete a Vehicle Approval Form, and in doing so, subscribe to a culture of safe driving and commit to the following: •

All Indonesian laws, regulations and conditions as they apply to the issuing and use of the licence will be strictly adhered to.

•

All traffic laws and safety rules regarding the use of a motor vehicle will be strictly adhered to.

•

No other passengers will be transported by the student without the required authority being given and registered.

•

International licence (12 months from arrival) - completion of ‘Permission to Transport Passengers’ Form for each passenger.

•

The vehicle shall display current vehicle registration labels

•

Common courtesy and consideration are to be shown to all other road users, including pedestrians, to enhance safety on the road.

•

Consideration is to be given to the local residents as students approach the school site. Speed limits on all approaching roads are Parent Student Handbook - Update November 2020

to be strictly adhered to. •

Students must advise the Principal if they are involved in any accident as a driver or passenger in a car driven by an ACG School Jakarta student.

•

Students must advise the Principal if there is any change in the status of their driver licence as the result of a traffic law infringement.

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Enrollment information Application fee The application fee of IDR 2,500,000 is paid at the time an enrolment application is lodged with the School and is non-refundable.

Payment details can be found at the bottom of the page.

Development fee The development fee is payable within 7 days of the offer of a place at the School. It secures and confirms the student’s enrolment at the School and is directed towards the School’s facilities and resources.

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Tuition fees

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Tuition fees are payable annually in advance and no later than two weeks prior to the commencement of the school year. Students will not be able to recommence studies until all fees for the semester are paid. Where an employer undertakes to pay the school fees, the employer is required to provide a letter to the School confirming it accepts responsibility for the payment. This “Payment of fees acceptance” letter is required prior to a student commencing class. In any event, the parents re–main responsible for ensuring the payment of fees.

Withdrawals The School requires notice of withdrawal to be provided in writing and submitted to the Principal at least six school weeks prior to the date of withdrawal, except in Term 4, when the withdrawal must be received at least six school weeks prior to the end of that term.

The School will not refund any portion of the tuition fee or ELS fee if paid by term. The application and development fees are not refundable at any time. Transport fees may be refunded on a pro-rata basis if written notice has been provided at least one month prior to cancellation.

Payment of fees Fees can be paid by bank transfer to the School’s bank account or by credit card.

Parent Student Handbook - Update November 2020

Appendix 1 School Maps

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APPENDIX

Appendix 2 Grade Equivalences

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Parent Student Handbook - Update November 2020

PROGRAMME OF INQUIRY 2020 - 2021

Appendix 3 POI Kindergarten - Year 1 Year Level Transdisiplinary Themes Who we are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures, rights and responsibilities; what it means to be human.

Where we are in place and time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind;the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives.

How we express ourselves An inquiry into 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.

How the world works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

How we organise ourselves An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Sharing the planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Parent Student Handbook - Update November 2020

K3/K4 YEAR 1 YEAR 2 YEAR 3 YEAR 4 YE Central Idea: We are always learning new things about ourselves Lines of Inquiry: - The similarities and differences between us (Connection) - How I am growing and changing (Change) - The individual characteristics that make us unique (Perspective) Related Concepts: Identity, Stages of Growth Unit Order: Unit 1

Central Idea: Spaces and facilities in and around buildings determine how people use them Lines of Inquiry: - Characteristics and arrangements of physical space (Form) - How people use different spaces (Function) - Our responsibility to share spaces with others (Responsibility)

Central Idea: Sharing our cultures helps us to better understand each other Lines of Inquiry: - Our own culture (Form) - What makes cultures special (Perspective) - Similarities and differences between cultures (Connection) Related Concepts: Culture, Identity, Traditions, Diversity Unit Order: Unit 1

Central Idea: Personal identity and surroundings can influence our homes Lines of Inquiry: - Why homes are different (Causation) - How homes have changed over time (Change) - Personal taste in home design (Perspective)

Central Idea: Personal well-being requires a balance of interconnected factors Lines of Inquiry: - How various factors influence a person’s overall sense of well-being (Causation) - The interconnected aspects of well-being (Connection) - Our responsibility for looking after ourselves (Responsibility) Related Concepts: Goal Setting, Identity, Growth, Health Unit Order: Unit 1

Central Idea: The diverse features of a location determine how we live, work, and play Lines of Inquiry: - Different types of locations (Form) - How the features impact the use of a location (Causation) - How locations have changed over time (Change)

Related Concepts: Environment, Place, Location, Arrangement

Related Concepts: Properties and Uses of Materials, Adaptation, Locality, Design

Related Concepts: Diversity, Identity, Geography, Climate, Population

Unit Order: Unit 2

Unit Order: Unit 4

Unit Order: Unit 3

Central Idea: Artists make choices to communicate personal ideas and feelings

Central Idea: Understanding light and sound can transform experience

Central Idea: Through play, we express our feelings and ideas and come to new understandings Lines of Inquiry: - Imaginative use of materials (Perspective) - Communicating through play (Connection) - The role of toys in play (Function) Related Concepts: Meaning, Safety, Communication, Imagination, Properties and Uses of Materials Unit Order: Unit 3

Central Idea: Patterns affect our daily lives Lines of Inquiry: - Patterns in the natural world (Form) - Using patterns to make predictions (Causation) - Consequences of disrupting a pattern (Change) Related Concepts Patterns, Plants, Seasons, Predictions Unit Order: Unit 4

Lines of Inquiry: - How visual art can be used to express personal ideas and feelings (Function) - Art appreciation (Perspective) - How visual art has changed over time (Change)

Lines of Inquiry: - Properties and uses of light and sound (Function) - How light and sound can be manipulated (Change) - How light and sound can enhance a performance (Perspective)

Central Idea: Being open-minded about different religions can develop mutual understandings Lines of Inquiry: - Different religions (Form) - Similarities and differences between religions (Connection) - How our spirituality, values and beliefs influence our behaviour (Responsibility) Related Concepts: Religions, Beliefs and Values, Culture, Identity Unit Order: Unit 3

Central Idea: Family histories provide an insight into personal identity Lines of Inquiry: - Family ancestry (Form) - Artefacts, heirlooms and rituals that have meaning in a family (Perspective) - Similarities and differences between generations within a family (Change) Related Concepts: Diversity, Identity, Geography, Climate, Population Unit Order: Unit 1

Central Idea: Imagination extends our ability to think, create and express ourselves Lines of Inquiry: - The ways we demonstrate and enjoy our imagination (Causation) - How imagination helps us to consider other perspectives (Perspective) - The role of imagination in solving problems (Function)

Related Concepts: Expression, Spatial Awareness, Properties and Uses of Materials

Related Concepts: Forms of energy , Transformation, Properties, Audience, Performance

Related Concepts: Imagination, Creativity, Audience, Expression, Technology

Unit Order: Unit 3

Unit Order: Unit 5

Unit Order: Unit 4

Central Idea: Machines can make work easier

Central Idea: Human survival depends on understanding the changing nature of Earth

Central Idea: Materials exist in different states and can be changed Lines of Inquiry: - States of matter (Form) - How matter can be used (Function) - How we can change one state of matter to another (Change)

Central Idea: Human body systems interact to achieve balance Lines of Inquiry: - Human body systems (Form) - How systems function (Function) - How the body systems are interconnected (Connection) Related Concepts: Systems, Interdependence, Health

Past civili

Lines of Inquiry: - Migration of humans through history (Change) - Why humans migrate (Causation) - The effects of migration on cultures (Perspective)

- Char - Why civil - The ma

Related Concepts: Migration, Conflict, History Unit Order: Unit 1

Central Idea: Beliefs and values are communicated through stories

Our cultural herit

Lines of Inquiry: - How stories are shared (Form) - How illustrations enhance a story (Connection) - How stories convey beliefs and values (Perspective)

- How the Ar -

Related Concepts: Traditions, Morals, Beliefs

Central Idea: Many factors are considered when designing structures

Related Concepts: Efficiency, Mechanics, Physics

Related Concepts: Weather, Impact, Prevention, Climate

Related Concepts: Engineering, Sustainability, Human Ingenuity

Unit Order: Unit 4

Unit Order: Unit 2

Unit Order: Unit 4

Central Idea: Services work together to meet the needs of a community

Central Idea: Marketplaces serve the needs and wants of a community

Central Idea: People create a variety of systems to communicate with others

Central Idea: Many products go through a process of change before they are consumed or used

Lines of Inquiry: - The roles of different services in the community (Form) - Connections between community services (Connection) - How services meet the needs of a community (Function)

Lines of Inquiry: - How people make choices based on needs and wants (Connection) - Where goods come from (Change) - The marketplace as a system of exchanges (Function)

Lines of Inquiry: - Forms of communication (Form) - Signs and symbols (Function) - How specialized systems of communication have changed over time (Change)

Lines of Inquiry: - Origins of products (Connection) - The process of production (Change) - Responsible product choice (Responsibility)

Related Concepts: Community, Cooperation, Roles

Related Concepts: Transportation, Money, Needs and Wants

Related Concepts: Communication, Systems, Language

Related Concepts: Properties and Use of Materials, Raw Materials, Consumption

Unit Order: Unit 6

Unit Order: Unit 6

Unit Order: Unit 6

Unit Order: Unit 3

Central Idea: Living things depend on each other to thrive

Central Idea: The choices humans make have an impact on the planet

Central Idea: Organisms respond to changes in the environment

Central Idea: Equity can be achieved by access to equal opportunities

Lines of Inquiry: - How an ecosystem works (Function) - The interdependence of organisms and ecosystems (Connection) - Why environments change (Causation)

Lines of Inquiry: - The difference between equity and equality (Perspective) - The relationship between wealth and opportunities (Causation) - Forms of action used to achieve equal rights (Form)

Related Concepts: Ecosystems, Interdependence, Habitats

Related Concepts: Wealth, Education, Justice, Action

Unit Order: Unit 5

Unit Order: Unit 6

Lines of Inquiry: - The choices humans make (Form) - Human impact on the planet’s resources (Causation) - Our responsibility to care for the planet (Responsibility)

Related Concepts: Growth, Ecosystems, Habitat, Needs, Interactions

Related Concepts: Consumption, Impact, Pollution, Sustainability

Unit Order: Unit 2

Unit Order: Unit 2

Traditi

Unit Order: Unit 5

Lines of Inquiry: - Architecture over time (Change) - Why different materials are used in construction (Function) - Environmental factors to consider when designing and building (Responsibility)

Lines of Inquiry: - How and why living things grow (Causation) - How living things are interconnected (Connection) - Our responsibility to care for living things (Responsibility)

Inherited

Central Idea: Migration occurs as a response to challenges and opportunities

Lines of Inquiry: - Interconnectedness of the elements of the Earth (Connection) - How the Earth is changing (Change) - Human responses to natural disasters (Responsibility)

Unit Order: Unit 5

-W - How traits

Unit Order: Unit 2

Lines of Inquiry: - Various types of machines (Form) - How machines are used (Function) - The advantages and disadvantages of machines (Perspective)

Related Concepts: Properties and Uses of Materials, Changes of State, Solids, Liquids, Gases

Nat

- Similarit

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Humans use

- Scie - How hum

- How science a

Physics,

The struct

- The struc

- Reasons - Re

Systems ,

Resolving conflic

- How p - Strategies to res

Co

PROGRAMMEAppendix OF INQUIRY - 2021 4 POI Years 2 -2020 6 K3/K4 YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 Central Idea: We are always learning new things about ourselves

Central Idea: Sharing our cultures helps us to better understand each other

Lines of Inquiry: - The similarities and differences between us (Connection) - How I am growing and changing (Change) - The individual characteristics that make us unique (Perspective)

Lines of Inquiry: - Our own culture (Form) - What makes cultures special (Perspective) - Similarities and differences between cultures (Connection)

Related Concepts: Identity, Stages of Growth Unit Order: Unit 1

Central Idea: Spaces and facilities in and around buildings determine how people use them Lines of Inquiry: - Characteristics and arrangements of physical space (Form) - How people use different spaces (Function) - Our responsibility to share spaces with others (Responsibility)

Related Concepts: Culture, Identity, Traditions, Diversity Unit Order: Unit 1

Central Idea: Personal identity and surroundings can influence our homes Lines of Inquiry: - Why homes are different (Causation) - How homes have changed over time (Change) - Personal taste in home design (Perspective)

Central Idea: Personal well-being requires a balance of interconnected factors Lines of Inquiry: - How various factors influence a person’s overall sense of well-being (Causation) - The interconnected aspects of well-being (Connection) - Our responsibility for looking after ourselves (Responsibility) Related Concepts: Goal Setting, Identity, Growth, Health Unit Order: Unit 1

Central Idea: The diverse features of a location determine how we live, work, and play Lines of Inquiry: - Different types of locations (Form) - How the features impact the use of a location (Causation) - How locations have changed over time (Change)

Related Concepts: Environment, Place, Location, Arrangement

Related Concepts: Properties and Uses of Materials, Adaptation, Locality, Design

Related Concepts: Diversity, Identity, Geography, Climate, Population

Unit Order: Unit 2

Unit Order: Unit 4

Unit Order: Unit 3

Central Idea: Artists make choices to communicate personal ideas and feelings

Central Idea: Understanding light and sound can transform experience

Central Idea: Through play, we express our feelings and ideas and come to new understandings

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Lines of Inquiry: - Imaginative use of materials (Perspective) - Communicating through play (Connection) - The role of toys in play (Function) Related Concepts: Meaning, Safety, Communication, Imagination, Properties and Uses of Materials Unit Order: Unit 3

Central Idea: Patterns affect our daily lives

Lines of Inquiry: - Patterns in the natural world (Form) - Using patterns to make predictions (Causation) - Consequences of disrupting a pattern (Change) Related Concepts Patterns, Plants, Seasons, Predictions Unit Order: Unit 4

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Lines of Inquiry: - How visual art can be used to express personal ideas and feelings (Function) - Art appreciation (Perspective) - How visual art has changed over time (Change) Related Concepts: Expression, Spatial Awareness, Properties and Uses of Materials Unit Order: Unit 3

Central Idea: Materials exist in different states and can be changed Lines of Inquiry: - States of matter (Form) - How matter can be used (Function) - How we can change one state of matter to another (Change)

Lines of Inquiry: - Properties and uses of light and sound (Function) - How light and sound can be manipulated (Change) - How light and sound can enhance a performance (Perspective) Related Concepts: Forms of energy , Transformation, Properties, Audience, Performance

Central Idea: Being open-minded about different religions can develop mutual understandings Lines of Inquiry: - Different religions (Form) - Similarities and differences between religions (Connection) - How our spirituality, values and beliefs influence our behaviour (Responsibility) Related Concepts: Religions, Beliefs and Values, Culture, Identity Unit Order: Unit 3

Central Idea: Family histories provide an insight into personal identity Lines of Inquiry: - Family ancestry (Form) - Artefacts, heirlooms and rituals that have meaning in a family (Perspective) - Similarities and differences between generations within a family (Change) Related Concepts: Diversity, Identity, Geography, Climate, Population Unit Order: Unit 1

Central Idea: Imagination extends our ability to think, create and express ourselves Lines of Inquiry: - The ways we demonstrate and enjoy our imagination (Causation) - How imagination helps us to consider other perspectives (Perspective) - The role of imagination in solving problems (Function) Related Concepts: Imagination, Creativity, Audience, Expression, Technology

Unit Order: Unit 5

Unit Order: Unit 4

Central Idea: Machines can make work easier

Central Idea: Human survival depends on understanding the changing nature of Earth

Central Idea: Human body systems interact to achieve balance Lines of Inquiry: - Human body systems (Form) - How systems function (Function) - How the body systems are interconnected (Connection) Related Concepts: Systems, Interdependence, Health Unit Order: Unit 2

Central Idea: Migration occurs as a response to challenges and opportunities Lines of Inquiry: - Migration of humans through history (Change) - Why humans migrate (Causation) - The effects of migration on cultures (Perspective) Related Concepts: Migration, Conflict, History Unit Order: Unit 1

Central Idea: Nature and nurture define who we are

Central Idea: Changes people experience at different stages of their lives affect their evolving sense of self

Lines of Inquiry: - Similarities and differences between humans and animals (Connection) - What it means to be human (Form) - How traits are passed through generations (Causation)

Lines of Inquiry: - The changes that occur throughout life (Change) - Factors that contribute to well-being during adolescence (Form) - How other people’s points of view can influence our relationships (Perspective)

Related Concepts: Inherited and Acquired Traits, Genetics, Behaviour

Related Concepts: Puberty, Well-being, Identity, Conflict, Relationships, Systems (Reproductive)

Unit Order: Unit 3

Unit Order: Unit 4

Central Idea: Past civilisations are reflected in our modern world

Central Idea: Exploration can lead to discoveries and new understandings

Lines of Inquiry: - Characteristics of past civilisations (Form) - Why civilizations have changed over time (Change) - The major contributions of past civilizations to today’s society (Connection)

Lines of Inquiry: - Significant explorations and discoveries (Form) - How methods of navigation have changed over time (Change) - The future of exploration (Responsibility)

Related Concepts: Innovation, History, Civilisations

Related Concepts: Discovery, Exploration, Progress, History, Innovation

Unit Order: Unit 5

Unit Order: Unit 6

Central Idea: Beliefs and values are communicated through stories

Central Idea: Our cultural heritage influences our individual forms of expression

Lines of Inquiry: - How stories are shared (Form) - How illustrations enhance a story (Connection) - How stories convey beliefs and values (Perspective)

Lines of Inquiry: - Different cultures (Form) - How the Arts can be used to express culture (Function) - Cultural expression (Perspective)

Related Concepts: Traditions, Morals, Beliefs

Related Concepts: Traditions, Artefacts, Festivals , Celebrations

Unit Order: Unit 5

Unit Order: Unit 1

Central Idea: Many factors are considered when designing structures

Central Idea: Humans use scientific principles to understand the world

Lines of Inquiry: - Interconnectedness of the elements of the Earth (Connection) - How the Earth is changing (Change) - Human responses to natural disasters (Responsibility)

Lines of Inquiry: - Architecture over time (Change) - Why different materials are used in construction (Function) - Environmental factors to consider when designing and building (Responsibility)

Lines of Inquiry: - Scientific misconceptions (Responsibility) - How humans discover scientific principles through experimentation (Function) - How science and technology has changed over time (Change)

Related Concepts: Efficiency, Mechanics, Physics

Related Concepts: Weather, Impact, Prevention, Climate

Related Concepts: Engineering, Sustainability, Human Ingenuity

Related Concepts: Physics, Force, Properties, Chemistry, Prediction

Unit Order: Unit 4

Unit Order: Unit 2

Unit Order: Unit 4

Unit Order: Unit 4

Central Idea: Services work together to meet the needs of a community

Central Idea: Marketplaces serve the needs and wants of a community

Central Idea: People create a variety of systems to communicate with others

Central Idea: Many products go through a process of change before they are consumed or used

Lines of Inquiry: - The roles of different services in the community (Form) - Connections between community services (Connection) - How services meet the needs of a community (Function)

Lines of Inquiry: - How people make choices based on needs and wants (Connection) - Where goods come from (Change) - The marketplace as a system of exchanges (Function)

Lines of Inquiry: - Forms of communication (Form) - Signs and symbols (Function) - How specialized systems of communication have changed over time (Change)

Lines of Inquiry: - Origins of products (Connection) - The process of production (Change) - Responsible product choice (Responsibility)

Related Concepts: Community, Cooperation, Roles

Related Concepts: Transportation, Money, Needs and Wants

Related Concepts: Communication, Systems, Language

Related Concepts: Properties and Use of Materials, Raw Materials, Consumption

Unit Order: Unit 6

Unit Order: Unit 6

Unit Order: Unit 6

Unit Order: Unit 3

Central Idea: Living things depend on each other to thrive

Central Idea: The choices humans make have an impact on the planet

Lines of Inquiry: - How and why living things grow (Causation) - How living things are interconnected (Connection) - Our responsibility to care for living things (Responsibility)

Lines of Inquiry: - The choices humans make (Form) - Human impact on the planet’s resources (Causation) - Our responsibility to care for the planet (Responsibility)

Related Concepts: Growth, Ecosystems, Habitat, Needs, Interactions

Related Concepts: Consumption, Impact, Pollution, Sustainability

Unit Order: Unit 2

Unit Order: Unit 2

Unit Order: Unit 5

Central Idea: Organisms respond to changes in the environment

Central Idea: Equity can be achieved by access to equal opportunities

Lines of Inquiry: - How an ecosystem works (Function) - The interdependence of organisms and ecosystems (Connection) - Why environments change (Causation)

Lines of Inquiry: - The difference between equity and equality (Perspective) - The relationship between wealth and opportunities (Causation) - Forms of action used to achieve equal rights (Form)

Related Concepts: Ecosystems, Interdependence, Habitats

Related Concepts: Wealth, Education, Justice, Action

Unit Order: Unit 5

Unit Order: Unit 6

Related Concepts: Bias, Peer Pressure, Propaganda, Digital Citizenship, Judgement

Central Idea: Inventions and innovations create change and can lead to new possibilities Lines of Inquiry: - How inventions work (Function) - How circumstances lead people to create and innovate (Causation) - The scientific understanding behind inventions and innovations (Connection) Related Concepts: Technological Advances, Physics, Properties and Uses of Materials Unit Order: Unit 2

Central Idea: The structure of a system affects its ability to serve a purpose Lines of Inquiry: - The structure and purpose of human-made systems (Function) - Reasons for implementing a system (Connection) - Results of system failures (Causation) Related Concepts: Systems , Electricity, Structure, Power, Government

Central Idea: Supply and demand drive the production of goods Lines of Inquiry: - How market research informs demand for a product (Causation) - How advertisements can affect consumer choice (Connection) - Sustainable business practices (Responsibility) Related Concepts: Economics, Sustainability, Consumption, Supply and Demand Unit Order: Unit 3

Unit Order: Unit 2

Central Idea: Resolving conflict and promoting justice can help maintain peace Lines of Inquiry: - Causes of conflict (Causation) - How peace and conflict affect us (Perspective) - Strategies to resolve conflict and maintain peace (Responsibility) Related Concepts: Conflict, Peace, Relationships, Justice Unit Order: Unit 6

Lines of Inquiry: - How online media connects people (Connection) - How media allows us to explore a variety of perspectives (Perspective) - How our actions online influence others (Responsibility)

Unit Order: Unit 1

Lines of Inquiry: - Various types of machines (Form) - How machines are used (Function) - The advantages and disadvantages of machines (Perspective)

Related Concepts: Properties and Uses of Materials, Changes of State, Solids, Liquids, Gases

Central Idea: Digital media changes the way people access information and connect to each other

Central Idea: Exhibition Determined by the students Lines of Inquiry: - Determined by the students Related Concepts: - Determined by the students Unit Order: Unit 5

Parent Student Handbook - Update November 2020

Appendix 5 School Profile

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Appendix 5 School Profile

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Appendix 5 School Profile

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Appendix 5 School Profile

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Appendix 6 School Calendar

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Appendix 7 Digital Library Resources

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Appendix 7 Digital Library Resources

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Appendix 7Digital Library Resources

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