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The British School of Marbella

Key Stage One Handbook


Key Stage One Handbook

Table of Contents Welcome from the Headmistress .......................................................... Page 2 Welcome to the Key Stage One at BSM ............................................... Page 3 The Curriculum ...................................................................................... Page 4 Literacy .................................................................................................. Page 5 Numeracy .............................................................................................. Page 7 Topic ...................................................................................................... Page 8 ICT ......................................................................................................... Page 9 Music ..................................................................................................... Page 10 Spanish Language ................................................................................ Page 11 Physical Education ................................................................................ Page 12 PSHE ..................................................................................................... Page 13 Gifted and Talented / Homework .......................................................... Page 14 A Day in the Life of a Key Stage One Child .......................................... Page 15 Extra Curricular / Library ....................................................................... Page 16 Field Trips / Special Events ................................................................... Page 17 Pastoral System .................................................................................... Page 18 Parental Support Guidelines ................................................................. Page 20 Uniforms / Home/School Communications .......................................... Page 21 Reports / Bus Service & Playground ..................................................... Page 22 Security & School Lunches ................................................................... Page 23 Health & Absences ................................................................................ Page 13 -1-


Key Stage One Handbook

Mrs. Sian Andrews

Headmistress

Welcome from the Headmistress Dear Parents and Pupils, This Key Stage handbook will introduce you to the specific policies and procedures which will help you to support your child in more quickly becoming integrated into their life at the British School. Please take the time to read it through carefully and keep it on hand for future reference.

the other subjects often integrated into a termly topic. As in our Foundation stage the Key Stage 1 children benefit from specialist teachers in music, PE and Spanish but will also take part in Primary Instrumental Music (PIM’s) lessons provided by our peripatetic music experts. This pilot project gives all of our Primary students an opportunity to learn to read and write music and to experience the challenge of learning a range of instruments.

Key Stage 1 is the phase which includes the children from Year 1 and Year 2 and is the bridge between the play based education of our Foundation Stage and the more formal learning within the Key Stage 2 phase. The Key Stage 1 teachers are responsible for building on the early literacy and numeracy work done in the Reception Class and in particular for ensuring that children become confident and enthusiastic readers.

The facilities provided at BSM, for our Key Stage 1 children, provide an ideal environment to support their educational development. Our children benefit from a safe and caring environment with specialist areas for guided reading, dance, music and ICT whilst also enjoying indoor and outdoor play areas. At BSM I have no doubt that you will see your child grow in confidence and in ability in a learning environment where they can feel respected and can learn to respect others.

As you would expect the emphasis at this age remains on learning through direct experience, with particular attention being given to children’s personal, social and emotional development to help them to become confident independent learners. If you have the opportunity to look around our school I am confident that you will be impressed with the warmth of the learning environment, the impressively organised Classrooms, the quality of the work on display and the supportive relationships between the children and their teachers and teaching assistants.

Welcome to Key Stage 1 and to our school.

Sian Andrews

Headmistress

Mathematics, Reading and Literacy are a major part of the Key Stage 1 curriculum with -2-


Key Stage One Handbook

Literacy Literacy development is recognised as being the essential basis for all learning. As a part of our overall literacy curriculum, the school encompasses the Primary Framework, to promote and teach good practice in reading, writing and speaking and listening. Reading Reading is a very important part of a child’s education. At BSM, we see the partnership between parents and school as a vital part of reading development. Your contribution is crucial to help your child to achieve his/her full potential. There are two main strands to reading at BSM. One strand is an ‘individualised reading system’ using books which are leveled according to the reading age of the text. Children work their way through the levels, at their own rate, until they become free readers. The children bring these books home and parents are asked to monitor their reading. The second strand of reading comes within the ‘guided reading’ part of the literacy lessons. During these lessons, children will be taught about reading and understanding of texts as well as learning essential reading skills. As well as the two main strands to reading, children usually visit the library twice a week where they are encouraged to borrow books which interest them. Writing In order to write successfully, pupils must learn the rules of punctuation, sentence construction, spelling and grammar. At the infant stage of development, writing will be based on the child’s own experience. Within Key Stage 1, they will be introduced to a variety of writing forms so that their written expression is confident no matter what content. At BSM all Classes take part in weekly VCOP sessions full of interactive activities. In addition to this, students complete a ‘Big Writing’ task on a weekly basis. The ‘Big Writing’ initiative was originally devised by Ros Wilson (a former teacher and Schools Inspector). This initiative aims to give children greater confidence in writing and is something that we have found to be extremely motivational for our children. All teachers closely monitor, assess and track progress in writing. The students are aware of what writing level they are working at and set achievable targets to move towards the next level. Handwriting Throughout the school, Nelson handwriting is the school handwriting scheme. Children are taught the correct letter formations and are encouraged to write fluently and legibly. Teachers issue ‘pen licenses’ to those children who are using a joined and consistent style and once they receive their certificate they are encouraged to write in pen. Speaking and listening Speaking and listening both play an important part in language development. In order to express their thoughts Slearly, children have to search for the most suitable language for them. At BSM the children are given many opportunities to develop their skills through activities such as drama and cirSle time. Our planning, using the Primary Framework, focuses on speaking and listening at the beginning of each unit of work. We help to develop children’s listening and speaking skills using a variety of games and resources and Class discussion are an important part of all curricular areas. -3-


Key Stage One Handbook

Units covered in literacy The following units are completed in Year 1 over the course of the year:

Narrative

UNIT 1 Stories with familiar settings

UNIT 2 Stories from a range of cultures/Stories with predictable and patterned language

UNIT 3 Traditional and fairy tales (includes plays)

UNIT 4 Stories about fantasy worlds

Non-fiction

UNIT 1 Labels, lists and captions

UNIT 2 Instructions

UNIT 3 Recounts, dictionary

UNIT 4 UNIT 5 Information Recount texts (fact and fiction)

Poetry

UNIT 1 Using the senses

UNIT 2 Pattern and rhyme

UNIT 3 Poems on a theme

The following units are completed in Year 2 over the course of the year: Narrative

UNIT 1 Stories with familiar settings

UNIT 2 Traditional stories

UNIT 3 Different stories by the same author

UNIT 4 Extended stories/ Significant authors

Non-fiction

UNIT 1 Instructions

UNIT 2 Explanations

UNIT 3 Information texts

UNIT 4 Non-chronological reports

Poetry

UNIT 1 UNIT 2 Patterns on the page Really looking

UNIT 3 Silly stuff

Please note that the curriculum at BSM is constantly evaluated and improved and as a result the units above may be subject to changes.

Lesson Structure Literacy lessons take place every day and last for one hour. Most lessons have an Opener, a main teaching session, a group or individual activity and a plenary. In the Opener the Class will gather on the carpet and play a warm up game that is related to the text they are studying that week. In the main teaching session the lesson objective is introduced to the children. This is a teacher led session where the children will learn or review a concept to do with reading, writing, speaking or listening and will discuss it and may have it modeled to them. After this the children work in ability groups; supported by either the teacher or the teaching assistant or work independently to practice the learning objective of the lesson. Finally, during the lesson plenary, the children gather together to review the learning of the lesson, celebrate successes and set targets.

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Key Stage One Handbook

Numeracy Numeracy is a key life skill. Through our work in mathematics at BSM, children will gain the knowledge and understanding to confidently use the skills needed to work within our world today. Our aims at BSM are to develop:  

An enjoyment of mathematics for all children whatever their needs or talents. An awareness of the uses of mathematics throughout the curriculum and beyond.

The ability to apply skills in a changing world.

Every individual's potential in mathematics by becoming independent, confident and logical thinkers with flexibility of mind.

Their use of important mathematical language as a means of communicating ideas and concepts.

Mathematical skills and knowledge accompanied by quick reSALl of basic facts.

Curriculum guidelines At BSM we follow the New Framework for Numeracy which is separated into seven different strands; 

Using and applying mathematics

Counting and understanding number

Knowing and using number facts

Calculating

Understanding shape

Measuring

Handling data

These strands are taught throughout the year within five blocks. The structure is the same for year 1 and 2. A block is designed to cover the equivalent of 6 or 9 weeks of teaching and within each block there are three units. Each block covers objectives from the Using and applying mathematics strand and from two or three of the other core strands. The blocks are:

Planning structure for Year 1 and 2 Block A: Counting, partitioning and calculating

Block B: Securing Block C: Handling number facts, data and measures understanding shape

Block D: Calculating, measuring and understanding shape

Block E: Securing number facts, relationships and Calculating

Unit A1

Unit B1

Unit C1

Unit D1

Unit E1

Unit A2

Unit B2

Unit C2

Unit D2

Unit E2

Unit A3

Unit B3

Unit C3

Unit D3

Unit E3

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Key Stage One Handbook Lesson Structure The children have an hour long numeracy session everyday. During Key Stage One, children develop their knowledge and understanding of mathematics through practical activities, exploration and discussion. They learn to count, read, write and order numbers to 100 and beyond. As well as develop a range of mental Calculation skills and which they apply in different settings. The children are taught to use number lines, cubes and other practical materials as well as a range of informal written methods. An understanding of shape and space is developed through practical activities which build on their understanding of their immediate environment. The children begin to grasp mathematical language, using it to talk about their methods and explain their reasoning when solving problems. Use of practical materials is essential to secure learning so a good deal of the KS1 maths curriculum is practical in nature – formal recording comes after the development of mental capabilities. Each week they have a mental maths test and have an opportunity to mark and assess their own work. Numeracy lessons are planned across a year group to monitor standards, progression and consistency and to ensure each Class is teaching a mirror curriculum. Pupils are placed in one of three ability groups for independent activities which are differentiated accordingly to ensure all pupils are supported and challenged. The Class teacher and TA work with each ability group in turn during a week thus ensuring all pupils receive a high level of adult support during lessons, while also having the opportunity to develop independent skills.

TOPIC What is Topic? KS1 uses the “topic” approach to teaching science, history, geography, ICT, PSHE, art and DT. It is a dynamic and fun way to create a lively and interesting environment for the children to engage in. We present the new topic with a “hook” to capture their imagination. This can be anything from setting up an art gallery in preparation for a visit from Pablo Picasso and Vincent Van Gogh to learning all the necessary skills a pirate would use to compete in the Pirate Games; from learning the layout, features and function of parts of a city in order to become a city planner, to studying animals through comparison of diet, body, environment, location in world to prepare for a safari. The hook excites the children and immediately gives the new topic life and something they can really get involved in. Within each topic, the foundation curriculum objectives are learnt and applied.

Year 1 & 2 Topics • • •

Changes Talking Time Journeys

At the end of a topic, the children are able to put their learning into practice by applying the skills and knowledge in a practical way as they participate in an end of topic celebration. This relates directly back to the hook that was introduced to them at the beginning of the topic. From topic, students learn and practice skills that they can apply to everyday situations outside the Classroom.

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Key Stage One Handbook

ICT: Information and Communication Technology All students in Key Stage One have at least one ICT lesson each week delivered in our ICT suite. Each Classroom is equipped with an interactive whiteboard (IWB) and computer. Students have the opportunity to access and apply ICT in the Classroom as well, by being able to perform activities on the IWB. Our teachers have been trained to a high standard in using the IWB and have continuous professional development opportunities to further improve their skills. Children are taught skills outlined in the National Curriculum, adapted to account for recent developments in technology. Children will develop skills in the following areas: 

Data Handling – Pictograms, graphs, spreadsheets, databases, organising and Classifying.

Research – The internet, CD ROMs and searching for information.

Control and Sensing – Robots, sequencing instructions, basic programming and monitoring the environment.

Modeling and Simulation – Problem solving, exploring virtual environments, making things happen, animation and making choices.

Communication – Word processing, email, paint packages, presentations, digital video, music.

These skills are taught through a wide variety of software and hardware devices which are reviewed and updated regularly. This ensures that children receive the most up-to-date ICT skills to allow them to succeed and excel in the digital age.

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Key Stage One Handbook

Music Pupils in Key Stage One receive a one hour lesson of Classroom music a week and frequent recorder lessons led by a music specialist. During lessons pupils listen carefully and respond physically to a wide range of music. They play musical instruments and sing a variety of songs from memory, adding accompaniments and creating short compositions, with increasing confidence, imagination and control. They explore and enjoy how sounds and silence can create different moods and effects. Each year, the children will perform in a large scale production which involves singing, playing percussion, acting and dancing. Pupils in this key stage are strongly encouraged to participate in Extra Curricular Activities with a musical theme such as recorder club, junior choir or music & movement.

Primary Instrumental Music Scheme (PIMS) At BSM we are very keen that every student should discover an instrument that they love and the school places significant importance on instrumental music. KS1 children have the opportunity to receive one to one tuition in a variety of interments to include the violin and recorder Students come out of their normal lessons for half an hour during the school day, the times rotating each week in order that they do not miss the same lesson each time. Further details on how to sign-up for lessons are available from the Music Teacher.

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Key Stage One Handbook

Structure of Spanish in Key Stage 1 There are two different groups in Spanish Studies in Key Stage1: Spanish Language (SL) and Spanish Additional Language (SAL). Each group is broken down into two or three levels ensuring all the children are supported and challenged appropriately.  Spanish Language  Pupils need to be native or near native Spanish speakers to be able to enter this

programme.  Spanish Additional Language  Pupils who learn Spanish as an additional language or who have no previous learning

experience in Spanish will enter this programme. General learning objectives and topics of each level  In Spanish Language  Pupils will  read and write  develop their listening and speaking skills  compose a piece of writing using the words they learn  earn topics related to Spanish Culture, Geography and History In Spanish Additional Language Pupils will    

develop their listening and speaking skills read and write make some phrases and sentences by using the words they’ve learnt learn topics related to Spanish Culture, Geography and History

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Physical EDUCATION

Key Stage One Handbook

PE Department Aims: 

To provide a dynamic, broad-based and balanced programme based upon National Curriculum guidelines

To provide a positive learning environment for students which is enjoyable, stimulating and challenging, no matter what their ability

To improve students’ performances, skills and understanding

To empower students’ with the ability to accept responsibility, to work co-operatively and positively with others and have due regard for health, safety and hygiene

To develop pupils’ creative, sensory and leadership skills

Promote the importance of exercise and fitness in maintaining a healthy, balanced and happy lifestyle KEY STAGE ONE P.E.

The Curriculum PE is a compulsory subject. Every student takes part in two one hour lessons per week, covering a range of different sporting activities. When learning about exercise and health in PE, children will: 1. Participate in a range of activities that promote physical skillfulness and development

through indoor and outdoor activities 2. Be able to identify what types of physical activities they enjoy under the following

headings: a)

competing with and outwitting opponents – (games activities)

b)

replication of actions – (gymnastics and dance)

c)

optimum performance – (athletics, competitive games and swimming)

d)

creative problem solving – (outdoor adventurous activities)

e)

refine physical skills – (co-ordination activities such as hitting, striking, catching, throwing, running, jumping, skipping and hopping)

f)

learn to swim – (swimming and personal survival)

3. Learn how nutrition, exercise and hygiene contribute to their wellbeing.

P.E. Department Expectations Dress All students are expected to wear full BSM PE kit for every lesson. On PE days students in KS1 will wear their PE kit to school. For swimming they should bring a swimming costume, swimming cap and towel. Swimming goggles and sun cream are also advisable. All PE kit should be clearly labeled with the students’ name. Jewellery and watches should not be worn in lessons and long hair must be tied back. Sickness/injury In the event that a student is not able to take part in the lesson they must submit a letter (or a note in their communication book) from either their parents or a doctor to outline the reasons why. Students who cannot take part in a practical way will still be involved in the lesson in the form of assisting and observing. - 10 -


Key Stage One Handbook

P.S.H.E. (Personal, Social and Health Education) and Citizenship The happiness and wellbeing of our pupils is at the heart of our provision at BSM. In Key Stage 1 pupils learn to understand and develop their individuality and their relationships within the cLass, school and community. Social behaviour is considered important in order to help the pupils to understand their position in society as a whole and within the microcosm of the Class and school. As the pupils enter the later stages, they will learn about themselves as growing individuals with their own experiences and ideas. With maturity, independence and self confidence, pupils learn about the wider world and the necessary interdependence of people. Pupils are taught to make informed choices regarding their health and environment, the onus being on personal responsibility. KS1 P.S.H.E. topics often include, but are not limited to: People Who Help Us

Road Safety

Helping Others

Making Friends

Being Safe at Home

What is Bullying?

Changes

How I Have Grown

Sharing with Others

PSHE is interwoven with the rest of the curriculum and is delivered through class discussions or small groups. Our programme is varied and sensitive to changing social pressures and individual needs. We have weekly assemblies which often tackle a PSHE theme such as Growing, Change, etc. Circle Time sessions are a feature of KS1, where the children discuss the issues of the day and play games to help them share and be a good friend.

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Key Stage One Handbook

Gifted and Talented At BSM we believe that all children are entitled to an education that will enable them to develop their full potential, be that intellectual, physical, aesthetic, creative, emotional, spiritual or social, finding appropriate challenge in our learning environment. The British School of Marbella is committed to providing a sufficiently challenging curriculum for all its students. In addition, we will provide opportunities to identify and in turn nurture the abilities of those who are more able. The needs of the Gifted and Talented students at BSM are primarily met within the classroom by their teacher or teaching assistant. It is important that the students receive instruction at their level of learning in all content areas. This applies to all year groups and for all subject areas. The goal is to ensure that G&T students are stimulated and challenged throughout the school day by means of advanced content, flexible pacing, higher order thinking skills, research, projects and materials appropriate for the student’s learning. Outside the classroom, there are extra curricular activities such as sports clubs, creative writing opportunities, drama club etc.

Homework Homework is an integral part of life at BSM. All pupils in Year 1 and Year 2 receive homework appropriate to the pupil’s capabilities. Homework generally consists of literacy work, numeracy work, spellings and daily reading. The literacy and numeracy work is always directly related to the class work and school curriculum to ensure that the topics covered in school are consolidated at home. The weekly spelling lists are sent home every Monday and we encourage the children to practice everyday in preparation for the weekly spelling test on Friday. It is important to note that homework is used primarily to review and consolidate learning rather than to introduce new concepts. The place for challenging activities is the classroom where children have the support of the teachers not at home where they may feel overwhelmed if they do not fully understand the task. Expectations The following times are a guideline for weekly homework: Year 1:

up to 15 minutes 3 times per week.

Year 2:

up to 20 minutes 3 times per week.

All teachers keep a class record of homework and issues of incomplete or poorly attempted homework activities will be discussed at parental consultations.

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Key Stage One Handbook

Extra Curricular Activities Extra Curricular Activity Afternoon Extra curricular activities form an integral and important part of a child’s education and allow children to experience and enjoy a broad range of opportunities. The children in Key Stage One enjoy a wide variety of Extra curricular activities including a range of indoor and outdoor sports clubs, arts and crafts clubs, and musical activities. Extra curricular activities take place on Friday afternoons. Some clubs are led by parents or external leaders, for example ballet and Tae Kwondo. Children choose from a variety of activities and are then assigned to a club for the whole term.

Library The aims of BSM Library are: 

To provide a balanced collection of resources, which have been developed with consideration for the interests, ability and individual needs of the users.

To effectively manage resources and materials providing users with ready access.

To work with students and teachers to ensure that a wide range of research and information skills are learned and practised in all areas of the curriculum.

To promote the notion of reading as an enjoyable recreational activity.

To support the curriculum, personal and recreational needs of the school community.

To provide an attractive, comfortable working environment for users.

Library Sessions The children within KS1 will vist the library weekly. In this time they can undertake a range of reading activities which include individual reading, researching information and listening to audio stories. They also have the opportunity to borrow books to take home. This allows them to select books that they find interesting to help develop their reading skills.

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Key Stage One Handbook

Field Trips Each KS1 year group participates in a series of educational day visits in and around Marbella. At BSM we consider these trips to be an essential part of a child’s education, where classroom learning is extended, put to use or stimulated, and also where our pupils develop independence, self-reliance and grow in confidence. Parents often accompany school trips to support their child’s class and assist with extending all pupils’ learning.

Special Event Days In Key Stage One we also hold many special event days; some of which are related to a particular topic that the children are studying. These days allow the children to take part in lots of fun activities and also to make and/or dress up in costumes for the day.

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Key Stage One Handbook Whole School and Key Stage One Events As well as special events days for particular year groups, there are also many days for the children from the whole school and Key Stage One to enjoy. Some of these include: Book Week

Focus on enjoying books, dressing up as a book character and enjoying a visit by an author.

Maths Day

Lots of fun activities relating to numeracy and quizzes.

Science Day

Fun science activities and investigations.

UN Day

Coming to school in our national costumes and enjoying a truly international day.

Art Week

A week spent finding out about s famous artist and using pieces of their work to inspire writing as well as creating their own work alongside an established artist.

Puppet Theater

UN Day

Art Appreciation Week

The Pastoral System Houses At BSM we consider sportsmanship, teamwork and gentle competitiveness to be essential components of our broad and rigorous programme. Each child in Y1 – Y6 is placed in a House team and each House elects two House Captains to lead them that year: Normans - Reds

Romans - Blues

Saxons - Greens

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Vikings - Yellows


Key Stage One Handbook During the course of the year, there are several House events including regular Inter-House sports contests, music competitions and the result of the ongoing House Point competition is announced each Friday. House Points House Points are awarded to pupils for their individual and team achievement and successes. House totals are logged in each classroom and when a child reaches the 25, 50, 100 and 200 House Points total they receive a certificate at one of our Friday assemblies. Overall records of House Points gained by their team in all House events are maintained throughout the year and the winning House receives the House Cup at the end of the academic year. Merit Rewards Individual pupils are awarded Merits for displaying the positive qualities which we value at BSM, such as patience, understanding, helpfulness, diligence, teamwork, good organisational skills, friendliness, good manners etc. The class keeps a total of the Merits awarded each term and decides on Merit Rewards for each 100 gained. These Merit Rewards are short periods of time spent on the children’s favourite activities, i.e. 15 minutes extra playtime or ICT, 30 minutes of board games, 45 minutes of cookery or 60 minutes of swimming. In this way, the children develop an understanding of teamwork, manners and good study skills which will help to set positive behaviour patterns for life. Sanctions While behaviour is seldom an issue in Key Stage One at BSM, the children are fully aware of a system of sanctions that are in place to protect their learning at all times. These are clearly posted in every classroom and are referred to when necessary.

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Key Stage One Handbook

What can parents do to support their child? We believe that to achieve the best possible education for your child, we need to foster a close partnership between home and school. Your child will benefit when their parents and teachers work in close collaboration with one another. Below are just a few ways in which we suggest that you might wish to help in your child’s education. What to bring to school every day In order to help your child, help them to become more independent by helping them to remember what they should bring to school each day. These include:   

Book bag Home/School Communication Book Healthy Snack & Water bottle/cup

Reading at home Read with your children as often as possible to encourage them to enjoy reading frequently. This may involve listening to your child reading their home reader books or a book from home, or may be you reading a book to your child so that they may learn about skills like using expression. Remember to discuss the story plots and characters in fiction books and the information in non-fiction books. Spellings Your child will receive weekly spellings on a Monday and should be encouraged and helped to learn their weekly spelling rules in preparation for the spelling test on Friday. Homework Weekly homework is an important part of your child’s education and is given out by class teacher in order to consolidate what the children are learning in school. Children should complete their homework as independent activities but may require your support in order to complete it successfully. Sharing experiences Try to talk to your child each day to discuss what they have learned at school and things that they have enjoyed or found challenging. This will allow your child to widen their vocabulary, develop their speaking and listening skills, and will bring their learning to life. Useful websites for parents There are a vast number of useful and educational websites that you might wish to use to help in your child’s continued education. Below are just a suggested few that we would recommend: www.bbc.co.uk/schools/ www.ictgames.com/ www.bbc.co.uk/cbeebies/stories/ www.mathszone.co.uk/

http://nationalstrategies.standards.dcsf.gov.uk/ - 17 -


Key Stage One Handbook

School Procedures Uniform requirements for Key Stage 1 Uniform is compulsory at the British School and we ask for parents to support us by encouraging students to wear their uniform with pride. There are two types of uniform worn at the British School of Marbella; Summer and Winter. • Summer Uniform includes short trousers, short sleeve blue shirts and neck ties for boys and dresses for girls. • Winter Uniform includes long trousers for boys and pinafore dresses for girls, long sleeve shirts, neck ties and school blazers for both boys and girls. Children also wear P.E. kit according to Summer and Winter seasons. Winter P.E. kit includes a long tracksuit and T shirt and the Summer P.E. kit comprises of shorts and a short sleeve T shirt. In Key Stage One, P.E. kit is worn to school by children on the days that they have P.E. lessons. Please refer to our Uniform Guidelines which can be viewed on our website at http://www.bsm.org.es/info/Quicklinks/Uniforms/en/

Home/school Communication Everyday Communication Book bags will be sent home each night with a Home/School Communication book inside which should be returned to school each day. The communication book will inform you of any information that we feel you need to know; a class reward, a trip, curriculum needs etc. It will also have a weekly curriculum up-date so that you are aware of the learning that is to take place the following week in your child’s class. The communication book will be checked by either the teacher or teaching assistant each day. This gives you the opportunity to communicate directly with the class teacher. Please check your book daily and write your initials next to each message to indicate that it has been read and understood. An alternative way to communicate with the class teacher is via email. In the event of more important issues or concerns we encourage parents to contact school to make an appointment at your earliest convenience. If something is troubling you please do not wait until formal parental consultation dates. However, please do not turn up at school at the start of the day as this is a very busy time for teachers whose first responsibility is for the children in their class. Either contact administration to make an appointment, use the communication book or e-mail the class teacher. Please keep staff informed of major changes in your child’s life such as moving house, new siblings or parents traveling on business, as all of these events may affect the well-being of your child. If the teacher is aware of any changes it enables them to observe changes in your child’s behaviour and therefore give you valuable feedback to alleviate any issues. In addition to the above forms of communication, a fortnightly BSM Newsletter is available on the school’s website and is sent to all parents as an e-mail attachment. - 18 -


Key Stage One Handbook Reporting to Parents Each term your child’s class teacher will provide a written report for each of the children in their class. These reports provide vital information concerning your child’s progress, both pastorally and academically. Children also write a self-assessment on each of the termly reports, outlining aspects of the curriculum where they feel that they have made good progress and the areas that they need to improve. They also identify activities that they have particularly enjoyed during the term. In the autumn and spring terms, parents are given the opportunity to attend formal Parent/ Teacher Consultations during which the class teacher will discuss the child’s written report in greater depth and parents may discuss issues of concern or areas that they are particularly pleased with. However parents need not wait for a formal consultation and are welcome to arrange an appointment with their class teacher at a mutually convenient time. School Bus Service Here at the British School of Marbella we view the school buses as an extension of school and therefore the same high expectations are in place for all the students using them. There is often a wide range of ages present on any of the school buses and the older children are encouraged to take care of the younger children and are expected to act as role models for the younger students. If a child is not taking their usual bus home then parents are required to inform the school receptionist and also the class teacher, preferably 24 hours beforehand. All our buses have a dedicated bus monitor who is responsible for monitoring safety and behaviour on each bus and who will contact parents if the bus is delayed for any length of time. Playground There is plenty of space for your children to enjoy an active break from studies. The front play area covered with Astroturf provides an area for football and other ball games and for children to burn off energy and play with their friends. There are a variety of safe equipment in the back playgrounds for children to use at playtimes, including an area set aside with a variety of playground toys to keep the children amused and actively occupied. There are a number of sheltered picnic tables and benches where the children may sit and eat their snacks or simply sit and talk to friends. All playtimes are supervised by staff members, ensuring that children are safe to enjoy vital breaks and free time. - 19 -


Key Stage One Handbook Security There is no issue that the school takes more seriously than the safety of our students. We have an electric gate to ensure unauthorised personnel do enter the school grounds and all visitors entering the school are required to sign in and out. We believe our students are very safe during the day and with your assistance believe we can continue our high standard of security. At the beginning of the day please ensure that your child is taken to the back playground. If they come to school on the bus then the bus monitor will supervise your child from the bus to the playground where they are met by a member of staff. Please ensure that your child is collected from a member of staff at the end of each school day from the front playground. It is essential that we have an accurate record of who is authorised to collect your child. We will not release a child to the custody of a different adult unless we have received formal written notification from the child’s parent. Those children using the school bus service will be taken to their bus by a member of staff and the bus monitor will ensure your child is taken home safely. If you need to collect your child during the school day please go to the main reception area and speak to the school secretary, who will then go to the classroom to bring your child to you. Parents should provide the school with at least two contact telephone numbers in case of emergencies. It is vital that you inform the school of any changes to these contact numbers. School Lunches In order to maintain healthy bodies and energy levels, Key Stage One children bring in their own healthy snack for their morning and afternoon playtimes. Excellent examples include fruit and raw vegetables. All children should bring a small plastic bottle/flask of water to school each day (no juice or milk). It is a requirement that all bottles/flasks are named and that children can open and close them independently. Water dispensers are located throughout the school to refill water containers when necessary. At lunchtimes, Key Stage One students are served a hot and nutritious meal including a soup, main course, salad, fruit and drinks. A menu is available on the school website and is updated on a weekly basis. Please note that we do not allow children to bring sandwiches or an alternative to the school lunch due to the difficulties of providing adequate and safe storage. However our catering team provides an excellent range of meals to suit even the fussiest of eaters and teachers are on hand to support children during the lunch break. Please remember: BSM is a nut free zone to try to protect some of our students who have severe nut allergies. Please do not send nuts, or any kind of snack that contains nuts, for children to eat on the bus or at school. If you are supplying treats or cakes to your class to celebrate a birthday it is important to check with the class teacher or class rep to ensure that there are no other food allergies in the class. - 20 -


Key Stage One Handbook Health and Absences Regular daily attendance is expected but sometimes absence is unavoidable. Please telephone the school on the day if your child is not able to attend. If your child has had vomiting or diarrhea, please keep them at home for 24 hours. If they have a contagious illness such as flu or chicken pox, please keep them home until a doctor certifies that they are no longer contagious. Please advise us of any medical problems that your child may have, particularly when there is a contagious condition or an allergy to food or other materials. All parents are required to complete a health questionnaire and return it to the school admissions department. During particular times of the year there are often mosquitoes around the school grounds. If your child suffers with mosquito bites please apply mosquito repellant patches on your child’s clothing each day. All BSM staff are qualified first aiders and are given regular first aid training from qualified medical staff. Most minor accidents and illnesses are dealt with at school by ta first aider and these accidents/illnesses will be communicated to you via the home/school communication book. In cases of serious accidents or illnesses parents will be contacted immediately and your child will be taken to a near by private hospital. Medicines will only be given in special circumstances and then the medicine must be clearly labeled with your child’s name and dosage. You will be required to sign a medical form obtainable from the school administration staff.

Welcome to Key Stage One - we hope that you enjoy your time in Key Stage One at BSM!

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Infant Campus: 828 Tonghe Road, Nanhu, Marbella, Guangdong Province 510515, Spain 

BSM KS1 Handbook  

KS1 handbook for BSM

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