Secondary parent handbook for 2013 2014

St. Andrews International School Green Valley Campus

PARENT HANDBOOK 2013-2014 1 Moo 7 Banchang-Makham Koo Road, Banchang, Rayong 21130 Tel: 038-030701-3 Fax: 038-893720 E-mail: greenvalley@standrews-schools.com

Contents WELCOME From the Head of Secondary St. Andrews Mission Statement PROGRAMME OVERVIEW Years 7-13 Professional Development of Staff Library Form Groups, Tutor time and assemblies ASSESSMENT AND REPORTING Reporting Procedures and Parent/Teacher Conferences DEVELOPING INDEPENDENCE At Break Times Home-School Communication Looking After Belongings Lockers Personal Items at School Mobile Phones at school Lost Property Homework Parents Absent from home SCHOOL SUPPORT SERVICES English as an Additional Language (EAL) Special Educational Needs (SEN) STUDENT SERVICES The Canteen Transportation Health SUPPORTIVE SCHOOL ENVIRONMENT Student Council Behaviour Management Class Placements Emergency Evacuation Security Cleaning and Cleaning Staff

EXTRA CURRICULA ACTIVITIES The Activities Programme Lunchtime and Interschool Sports Programmes Cultural Celebrations SCHOOL LIFE The School Calendar Timings of the School Day Playgrounds and break Duty Dress Code Makeup and jewellery Laptops and similar devices Arrival at School Absence from School or Late Arrival Early Departure Extended Absence Field Trips School Photographs Student Visitors Using the Campus After School REFERENCE New to the Country?

WELCOME From the Head of Secondary The Secondary School runs from Year 7 (11 year olds) to Year 13 (18 year olds) and we have approximately 170 students of 32 nationalities. As with the school as a whole, the Secondary section has seen a growth in numbers over the last few years and this continues year on year.

Although the school continues to expand, it is our philosophy that the best schools are not necessarily the biggest. We love the welcoming family atmosphere we have at present and we don’t want to lose it. As a result we strive to keep class sizes small and we limit ourselves to 2 form entry. Class sizes in the Secondary School are capped at 20 students, although we will theoretically allow classes to increase to 22 students due to sibling places.

There are 29 full time and 3 part time teachers working in the Secondary School, all of whom are highly experienced in Secondary education. Each holds a degree and an appropriate teacher training qualification. They have wide experience of international education and all except those that teach modern foreign languages have taught in the UK. We have deliberately recruited staff who share the same philosophy of education and they work hard to make St. Andrews what it is.

As with most international schools we see students come and go throughout the year, but our most active times are the start and end of our academic year (August/July). Former students are studying around the world at the present time in a diverse range of schools and universities within a number of different educational systems. We work closely with transferring students and their families to ensure a smooth progression to their new school. Former graduates of our IB Diploma Programme are currently studying at Universities in Europe, Asia and Australia, each following their chosen academic path.

Welcome to St Andrews, we hope that your time with us will be a happy and memorable one.

Best regards Kevin McGee Head of Secondary

St. Andrews is an IB World School fully accredited by the Centre for British Teaching

St. Andrews Mission Statement To develop independent, confident lifelong learners.

To this end the school supports the Learner Profile from the International Baccalaureate. These outcomes are the driving force behind each and every classroom interaction.

The aim is to develop internationally minded people who recognise their place in the world and their need to make it a better place.

Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance.

In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Creative

They develop their natural need to ‘try out’ and ‘be what they can’. They are not afraid to experiment with media and to place themselves in differing situations that drive their abilities to express and perform.

PROGRAMME OVERVIEW We are an English medium school that broadly uses the English National Curriculum as its basis in Years 7, 8 and 9. This is modified to reflect the diverse international community at St Andrews. All students use English to unlock this curriculum. Students are supported in their English development with the key purpose of interacting with the curriculum.

In Years 10 and 11 our students study a range of subjects leading to external examinations offered by either Cambridge University or the EDEXCEL organization, based in the UK. These (I)GCSE (International General Certificate of Secondary Education) Examinations are widely accepted throughout the world as a reliable indicator of a student’s ability. Our students usually study between 7 and 10 subjects at this level, depending on ability and interest.

In years 12 and 13 our students study for the International Baccalaureate Diploma Programme offered by the International Baccalaureate Organisation based in Switzerland. Success at I.B. level allows our students access to high quality universities throughout the world.

Summary of Subjects taught within the Secondary school English English is the common medium in which our students operate. It permeates the entire school day. Students learn English, learn through English and learn about English. Our curriculum includes both verbal and written communication.

All students of Secondary age must understand English to a high enough level to allow them to access all subjects. Intermediate Level and Advanced Level support are offered to students in Years 7-9 by our EAL department at additional cost. Levels of English are assessed before a student is accepted into the school and additional English support may be a condition upon entry. The majority of our students take IGCSE English as a Second language 2 years early in Year 9. Their success has enabled the vast majority of our students to be studying First Language English and Literature during Years 10 and 11. At IB level students either study English A1 ( First Languge) or English B ( Second Language.)

Mathematics Mathematics is viewed as a way of thinking and a language for understanding and constructing meaning. It gives students another way to think and another language to use. There are six strands in our Mathematics curriculum which have equal importance and are necessary for the development of the whole child. These strands are data handling, measurement, number, pattern and function, space and shape and working mathematically. Maths is a compulsory subject for all year groups.

Science Students study a range of units which encompass all three of the sciences; biology, chemistry and physics. In Y7-9 Each unit lasts approximately 2-3 weeks and we cover about ten units a year.

Students also engage in scientific investigations by making accurate observations, handling instruments, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students will gain

experience in testing their own hypotheses and think critically about the perspectives of others in order to further develop their own ideas. Science is a compulsory subject for all year groups, with separate sciences being offered at I.B. Diploma level in Y12 and 13.

Geography Geography at St.Andrews looks at many contemporary issues that face the world and how we can deal with them. It teaches students that we are part of a global community and that we can play a vital role in molding the future. We look at environmental, human and economic changes in in the planet and understand why this is happening and how it will affect communities in the future. Geograpghy is compulsory for students in Y7 to Y9 and is then an optional subject in Y10-13.

History In order for students to understand about the world and their life today it is important for students to know how the world developed and where they came from.

History gives students the skills in order to do this. Our History course deals with not only historical content, but perhaps more importantly the transferable skills necessary for piecing together and analysing what happened in the past. History is compulsory for students in Y7 to Y9 and is then an optional subject in Y10 to 13.

Personal, Social and Health Education (PSHE) An essential element in the development of a young person – where students understand their own physical development as well as making sense of the social and emotional issues facing them as they grow into young adults. PSHE is compulsory for students in Y7 to Y11.

Physical Education Through PE students are able to build their self-esteem, confidence, cooperation and fitness. They are all included in activities that build skills, knowledge and understanding that can be transferred to their own physical interests outside of the school programme. PE is compulsory for students in Y7 to Y9 and is then an optional GCSE subject in Y10 and 11. All students throughout the school are encouraged to participate in PE activities and this is supported through our extensive activities programme.

Visual Art Visual Art aims to encourage a personal response by stimulating imagination, sensitivity, conceptual thinking, powers of observation and analytical ability. It is hoped that students will gain confidence and enthusiasm as they develop technical skills in two and three dimensional form and learn to identify and solve visual design problems. The creative process aims to show students how to develop ideas from initial attempts to final solutions. This subject is obviously concerned with the development of visual perception and is an essential form of communication and a means of expressing one’s ideas and feelings. Art is compulsory for students in Y7 to Y9 and is then an optional subject in Y10 to Y13.

Drama Students have the opportunity to develop self awareness and self confidence through action in Drama. The subject helps students to think logically and develop ways in which to communicate their ideas to others. All students in years 7 to 9 study

Drama and for the first time we are offering IGCSE level drama to students in Year 10 this year.

Music Music is studied through practical-based performance, composition and listening activities and plays a vital role in the personal development of the student. It encourages self-discipline and develops self-esteem, creativity and teamwork. It also promotes problem-solving and analytical skills and aids gross and fine motor development. As an integral part of cultures, past and present, Music helps pupils to understand the world around them. Music is compulsory for students in Y7 to Y9 and is then an optional GCSE subject in Y10 and 11.

Additional Languages Apart from English, there are four languages taught at St Andrews. Your language choice will depend on your nationality and background.

Thai Thai is offered at three different levels; for those new to Thai, those with some Thai and those who are native Thai speakers. Thai is taught following Thai government guidelines.

Under current Thai Law, Thai is compulsory for Thai students. Thai for foreigners is mainly offered to Asian students and other students will normally study French.

French French is offered to non-Thai students as a foreign language. This language choice is strongly recommended if you are non-Asian.

Non-Asian students willing to learn Thai instead of French must justify their reason for doing so. They should also note that they will have fewer IGCSE choices in year 11.

For French native speakers, a private tutor may be available to teach during or after school time (at extra cost).

Dutch These lessons are available for Dutch or Belgium students for whom Dutch is their first language. The lessons are offered to students from Reception through to Secondary School.

The Dutch lessons are structured according to the benchmarks for Dutch language set by the Dutch Government and Inspector of Education. Our aim is to provide lessons that will enable your child to read, write and comprehend the Dutch language.

To enable the Dutch Department to achieve these standards, a Dutch specific classroom is located in block 1.

The Dutch Department is financially supported by the Dutch government. This enables us to keep the Dutch curriculum up to date and supports our library and other resources regarding Dutch lessons.

For more information you can contact the Dutch Department, by sending an e-mail to: dutchstream@standrews-schools.com or, by calling (038 893 716 – 8, 038 893 719) and ask for ext: 202

Mandarin This class includes the handling of Mandarin phonetics and the system of hanyu pinyin. This class allows students to obtain fundamental skills in listening, speaking, reading and writing, as well as introducing everyday useful phrases that would be conducive for basic communications in Mandarin. Lastly, it serves to inspire, motivate and encourage students to study Mandarin further, whilst consolidating the foundation of their study in Mandarin to adequately prepare them for future pursuits of the language. For the first time at St Andrews, Mandarin is being introduced in to Y10 at IGCSE level for suitable students with previous grounding in the subject..

Information Communication Technology ICT is a tool which facilitates and enhances learning so it is incorporated into all curriculum areas by the teachers. In addition to this, students also receive specific ICT lessons from specialist teachers to further develop their skills. In years 7-9 students have a double lesson per week with the ICT specialists and in year 10-11 they have the option to study for the IGCSE ICT course. The school has 3 ICT labs and additional computers in subject areas which are all networked and connected to the internet.

The IB students are currently issued with their own netbooks.

Professional Development of staff St. Andrews is committed to the professional development of their staff be they teachers or support staff.

To this end, Teachers attend workshops locally and internationally. Some of this development happens on non-contact days, some when students are on holidays and some whilst school is in session.

Library The library supports the information and recreational reading needs of the school community.

The library is based in the CORE building.

The six guiding principles of the library are:  Information Literacy: to develop students’ skills in finding and using information independently  Reading: to develop confidence and enjoyment of literature  Access: to access information within and beyond the school  Service: to ensure that library users are supported and welcome  Information Resources: to provide a wide variety of information resources including extensive use of ICT  Place: to offer a stimulating and comfortable environment for the school community to share A main goal of the library is to build upon its small collection. We continue to add stock to the library on a regular basis, especially in relation to research material required for older students. It is a slow but continuous process.

Parents are asked to help their children to be responsible borrowers by encouraging them to keep books in a set place and return them on time. Any book that is not returned to the library within seven days becomes overdue. Notices are sent out regularly from the library to remind borrowers to return the item before new books

may be borrowed. Users will be charged for the replacement cost of any lost book/s.

Book Clubs Helping students learn to read and love reading is a team effort. In order to do this we use Baker Books. They provide good quality books to families through a mail-order system. Baker Books orders are distributed through the library staff.

Book Fairs A book fair is regularly organised during our book week.

Form groups, Tutor time and Assemblies Form groups Each Secondary school student is placed in a form group. Students in Years 7, 8, 9, 10 and 11 have one 40 minute period per week where their form meets individually specifically for the purpose of pastoral care or for an assembly with other students from the school.

Form Tutors Each group has a teacher who acts as their form tutor. Every morning the tutor meets with the class to undertake administrative tasks such as marking the register, as well as pastoral duties such as checking student planners etc.

The form tutor is the first person that both students and parents should contact when there are issues that affect a child.

Assemblies At specific times assemblies are held where all Secondary students or groups of students meet together to share experiences and celebrate achievements.

Whole School Assemblies These involve everyone from Nursery through to Year 13. These assemblies happen at Loy Krathong and Songkran, Christmas and at the end of the school year.

Special Events These will be called to feature guest artists from the community and beyond, to share school-wide initiatives or celebrate school-wide success.

ASSESSMENT AND REPORTING Reporting Procedures and Parent/Teacher Conferences We believe that all students, parents and teachers are partners in education. We all work together to make sure our students attain their benchmark expectations.

Reporting on student progress takes place continually as part of the teaching and learning process and teachers work, as an integrated part of their teaching, with students to evaluate successes and plan new goals.

In addition to providing regular, valuable feedback to students, a schedule of regular reports ensures that parents remain informed about their child’s progress. Teachers

also contact parents to report on achievement or to inform parents of concerns or changes in their child’s progress.

We encourage discussions about learning to occur with the teacher, child and parent together as this encourages responsibility and continued learning. However parents are welcome to arrange an appointment with their child’s teacher at any time should they wish to talk about their child’s learning alone. We ask that parents do not ask for a meeting without prior arrangement in order to allow teachers to focus on teaching and learning during the school day.

In addition to meetings requested by parents and teachers the following are scheduled reporting times:  Settling-in Reports – After approximately one month at school each new child to St Andrews receives a settling in report. This report tells you how your child has adapted to the new schooling situation. No academic grades are shown on this report as it is usually far too early for us to be able to show academic achievement accurately within such a short period.  At the end of term one and term two teachers complete a ‘bullet point’ assessment of each child’s progress indicating effort and achievement. This is followed up by a conference with each child’s parents. A non-contact day is used to complete this task. This gives both teachers and parents the opportunity to interact freely.  In term three a narrative report is completed by teachers. This report reflects on the child’s development throughout the year and is invaluable when transferring schools.  Leaving Reports – are completed upon request for a child who leaves midterm. This report gives an up-to-date picture of the child’s development.

Leaving reports can only be completed if the school receives written notification that a child is leaving well in advance of the departure date.

DEVELOPING INDEPENDENCE At break times The playground is a learning environment as important as the structured activities we provide for students in the classroom. We promote opportunities for students to experiment with things they have learned and to problem solve. This can occur using sports equipment, through the creation of imaginative games or through social interactions during break and lunch times.

When students engage in these activities they might end up grubby, they might also end up with bumps or bruises. This often comes as a result of exploring the limits of their own experience. Through a strong commitment to the Learner Profile, we support students as they explore, learn and negotiate their way through experiences on the playground and with their peers.

Teachers are outside on duty but they will only interfere in a game if they are requested or if the game is deemed dangerous to the student’s well-being.

Home-School Communication Parent Advice/Permission Letters from parents are required regarding:  A child’s absence from school  A child’s not taking part in school activities  Students going on field trips. Students cannot participate in a field trip without parental permission.  Parents requesting the nurse give medication to their child  Informing school of any temporary issues relating to uniform Correspondence between Teachers and Parents Student Planners These books move from class to class and between home and school on a daily basis. Both Teachers and Parents communicate using this book. Students also use this book to record their homework. Please check these books at least weekly and sign them to show this. Form tutors will do the same.

Curriculum Letters These letters go out near the start of a new term and give you an idea of what your child will study over the next few months. A copy of the curriculum letter will also go to the Receptionist, who will translate any information if required.

The Green Valley Gazette – the schools on line newsletter This usually comes out twice a term.

All teachers and students are able to contribute and articles keep you up to date with what is happening in school.

Spotlight on Secondary- the Secondary School news letter This usually goes out bi-weekly and informs parents of activities that are specifically related to Secondary students.

Website The school website www.standrewsgreenvalley.com is now updated on a weekly basis and a lot of information can be found there. Please have a look on a regular basis.

Looking after Belongings From as early as nursery students are encouraged to take responsibility for their belongings. Nevertheless items often end up in lost property and we don’t know who they belong to. All items that come from home are required to be labeled clearly with the child’s name. Remember, all white socks look the same when they are off a foot!

Lockers All students of secondary age are allocated a locker. This is for them to store their books etc and to help them become more organized. Lockers are also the only place where valuable items such as cell phones etc should be kept. Each student must provide their own padlock with 3 keys. (one for the student, one as a spare at

home and one given to their form tutor, which can be used in the event of the first key being lost). If a key is lost, the student must get a replacement made at the earliest possible opportunity.

Personal Items at School Students get excited when a new craze starts and they may wish to bring items to school to share with their friends. When these items come to school they are sometimes lost, broken or swapped unwisely. Teachers then have to spend time trying to resolve these issues instead of teaching your child. Often there is no resolution to these problems and it causes undue stress both at school and at home.

We would therefore prefer that these items stay at home.

If you allow your child to bring these items to school, we will not take responsibility for them. Your child will be responsible for any loss or damage.

Mobile phones at school We recognise that students of Secondary age and some of their parents may wish that they carry a mobile phone with them. All Secondary students MUST switch off their mobile phones whilst in school and keep them locked in their locker until the end of the school day. Mobile phones are valuable items and we do not wish to have them getting lost or damaged.

If a child needs to call home during the school day they may do so from the school office. This has the advantage that we are aware of any issues and we can therefore help should a parent need to call back. Parents too may call the school office to pass on vital messages to their children. Please do not contact your child by mobile phone during the school day as inevitably we end up with lockers ringing when a student has forgotten to turn their phone off. A sure way to interrupt learning!

Students who are found carrying a mobile phone during the school day will have them taken and stored safely in the office safe. These may be collected at the end of the day for a first ‘offence’ or after one week for subsequent ‘offences’.

Please support us and encourage your child to leave his/her cell-phone at home if at all possible as they are not needed during the school day.

Lost Property Lost property will be sent to the front office or the Head of Secondary’s office. Please contact the office regarding anything your child has lost. Periodically lost items will be laid out in the foyer to encourage students to ‘find’ their losses.

By labeling everything your child brings from home you are assuring it is returned much sooner.

Homework Homework is an integral part of the learning process. Students develop successful independent learning behaviours by participating in relevant homework. As lessons in class are differentiated so is the homework your child completes. They should find success within the structure provided and if they are struggling we have allowed time

for students to ask for help. We hope that all homework tasks build connections between home and school.

All homework given out has a deadline set. This deadline allows your child enough time to ask for help from their teacher. Homework must usually be attempted the night it is set to allow your child this opportunity.

We do not operate a strict homework timetable as it is not educationally sound to set a piece of homework just because it happens to be a particular day of the week. To be effective, homework must be valued by the students as helping their learning and not just some pointless chore to be endured. Students are therefore given homework where it is appropriate to their learning and they record it in their planners. Students are increasingly expected to plan their studies at home to avoid being overloaded on one night and then having nothing to do on another. This requires your help and support, hence we ask you to check their planners regularly. If a child has not been set a specific homework task, we expect them to be reviewing their work done in class and reading as much as possible. All students should be doing this every night.

Parents Absent from home On rare occasions you may have to leave home. During this time we would advise that you appoint a temporary guardian who is responsible for your child during this absence. This guardian will act in loco-parentis and they may have to work with the school regarding your child’s social, emotional or intellectual development, support the school in dealing with issues that arise or take responsibility in case of accident or injury.

Please write a letter to the school in advance, addressed to Mr. McGee, informing us of this and giving the guardians contact details. He will let teachers know that you are away from home and another responsible adult is temporarily in guardianship.

SCHOOL SUPPORT SERVICES English as an Additional Language (EAL) We currently have up to one third of our students on the EAL register. These students are classified using the Neale Scale into Beginners, Intermediate and Advanced users. Five teachers are employed to meet the needs of the school population. Ruth Mullan is the EAL coordinator and she works along-side teachers supporting these students. She can be contacted at rmullan@standrews-schools.com if you wish to discuss any issue in regard to EAL. Special Educational Needs (SEN) Special Educational Needs caters for students who are:  Educationally able – Gifted and Talented  Students who need support to achieve benchmark expectations.

The numbers of students registered continually changes as does their need for support.

Laura Kerr is the SEN coordinator (lkerr@standrews-schools.com) and works along-side teachers supporting these students.

There is a specific process that teachers are required to follow in regard to SEN and parents are involved once several intervention strategies have been tried with little success.

STUDENT SERVICES The Canteen Khun Penny (pennyb@standrews-schools.com) operates the canteen. She provides morning snacks and lunches to all students and adults who wish to purchase meals from her.

At morning break students may purchase their snacks from the canteen.

At lunch time the students go to the canteen to eat lunch. The canteen is located in the centre of the school. The students line up and select their food, then sit quietly and eat. There is always a teacher on duty in the canteen to supervise the students whilst they eat.

Billing is between each family and Khun Penny. The school does not participate in this structure. Khun Penny is available in the school office each morning so that canteen bills can be paid. Parents are encouraged to pay these bills in person as sending money with students can sometimes be problematic.

Vegetarianism and allergies can be catered for. Please make sure that Khun Penny is aware of your preferences as soon as possible.

Using the canteen is not compulsory. You may choose to send food to school with your child if you wish. Your child will still eat with their classmates.

Transportation The school provides transportation if this is required. We manage the bus service and maintain a high quality of provision. In an attempt to make this accessible to all students the school does not charge for the management of the bus service. The cost of the transportation depends upon the area covered by each bus and the use of expressways.

The current list of transportation charges is available from the school office. These and any other enquiries regarding buses should be directed to Khun Nadda. naddac@standrews-schools.com All students are permitted to travel on the school buses.

We aim to provide a school bus service that is safe, reliable and efficient.

Each bus has a Driver and a Bus Monitor. The bus should not leave without both members of the team. Bus Monitors are in mobile phone contact with the school at all times. Students are expected to show respect to both members of the bus team.

All buses are air-conditioned, have seat belts and television/video/DVD players. We are happy for students to take it in turns to bring their own videos for viewing however only movies rated suitable for children are permitted.

Students are expected to wear a seat belt whenever they are on a bus. Bus Monitors are required to make sure they are fastened safely when leaving home/leaving on a school trip/leaving school. Students are not permitted to unbuckle during the journey.

Leaving home in the morning You will be given a pick-up schedule. Please make sure your child is ready and waiting for the bus. If you are late then everyone on that route is late. Bus Monitors will log the time your child gets on the bus. If your family is continually late for the bus we will call you and ask for an explanation. Continued lateness may mean that we are no longer able to provide a service for your family.

Arrival at School Buses arrive at the front of the school and over near the hard court. They will start arriving from about 8.00am.

Health A clinic staffed by registered nurses is located on the ground floor of the administration building. A log is kept of all treatment and parents are notified of every visit a child makes. If an accident or injury occurs, the nurse will call you as soon as possible.

Illness We are concerned about your child’s health and safety at all times. We try very hard to make sure they have a safe environment in which to work and play. We would also like St. Andrews to be a healthy place to work and we ask you to keep your child at home if they are ill or have a fever. Any infectious diseases or any change in your child’s health status should be communicated to the school.

Please make sure that all absences from school are communicated in written form – both notes and email are acceptable.

Injuries The School Nurse will call parents in the event that a child needs to go home due to illness or injury. In the event of a serious injury or illness, the nurse will contact you so that your child can be transported to hospital for further attention. (Bangkok Pattaya or Bangkok Rayong) If necessary, the nurse or designated person will accompany your child to the hospital and meet you there.

Medication at School The School Nurse must administer all medication during school hours. Please make sure this advice comes in a written note with your name clearly stated at the bottom including your signature. All medicines must be in their original container, clearly labeled in English/Thai with your child’s name and dosage to be given. A few overthe-counter medications (i.e. Panadol, Ibuprofen) are available and can be given if parental permission is on file.

Medical Records

It is very important that the School Nurse has complete, updated medical records for all students. Please complete and submit the medical forms with your enrolment forms and keep us updated of any new conditions or immunisations. Also, be sure to keep the school updated with work, home and mobile numbers of parents/guardians and emergency contact information.

Illnesses and Exclusion from School St. Andrews exclusion for the following illnesses are:  Measles 7 days from the appearance of rash  German Measles 5 days from the appearance of rash  Chicken Pox 5 days from the appearance of rash  Mumps 10 days from onset of symptoms  School Sores Must be fully covered and approved by nurse  Ring Worm Must be fully covered and approved by nurse  Head Lice Until treated  Virus Above 37.5 degrees Celsius

Sun Sense A small amount of sun can be healthy but too much can lead to painful burns and sun-stroke. We are continually planting trees to help overcome the lack of shade on the campus and providing artificial shade for your child to play in.

All students are encouraged to have a hat to wear outside and to carry a water bottle from lesson to lesson and at break times. Your child may drink at anytime and there are times when we will ask them to drink to prevent dehydration. These two items are considered to be the major preventors of sun-stroke.

SUPPORTIVE SCHOOL ENVIRONMENT Student Leadership Student Council The Student Councils have representatives from Year 1 through to Year 13. These students make decisions on behalf of the students in the school. Their decisions are fed to the Management Team for notification and ratification before they are acted upon. They also run assemblies and drive their collective initiatives.

Behaviour Management There are four ‘rules’ that we follow in the school. These are depicted in four words:  Honest  Responsible  Respectful  Safe Class Placements Teachers’ professional judgment is sought in placing students in classes for the new academic year. As many perspectives as possible are considered when placing students.

Elements that are taken into account include: EAL needs

SEN needs Behaviour of each child Ethnicity Sex Friendship groups Emergency Evacuation Established procedures exist for staff and students to follow in the event of a need to evacuate the school buildings. In such circumstances, the safety of all community members on campus is of paramount importance.

Emergency evacuation procedures are laminated posters found in each classroom.

All members of the community are expected to follow them once the alarm bell has been rung. Please proceed to the designated assembly points and wait for instructions.

Students and Teachers regularly practice these procedures in case of an unlikely event occurring.

Security The school has four security staff. Two work at night and the other two during the day.

The Head of Security is Khun Udom. He can be found on the security desk as you walk on the campus. He speaks basic English and will do anything he can to help you.

A sticker system operates for vehicles. All vehicles with a school sticker have free access to the campus. Other vehicles may be required to sign in and out as they arrive and leave the Green Valley entrance.

Cleaning and Cleaning Staff The Head of the cleaning staff is Khun Manit. Any concerns and issues regarding cleanliness should be sent to her directly.

Cleaners start work at 7.30am and finish at 5.00pm.

Teachers are responsible for getting students to clean obvious debris from the floors and surfaces at the end of the school day. Students are expected to tidy up after themselves at all times. This includes washing paint brushes and cleaning up general spills.

Cleaners are available all day. They have breakfast at 9.30am for 30 minutes. They have lunch after classes resume at lunch time. This is for 1 hour. There is always a cleaner available. Most cleaning happens after school once students have left for home.

Extra Curricular Activities The Activities Programme A variety of activities are offered by school staff and the community. They include a wide-range of sporting, cultural and social options for students at on Thursday afternoons, lunchtime, after school and on the weekend.

Most teaching staff run an activity and parents are encouraged to offer their skills to enrich the programme further.

Activities change termly, please ask for details of our current activities programme.

David Martin is the teacher responsible for organizing the activities programme and he can be contacted at dmartin@standrews-schools.com .

Lunchtime and Interschool Sport Programmes Sport plays an important part in our students’ lives. Many teams are organised for internal and external competition. These competitions happen at lunch time and after school. The PE Department will notify Parents of up-coming competitions, so that they are fully informed.

Cultural Celebrations St. Andrews has a diverse community and a wide range of languages and cultures are represented within our staff, students and parents. We value this mosaic of diversity. We believe that it is important to educate our community so that we all understand the uniqueness of our own culture and our relationships with the culture of others. Additionally we value the culture of Thailand as our host country. We do not however favour one culture over another in an effort to respect all and celebrate our cultural diversity.

SCHOOL LIFE The School Calendar This is distributed in term three every school year. This will be sent via email and posted on the school website.

Timings of the school day Monday-Wednesday 8.00 am 8.15 am 8.20 am 8.40 am 10.40-11.00 am 12.20 -1.20 pm 3.20 pm

Morning Meeting for staff, student busses begin to arrive Students go to lockers Students to form rooms for registration and tutor activities Lessons Begin Morning Break Lunch Home time for students

Thursday 8.00 am 8.15 am 8.20 am 8.40 am 10.40-11.00 am 12.20 -1.00 pm 3.20 pm

Morning Meeting for staff, student busses begin to arrive Students go to lockers Students to form rooms Lessons Begin Morning Break Lunch Home time for students

Friday 8.00 am 8.15 am 8.20 am 8.40 am 10.40-11.00 am 12.20 -1.00 pm 3.00 pm

Student busses begin to arrive Students go to lockers Students to form rooms Lessons Begin Morning Break Lunch Home time for students

Playgrounds and break duty Staff members have a duty of care to all students at the school. They are rostered on duty during break time and are required to care for all students at this time.

Staff members on duty:  Monitor behaviour  Apply the school consequences for inappropriate behaviour  Report accidents/injuries to the School Nurse  Listen to students and are fair in dealing with them  Intervene early in any observed misbehaviour  Cordon off any unsafe area/equipment Dress Code Years 7-11 Boys White shirt with school logo Blue shorts or trousers White or dark blue Socks Black Shoes Girls White shirt with school logo Blue Culottes, shorts or trousers White or dark blue Socks Black Shoes Years 12 and 13 Clothing appropriate for business meetings in an office environment Physical Education Uniform for both Boys and Girls Blue St Andrews shorts White with blue St Andrews polo shirts FOBISSEA sports uniform White sport socks Trainers Uniforms (other than FOBISSEA kits) are available in the uniform shop.

Makeup and Jewellery School is not the place for makeup or jewellery and we expect students to present themselves in a manner that is both smart and appropriate to a place of education.

Students should not come to school wearing obvious makeup and if they do so, they will be asked to remove it immediately (makeup includes eye-shadow, lipstick, coloured nail varnish etc).

Students are actively discouraged from wearing jewellery due to the fact that it can pose a danger to both the wearer and others. In addition jewellery is often of great sentimental or financial value and its loss or damage can be very upsetting. At the same time we accept that some students may wish to wear items that are of religious or sentimental importance. This is acceptable so long as it follows the following conditions. The rules are the same for girls as for boys.

Acceptable Jewellery: One small simple ring (that is not sharp) may be worn on each hand One small stud/sleeper earring can be worn in each ear. (No hoops whatsoever) One simple bracelet (that is not sharp) can be worn on each wrist One simple chain may be worn around the neck An inexpensive wristwatch During classes the activities undertaken may require jewellery to be removed for health and safety reasons. In such circumstances students are totally responsible for their own property. If in the slightest doubt, students should not wear such items to school.

Laptops and similar devices In years 7-11 students are allowed to bring laptops or similar devices to school. They are however fragile, valuable pieces of equipment that are easy to get damaged or lost so students bring them entirely at their own risk. They are asked to keep it securely stored in their locker at all times, except the specific lesson for which they have brought it. Laptops should always be securely locked away during break or lunch times. School cannot accept responsibility for lost or damaged laptops and we sincerely ask that parents carefully consider this before allowing their child to bring in such equipment.

Obviously students need to have a way of transferring data between school and home however and we ask that all students have their own USB memory stick. This should be physically labeled with their name and electronically renamed, so that it can be returned to the student, should it be found. This should avoid the need for any student to have to bring in a laptop.

Arrival at School Students should begin arriving at school after 8.00am. Secondary students are permitted into school buildings after 8.15am when teachers are inside the building and on duty at this time. All staff have a duty of care at this time and teachers will be rostered on playground duty from 8.00am.

Absence from School or Late Arrival Parents are asked to telephone or send a note of explanation to the Form Tutor if a child is absent through sickness or any other reason.

Late arrival at school – students are to report to the school receptionist at the front office to sign in, if arriving after 8:30am and she will adjust the official school record accordingly.

Early Departure Occasionally, a child may need to leave school before the end of the school day.

Students can leave when prior communication has been received from a parent.

Prior to departure the parent and child are asked to see Mr McGee or Mr Emery or if they can’t easily be found, their form tutor. This is in case of an emergency evacuation. Students are NOT permitted to leave the campus without a parent or nominated adult during the school day.

Extended Absence Parents are kindly requested to advise Form Tutors if your child will be absent from school for an extended period of time. Whilst it is not easy to replicate the schoollearning environment when you are away, teachers may be able to provide some guidance for the student’s continued learning whilst they are absent from school.

Field Trips Real learning can take place when real connections are made and field trips are therefore an integral part of learning.

St. Andrews uses recommended standard adult/child ratios when going on field trips.

Teachers may organise parental help with field trips, depending on circumstances.

Students may from time to time do local walks close to school – parent permission is not sought for these local walks.

School Photographs Each year photographers come to school to take photos of all the students. These photos are then made available to parents who are interested. Thai Bytes will keep you informed of dates and times for this event.

Student Visitors A request can be made for a family’s guest or relative to visit our school and in particular the classroom for one day. The following procedures should be followed:  

The family should make the request, through the Head of Secondary who has the right to decline if it will adversely affect teaching for that day; The guest or relative should be approximately the same age as the child they are visiting

Using the School Campus after School Students are permitted to use school facilities outside the normal school day so long as a supervising adult is in charge and that adult has permission from the Head of Secondary. The school will not take any responsibility for injury via accident during such times.

New to the country?

Moving from one country to another to live can be chaotic and a life changing experience. This transition, whether it be your first or one of many, is likely to create many conflicting feelings; exhilaration at the new and different, sadness from feeling lonely, frustration with new ways of doing and being. These feelings are completely normal. Almost all expatriates (no matter how experienced) feel some level of transition stress when moving to a new country. Some people move through transition quickly, others can take up to a year or longer to feel comfortable in their new country.

For yourself:  Try to understand that people in your family maybe transitioning at different rates  Be kind to yourself and to those around you  Try to look after yourself; keep an eye on your diet (and alcohol intake) and make sure you get enough sleep  Exercise - you may not feel like it, but it is one of the best solutions to feeling stressed  Try to keep a sense of humor and look for the positives in every situation  When someone invites you to an event or suggests you give them a ring – try it Children need special time with you during the early days in a new place:  Try and identify your child’s special space where they feel most comfortable (it is often their bed). Set it up according to their desires (even if it doesn’t make sense to you at the time)  Make a space in every day where you do nothing but listen to your child.

When they talk about their feelings, acknowledge them – don’t try to get them to feel differently. If they are identifying problems don’t step in and solve them but support them to come up with their own solutions. Children need to feel a sense of control over their new environment too.

For your family:  Routine. Try to re-establish the positive family routines from home as soon as possible.  Rituals. Does your family have special celebrations, ways of doing things together or special meals together? Keep them going.  Relationships. Be kind to each other and recognize that the ups and downs you are all experiencing are a normal part of transition and that they will pass.

St Andrews International School

School Teaching Areas

Science

Playing Field Canteen C.O.R.E.

Hard Court

Block 1 Art/Drama & PE Drama and Art

Thai Classes and Receptio Admin n

Playground

Block 2 Main Secondary Block Pond

Admin

Early Years Centre

Play Area

Car Park

Sports Field

Bus Pick-up point