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COLEGIO COLOMBO BRITANICO

SCHOOL HANDBOOK The School Handbook is the document that contains a set of criteria, rules, behavior standards, and the definition of procedures, which contribute to the harmonization of the interactions and to create a positive atmosphere in the relationship among the members of the Colombo Británico educational community. In addition, it is a very brief synthesis of the Institutional Educational Project. This Handbook in essence reflects the ethical and moral values, principles, and pedagogical and curricular guidelines that lead the institutional doing, which purpose is to facilitate the integral development of the students, in all aspects of their personality. The main purpose of the present document is to contribute to the regulation processes of children and adolescents, offering them both, rules and limits, and support in the process of assuming the consequences for their actions; while teaching them to solve conflicts through dialogue, to enable them to develop the profile of the International Baccalaureate educational community, adopted by the Colegio Colombo Británico. It is the responsibility of all CCB Educational Community members, to know the contents of this Handbook.

THIS HANDBOOK HAS BEEN EXTRACTED FROM: “COLEGIO COLOMBO BRITANICO PROYECTO EDUCATIVO INSTITUCIONAL VII. REGLAMENTOS


MANUAL DE CONVIVENCIA

Proceso:

Diseño de la Gestión Educativa REVISADO POR: (Cargo)

Coordinador de Calidad

DE-AE-MV-01

Subproceso:

Administración Educativa

SELLO SECO

Fecha de creación

11 06 15

APROBADO POR: (Cargo)

aa mm dd Fecha de Aprobación

Consejo Directivo

11 06 16 aa

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VALIDITY This School Handbook derogates all previous editions and will be valid until there is a new School Handbook legally approved.

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CONTENTS SCHOOL HANDBOOK...................................................................................................................2 THIS HANDBOOK HAS BEEN EXTRACTED FROM:................................................................................. 2 PROYECTO EDUCATIVO INSTITUCIONAL ............................................................................... 2 1.

BASIC CCB PRINCIPLES ......................................................................................................6 1.1 DEFINITION ............................................................................................................................... 6 1.2 MISSION ..................................................................................................................................... 6 1.3 VISSION ...................................................................................................................................... 7 1.4 PHILOSOPY ............................................................................................................................... 7 1.5 EDUCATIONAL COMMUNITY PROFILE .............................................................................. 7 1.6 QUALITY POLICY ..................................................................................................................... 9 1.7 QUALITY OBJECTIVES. .......................................................................................................... 9

2.

STUDENTS RIGHTS AND RESPONSIBILITIES ...............................................................10 2.1 RIGHT TO ................................................................................................................................. 10 2.2 RESPONSIBILITY TO ............................................................................................................. 10

3.

BASIC BEHAVIOUR GUIDELINESS ..................................................................................13 3.1 COMUNICATION ..................................................................................................................... 13 3.2 CONFIDENCIALITY ................................................................................................................ 13 3.3 VERACITY ................................................................................................................................ 14 3.4 PRESERVATION OF THE SCHOOL ENVIRONMENT ...................................................... 14 3.5 ENVIRONMENT FREE OF TOBACCO, ALCOHOL, DRUGS OR ILLEGAL SUBSTANCES ............................................................................................................................... 14 3.6 DIGNITY .................................................................................................................................... 15 3.7 ACADEMIC HONESTY .......................................................................................................... 16 3.8 STUDENTS HOURS .............................................................................................................. 18 3.9 ATTENDANCE AND PUNCTUALITY ................................................................................... 18 3.10 PERSONAL PROPERTY. .................................................................................................... 20 3.11 UNIFORMS............................................................................................................................ 20 3.12 ID CARDS ............................................................................................................................... 23 3.13................................................................................................................................................... 23 3.14 TRANSPORT RULES .......................................................................................................... 33 3.15 SPORTS ACADEMY AND EXTRACURRICULAR ACTIVITIES RULES ....................... 37 3.16 CULTURAL, SPORTS, PEDAGOGIC AND OTHER PROJECTS RULES .................... 39 3.17 PEDAGOGIC FIELD TRIP RULES ..................................................................................... 39 3.18 HOUSE SYSTEM RULES .................................................................................................... 40 3.19 TRIPS, ACTIVITIES AND UNAUTHORIZED PARTIES ................................................... 42

4.

HUMAN DEVELOPMENT ..................................................................................................... 43

5.

ACADEMIC ASPECTS ......................................................................................................... 44 5.1 PEDAGOGIC PROGRAMS .................................................................................................... 44 5.2 CURRICULUM ......................................................................................................................... 48


5.3 ASSESSMENT POLICY, INSTITUTIONAL SYSTEM OF STUDENT ASSESSMENT .. 53 5.4 INCENTIVES ........................................................................................................................... 72 5.5 SCHOOL EVALUATION RECORD ....................................................................................... 76 6.

FORMATIVE AND DISCIPLINARY PROCESS .................................................................. 77 6.1 FORMATIVE PROCESS IN THE CCB JARDÍN .................................................................. 77 6.2 FORMATIVE PROCESS IN PREPRIMARY, PRIMARY AND SECONDARY ................. 78 6.3 FAULTS IN THE TRANSPORT SERVICE: .......................................................................... 87 6.4 EXPLANATION OF THE POSSIBLE SANCTONS: ............................................................ 87 6.5 RECOURSES: .......................................................................................................................... 88 6.6 RESTORATIVE PRACTICES PROCEDURES ................................................................... 89

7.

SCHOOL GOVERNMENT .................................................................................................... 91 7.1 SCHOOL GOVERNMENT INSTANCES ............................................................................. 91

8.

EDUCATIONAL COMMUNITY PARTICIPATION INSTANCES ....................................... 95 8.1 STUDENT COUNCIL .............................................................................................................. 95 8.2 PARENTS COUNCIL .............................................................................................................. 98

9.

TEACHERS AND EMPLOYEES ........................................................................................ 101 9.1 THE EMPLOYEES HAVE A RIGHT TO: ............................................................................. 101 9.2 EMPLOYEES RESPONSIBILITIES .................................................................................... 102 9.3 RULES .................................................................................................................................... 104

10. PARENTS ............................................................................................................................. 106 10.1 RIGHTS ................................................................................................................................. 107 10.2 RESPONSIBILITIES .......................................................................................................... 108 10.3 RULES.................................................................................................................................. 110 11. ADMISSIONS ....................................................................................................................... 111 11.1 ADMISSIONS PROCEDURE: ........................................................................................... 111 11.2 JARDIN ................................................................................................................................ 111 11.3 PREKINDER........................................................................................................................ 112 11.4 UPPER GRADES ............................................................................................................... 112 11.5 TRANSFERING TO ANOTHER SCHOOL ....................................................................... 113 12. MATRICULATION ............................................................................................................... 114 12.1 MATRICULATION REQUIREMENTS........................................................................................... 114 13. SCHOOL FEES AND OTHER PAYMENTS ...................................................................... 115 13.1 PERIODIC PAYMENTS ...................................................................................................... 115 13.2 OTHER PAYMENTS .......................................................................................................... 115 13.3 REFUND POLICY ................................................................................................................ 115 14. VISITS ................................................................................................................................... 116 SCHOOL PHONE BOOK ........................................................................................................... 117


1.

BASIC CCB PRINCIPLES

The Educational Community is composed of students or learners, educators, parents or student´s guardians, ex-alumni, teachers, school administrators and employees of the CCB. All of them according to their competence will participate in the design, implementation and evaluation of the Institutional Educational Project and the good progress of the institution, under the terms of the Law and the School´s regulations. 1.1 DEFINITION Colegio Colombo Británico is a bilingual (English-Spanish), bicultural, coeducational, non-profit corporation for students 18 months /18 years old, that fulfills the national educational standards as well as the most demanding international levels such as the Primary Years Programme, the Middle Years Programme and the Diploma Programme of the International Baccalaureate Organization (IBO). Colegio Colombo Británico offers a path to excellence, in which the process is as important as the product, and the general benefit, as important as the individual benefit. Therefore, we educate children and young ethical leaders, who are conscious of their social responsibility, and they know the environment which they are to impact. They are internationally minded, with a spirit of inquiry, communication skills and the capacity to approach learning, willing to place their knowledge to the service of human beings. The tree programmes of the International Baccalaureate Organization, are the means to do so, because altogether “form a coherent sequence that promotes a holistic education of the human being, emphasizing his/her intellectual, personal, emotional and social growth”. 1.2 MISSION To offer students an integral bilingual formation through a curriculum designed to attain the excellence, based on morals rooted in the principles of the Catholic tradition, in the community’s social commitment, , and in the emblematic values that identify the Colombian and British cultures, and aims to the development of a global mindset and intercultural respect.


1.3 VISSION To be acknowledged nationally and internationally as a leading school for its excellence and educational values, which in the year 2012 will offer the three programs of the International Baccalaureate Organization duly authorized. 1.4 PHILOSOPY Colegio Colombo Británico, bases its philosophy in the values of honesty, respect, responsibility, solidarity and tolerance. _ The School recognises and respects the cultural, religious, ethnic, intellectual and social diversity. _ The School develops moral, social and intellectual autonomy as an integrated process through significant learning. _ The School creates the necessary conditions for students to reflect about the way they are learning. _ The School stimulates in the students, independent, critical and analytical thought, and the development of creativity. _ The School offers several scenarios for the identification and development of talents in students. _ The School, the family, and the community join forces in order to form the students. _The School is committed to the preservation and care of the ecosystems in the environment. 1.5 EDUCATIONAL COMMUNITY PROFILE The aim of all programmes of the International Baccalaureate Organization (IBO) adopted by Colegio Colombo Británico is to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet help to create a better and more peaceful world. The members of the CCB educational community strive to be:  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.


1.6 QUALITY POLICY As a certified school with the ISO 9001 Standards, 2008 version, the CCB is committed with the continuous improvement and qualification of the education offered to its students, and the services available for the educational community. The quality guidelines are as follow:

Colegio Colombo Británico offers a holistic, bilingual and multicultural formation, by:        

The development of national and international integrated curriculums to stimulate the pursuit of excellence. The implementation of strategies for the acquisition and strengthening of English as a second language. The identification and stimulation of student´s talents. The education in values. Valuing Colombian culture and identifying with it. The influence and experience of British culture. The development of an international –mindedness and intercultural respect. Teamwork among members of the educational community, to fulfill the mission the institution is committed with, and the continuous improvement of its processes.

1.7 QUALITY OBJECTIVES.    

To offer an integral education. To offer a bilingual education. To develop an international – mindedness. To have a staff of teachers, of outstanding human and academic qualities.  To promote teamwork among the school educational community.  To allocate the necessary resources, to fulfill the school´s mission.


2.

STUDENTS RIGHTS AND RESPONSIBILITIES

To be part of an educational community, to build healthy relationships and to pursuit academic success and personal excellence, demands that each one behaves in a consisting way according to the rights and responsibilities that follow: Every student has a: 2.1 RIGHT TO ‫׃‬ Receive good quality and relevant academic information, preparation, and guidance from highly qualified teachers. Receive cooperation from the school personnel for his/her development and improvement.

Count on teacher’s punctuality.

2.2 RESPONSIBILITY TO : Study.

Participate actively in class. To fulfil his/her academic responsibilities, the learning support activities, and any other actions planned to improve his/her performance, on time. To promote academic honesty, producing his /her, own work. Attend school activities on time and to be willing to learn. Monitor their progress communicating with teachers.

Be objectively and timely evaluated in their behaviour and academic performance. This evaluation shall be continuous, progressive, and Identify opportunities for his/her reliable. growth and development. Know the evaluation criteria, (matrix and rubrics), used to measure their achievement. Receive recognition for his/her selfevaluation, as a very important input in a fair evaluation process. Receive information related to their level of achievement and the grades should be known prior to being registered on the lists. Receive the incentives granted by Keep the tutor informed about their


the School as an acknowledgement of their achievements. Receive timely information about school rules and activities. Be respected in their ethnic, religious, ideological, and capacity differences, not letting this interfere in any way or form, with the School’s main objectives. Be treated impartially, respectfully, and justly by schoolmates, teachers, employees, and other members of the community. Have a due process in case of any discipline problem.

own triumphs in order to include them in their school curriculum vitae. Contribute to good communication, among parents and school. Not to discriminate any member of the community, respect differences in others, and not to exceed the rights of others.

Show respect to all members of the educational community, through words, deeds, attitudes and recognize their rights. Know and follow, general school and classroom rules, and to behave in accordance with the School Handbook Exercise their freedom of Value and respect not only your own expression in a respectful and timely ideas but others as well, taking into way, and to have the possibility of account the different points of view. presenting themselves to the faculty - Act properly and honestly in all your by following regular channels, actions showing, through them, the established in each section: appropriation of the attributes of the Preprimary: Teacher, Head of IB Learner Profile. Section or Deputy Head, Psychologist, Headmistress, School Council (if necessary). Primary: Teacher, Tutor, Head of Section or Deputy Head, Psychologist, Headmistress, School Council. Secondary: Teacher, Class Representative, Personero, Subject Coordinator , Head of Section or Deputy Head, Headmistress, School Council (if necessary) . Use the CCB´s facilities and Protect, take care and improve the possessions, which support the School’s physical, environmental, learning process, according to what and material resources; and to is stipulated in this Handbook. respond economically and morally


for any damage caused.

Know the academic objectives and Know, understand and achieve the the disciplinary responsibilities. academic objectives and the disciplinary responsibilities. To hold Learn skills and to have high expectations for themselves. To opportunities to build up positive be positive role models for others, relationships with peers and the showing the School´s expectations members of the educational and values, in and out of the school community. premises. To understand the value of education. Express and propose initiatives and Be responsible fulfilling your suggestions in favor of the common commitments with peers and the well being, through the Student institution, and to bear the Council. consequences for your own actions. Receive and to ask for first aid care Take care of your physical and service from the Medical mental health and to look after the Department, and to request welfare of other members of counselling from the Psychology the community. Department. Join for cultural, scientific, sports, Take part in the activities scheduled and humanitarian purposes. by the School.


3.

BASIC BEHAVIOUR GUIDELINESS

The members of the educational community should be willing to behave in accordance with the standards established in the School Handbook, which are based on the following guidelines: 3.1 COMUNICATION The Educational Community must maintain clear channels of communication. All members of the educational community are responsible for using institutional channels when they have concerns, and must respond in a quick and courteous way. Everyone should contribute to improve communication through effective listening. Some of the communication channels used are, written communications, the school’s website, emails, phone calls and meetings. In the Jardín, Preprimary and Primary, the agenda is an important instrument for daily communication between teachers and family. The members of the educational community are responsible for keeping updated their contact information, making sure that their addresses, phone numbers and emails, are constantly updated. It is recommended to all members of the educational community to check their e-mails daily and the website weekly, in order to receive important information in a timely manner. In the event you want to change your contact information, please communicate with the Headmistress´s Office (Phone number: 5555304 rectoría@colombobritanico.edu.co). In order to strengthen ties among the members of our community, through the appropriate use of communication channels, we invite all members of the educational community to submit news, information, photos or videos on various activities of interest to comsocial@colombobritanico.edu.co, who shall include them in the different communication channels from school, after approval by the Headmistress or her delegate. The communication channels that can be used to spread the news are: emails, newsletters, website, institutional news boards; T.V. screen in the cafeteria, circulars, letter from the Headmistress, meetings (group or individual) and assemblies. It is important that we all contribute to strengthen the sense of belonging to our community. The members of the CCB educational community will use responsibly, the social networks, avoiding broadcasting any written or graphic information that may jeopardize the security, integrity or reputation of the Institution, its members or any other person. 3.2 CONFIDENCIALITY All members of the community have a right to privacy in their communications. This right is limited by the need to share information with some people, if it is necessary.

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Teachers, psychologists, parents, students and administrators, share the duty of confidentiality. The members of the educational community must notify to parents, to Head of Sections or to the Headmistress, when they know of situations that may affect the health, safety, or to cause any injure to any individual. In these situations, the members of the community should provide relevant information to the authorities in school and/or to the parents. In situations of restorative or disciplinary processes, the School will not provide any information related to consequences or penalties, to parents, other than the students involved; or to any other members of the community. 3.3 VERACITY All community members share the responsibility to ensure the veracity in all communications. To reproduce any information without confirmation it is accurate and authentic, is unethical and should be avoided. The way to guarantee the truth is to communicate directly with the people involved. We must promote clear communication by sharing our perceptions and personal feelings. Active listening is another essential element for assertive communication. To talk to people who are not directly involved in a situation is inappropriate and it does not promote confidence within our community. 3.4 PRESERVATION OF THE SCHOOL ENVIRONMENT All community members must look after the preservation and care of the ecosystems in the school environment and shall support the recycling programs developed by the institution.  Everyone is responsible to use appropriately and maintain cleanliness in all facilities and school areas.  Everyone must look after their personal hygiene and public health rules, to preserve the welfare of the educational community, in accordance to current health standards. 3.5 ENVIRONMENT FREE OF TOBACCO, ALCOHOL, DRUGS OR ILLEGAL SUBSTANCES The CCB is committed to the creation of an environment free of tobacco, drugs and alcohol, for the educational community. The possession, distribution (supply or sell), consumption or being under the influence of alcohol, illegal drugs or illegal substances, on the school premises, on buses, or in any of the activities organized, promoted, and/or sponsored by the School, in which students participate; is not allowed. Smoking is not allowed on the premises of the school, on buses, or in any of the activities organized, promoted, and/or sponsored by the School, in which students participate.

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Note: As a basic rule of courtesy, respect for others and personal safety, chewing gum is not allowed on academic and sports activities, or on the buses. 3.6 DIGNITY The CCB is an institution that respects and upholds the dignity of all human beings and promotes policies, procedures and practices that oppose to any kind of discrimination based on age, race or ethnic origin, gender, sexual orientation, political affiliation, religion, or marital status. The CCB is committed to provide a secure environment, in which all the educational community members, including students and their families, teachers, administrators and all school employees, relate to each other with the highest standards of courtesy and respect. Everyone should behave well, make use of good language and show excellent standards of courtesy at all times, in accordance with our core values: respect, honesty, solidarity, responsibility and tolerance. 3.6.1 School Bullying Management Policy The School should be a space of encounter and friendship, a space to build up the values of solidarity, cooperation, respect and dignity. Without any doubt, the school experience is one of the most significant episodes in the life of any person and it is characterized by the search for identity and a sense of belonging, in a time where the relationships we establish with others are very important. Bullying is a behavior that violates people´s dignity. Bullying can take different forms: written, verbal or physical, and it create a tense and hostile environment that affects the opportunities for good performance, or the physical or psychological well-being of a community member. Bullying can be directly or indirectly inflicted through letters, emails, via the internet or by other means. All members of the educational community must reject bullying, defined as the systematic violence and abuse, repeatedly engaged by one or more persons towards another individual, which gives a place of power to the aggressor, and a place of general rejection to the victim. In our community, bullying or intimidation should not be tolerated. No one should engage in behaviors of intimidation, exclusion or aggression against others. Furthermore, everyone must intervene to prevent or to report any situation of bullying. In the event bullying occurs, the relationship of the people involved must be repaired through a restorative and reconciliatory process. 3.6.1.1 For the abovementioned reasons, we consider as unacceptable behaviors in the interpersonal relationships:

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Behaviors that violate someone´s personal dignity, or behaviors that create an intimidating, degrading or hostile environment, including unwanted physical contact, hitting, fighting, playing or inappropriate jokes. Inappropriate communication (verbal, gestural or written), including insults, aggressions or nick names. To spread out malicious rumors, gossip or slander. Criticism or threats. The use of technology to bother or to intimidate others (Cyber bullying). The use of power or being popular, inappropriately. To take risks or to place others at risk, in dangerous situations, including the possession of harmful or illegal materials. To behave out of control. Defiant and disrespectful behavior towards adults.

_3.6.1.2 In the event that a situation of intimidation or bullying occurs, the students must assume any of the following actions, according to the situation and the role they have played in it: Bystanders: - To inform an adult. - To mediate the conflict situation. - To defend strongly the victim´s rights. - To reject the aggression. - To acknowledge and give emotional support to the victims. Victim: - To defend his/her rights in an assertive way. - To seek for the help of an adult. Aggressor: - To restore the victim. - To restore his/her image with the group. 3.7 ACADEMIC HONESTY As a member of the International Baccalaureate Organization, the School adopts the definition of academic honesty given by the organization: “An authentic piece of work is one that is based on the candidate’s individual and original ideas with the ideas and work of others fully acknowledged. Therefore, all assignments, written or oral, completed by a candidate for assessment must wholly and authentically use that candidate’s own language and expression. Where sources are used or referred to, whether in the form of direct quotation or paraphrase, such sources must be fully and appropriately acknowledged”. (IBO, Academic honesty: guidance for schools, September 2003)

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Malpractice is defined as a behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component. Malpractice includes but it is not limited to any of the following forms: Plagiarism: To submit as the candidates own, the work, ideas, pictures, information or anything produced by other person. For example:  Using someone's words without giving credit.  To paraphrase, reorganize the words of another person using a different style and to integrate those words in a text without acknowledging the source.  To translate the ideas of another person without acknowledging the source. Copy: To submit the work of another person as the candidate’s own, with or without his/her consent. Examination malpractice: Includes:  To get or to give the examination questions or answers, before or during the test.  Using unauthorized material during an examination.  To impersonate another student. Duplication of work: To present the same work, or substantially the same work for different assessment components, without the involved teacher´s consent. Falsify Data: Fabricating data for an assignment or making unauthorized changes in school documents. Unauthorized Alterations: Making unauthorized changes to grades, student´s registries, or to any piece of work, once they have already been submitted. Stealing: Taking or attempting to take any information related to academic work, such as examination papers, grading reports, or student´s registries. Collusion: Defined as the behavior of a student who supports malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another. For example:  To complete or to create work for another student or allowing another student to do it for you.  To submit group work as if it was done by all the members in the group, when not everybody has significantly contributed to it. Other acts of academic dishonesty:  To give false reasons for not completing homework.  Intentionally decrease the level of achievement of another student.  To include disrespectful material in any academic work, for a different reason than the analysis or the investigation related to it.

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The consequences for academic malpractice are very serious. The teacher will file a report on the academic malpractice to the Head of Section or to the Deputy Head. The consequences may include restorative actions or disciplinary sanctions. (Adapted from the document Academic Honesty: Guidance for Schools, IBO: September 2007.) 3.8 STUDENTS HOURS In the Jardín the daily activities start at 9:00 am The children enrolled in the extended day service, which is open to all students, whenever they are brought by their parents, initiate activities at 7:30 am. Preprimary Section activities begin at 7:30 am and end at 1:20 pm. Secondary Section activities for Junior School begin at 7:30 am and end at 3:00 pm. Secondary Section daily activities for Senior School start at 7:30 am, ending at 3:00 pm except on Wednesday when the 11th Grade students will attend the social service programme CAS, according to specific schedules established by the institutions, from 1:30 p.m.; and the 12th Grade students will remain in school until 3:00 pm, attending pre-icfes, remedial, learning support, extended essay or other activities, according to different needs. All the Secondary Section (Junior and Senior) students, may have extracurricular, sports, cultural or learning support activities, between 3:00 pm and 4:00 pm, when necessary. 3.9 ATTENDANCE AND PUNCTUALITY Attending classes is essential to accomplish the academic criteria and objectives. Teachers and classmates depend on each member of the class to construct and enrich everyone’s learning. Additionally, class discussions, explanations, projects, presentations, group work, special activities and class participation in general, are essential for the learning process. Absences affect the quality and quantity of learning in a negative way. Therefore the absences should be maintained at a minimum possible. It has been established that 10 percent of absences is the maximum accepted, except in extraordinary clinical, sporting, calamity or unavoidable situations. _3.9.1 The community must be strictly punctual to assemblies, classes, cultural and sporting activities, according to the program presented by the School. _3.9.2 Students must attend punctually to all the lessons. The Primary and Secondary students, who arrive to the Section after 7:30 am must report to their Section’s Office. In the Secondary Section the consequences are as follow:

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A) First tardy, the students will receive a verbal reprimand from the teacher. B) After the second tardy, without an acceptable excuse, during the same week, whether it is at the beginning of the day, between classes or after break, the students will receive a detention. Not attending this detention or continuing to be late, without a proper written excuse will result with a sanction according to this handbook. In the Primary section it is handled in the following way: a) First tardy, verbal reprimand from the classroom teacher/tutor b) Second tardy, a letter will be sent to the parents c) Third tardy, meeting with the student in the Head´s of Section Office. If this behaviour persists, the students will be sanctioned according to this handbook. In the Preprimary Section, given the age of children, it is the parents’ responsibility to be on time. Therefore, a note will be sent to the parents of the student who repeatedly has being tardy. In Jardín, given the age of children, it is the parents’ responsibility to be on time. When the children are frequently late without a reasonably justification, a follow-up will be made and the Jardín´s Director will meet with the parents. It is expected that parents communicate to the Section´s Secretariat, the Jardín´s Director or the teacher, the motive why the child is absent. _3.9.3 During school hours, students should not leave the School premises, or go into another Section without authorization. Medical or dental appointments should be programmed outside school hours, unless it is inevitable. Students should not be absent because of extra vacations or trips programmed during school days. In case this happens, these absences will be considered unexcused. _3.9.4 All absences to the curricular activities due to illness, calamity or unforeseen situations, shall be immediately justified when returning to School. The excuse for such absences shall be in writing and signed by the parents and/or guardian. In case of illness, the student must present a medical certificate. Parents are responsible to inform the school in writing, and supervising that students meet the academic responsibilities due to the absence. The student will be responsible to attend the learning support sessions established by the school, in or outside the institution. _3.9.5 Permission to leave School during school hours is granted by the Head of Section or by the Deputy Head, only in exceptional cases, and it shall be requested the day before the permission is to be granted. _3.9.6 In the Primary and Secondary Sections, when a teacher does not arrive on time to class, the Class Representative shall immediately report this absence to the Section’s secretariat.

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3.10 PERSONAL PROPERTY. _3.10.1 We motivate our students to take responsibility for their personal property. _3.10.2 All personal property should be clearly labeled with the owner’s name. _3.10.3 Students should not bring valuable property to school. The School is not responsible for toys, jewelry, any kind of cellular phones , pads, iPods, laptops, or any other personal property brought to the School by the students, or money collected by them within school premises. _3.10.4 Students with lockers should leave their personal property in their lockers, with a lock, and they must not share their code _3.10.5 Lost and/or found objects must be handed in to the Section secretariats. These objects will be turned into the P.T.A.´s Lost and Found (for Preprimary, Primary and Secondary). In Secondary, all objects left on top of the lockers will be taken to the CAS Lost and Found on Fridays. Periodically unclaimed objects will be donated _3.10.6 It is forbidden for the Jardín and Preprimary students to bring to school, cellular phones, electronic devices or toys, unless it has been specifically requested by their teachers. _3.10.7 Primary students are not allowed to use electronic devices such as cellular phones, mp3 players, iPods, electronic toys, etc. during school hours. Taking care of it is the exclusive responsibility of the student. _3.10.8 Secondary students may bring to school electronic devices, under their own care and responsibility. It must be put away during class hours (unless it has been authorized by the Head of Section), or whenever they are participating in activities like assemblies or conferences. Taking care of it is the exclusive responsibility of the student. _3.10.9 It is not allowed to buy or sell any type of articles within the school premises, other than the sales established by the Institution. 3.11 UNIFORMS Students must wear the daily uniform every day, worn properly and present in the uniform for ceremonies in special occasions and whenever it is requested. Preprimary and Primary students may attend in their Physical Education Uniforms on the assigned days. All elements of the uniform must be labeled inside with the student’s name. Male students must be well shaved and keep their hair clean, not dyed and up to the collar of their shirt. The use of earrings, necklaces, hair bands, bracelets, piercings or tattoos is not allowed. Female students must always keep their hair clean and tidy. The use of piercings and tattoos is not allowed, except for earrings that are appropriate for school activities. _3.11.1 Daily Uniform:

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_3.11.1.1 Jardín: Boys and Girls: A white short-sleeved shirt with a round collar and the Jardín´s emblem embroidered on it. Either long or short dark green flannel trousers, long-sleeved dark green flannel sweater, white socks and white tennis shoes. All of the student’s clothes must be labelled with their names. _3.11.1.2 Preprimary: Boys: Short, medium grey trousers; white short-sleeved Oxford cotton cloth shirt without emblems; collar ending in points and two tiny buttons at both sides; outward crease on the back and a pocket ending in points on the left-hand side; dark green socks and black leather shoes (not tennis shoes) with shoelaces. The shirt must be worn inside the trousers, a dark green waterproof apron, and a long-sleeved green sweat shirt with the CCB initials embroidered on it, and marked with the boy’s name and the class initials. Girls: A medium grey skirt with 3 cm. suspenders and 5 cm. wide pleats; white short-sleeved Oxford cotton cloth blouse with a round collar and two tiny buttons at both sides; an outward crease on the back, epaulettes on the shoulders for the suspenders to go through; a dark green ribbon on the collar; dark green socks and black leather shoes with shoelaces. The blouse must be worn inside the skirt; dark green waterproof apron. _3.11.1.3 Primary: Boys: Short, medium grey trousers; white short-sleeved Oxford cotton cloth shirt without emblems; collar ending in points and two tiny buttons at both sides; outward crease on the back and pocket ending in points on the left-hand side; dark green socks and black leather moccasin shoes. The shirt must be worn inside the trousers. Note: Sixth Graders shall wear long, medium grey trousers with waistband and black leather belt. Girls: A medium grey skirt with 3 cm. suspenders and 6 cm. wide pleats; white shortsleeved Oxford cotton cloth blouse with a round collar and two tiny buttons at either side; an outward crease on the back; epaulettes on the shoulders for the suspenders to go through; a dark green ribbon on the collar. The blouse must be worn inside the skirt. Dark green socks and black leather moccasin shoes. Note: Sixth Graders shall wear white shortsleeved Oxford cotton cloth blouse without emblems. The blouse must be worn inside the skirt. Partly grey skirt without suspenders and with and 6 cm. wide pleats. _3.11.1.4 Secondary: Male students: Long, medium grey trousers with waistband; black leather belt; white shortsleeved Oxford cotton cloth shirt without emblems worn inside the trousers; dark green socks; black leather shoes. A white undershirt without emblems may be worn. Female students: A medium grey skirt without suspenders with a strong 4 cm. wide waistband and a fanlike crease on the back of the skirt. ´The length of the skirt will be the appropriate one for school activities, approximately eight to ten centimetres above the knees.

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White short-sleeved Oxford cotton cloth blouse, without emblems worn inside the skirt. Dark green socks and black leather shoes. _3.10.1.4.1 Shoes: The use of Swedish shoes, crocs, sandals, shoes with uncovered heels, tennis shoes, high-heeled shoes, or canvas shoes is not allowed. _3.10.1.4.2 Sweat shirts: Students may wear the dark green sweat shirt with the School emblem. No other sweat shirts are allowed. _3.10.1.4.3 Grade 12 Jackets: Jackets designed by the 12th grade students for their last school year, may only be worn by them during that year. The use of these jackets by other students in other grades is not allowed. 3.11.1.5 Uniform for Ceremonies For special ceremonies, the Secondary and Primary students (as of Fourth Grade), will use the daily uniform along with the green blazer, and the green and grey oblique striped tie. Blazer characteristics: Green colour, with two lower patch pockets and one on the top at the left-hand side with the School emblem; the buttons shall be gold metal, and should have only one opening in the centre (it must not be crossed). _3.11.1.6 Physical Education Uniform The School’s T-shirt, sweat grey shorts with the CCB initials embroidered on the right leg; green socks and mainly white or grey tennis shoes. _3.11.1.7 Swimming Uniform All the students shall wear the CCB swim suit. Swimming pool users shall not use jewellery or any elements that will interfere with the normal development of the class. Pool users having long hair shall wear a swimming cap. Students may only come into the classrooms or programmed activities if they are wearing the uniform correctly. It is recommended the use of solar protection, unless there is a medical restriction for it. NOTE: All the pool users must have all their personal property: swimsuits, towels, sweat pants, labelled with the owner’s name. _3.11.1.8 Houses Uniform As it has traditionally been at CCB, the Primary and Secondary Sections will periodically plan regular healthy competitive activities in the academic, cultural and sporting fields, whose competitors will be the students grouped into houses. For these activities, students will wear their Physical Education shorts and their house shirts: red for Canning, yellow for Ferguson, dark blue for Rook and green for O’Leary. The shirts will have their house´s name in front.

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_3.11.1.9 Official Delegations and Sport Teams Uniforms: Whenever students from CCB sport teams or official delegations, participate in internal, local or national events, should attend neatly dressed in the uniform of sweatshirt (pants and jacket), T shirt and shorts, designed by the Institution for this purpose. 3.12 ID CARDS All Secondary students, teachers, employees and visitors must carry their identification cards while they are in the School premises or in school activities. Visitors must carry the identification card that identifies them as such, in a visible place. The School will charge a fee to replace the identification cards if they are damaged or lost. 3.13 RULES AND POLICY FOR THE USE OF SHCOOL AREAS All School Community members must follow the rules and policies contemplated in this School Handbook, or those exposed and visible in the respective places, regarding the use of each of the school areas. All members of the educational community should behave in accordance with good manners and civility in all the School premises. All members of the educational community must respect the school staff and preserve the facilities and assets of the institution. _3.13.1 CAFETERIA RULES Everyone using the Cafeteria, including parents and visitors, shall respect the line, keep the place clean and neat, and make sure to behave accordingly. Cafeteria users shall take their trays, dishes, glasses, etc., to the washing place, and they shall leave the tables and seats in order. Students may use the Cafeteria only during their Section’s breaks. For Jardín children, the Cafeteria will render its service of lunch and fruit as part of the programme, and all children must take it. They are not allowed to bring lunch boxes. The cafeteria will serve them in a place especially designed for that purpose. _3.13.2 COMPUTER ROOMS RULES Students can only use the computers and be in the computer rooms when accompanied by a teacher. Students must carefully follow all instructions given by the teacher.

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Folders, briefcases, bags, electronic items, etc. must be placed in the places assigned by the teacher. No changes, additions, or arrangements are allowed in the hardware organisation, in the cables, or in the software without express permission from either the Informatics Technology Coordinator or the teacher responsible for the classroom. Being illegal, it is not allowed to lend the school software or to reproduce copies of it. Since it is illegal, making copies of the software in the classroom is not allowed. Internet access is only available to study and for academic work. At the end of the class, the computers shall be either turned off correctly or left at a standby, ready for the next class. Any irregularity or damage shall be immediately reported to the Informatics Technology Coordinator, and the student whose fault has been proved, shall hold himself responsible for the damage caused. For the teachers: personal use of computers is allowed providing that its use will not be against the School’s ethical values, rules, and internal policies. Teachers must assume the printing costs regarding their personal affairs. _3.13.3 RULES FOR THE JOHN PATRICK CUSHNAN INFORMATION CENTRE The JPC Information Centre includes the libraries, the didactic resource rooms and the copying centre services. The administrators, teachers, students, employees and in special cases former students and school parents, are considered users of this Information Centre. _3.13.3.1 CCB Research Policy The research policy at Colegio Colombo Britånico aims to accomplish the following objectives: -The student should be able to build his own knowledge independently, through the formative research. Likewise, these skills make part of the group of competences that a student should have acquired by the time he/she graduates, in order to participate in an intelligent and active way within the university, professional and society spheres. -Research must be the foundation of the academic formation processes not only because it generates knowledge that feeds the curricular contents, but also because the investigative culture enriches the methodologies and perspectives to approach the objects of study.

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- Learning done through research, which culminates in each stage with a final project, must contribute to the development of the characteristics described in the profile of the International Baccalaureate learning community. -This policy reaffirms the School’s commitment with the academic honesty policy in order to achieve integrity in the research processes, an ethical awareness and the protection of copyright. The Information Centre, through its libraries and didactic resource rooms, is a fundamental support for the research process, in its collections and its personnel services; to assist students in their research projects, and teachers in their curriculum planning processes. _3.13.3.2 Donation Policy. The Information Centre reserves the right to include in their collections the donations that correspond to the focus and curriculum scope of the School. At the same time, the material that is withdrawn from their inventories will be donated to applicant institutions. _3.13.3.3 Policy and Procedures in the Libraries _3.13.3.3.1 Policies The library users must behave properly, without obstructing the work of others. Thermos bottles, lunch boxes, briefcases, laptop cases and bags are not allowed in the libraries. These items should be left preferably in the lockers, or they can be left on the shelf located outside the libraries. In no case shall the libraries be used as places where students are sent to fulfil punishments. The consultation terminals are dedicated to access the Information Centre’s database and its institutional configuration should not be changed for any reason. When a teacher needs to use one of the libraries with his/her group, he/she should previously make a reservation by signing up in the weekly schedules that are placed in the circulation desks. The groups of students must be accompanied by their respective teacher who is responsible for the students’ discipline and behaviour, and for the good use of the materials and the facilities. Five minutes before the class period finishes, the students shall organise their personal property, leave tables clean and chairs in order. Users who abuse the library facilities, either for their bad behaviour, lack of manners, damage to furniture, or to the equipment that holds the information, will be reported to the Head of Section, who will determine the action to be taken according to what is established in Chapter 5 of this Handbook.

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-For the Secondary Section: -Secondary teachers may reserve the Secondary Library for research work with their students. Only one group per period is allowed, taking into account the space available. -During class time, a teacher may send up to three students to the library under their responsibility to do bibliographical research, through the GI-BI-FT-01 form, after verifying the availability of the space. _3.13.3.3.2 Books on Loan: Users shall sign the loan cards which will be marked with the expiration date. As of this moment, users are responsible for the material on loan. Secondary students shall present their ID Cards to access the loan of books or library materials. Once the loan expires, and without exception, a delay fine will be charged per working day; the user may not take any other material on loan from the libraries until the time the user is updated paying the fine. The user returning materials or books in bad conditions will pay the equivalent to the actual market value for its replacement, and not the value registered in the inventory. Reference books will only circulate internally. Reserve Books are lent to the first hour of the next school day; the other books are lent for renewable periods, except when it is required for a special investigation, and it will be lent as a “reserve book." Users who have made good use of books on loan, and who will continue to be in School, can have books on loan during the Christmas and Easter holidays. Students up to 10th Grade, administration, maintenance and transport personnel may take out on loan up to three books / magazines simultaneously, for a renewable period of two weeks; 11th and 12th grade students can take out on loan up to five books for the same period. Teachers can take out on loan up to five books for a time limit of one month, which is renewable providing other users do not need such material. The Libraries shall send a reminding note to users prior to the expiration date. Users who intentionally take materials out from the libraries without signing the corresponding loan cards will lose this service for the time specified by the Information Centre personnel in accordance with the respective Head of Section. At the end of the school year, all materials on loan shall be returned prior to the established final closing date. In the case of lost materials or books, the user shall either replace them or pay the market value for the lost items. Once all of these requirements have been fulfilled, the Information Centre personnel shall issue the user the respective Paz y Salvo certificate.

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_3.13.3.4 Policy and Procedures for the Didactic Resource Rooms No one can take any equipment out of this Section without a written permit from either the Headmistress or the Administrative Director. Before completing the school year, all users must return to the resource rooms all books and materials provided to them by the institution, in the same good condition as received. If for some reason you no longer have it, or have caused partial or total damage to it, you must pay the corresponding value in the Treasury. This is a prerequisite for students and teachers, in order to have the Paz y Salvo certificate signed by the Information Centre personnel. Audiovisual resources are lent to teachers when necessary for their classes. Teachers must personally return the audiovisual material at the end of the class period. In JardĂ­n: Each classroom has a library which is part of the Resource Room. The children can take their books home for a week in their reading bags. Children, as well as parents are responsible for these books. In case of a loss or damage, the parents shall either replace the books or pay the replacement cost. In the case of a small damage the teacher or the parent will accompany the student to perform a remedial action. _3.13.3.5 Policy and Procedure for the Publication Centre _3.13.3.5.1 Services for academic use Any job completed in the Publication Centre, for academic purpose for the school, whether printed, copied, banded or laminated, shall have the corresponding receipt specifying the number of copies, the budget source, and the signature of the authorized person from the Section or department. Since the jobs are done in the same order in which they arrive, it is therefore important to request them in advance and verify that the original document to be reproduced is in good condition. The Information Centre sends the Heads of Section and Heads of Department, a monthly publication consumption report. _3.13.3.5.2 Services for personal use Services for academic use have priority over the services for personal use, which must be cancelled in advance in accordance with the stipulated costs. 3.13.4 AUDIOVISUAL ROOMS RULES Audiovisual resources and equipment are there to support the academic structure, and are not suitable for personal use outside the school.

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Every week, teachers interested in using audiovisual rooms, must make the reservation in the appropriate time and in person, as well as choosing in advance the necessary audiovisual material. Students should arrive, stay and leave the audiovisual rooms accompanied by their teacher, in an orderly and quiet manner. Teachers must ensure an appropriate behaviour from students and the good care of furniture and audio-visual equipment. It is not allowed to raise your feet on the sits. All audio-visual services should be requested well in advance through a Service Order, printed and delivered to the Transport and Maintenance Office, or sent by email. In JardĂ­n: There is a multi-purpose room where computers are installed for the use of children and there are other computers for teachers. The JardĂ­n children have a weekly activity in this room, and the teachers from this Section are in charge of this activity, making sure that after its use all equipment is turned off accordingly, and the room is locked. _3.13.5 RULES IN THE A.E.B. LAURENCE AUDITORIUM. All users must observe good manners and behaviour, respect other people and ensure the proper conservation of the Auditorium. Eating, smoking, and drinking any beverages are not allowed in the Auditorium. The AEB Auditorium shall be used and equally shared by all School Sections. It must be previously reserved with the Audiovisuals Assistant, in the phone number 555 5350 or school extension 350. The personnel in charge of the audiovisuals is directly responsible for the use of the equipment, therefore the students are not allowed to handle it. The use of the dressing room shall always be under the supervision of the person requesting the Auditorium service, and that person is responsible for everything that will happen in there. Students may use the Auditorium providing they are accompanied by a teacher. No one can take out any implements which are of exclusive use of the Auditorium, without the corresponding permit. The person in charge to organise an event, which involves maintenance personnel, shall previously send a service request order to the Maintenance and Transport Head, specifying

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in detail such needs as the cleaning of the stage, the location of tables with table covers or tablecloths, flags, ornamental plants, etc. _3.13.6 RULES IN THE MULTIPURPOSE GYMNASIUM The multipurpose gymnasium is designed to hold the following events: Physical education lessons, sport extracurricular activities, internal and external official tournaments, cultural activities, and especial CCB Community programs. The Physical Education Department will be in charge to coordinate with the Heads of Section, the organization of schedules for its use, according to priority. Special events, extraordinary requests and exceptional situations will be analyzed and defined by the Headmistress Office. The logistics, implementation and organization of the stage and sound will be in charge of the Logistics Department, upon request of the section responsible for the event, with previous approval of the Head of the Physical Education Department. The consumption of food or drinks in the area of the Multipurpose Gymnasium, with the exception approved by the Headmistress Office, it is not allowed. Teachers and students must wear appropriate clothing to enter the gymnasium facilities. Under no circumstances games that threaten the physical integrity of an individual are permitted. All personnel who use the Multipurpose Gymnasium must take care of the stands and any kind of implements in this area. The cancellation of any activity planned in the Multipurpose Gymnasium facilities, must be notified in advance, to make sure it is available to any other person interested in using it. 3.13.7 LABORATORY RULES The students shall not go into the working areas of the Science teachers, and they can only enter the laboratories when the teacher is there. -

The students should carefully follow the teacher’s instructions. The safety elements are of obligatory use during the experiments. The students should be careful when walking in the laboratories and the passageways should be kept free. Any damage to the equipment shall be immediately reported to either the teacher or the laboratory assistant. The loss, break, or damage of any element shall be assumed by the user.

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The students shall keep their working places clean and neat, and their bags should be left in an assigned place. The students cannot ask the laboratory technicians to fully or partially carry out the practices assigned by the teacher.

_3.13.8 MEDICAL DEPARTMENT RULES When students are matriculated, parents must completely and honestly, fill in a clinical history form. This form will remain in the Medical Department. Parents must update the information every time there are changes in the medical condition of his/her child. These procedures are indispensable to guarantee the safety and proper medical attention to our students. Parents are responsible for the health conditions of their children. Parents shall not send their ill children to school. The children who have been showing illness symptoms must go with their parents to their medical health service to avoid complications. When the child is absent from school, due to illness, this must be certified with a written note, and if possible with the medical incapacity. The children who present illness symptoms will be sent to the Medical Department to remain there, until the parents collect them or they are sent back to class, according to the Medical Doctor´s criteria. The Medical Department provides the service for any medical emergencies that arise during the school or extracurricular hours, and also during the Sports Academy hours on Saturdays.

The Medical Department may only handle and supply medicine for minor discomforts and minor trauma. In more complex cases, and initial attention will be provided and the student will be referred to a medical centre. In the event that a student has to take prescribed medication during school hours, they must bring the medications with the prescription, to the medical department. Also, teachers must be informed in writing, about any medical condition. In the case of illness or accident, the student must present the permission to leave the classroom, signed by the teacher in charge, if the Section is in class hours or during extracurricular activities. The doctor and/or nurse will provide the basic necessary medication and will sign a brief document telling what happened and the departure time of the student, which must be handed to the teacher. In more serious or relevant cases, the respective Head of Section must also be informed. If the student is not in condition to remain in School, the doctor and/or nurse shall contact one of the parents or the guardian in order to either pick the student up or authorize the School to take him/her to a medical centre.

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The doctor and/or nurse shall issue a medical report to be given to the respective parents. The Head of Section or the Deputy Head must be informed in order to authorize the student to leave school. In case of a serious emergency, as when a student has an accident, the student shall not be moved; the doctor and/or the nurse shall be summoned to take care of the student in the place of the accident and inform the parents and Head of Section about the accident. When a student repeatedly enters the Medical Department without a fair reason, the doctor and/or nurse will report it to the respective Section. Jardín children shall be taken to the Jardín´s infirmary by one of the two teachers. Only if the doctor and/or nurse should check a child, they shall be summoned to take care of the child in the Jardín. If the doctor and/or nurse consider pertinent to treat the child in the Medical Department, one of the teachers or an adult from the Jardín must take him/her to be attended and shall remain with the child. Preprimary children will be accompanied by an adult every time they must go to the Medical Department. _3.13.9 STAFF ROOMS AND OFFICES RULES      

Students are not allowed in the staff rooms. The teachers will attend students in places other than the access doors to the teacher’s rooms. Students shall not use the office telephones, except in cases of emergency and with the respective Head of Section’s permit. Teachers or students cannot be interrupted during class hours due to telephone calls, except in case of a serious emergency. The telephone messages for students shall only come from their parents. Only in of an emergency can the students enter the administration or academic offices during class periods. The teachers shall be responsible for keeping their staff rooms neat and clean, for keeping the kitchen utensils clean, as well as for turning the computer off, after using it.

_3.13.10 CLASSROOMS, HALLWAYS, AND LOCKERS RULES     

It is not allowed to remain in the classrooms during the recess periods, excepting those students who have permission from the teacher. Classrooms shall be left clean and neat at the end of each class period. Each student receives a locker in good conditions at the beginning of the school year, and he/she is responsible for returning it in the same conditions. Students shall not run in the classrooms and hallways, or play games which may go against the personal well-being, and against each Section’s environment. In the sports area the students have temporary lockers available to take care of their personal property. For its use, the student will use his/her own lock.

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 

It is important to make adequate use of the trash cans according to the classification of the solid waste, and to keep the School clean. The students must remain in the areas corresponding to their Section.

_3.13.11 SPORTS AREA RULES Students shall make good use of the materials and facilities destined to the physical and sports activities during the Physical Education classes, as well as when training with their teachers. Students shall attend the Physical Education classes wearing the right uniform. It is an obligation to attend the Physical Education classes. In case of inability or impediment to attend the class, the student shall bring either an excuse signed by the parents or a medical certificate to be given to the Head of the Department. The teacher then gives the student a research work to be done. The students selected to represent the School in sports, shall confirm their acceptance to the coach and commit themselves to promptly attend the training planned. The permission for these students will be subjected to the provisions written in this Manual in the chapter of Cultural, Sports, Pedagogic and other Project Rules. Access to the sports areas after school hours is only allowed by permission from the Administrative Director, and the students shall comply with all the discipline rules in force. _3.13.11.1 Swimming Pool Rules The entrance and exit to the swimming pool area is only through the access doors. The individual or collective entrance to the swimming pool shall be authorized with the company of a responsible teacher, who will be responsible for the facilities and the activity. She/he must have the previous authorization of the regular teacher in the pool area. The Jardín children are always accompanied by the swimming teacher, and a teacher. The children will enter the swimming pool in small groups. The school has a swimming pool especially build for this age. The swimming pool and surrounding area is aimed at the students’ learning and development. Games attempting against the physical integrity are, in no way, allowed. Adequate implements for the swimming classes, and authorized by the teacher responsible, are the only things allowed in these facilities. All swimming pool users shall shower before and after entering the pool.

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Food and drinks are not allowed in the pool area. Food can only be consumed in the Cafeteria. People with infectious and contagious diseases cannot use the pool. The use of bronzers is now allowed. It is recommended the use sun protectors. Schedule. The schedule for school day hours, Monday through Friday, is between 7:30 a.m. and 4:30 p.m., and Saturday mornings until 1:00 p.m. The use of the swimming pool is according to the schedule established by the Physical Education Department. 3.14 TRANSPORT RULES _3.14.1 BUS SERVICE A door-to-door bus service is provided to students living within the city limits, as long as the vehicle has access to the residence. The routes are designed in such a way that the student who lives the furthest, will be the first to be picked up and the last one to be dropped off. The novelties of students who will be removed from the transportation service will be received in September to be effective in October, and in January to be effective in February of the respective academic year. During May of each academic year, 12th grade students will have their national and international examination calendar, which’s schedule varies. They may use any of the daily routes, according to what is convenient to them. Any withdrawn from the transportation service must be made in the months established by the school. Permanent address changes must be informed to the transportation office with at least three work days in advance, by filling in the application established for this purpose. The routes may be modified by the transportation office during the school year, if there are new students or address changes. Since these changes may affect the times initially provided, families will be notified in advance. For safety reasons, transportation changes are only accepted when the parents are absent for more than two consecutive days. The parents shall send a signed letter requesting the permit to Transportation, with a copy to the respective academic section. Telephone and fax messages are not accepted. It is not allowed for students to get off the bus in a place different to the address established in the matriculation form.

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Students must arrive punctually to the bus stop where they are going to be collected, five minutes before the bus arrives. The bus will not wait for the students who are not in the respective bus stop on time of its arrival. The school will provide approximated schedules for the time when students will be collected and dropped off. Nonetheless, these times might change due to traffic. _3.14.2 BEHAVIOUR IN THE BUSES Under no circumstances people who are not part of the Colombo Britånico educational community will be allowed the access to the buses. Any exceptions shall have the School authorities’ approval. In the School, the doors of the buses will remain closed. Students may only get on the bus when the driver and attendant are inside. During the routes, all the passengers must remain seated and wear seatbelts for their protection. The driver will set the bus in motion, when the passenger who has just come in is seated. Students shall put their bags and thermos bottles under their seats on the bus, and by no means shall it be left beside the bus driver’s seat. The doors shall remain closed when the buses are moving. The doors will be opened only when students are getting off the bus. Students may not trespass the security door without permission. Students may only get off the bus in the assigned stop. Since the bus attendant and the driver are the disciplinary authority on the bus, the students must follow their instructions. Students shall adequately wear the School uniform during all normal bus trips. After the extracurricular activities, they can wear the activity uniform. There are no assigned or reserved seats in the bus, and the seating distribution should be done according to age: older students shall seat in the back of the bus, and younger students should sit in front. The attendant will assign the seats if it is considered necessary. All body parts must remain inside the bus at all times. Buying or throwing things, trash, etc. through the windows is not allowed. Physical games and eating in the bus are prohibited, due to the risk this represent for the passengers physical integrity. The bus attendant is the School authority on the bus, and must be respected as such, and her instructions must be followed according to the rules established here.

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Any inadequate behaviour or fault by the student during the school route will be followed with the procedure established in Chapter 6, Formative and Disciplinary Process. The school transportation will not be available to students who must attend to school, outside the school hours, due to a disciplinary sanction. Teachers shall travel on the bus assigned by the Transportation Coordinator, and shall support the transportation assistants on everything related to the discipline and rules set up for users on the buses. _3.14.3 Transportation Rules for Jardín students: Jardín children travel in adequate chairs according to their size and age. When the Jardín children arrive to School, the support teachers and the transportation attendants will help them off the bus and go with them to the Jardín, and leave the children personally with their teacher. When going back home, the teacher and/or the support teacher will take the children from their classroom to their respective bus. The attendants shall be there on time at 1:10 p.m. to receive the Jardín children. The Jardín children will be left at home only with the persons authorized by the parents, whose data (name, ID, and photograph) shall be registered in writing at School. The parents shall immediately inform the School when there is any change of these personnel. Punctual presence is required from the people who are in charge to collect or leave the Jardín children in their residence; otherwise the child is not picked up or left at his home on that day or time. Nursery children will be allowed to sit in the bus’ seats with the proper seatbelt use, previous written authorization from their parents. _3.14.4 Transportation Rules for the Preprimary students: In the morning, the bus attendants will accompany the Prekinder children to their Section. When going back home, their teachers will take them to the bus area. Punctual presence is required from the people who are in charge to collect or leave the Preprimary children in their residence; otherwise the child is not picked up or left at his home on that day or time. _3.14.5 Additional rules for bus drivers and transportation attendants:  Drivers and transportation attendants shall treat bus users kindly and politely. They shall give users a good example by treating each other well, and if a disagreement arises

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         

between them, they shall not do it in front of bus users, but go to the Head of Transport to try to come up with an adequate solution for both of them. They shall have a control of each of the lists of student’s registered and assigned to a bus. They shall help children get on and off the buses. The children shall be delivered to the authorized person. If when arriving home, these people are not ready, the Jardín and Preprimary Section children shall be returned to School. They shall find a place for the small children, and for safety reasons, they must avoid sitting them on the front bench. They shall not allow students to sit on the side bench. They must adjust the seat belts to the size of the children, specially the little ones. The bus shall be checked after each trip in order to give any forgotten items to the person or to the respective Section’s secretary. By no means shall they accept any money from the students. They shall control the fulfilment of rules during the trips. They shall carefully hand out to students the correspondence entrusted to them. They shall make a note in the control book of any irregularities observed during the trips, such as physical indisposition, non-fulfillment of traffic laws on the part of the driver, student’s indiscipline, etc. In case of general indiscipline, the bus shall be stopped until the situation returns to normal. The absence and transportation changes report shall be read daily, before starting the trip, and they shall check that all students are on the bus.

3.14.6 RULES FOR STUDENTS NOT USING THE SCHOOL BUSES  Students not using the bus transportation shall be promptly dropped off and picked up by their parents or by the previously authorized person, for organization and security purposes.  No student may enter or leave the school driving or by foot. Only Secondary students, neighbors to the school and authorized by their parents, may enter and leave the school by foot, previous authorization from the Headmistress.  Given that the schedule anticipated by the IBO is different to the established by the CCB, during the exam period at the end of the year, 12th grade students may bring their cars, under the students’ and their parents’ responsibility, previous written authorization. The students’ parking is in the external part of the school, under the parents’ responsibility.  Students who are picked up in their private cars or drive their own car cannot take any other unauthorized person.  The School shall not be responsible for any accident a student may have when travelling in a private car or when driving a private car.  Parents shall send a written authorization endorsed by the Head of Section or the person he assigns, for students to be picked up in their private cars. Authorized students shall show a special permit note at the School’s entrance gate.  The parents of Preprimary and Primary children who eventually don´t travel on the buses, shall send an authorization in the agenda, indicating the name and ID of the person in charge of picking them up. In Secondary, students shall also present a written authorization from their parents that are properly endorsed by the section. Authorizations

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 

by either telephone or fax are not accepted. In exceptional cases, the use of a fax or email registered in the school by the parents will be accepted. Primary and Secondary students who usually use private transportation must present the authorization card provided by the section. From 1:20-1:40 p.m. and from 3:15-3:35 p.m., the children will be delivered by the teachers, who will keep control of their departure. The departure will be through the cafeteria door for Preprimary, in front of the Auditorium for Primary, and at 3:15 p.m. in the buses parking lot for Secondary. If after that hour the children have not been picked up, they will be sent to the respective office where they will remain with the secretary, the Section’s Deputy Head, or the extracurricular activities coordinator. On Fridays , all the School personnel leaves at 3:05 p.m. Parents shall pick their children up at 3:00 p.m. at the latest. In case of delay, the students will be accompanied by the teacher responsible for it. In case of delay due to an inconvenience, the child will stay with the School’s Head of Security. We remind the parents that Monday through Friday, from 5:00 p.m., and Saturdays after 12:30 p.m., only the security personnel remains in school.

IN THE JARDÍN: Parents or authorized personnel to pick up the children may enter their cars up to the bus’ parking lot, once the children are out. They will pick the children up in the Jardín between 1:35 and 1:50 p.m. Parents must walk to the gate of the Jardín and bring the children to their cars. The children will be handed over by the teachers, secretary and Jardín Director, according to the established shifts for this purpose. If the parents do not pick them up in this time, the children will be sent to the office and the secretary will be in charge of them. There is no authorization to let brothers or sisters pick the children up to take them to the car. 3.15 SPORTS ACADEMY AND EXTRACURRICULAR ACTIVITIES RULES Any student, who is interested and shows evidence of a good profile for the practice of sports and artistic activities, whose age falls within the specified ranges, according to the characteristics for each area of the program, can register for the activities offered in the extracurricular hours and for the Sports Academy on Saturdays. 3.15.1 ENTRY REQUIREMENTS: - Submission of the medical certificate at the time of matriculation, and that it rests in the School’s Medical Department. -Fill out the registration form, to officially matriculate in the activity. -Have written permission from the parents to confirm the entry. 3.15.2EXTRACURRICULAR AND SPORTS ACADEMY ACTIVITIES STUDENTS’ RESPONSIBILITIES: - Attend fully to their activities and practices. Failure to attend to 3 lessons during the same month, without a fair cause, will result in a reprimand or the removal of the student from the Extracurricular or Sports Academy activities. -Comply with the stipulated schedule by the school, to start and end the activities.

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-Hand in on time 4 pictures and the Registro Civil, the necessary documents to issue the corresponding ID card, which entitles the student to participate in tournaments. - Attend classes or practice sessions with the assigned and appropriate uniform for each sport.

- Do not leave the practice until the end of it. In case of urgent need for early withdrawal, the student must request the authorization from the teacher. - Maintain order and discipline in the premises where the practice is held. - Attend classes and practices, keeping a good standard of personal hygiene. -Keep up good behaviour fulfilling the rules and regulations of the program. - Maintain the level of academic achievement demanded by the Colegio Colombo Britรกnico. Otherwise, the student must prioritize the academic learning support activities until he/she reaches the minimum required. Once the process of the academic support activities is completed, the student will recover the right to go to the sports practices, and to be considered as a candidate for the sports teams in school and to participate in the sports exchange programs. -Comply with any other provision, determined by the Head of the Physical Education and Sports Department, during the development of the program. -It is important to keep in mind that failure to comply with these rules, personally, disciplinary, academic and/or attitude, will limit the possibility to participate in tournaments or official events representing the school. 3.15.3 DUTTIES OF TEACHERS EXTRACURRICULAR ACTIVITIES:

DURIING

THE

SPORTS

ACADEMY

AND

-Create the respective programs for the extracurricular activities offered by the CCB. -Prepare the implements that are going to be used in class or activities. Once the activity finishes, the implements must be returned in full to the warehouse or implements deposit. -Be on time to the practice sessions. -Treat kindly and politely the students, teachers, parents and any other person related to the program. -Keep a daily record of student attendance. -The teacher must ensure that after practices, the children go in the corresponding bus route or wait to be picked up by a private car in the right place. -Ensure the proper use of sports materials and facilities. -Recognize the progress made by each of the children and keep the record of this in the sports record format. -Ensure that the school spreads out the good news of the individual and collective sports achievements, through assemblies, newsletters and the website. -Make a proper use of the regular communication hierarchy established by the School. 3.15.4 DUTIES AND RESPONSABILITIES OF PARENTS IN THE SPORTS ACADEMY AND EXTRACURRICULAR ACTIVITIES: - Support their children during practice session and the schedule planned for sports.

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- Guarantee their child will attend constantly and permanently to the activity. - Notify on time in case their child has an impediment to practice sports. - Contribute to the good condition, grooming and care of their child´s sports uniform. - Use the regular channels offered by the program to solve possible difficulties that may arise during the practice sessions. - Provide ideas and offer ongoing support and collaboration for the benefit and development of the planned activities. 3.16 CULTURAL, SPORTS, PEDAGOGIC AND OTHER PROJECTS RULES Are considered pedagogic, sports, cultural and other projects, those extracurricular activities that take place throughout the school year to complement the Institutional Educational Project and the curriculum described in it, (for example: Musical, UN Model, sports trips, Friendship Cup Game). Any interested student can participate, voluntarily, according with his/her strengths, but committed with the demands of these projects. REQUIREMENTS:       

Commitment to attend punctually to the practice, training or preparation sessions, according to the project, programmed by the coordinator of the activity. Demonstrate skills and interest to improve in his/her process, according to the nature of the project to which he/she is committed with. Willingness to work in team and to show respect for his/her classmates. Respond to the academic demands and meet all the requirements. Assume the responsibility to catch up with the academic work he/she has missed due to the commitment generated by the project. Assume the cost related to the project, depending on its conditions. Such costs shall be communicated to parents on time. Comply with the project rules, policies or protocol manual.

Note: When a student fails to comply with any of the above commitments, the teacher in charge of the project will file a report with the Head of Section to continue with a process, which may include: Meeting with the student, a meeting with parents, and finally if the student doesn’t make the necessary changes, he/she could be withdrawal from the activity. 3.17 PEDAGOGIC FIELD TRIP RULES The School included in its Quality Management System, the instructive Field trips Administration CE-AE-IT-08, which aims to establish the procedures and policies related with the administration of the field trips in School and comply with the National Education Ministry guidelines. Procedure: The Sections will hand in, on established dates, the format Pedagogic Field Trip Program (CE-AE-FT-38) to the Headmistress Secretary. This information will be presented to the Academic Council and the School Council for its approval.

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Once the chronogram is approved is sent to the School Purchasing Department to implement the Purchasing Plan Process (CP-PP-01), and the Headmistress reports the plan to the Secretariat of Education, on the set date. The following are the steps that most take place before each field trip: -The Sections inform with enough time, the parents or guardians about the field trip and must have a written permission for their child participation. -The Headmistress Office checks that the sites to be visited meet the right health and safety conditions, and also that the Purchasing Plan Process (CP-PP-01) is implemented in case an outsourcing is hired for the transport service. -The Sections notify on time to the Administrative Coordinator and to the Human Resources Coordinator, the names of the participants in the field trip (students and teachers), the dates and places, to make sure the collective insurance policies and the ARP, cover them properly. -In the event a field trip that wasn’t included in the format Pedagogic Field Trip Program (CEAE-FT-38) submitted to the Secretariat of Education, the Headmistress must request a special permission to the regulation team in the Municipal Education Secretariat. In case it is approved, it must be included in the format Pedagogic Field Trip Program and the same procedure applies. In case it is not approved the field trip must be cancelled. Note: Only one pedagogic field trip outside of Cali, per grade in each school year can be planned. 3.18 HOUSE SYSTEM RULES For sport and discipline organization purposes, in October 1956, the group of students were divided into four Houses. The Houses were named after the four British heroes who participated in important independence battles in Colombia: Canning-red, Ferguson-yellow, O’leary-green, Rooke-blue. 3.18.1 JUSTIFICATION  Sense of belonging to the C.C.B.  Connection with Great Britain.  Fraternity bond among students, former students, administrators, teachers and parents.  Fundamental values and the attributes of the CCB/IB community profile.  Constructive use of leisure time and prevention of addictive and/or abuse behaviours.  Motivation to feel satisfaction with the success achieved with effort and perseverance, to the best of themselves. 3.18.2 ORGANIZATION All the students enroll in the Colegio Colombo Britanico from 2nd Grade through 12th Grade participate. In Primary, the sports, cultural and academic activities will occur during the regular daily timetable. In Secondary, the sports activities will occur every Wednesday from 1:30 to 3:00 p.m., with football, basketball, volleyball, swimming, beach volleyball, kickball and other type of tournaments, and the level of achievement will be included in the Physical Education trimestral report. The academic and cultural activities such as: quizzes, trivia questions,

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talent show, debates, trials, poetry, singing, drama, Saint Francis Day events, Halloween, Language Day, will be part of the subject projects planned in the curriculum throughout the year, previously programmed in the school chronogram. 3.18.3 HOUSE Captains: The School has created the captain profile, to carry on with the election in Primary and Secondary. In Secondary the captains will be elected from 10th Grade students for one year, and in Primary they rotate. HOUSE Captains Profile: Naturally curios, promotes enjoying the activities, has initiative and is able to solve conflicts and take decisions. Understands and expresses ideas and reliable information. Defends his believes with good arguments, courage and eloquence. She/he is willing to cooperate efficiently, behaves honestly and with integrity, and has a deep sense of fairness, justice and respect for the dignity of people, groups and the community. Takes responsibility for her/his actions and its consequences, usually takes into account the different points of view and is willing to learn from the experience. Shows empathy, sensitivity and respect for others needs and feelings. Is personally committed to help the House members and has a positive influence in them. She/he understands the importance of the physical, mental and emotional balance to achieve personal well-being and that of others. Is able to recognize and understand her/his strengths and limitations, celebrating with enthusiasm and respect the achievements and recognizes defeat as a learning experience. 3.18.4 Heads of HOUSES Profile: Full time faculty. Excellent relationship with colleagues and friends. Works as a team with other colleagues, in a way that projects unity, collaboration and benefit for the educational community. Dynamic, collaborative, with initiative and a good leader in the group, orderly, open minded and a good communicator. Promotes the sense of belonging to their respective HOUSE, in accordance with its philosophy and values. Submits a periodical report to the HOUSES Coordinator about the activities that have taken place. Jointly with the HOUSE Captains, assess the activities planned and applies the necessary changes. She/he has the ability to provide critical judgments and possible solutions to help the HOUSE improve in all its components.

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3.18.5 INTERHOUSES Coordinator: The INTERHOUSES program will have a Coordinator, who must have the same profile as the Head of Houses and will have the Head of Sections, Heads of Department and the subject coordinators support, to plan, organize and the development of all the different events. 3.18.6 SCORING AND AWARDS: The academic, sport and cultural activities are designed as competition; the HOUSES are rewarded as follows: 10 points for the first place, 7 points to second place, 5 points to third and 3 points to fourth, which must be added weekly and published on the school website, newsletters and billboards. At the end of the year, in a closing ceremony a trophy will be given to the champion House of the cultural and sports activities. The trophy will rotate and each year the board of the winner will be added. When a house wins the trophy for three consecutive years, it will stay in its hands, and a new one must start with a different name. 3.18.7 HOUSE UNIFORM: Primary and Secondary students will wear the corresponding HOUSE uniform when the section requires it. 3.19 TRIPS, ACTIVITIES AND UNAUTHORIZED PARTIES The School’s name or emblem may not be used for activities that are not authorized by CCB. No member of the educational community may organize, advertise, or charge for events that aren’t authorized, in or out of the School grounds in its name. It is recommended that parents carefully verify before allowing their children to participate in this type of events. The school is not responsible for the organization, development, supervision or situations resulting from unauthorized activities.

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4.

HUMAN DEVELOPMENT

To contribute to build a peaceful and better world, as proposed by the IB, in the field of Human Development, the School has structured a Program that unifies the criteria around a clear conception of the individual. In the school setting this means children and adolescents:  In process of development and transformation,  Capable to express themselves  With spirituality, sexuality, affectivity and rationality. One purpose for the CCB is to be a School which offers a welcoming and safe environment, where there is a balance between academic and emotional aspects. The actions to be carried through this program are:  Support to the ideas and participation of the Student Council in Elementary and Secondary.  Workshops and individual meetings with parents to help them understand their role as models for their children, when they are able to raise them with affection and the authority needed in the formative process.  Work with teachers, focused on teacher-student bond as the best strategy to encourage the desire to learn, and work with the culture of restorative practices to: facilitate communication, to solve conflicts, develop empathy and repair the relationships when needed.  Work as a team among teachers and psychologists with the students.  Great effort is done to identify any bullying situations, which are dealt with immediately, intervening as needed with restorative practices, including prevention, compensation and sanction.  Starting in early childhood, the implementation of actions, with the purpose to prevent risk behaviours of drug abuse among our students.

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5.

ACADEMIC ASPECTS

Colegio Colombo Británico merges into one single curriculum the programs of the Ministry of Education (MEN) and the programmes of the International Baccalaureate Organization (IBO): The Institution has a Study Acknowledgement, through Resolution 0149 dated March 6, 2001 for the following levels: Preprimary Education (3 grades), Primary Basic Education (5 grades) Basic Secondary Education (4 grades), and Media Education (2 grades). By Resolution 1321 of June 23, 2004, it has authorization for the day care programme, in Jardín. Colegio Colombo Británico is a member of the International Baccalaureate Organization, headquartered in Switzerland since 1976; therefore, it is considered to be a World School, registered with the code 0033. As a result of the above dispositions, our students can obtain two diplomas after completion of twelfth grade. The students must finish 4 years of formal education and fulfill all the requirements of both: the Ministry of Education (Bachelor Degree with academic emphasis in Natural Sciences, International Version) and the International Baccalaureate Diploma degree. 5.1 PEDAGOGIC PROGRAMS The school is constituted by the Jardín and three educational sections:Preprimary, Primary and Secondary. For the 3 levels of formal education, the school has adopted as its northern Pedagogical Guide the International Baccalaureate Organization programmes, as it shares the IB aim to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Today, each of the three programmes is at different stages of implementation: - Primary Years Programme (PYP) as an Authorized School since year 2010 - Middle Years Programme (MYP) – as an Authorized School, since year 2011 - Diploma Programme (DP) as an Authorized School, since year 1976. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. _5.1.1 Jardín. The pedagogical proposal for Jardín, promotes a new conception of development, seen as a process of transformation and continuous reorganizations. Therefore children become active individuals in the construction of their knowledge, who are competent, to think about the

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complex network of social and emotional relationships, and understand, feelings and values within themselves and in others.

to

express

and

The basis of this approach requires changes in the work and the relationship established with the child in their upbringing. The invitation is to be interested in the way the child thinks, feels or how that boy or girl integrates into the world, or from what point of view he/she sees the world. More than guidelines or decrees, the invitation is to let ourselves be enchanted by the child's abilities, to rediscover our genuine interest in all the potential the child has, to understand their richness and their possibilities. Based on all the elements that these findings provide, we set our efforts, so that he or she can build a better world. In this direction, the Jardín is working based on “projects", which are connected with the interests and needs of children, and related to significant family events and special celebrations. During the year, the teaching staff assesses the needs of the group and makes the necessary adjustments and changes to the projects. Through the projects all the development dimensions are integrated, so when the child is socially interacting, he/she can observe, explore, analyze, compare, investigate and establish relationships that will help him/her to build the knowledge, to develop abilities and to understand the world around him/her. _5.1.2 Primary Years Programme (PYP): The PYP is a transdisciplinary programme of international education design to focus on the development of the whole child; which in the Colombo Británico is offered in grades prekinder through sixth grade. The PYP is oriented by the research and the best practices from a variety of national systems, and by the knowledge and experience of international schools; which help to create an educational framework that is relevant, interesting, stimulant and meaningful to all children. The curricular framework has incorporated the five essential elements: concepts, knowledge, skills, attitudes, and action. The knowledge is developed through the inquiry of the six transdisciplinary themes of global significance, supported and articulated within the framework of six disciplinary areas. In the core of the learning process there is the student, and around him/her the curriculum is expressed in three interrelated questions:   

What we want to learn? The written curriculum. What is the best way to learn? The taught curriculum. How do we know what we have learnt? The assessed curriculum.

The structure of the programme can be illustrated by the following hexagon:

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PYP focus is on the development of the whole child, affecting hearts as well as minds, while addressing social, physical, emotional and cultural needs in addition to academics. _5.1.3 Middle Years Programme (MYP): The MYP is inserted in the continuum of the international education offered by the IB programmes, therefore is the natural extension of the Primary Years Programme (PYP), and it provides a sound preparation for the Diploma Programme. The MYP is implemented in Grades 7th, 8th, 9th and 10th, in the Colombo Britรกnico. The MYP has been devised to guide students in their search for a sense of belonging in the world around them. It also aims to help students to develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. This means they need to learn independently, to develop their ability to make meaningful connections across subjects in order to understand, and act in, the world, as much as to apply their knowledge, their experience and their critical thinking to solve real problems.

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The programme model of the MYP places the learner at its centre, around whom you find the five areas of interaction, which are the contexts for learning and have the purpose of providing coherence to the subject content. Surrounding the learner and the areas of interaction, there are the eight subject groups, interconnected through these interaction areas. The eight subject groups represented in the MYP programme model provide a broad, traditional foundation of knowledge in subject disciplines. Meanwhile, the pedagogic resources used to deliver this knowledge intent to help students be more conscious of the links among the subjects. Students are encouraged to question and evaluate information critically, and to seek out and explore the links between subjects; and to develop a sense of their place in the world. _5.1.4 Diploma Programme (DP): The Diploma Programme (DP) is a two-year course of study which focuses in knowledge at the service of the human being. It is a rigorous, challenging, and balanced programme that is an excellent preparation for university and adult life. It is considered a pre-university program that goes beyond the level of knowledge, because it promotes the development of complex thinking and it develops the investigative spirit, planting the desire to know; it also promotes argumentation and develops creativity. In addition, it helps students to build a strong personal and cultural identity, and favors their capacity to understand people in other countries and culture, to communicate with them. The adolescent can see a diverse world from a different perspective, as a globalized world that invites him/her to action. The international Diploma granted under this programme, which apostille is completed at the Hage Tribunal, is recognized by universities worldwide. It is accepted by most of the universities in the world, in conjunction with the requirements of each one of them, but with significant competitive advantages due to its high academic quality. Students who achieve the Diploma or Certificates receive recognition for it, in the form of scholarships, academic credits, academic exoneration and competence assessment. The profile of an IB student stands in the university process and it is an asset in the working environment.

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As the diagram shows, the IB Learner Profile and the three core areas: Extended Essay (an independent research supervised by the school), Theory of Knowledge (an interdisciplinary course that develops and integrated approach and encourages the students appreciation of different cultural perspectives through the exploration of the nature of knowledge), and CAS (Social Service), are the central focus of the Diploma Programme. Simultaneously, students study, three (3) subjects at a higher level (240 teaching time per each subject), and three (3) subjects at standard level (150 teaching time per each subject); the subjects correspond to the six groups shown in the diagram. In addition the students study the courses required by the National programme for secondary education. The diploma is awarded to students who gain at least 24 points, out of a 45 possible. This sum is the result of a possible 7 points in each of the subjects registered by students, in both high level (3 subjects), and standard level (3 subjects). In addition to the points awarded by the core, Theory of Knowledge and Extended Essay, which can be a maximum of three (3) and it, is published in the official documents of the International Baccalaureate Organization. Also students must meet the following conditions of excellence: A total of twelve (12) or more points for the high level subjects, a minimum grade of 3 on the subjects at a higher level, a maximum of one subject at standard level graded with 2, a minimum assessment grade of C for the Extended Essay and Theory of Knowledge, and the fulfillment of the CAS programme requirements. 5.2 CURRICULUM _5.2.1 In agreement with the current national legislation and its equivalent in the IB programmes, the group areas that are mandatory and fundamental are:  Natural science and environmental education.  Social science, history, geography, political constitution and democracy (named Humanities in the IB programmes).

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 Economic science, political science (only in Secondary).  Philosophy (only in Secondary).  Artistic Education.  Ethics and human values education, named Personal and Social education in the IB programmes).  Physical education, recreation and sports.  Religious education.  Humanities, Spanish Language and foreign languages (English).  Mathematics.  Technology and Informatics. For Grades 11th and 12th, the curriculum is complemented with the groups of optional areas of the International Baccalaureate and the cross curricular focus, Theory of Knowledge, Extended Essay and CAS (Creativity, Action and Service). Although, all students in Grade 11th participate in the Diploma program at the end of this first year of the programme, the academic process of each one of them is reviewed to determine if he/she meets the requirements for registration as candidates for the Diploma; process that can only be formally done, at the beginning of the last school year. The selection process involves taking into account the predicted grades, which is a prerequisite to obtain a minimum score equal to or greater than 24 points, as well as the following criteria: -General Academic Achievement, Grades 7th through 10th. - Completion of all the requirements for the IB Programme at the end of Grade 11th - Predicted grades provided by each Department - The level of interest and commitment assumed by the student. - A letter were the student makes a commitment and explains why he/she is interested in the Diploma Programme All students will take at least 3 Certificates of the mentioned programme, being one of them at a Higher Level. The students registered in one of the two categories Certificate or Diploma are requested to meet all requirements and submit their oral examinations and / or written examinations on the dates assigned. Otherwise, if there is not a just cause, the student will have to pay for the tests he/she failed to take; the bill will be charge to his/her parents. The same procedure will be applied when the student fails any of the Diploma Certificates or the Diploma, due to the lack of commitment to hand in on time or to hand in any internal work required for these.

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5.2.3. LINGUISTIC POLICY _5.2.3.1 Purpose: To inform the educational community the essential agreements the school has made in relation to: The teaching, practice and use of Language in different school contexts. These agreements have been decided, taking into account, the principles and regulations provided by the IB programmes: PYP, MYP and the Diploma, and also the guidelines proposed by the national curriculum (MEN). _5.2.3.2 Linguistic Philosophy: The school seeks to build enduring knowledge, to promote human values and to encourage social and emotional development of students, through teaching and the meaningful learning of English and Spanish languages. The school fosters intercultural awareness first within themselves, to form students with an international and open mindedness to new perspectives. _5.2.3.3 Linguistic Profile _5.2.3.3.1 Generalities: At Colegio Colombo Británico we:  Recognize that the teaching-learning process of Language permeates all the areas in the curriculum.  Learn the language, about it and through it.  All teachers are Language teachers.  Promote mother tongue language as the basis for cognitive development and the strong connection with cultural identity.  Value Language as the core of inquiry and communication; and recognize its application in different contexts.  We respect the languages that are not taught in school.  We encourage the appreciation and richness of language and literature. _5.2.3.3.2 Graduate Student Linguistic Profile: A CCB Graduate Student has achieved a balanced bilingualism, being able to:  Use both languages.  Use precise and appropriate linguistic resources, to express ideas and to produce a coherent speech.  Communicate fluently in both languages, for different audiences and for different purposes.  Think in both languages.  Read and comprehend a great variety of topics, extended and complex texts, with the ability to recognize implicit meanings.  Write extended texts, using different styles, with a large vocabulary, including idiomatic expressions, with a coherent structure.

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_5.2.3.4 Language Policy for Admissions. The CCB offers a comprehensive bilingual education based on the IB principles for students with diverse ethnic, cultural and linguistic diversity. Our students will benefit from the academic proposal and in turn may contribute to the development of it. To achieve an optimal development of the processes of language acquisition, it is important to create the teaching and learning necessary conditions, as well as the admission of students who meet the profile, required by the institution.  Applicant students to the school must present a language test, to determine their linguistic abilities. The applicant shall be admitted, previous fulfillment of the requirements, according to the entrance grade.  The School holds the right to demand a commitment from the family, to provide the support needed by the student, to achieve at the end of the school year, the expected goals for his/her grade level. _5.2.3.5 Language practice and teaching, essential agreements The CCB has stipulated two languages as the means of instruction: English and Spanish.  To achieve a balanced bilingualism, we work with both languages.  Any project adopted in relation to the development and preservation of Language, should be consistent with the IB philosophy and parameters. These projects will be evaluated by a team from all sections.  The School will measure the efficiency of the projects to achieve the linguistic goals proposed by the IB.  We monitor the effectiveness of differentiation strategies and the accommodations for students with special educational needs. _5.2.3.6 Essential agreements on the use of language in different contexts of the School Given that Spanish is the mother tongue for the vast majority of our students, in the School we develop strategies to promote the maximum use of English in the various opportunities it is possible. At CCB:  Students communicate with teachers in English except for those language of instruction is Spanish.

teachers whose

 Teachers who use English to deliver instruction implement strategies to promote its use in and out of the classroom.  The CCB students actively participate in different events, organized by bilingual schools, or schools that require the use of Spanish and/or English language.

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 In classes where the language of instruction is English, the students must use it to communicate with their peers.  Written communications will be delivered either in English or Spanish, depending on the purpose of it, and according to the Heads of Section criteria.  The School has signs in both languages of instruction, with the purpose of orienting both members of the educational community and visitors.  Official events such as assemblies are mostly done in English.  The School favors artistic activities that promote the use of English among the students, and also foster a sense of belonging and identity with the school and what is enacted.  Special activities are planned, to allow students to interact with artists and experts in academic subjects who are fluent in English.  Faculty meetings are conducted either in English or Spanish, depending on the language proficiency of most of the teachers.  The School provides training in Spanish for the expatriate teachers, and training in English for the local teachers.  The School demands from teachers, a high level of proficiency in the language of instruction, and a functional level in the second language for internal communications.  Local tutors will write in Spanish their comments on the student’s academic reports, while the expatriate tutors that are not fluent in Spanish, will write the comments in English.  Reports Day meetings (parents, teacher and student) will be done in English. If the family does not speak English, then the meeting will be done in Spanish.  In order to reach a bilingual environment, the School requires and facilitates the training for both teaching and administrative staff.  Parents have the responsibility to provide at home opportunities in which the students are able to practice and strengthen the learning process of Spanish and/or English. _5.2.3.7 Educational Community Responsibilities:   

To know the linguistic policy, to support it and to implement it. To participate actively in the revision of the linguistic policy. To make the necessary adaptations to implement the policy successfully.

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5.3 ASSESSMENT POLICY, INSTITUTIONAL SYSTEM OF STUDENT ASSESSMENT According to Decree 1290 of April 12, 2009, issued by the Ministry of National Education, the Colegio Colombo Británico defines the institutional system of student assessment, which is then presented. The aim of the publication is to make sure the educational community knows, understands, internalizes and implements the assessment process adopted by the school. The policy is consistent with the philosophy of the School and is in line with the guidelines established by the International Baccalaureate Organization, as well as with the guidelines established by the Ministry of National Education. _5.3.1 Assessment Purpose: The assessment as a process by which the scope of the institutional goals and objectives can be settled. The assessment process reveals: -Student´s cognitive, social and personal development, within the framework of the basic skills that correspond to their grade level. -Student´s acquisition of knowledge, comprehension of concepts, mastery of skills, development of attitudes and their decision to take action. -Student´s metacognition development and their reflective capacity. -The efficiency, achievement and permanent improvement of the institutional curriculum. -Teacher´s quality of the pedagogical practice in the process of: curriculum design, implementation, assessment, analysis, review and redesign. -The achievement of the proposed quality policy. -The effective achievement of the School´s Mission is determined by the set of observations, records, and specific measurements for assessment. Also you can: -Assess the scope and level of accomplishments, skills and knowledge by learner. -Determine if a student should be promoted at the end of every school year. -Design and implement strategies for those students with difficulties in the learning process, and -Provide information that contributes to the institution´s academic self-assessment and the revision of its curriculum. _5.3.2 Assessment principles: It refers to the characteristics of an effective assessment, which in the Colombo Británico: - Recognizes and respects cultural and individual diversity, by offering different ways and forms of assessment.

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- Contributes to the development of the IB Learner Profile, adopted by the School. - Promotes meaningful and lasting learning. - Supports and encourages learning through continuous feedback. - Promotes active learning. - Fosters a positive attitude towards others, the environment, and learning, avoiding it has a punitive meaning. - Creates continuous improvement in the pedagogic work. _5.3.3 Assessment Practice: The Colegio Colombo Britånco will implement assessment procedures in different forms: diagnostic, formative and summative, in all grade levels. Diagnostic Evaluation is the one that takes place before the development of an educational process. It allows the teacher to recognize the student's previous knowledge and skills to determine their own learning opportunities and, consequently, to adjust the planner. Formative Assessment provides the information used to plan the next step of the learning process. It is inextricably linked to learning, and it helps teachers and students to identify what the students already know and what they are able to do. It is directly related with teaching and both processes are perfectly combined to achieve the objectives. Formative Assessment aims to promote learning through frequent and periodic information on achievement results, which helps the students to expand knowledge and understanding, to feel encouraged to continue learning, to reflect and to develop the ability for self-assessment; and to recognize the criteria used to assess the level of achievement. It has been proven that an increased use of Formative Assessment helps, especially those students with a low level of achievement, to improve significantly. This is an ongoing interaction, teacher-student, among peers, and self- assessment. The Summative Assessment provides teachers with a clear idea of the achievement level of their students and also determines the extent of the objectives proposed in the curriculum. It takes place at the end of a unit or in a specific time, for example at the end of a trimester, and it allows students to demonstrate what they have learnt. _5.3.4 Assessment Reports and Assessment Scale At the end of each of the three school academic terms, parents or guardians will receive a written assessment report in which parents will know about the progress in the learning and formative process in each of the subjects. The report should include detailed information with regards to the strengths and weaknesses the student has demonstrated; and the recommendations and improvement strategies. In School the assessment reports are not the result of averaging grades. It provides information related to the learning process of the student after the assessment tools have been used and based in the IB programmme and the Colombian Ministry of Education standards. The reports will show for each subject, the student´s level of achievement, through assessment scales in accordance to the International Baccalaureate Programme or depending on the School section, which have their respective national assessment scale equivalence.

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The format for the reports will vary from one section to another: _5.3.4.1 JARD�N The assessment process of each child is continuous and it focuses on observing, the developmental process, understood as a process in which the child is doing new accommodations and reorganizations of his/her learning. It is important to take into account the variability of the same child over time, as much as the changes in the performance of children the same age. The assessment should also show the progress and setbacks, and the moments in which children are dealing at the same time with old and new hypothesis. The specific characteristics of each child are considered, their individual pace to connect with him/her self, to relate with learning, and other children and adults. Reports on Development: Four reports are delivered during the year, one about the adaptation process and the other three related to the development, focusing on the development dimensions. -Adaptation Process Report: It is a descriptive report; based on the observation of the child´s behavior regards the presence or absence of the mother, the teacher, the interdisciplinary teacher, the classmates or someone they do not know. - Reports on Development by Dimensions: This report shows the follow up process done by the teaching team, observing the development of the children. Three reports like this are issued throughout the year. _5.3.4.2 PREPRIMARY: Three academic reports and three P.S.E (Personal, Social Education) intermediate reports are issued. __5.3.4.2.1 Academic Reports: Reveal the student level of achievement for each of the essential Elements of the Primary Years Programme (PYP): -

-

Knowledge in each of the compulsory areas. Concepts Transdisciplinary skills. Attitudes and the IB Learner Profile. Action. The qualitative assessment, expressed in descriptive reports that allow an overall assessment of the student progress, the circumstances that are not supporting the development of the processes, and the required actions to overcome them, in accordance with the provisions of Article 10 of Decree 2247 stipulated for preschool education. The previous statements apply to the first four essential elements in the PYP. Action is recorded in an attached form, filled out by parents.

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-

Students fill out a self-assessment form.

_5.3.4.2.2 Intermediate Reports: At the end of the first half of each one of the academic terms an intermediate report is issued. These, report on the student´s progress related to the area of Personal and Social Education, and determine if the corresponding level of achievement has been reached, or if it is in process, for the following cross curricular focus: - Identity - Active Life - Interactions _5.3.4.3 PRIMARY: REPORTS: Three Academic Reports are issued, and one Progress Report is issued in the middle of the first school term. _5.3.4.3.1 Academic Reports: It shows the student´s achievement for each of the Essential Elements of the Primary Years Programme (PYP): - Knowledge in each of the compulsory areas. - Concepts - Transdisciplinary skills. - Attitudes and the IB Learner Profile. - Action. For each compulsory area, concept and transdisciplinary skills, the student´s performance is shown through a given scale as follows: CCB SCALE

NATIONAL SCALE EXELLENT A ACHIEVEMENT LEVEL HIGH B ACHIEVEMENT LEVEL BASIC C ACHIEVEMENT LEVEL LOW D ACHIEVEMENT LEVEL - The student´s attitudes and by teachers.

DESCRIPTOR Exceeds the proposed level of achievement, meeting all the requirements and exceeding the expectations Reaches the proposed level of achievement, fulfilling all the requirements. Reaches the proposed level of achievement, fulfilling most of all the requirements. Does not reach the proposed level of achievement, given that does not fulfills many of the requirements. the IB Profile are presented qualitatively, in a comment written

- Action is recorded in an attached form, filled out by parents.

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-Students fill out a self assessment form. _5.3.4.3.2 Progress Reports: At the end of the first half of each one of the three academic terms, a Progress Report is issued. These, report on student´s progress related to the area of Personal and Social Education, and determine if the corresponding level of achievement has been reached, or if it is in process, for the following cross curricular focus: -Identity -Active Life -Interactions _5.3.4.4 SECONDARY: The three reports that will be issued will include for each one of the subjects: 1º. Curricular Objectives Assessment, that is established according to eh IB criteria and are presented in a level of achievement scale numbered 1 to 7. For grades 7th to 10th:

SCALE IB

7

6

5 4

3

DESCRIPTOR A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality. A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight. A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation. Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

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2 1

Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support. Minimal achievement in terms of the objectives.

 For Grades 11th and 12th: The assessment is expressed according to the criteria established by the IB for each subject, which are published on the website www.colombobritanico.edu.co, following the link Bachillerato, which can be accessed using a username and a password. 2º The Student´s Assessment of Effort, which is measured by the attitudinal scale as follows: LEVEL 5 4 3 2 1

CRITERIA The student uses class time effectively, makes significant contributions and hands in all his/her work on the specified dates, giving the best of him/her self. The student generally uses class time effectively, makes constructive contributions and hands in all his/her work on the specified dates. The student requires occasional interventions from his/her teachers to engage in the activities, and/or in one occasion fails to hand in his/her work on the specified dates. The student requires frequent interventions to engage in the activities and/or in more than one occasion fails to hand in his/her work on the specified dates. The student requires continuous interventions to engage in the activities, and/or repeatedly fails to hand in his/her work.

Glossary: Definitions: 1. Effectively: Successfully complete the assigned task, meeting the specific objectives of it (including the use of the appropriate language to the context), dedicating the right time to do it, without wasting resources. 2. Significant: what is relevant to the context and stirs the discussion. 3. Constructive: refers to what constitutes a positive contribution to the context of the discussion. 4. Occasional: is what happens sporadically and eventually. 3º The final evaluation achieved by the student according to the national scale, which results from the sum of the two previous assessments, using a scale of 1 to 12, as follows: Final Evaluation Excellent High Basic Low

Range 11-12 9-10 7-8 1-6

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Additionally, the report will include an assessment of the student, in accordance with the IB Educational Community Profile adopted by the CCB, which will be written by the tutor with the respective team of teachers. NOTE: In accordance with the provisions of the Resolution 8260 of 2010, from the Ministry of National Education, in a the Article No. 6, Withholding the Report Cards:‟In case there is failure to timely pay the fees agreed at the time of enrollment, the private education institutions that offer preschool, primary and secondary education, may retain the report cards of these students, unless parents or guardians responsible for this obligation can prove there is a fact that prevents them from complying with it. STUDENT TRANSCRIPTS: The student´s transcripts to transfer to another school or for university will be presented in terms of the final evaluation and it equivalence in the national assessment scale, which integrates the evaluation of the curricular objectives and the student’s effort and commitment. INTERNATIONAL CERTIFICATES: For purposes of certificates to be used in other countries (transcripts), the School will only include the grade obtain by the student in the Curricular Objectives Assessment. _5.3.5 ASSESSMENT CRITERIA: The assessment criteria used, corresponds to the objectives for each of the IB programmes, which also contain basic standards, policies and guidelines issued by the MEN. These criteria will be handed out to the parents at the beginning of the year. _5.3.6 ASSESSMENTE STRATEGIES AND TOOLS: The strategies are the methods or approaches that teachers use to obtain information related to the student learning process. This information is recorded by different tools that are the instruments that can be used to collect the data. _5.3.6.1 Strategies - Observation: Teachers may choose to observe all students regularly and often, taking a wide-angle view (for example, focusing on the whole class) or a close-up view (for example, focusing on one student or one activity). Teachers can observe from the point of view of a non-participant (observing outside the task) or of a participant (observing when engaging in the task with the student) - Achievement Assessment: Purposeful tasks that include challenges and real and significant problems, which are evaluated with well-defined criteria. In these tasks, the problem can be approached in various ways ant it seldom has a unique solution. In general, are multi-factorial problems that require the use of many skills. Often, recording sound and images are useful for this type of evaluation. - Process Assessment: All students are monitored on a frequent and regular base. Most common and least common behaviours are recorded, through multiple observations to enhance reliability and summarize information from different contexts to increase validity. A recording system is design and it reduces the required time for these processes.

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Checklists, inventories and narrative descriptions (such as learning journals) are common methods for observation. - Selected Response: Specific exercises for one particular case. The best known examples of this form of assessment are the tests and the question-answer exercises. - Open-ended tasks: This strategy allows teachers to present students with a stimulus and ask them to communicate an original response. The response could take many forms, such as a presentation, brief writing, a diagram or a solution to a problem. The collected work, along with the evaluation criteria may be included in a folder. - Files or Portfolios: Are the collected work from the students design to have evidence of their level of achievement, growth, critical thinking, creativity and reflection. A portfolio should be considered as a work sample of an active mind. _5.3.6.2 Tools - Rubrics: Are the set of criteria established to assess the students in all areas. The descriptors tell the assessor what characteristics or signs to look for in student work and then how to rate that work on a predetermined scale. Rubrics can be developed by students as well as by teachers. - Examples: Are samples of students’ work which can serve as concrete standards against which other samples are judged. . Generally there should be at least one example for each achievement level in a scoring rubric. These can then serve as benchmarks for the particular task. - Checklists: These are lists of attributes or elements that should be present in a particular response to a task. A mark scheme for an examination is a type of checklist. - Anecdotal records: Are brief written notes based on observations of students. Records on the whole class, on smaller groups or on individual students can help the teacher identify areas of understanding or misunderstanding. These records should be gathered and organized systematically. - Continuums: Continuums provide visual representations of developmental stages of learning. They show a progression of achievement and can identify where a student has reached in relation to that learning process. _5.3.7 SUPPORT STRATEGIES FOR STUDENTS _4.3.7.1 Jardín: In Jardín the development is seen as a permanent building and rebuilding process and it takes into account the variability of the same child over time. Consistent with this, team teaching meetings are planned with the support team of specialists as well, to decide on strategies to be implemented in conjunction with parents. _4.3.7.2 Preprimary and Primary Consistent with the provisions of Decree 1290 of April 16, 2009; and consistent with the policies and standards of the International Baccalaureate, the School proposes the following strategies to meet the pedagogical needs of its students and ensure that there is support learning sessions, as well as a special needs policy, contained in this clause.

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_4.3.7.2.1 Differentiation In order to give consistent support to all students, teachers use Differential Instruction as a tool to address the differences in students learning pace, their level of readiness and interests. Teachers can provide students Differential Instruction in three aspects: content, process and product. Content: “What do we want to learn?” It refers to what the students should learn. In this regard, there is the possibility to differentiate the lines of inquiry that students will explore in each unit of inquiry. Process: “What is the best way to learn?” It refers to the activities through which the student seeks to build up knowledge. It can be differentiated by means of teaching strategies within the classrooms such as interest learning centres, diversity in the organization of working groups, and differentiated lessons according to different levels of achievement, among others. It could also be used, differentiated homework, home plans, and differential readings or workshops sent home. Product: “¿How will we know what we have learnt? It refers to the means by which the student demonstrates the knowledge and skills acquired. An example of this are the achievement assessment tasks at the end of each unit, in which students can choose the way they prefer to account for their leaning process. _5.3.7.2.2 Learning Support Sessions As a support strategy to solve pending pedagogical situations, there are the after school learning support sessions and the learning support week. In Preprimary, both, the after school learning support sessions, as well as the learning support week are intended to implement alternative intervention strategies to help students overcome the difficulties faced in their learning process. The after school learning support sessions are a common space during the academic term, while the learning support week takes place at the end of it. In Primary: The after school learning support sessions is an additional space offered to students, which is guided by the teacher in a more individual way to help the student overcome his/her difficulties with pending learning objectives. The learning support week takes place at the end of each academic term, during which through activities specially designed for this purpose, the students have the opportunity to catch up in those learning objectives they have had a low level of achievement, or they can participate in extension or deepening activities, according to their needs. The results are recorded in a format by which parents are informed, and it is filed in the student´s permanent record. In the Primary Section, when despite of all the strategies use to help students to overcome their difficulties throughout the academic year, they still remain; the Evaluation and Promotion Committee, will design a support activities plan, to be completed during the last

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week of the current school year, with the aim of strengthening the pending objectives and start the following school year with the skills and knowledge needed to perform satisfactorily. If the difficulties remain, the corresponding teacher will give to the student a support activities plan to be developed during the summer vacations. The final grade will not be modified and the grade resulting from the recuperation process will be registered in the transcript certificate. Their progress is expected to be evident in the following school year evaluations. _5.3.7.3 Secondary After each academic term, the Evaluation and Promotion Committee will review the cases of students with low level of achievement in any of the criteria of the curriculum. The Committee will make the special comments and general observations, and a support activities plan will be recommended, which includes the pedagogic strategies (to be completed in school or at home), to help students overcome their difficulties. Learning support sessions (3:00 to 4:00 p.m.) on days assigned for each subject, the material and workshops sent home, monitoring in class small working groups and the external tutoring when necessary; will remain as the spaces to implement the above mentioned pedagogic strategies. The Support Activities Plan will be given to parents on Reports Day. It will be developed throughout the school year, and its evolution will be reviewed by the Team Teaching of each grade level, to ascertain whether teachers, students and parents, have fulfilled their commitments. When despite of all the strategies implemented to help students overcome their difficulties during the school year, they still remain, the Evaluation and Promotion Committee will design a support activities plan, to be completed during the holidays, with the aim of strengthening the pending learning objectives and start the new school year with the knowledge and the abilities needed to perform satisfactorily. The final grade will not change. Their progress is expected to be evident in the following school year evaluations. _5.3.7.4 Special Educational Needs Policy - Purpose: Define and communicate the policies governing the attention for special educational needs students in the Colombo Britรกnico. -

Definition: In the Colegio Colombo Britรกnico, the Special Educational Needs students, are those that have the cognitive level needed to fulfil the requirements of the IB programmes, but may display physical, sensory, emotional, behaviour or learning limitations or conditions; or may display an exceptional intellectual capacity. These students require differential strategies, and to be handled in ways that allow them the opportunity to access the education offered by the School, showing evidence that they have reached their maximum development potential, according to the standards established in the School.

- Philosophy: In the Colegio Colombo Britรกnico we believe that the Special Educational Needs Policy must establish the criteria to offer differential strategies that allow the

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students that for a time need a special educational support, to access the curriculum. We recognize that is the responsibility of both, the family and the school, the early identification of such needs, so workings as a team the students receive the appropriate support. - According to the Declaration of the IB Principles, the members of our community should have an active and compassionate attitude, and understand that other people, with their differences, are valuable and can also be right. - Objectives: General Objective: Provide a supportive and respectful environment where students will be valued for their abilities and behaviours. Specific Objectives: -Identify special educational needs students, as early as possible in their learning process. - Stimulate in special educational needs students, an attitude of commitment and responsibility with his/her learning process. -Work as a team designing strategies, which favor that each student with special educational needs can reach his maximum development potential. - Create mechanisms that allow a continuous follow up process of the special educational needs students. - Build up a relationship of openness, trust and cooperation between the parents and the school support team. _5.3.7.5 Follow-up actions to improve the performance of students during the school year The ongoing and regular Team Teaching meetings for each section, as well as the Academic Council meetings, will be the authorities responsible for the analysis of the students´ academic performance, and the provision of follow up actions to pursuit continuous improvement. The follow up actions will be related with the academic quality indicators, proposed in the Management Quality System, as well as with the individual and group follow up in charge of the Team Teaching. The following guidelines will be considered: _4.3.7.5.1 In Jardín:  Periodic meetings are held with the psychologist and the participation of classroom teacher, support teacher, physical education and music teachers, to discuss particular issues related to each group according with their needs; additionally follow up to the development process of children is done. 

Annual meetings, before reports are handed out are held for follow up and analysis of the children´s progress. These meetings involve the Jardín Director, psychologist, movement and language support team specialists, classroom teacher, music and physical education teachers.

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Meetings are held with parents to analyze and propose a combined strategy of work between family- Jardín.

Procedure for the external remission in Jardín When the strategies that can be implemented within the Jardín are not sufficient to meet the needs of a child, the procedure is to make an external referral and the support team specialists will follow up this referral, previous approval from the Jardín Director. All the remissions must be the result of a collaborative process with the consensus of teachers. Parents are responsible to provide and maintain up dated and in written, all the information of their child from the external professionals, in order to optimize his/her development and learning process. _5.3.7.5.2 IN PREPRIMARY AND PRIMARY  Periodic meetings are held per class (S.P.M. = Student Progress Meeting) for student´s follow up, in which tutors, Spanish teachers and support team specialists are involved; held by the Head of Section or the Deputy Head. This is a space to make decisions, to decide on intervention strategies, which are reviewed periodically. 

Additionally, a meeting is held per grade at the end of each academic term (Team Teaching), in which all teachers involved in that grade, support team specialists, Head of Section and Deputy Head, participate. The purpose of this meeting is to analyze the situation of students who will be brought up to the Evaluation and Promotion Committee, the implemented strategies are revised and new ones are proposed.

Meetings with parents are held to analyze and establish accountability within the process, optimizing the support needed by their child.

When the pedagogic strategies that can be implemented within the school are not sufficient to meet the needs of a student, the S.P.M. will make an external referral, which must be authorized by the Head of Section or Deputy Head.

The support team specialists (L.S.P) will monitor the progress of the external referrals.

Procedure for external referrals in Preprimary and Primary:  Tutor or teacher follows up on the case, to determine the student’s difficulties and the strategies used so far.  Tutor or teacher make an internal referral of the student to the S.P.M. meeting, which in turn forwards the case to the corresponding assessment, that can be related to any aspect, emotional, learning, language or motor.  The internal professional, fills out a referral form, communicating the need of a written work if the situation requires it.

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  

The referrals can be made to the following professionals among others: speech therapist, occupational therapist, neurologists, neuropsychologists, psychiatrist, psychologists, and specialized area teachers. Parents sign the minutes of the meeting when they receive notification of the referral and within the agreed timeframe will deliver the results corresponding to the external assessment process. Once the school receives the external professional point of view, it is committed to do the corresponding follow up and to give the support needed.

_5.3.7.5.3 IN SECONDARY 

  

Student´s follow up meetings per grade are held by the Head of Section, Deputy Head or psychologist, with the participation of tutors, required teachers and psychologist. This is a study case space, in which shared intervention strategies are decided and will be monitored periodically. Additionally the Evaluation and Promotion Committee is held at the end of each academic term, which involves all grade teachers, psychologist, Head of Section or Deputy Head and the parent representative for that grade. The situation of students with low or very high level of achievement is reviewed, the implemented strategies are revised and new ones are proposed. Meetings with parents are held to analyze and establish accountability within the process, optimizing the support needed by their child. Catch up and learning support sessions. When the pedagogic strategies that can be implemented within the School are not sufficient to meet the needs of a student, the procedure is to make an external referral, which must be authorized by the Head of Section, Deputy Head or psychologist.

Procedure for external referrals in Secondary:  Tutor or teacher makes an internal referral of the student to the team teaching meeting, which in turn forwards the case to the corresponding assessment, which can be of any aspect, emotional, learning, language or motor.  The referrals can be made to the following professionals among others: speech therapist, occupational therapist, neurologists, neuropsychologists, psychiatrist, psychologists, and specialized area teachers.  Once the referral is decided, the Head of Section and / or Deputy Head, and /or tutor, and a psychologist meet with parents and report on the recommendations made by the teaching team, the Evaluation and Promotion Committee and / or the Psychology Department.  Parents sign the minutes of the meeting when they receive notification of the referral, and within the agreed timeframe will deliver the results corresponding to the external process to the Psychology Department.  Once the school receives the external professional point of view, the school psychologist will make the corresponding recommendations to teachers.

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_5.3.7.6 EXTERNAL TUTORING POLICY  All the external referrals, including academic tutoring, shall be the result of a collaborative process leading to the consensus of teachers, whether as a consequence of the Student Progress Meeting or the Team Teaching Meeting.  In Jardín as well as in Preprimary and Primary, all the referrals to external tutoring must be authorized through the special form for this purpose, signed by the Head of Section or Deputy Head.  The objectives for the external tutoring must be clearly stated as it is requested in the format.  Parents should ensure that the external tutor sends a student progress report to the Head of Section or to the person designated for it, one week before the end of each academic term.  School teachers cannot be private tutors without the Head of Section or Deputy Head´s authorization. An authorization will not be granted for a School teacher to tutor privately, one of his/her students or their siblings.  When it has been the parent’s initiative to hire a School teacher as a private tutor, the teacher must issue periodic reports and he/she must request authorization from the Head of Section, before he/she starts the tutoring contract.  No private tutoring, can take place within the School premises. _5.3.8 HANDOVER AMONG JARDÍN AND PREPRIMARY AND AMONG SECTIONS: At the beginning of the school year there are handover meetings among Jardín and Preprimary and among the school sections, to have a better knowledge of the students promoted to the following section. - In the handover meeting between Jardín and Preprimary, the Director of the Jardín and the Head of Section or Deputy Head of Preprimary, psychologists, Nursery and PreKinder tutors, and support team specialists, are present. -In the handover meeting between Preprimary and Primary, Heads of Sections or Deputy Heads, psychologists, tutors of the grade that is promoted, and support team specialists, are present. -In the handover meeting between Primary and Secondary, Heads of Sections or Deputy Heads, psychologists, 6th and 7th Grade tutors, support team specialists and, are present. As part of the handover process, two types of meetings have been established, with different but complementary objectives: -Case study handover meetings, in which the LSP team and the psychologist from the previous grade discuss in detail the follow up cases, including the specific recommendations that should be followed. -Curriculum Feedback Meetings. During these meetings the team teaching for the current grade provides the recommendations to the previews team teaching, aiming to optimize the curriculum.

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_5.3.9 ACTIONS TO ENSURE THAT ACADEMIC ADMINISTRATORS AND TEACHERS, MEET THE ASSESSMENT PROCEDURES STIPULATED, IN THE INSTITUTIONAL ASSESSMENT SYSTEM, AS WELL AS IN THE ENTIRE EDUCATIONAL PROJECT The CCB has an assessment system based on competencies, which for the team teaching, covers six fundamental aspects for the optimal teaching-learning process: Planning, Teaching, Group Management, Follow up, Assessment and Professional Development. Each of these considers all the required aspects for the student´s follow up and assessment that the teacher undertakes to perform. Given the ongoing nature of assessment at the Colegio Colombo Británico, this follow up will be done permanently and systematically. To ensure the fulfillment of the proposed assessment system, procedures as the annual application of this assessment tool for administrators and teachers, as well as classroom observation, participation in the team teaching sessions and the continuous support in the process, must take place. Therefore it is part of the Subject, Area and Grade Coordinators, Heads of Department, Deputy Heads and Heads of Section, responsibilities to guarantee the compliance of these procedures. Besides being evaluated by their immediate superiors, teachers are also evaluated by students, from fourth grade, thereby achieving a more complete picture. There is a close link between the Professional Development Program and the Competency Assessment processes for teachers. _5.3.10 SCHOOL PROMOTION The Evaluation and Promotion Committee for each grade will be responsible of deciding the promotion or not, of the students. The Evaluation and Promotion Committee shall have the participation of:  Teachers and support specialists (psychology, LSP) for the corresponding grade level.  A representative of the parents. (The parent representative, cannot be part of the meeting if he/she has family ties or is providing professional counseling or support services out of school to any of the students considered in the meeting)  The Headmistress or her delegate (Head of Section, Deputy Head, or Psychologist) who shall convene and preside the meeting. When a student has previously fail a year or hasn´t had good behaviour or discipline, he/she will not be offered the opportunity to continue in School. _5.3.10.1 Transition Criteria from Jardín to Preprimary The student´s transition from Jardín to Preprimary occurs when they are 4 years old. The team teaching and the support specialists team analyses different aspects of the student’s maturation, independence process, and their evolution in each of the dimensions. _5.3.10.2 Preprimary Promotion Criteria Article 10 of Decree 2247 states: “In the preschool level the year or activities are not failed. Learners will advance in the educational process according to their capacities and personal aptitude”. Therefore, the School will not take unilateral decisions in this regard, although

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the Evaluation and Promotion Committee may recommend the no promotion of a student, in those cases in which considers it is necessary for the learner´s benefit. _5.3.10.3 Primary Promotion Criteria The Evaluation and Promotion Committee for each grade will be responsible for determining which students will not be promoted to the next grade, according with the following criteria: - Students with a final evaluation of “Low Achievement Level” in three or more subjects. - Students with a final evaluation of “Low Achievement Level” in mathematics and one of the two languages (Spanish or English) during two consecutive years. - Students who have unreasonably failed to attend more than ten percent of academic activities during the school year. _5.3.10.3 Secondary Promotion Criteria To be promoted from one year level to the next year level, a student needs to fulfill the following requirements: 1⁰. Get the minimum score established for each grade, in the sum of the final grades (3rd period): -For 7th and 8th: A minimum score of 33 as a result of the sum of the final grade of the Curricular Objectives Assessment of the following subjects: Spanish, English, Mathematics, Humanities (social sciences), Natural Sciences, Arts, Music, Technology, and Physical Education. -For 9th and 10th: A minimum score of 37, as a result of the sum of the final grade of the Curricular Objectives Assessment of the following subjects: Spanish, English, Mathematics, Humanities (social sciences), Chemistry, Physics, Biology, Arts, (elective, art, music or theatre), Technology, and Physical Education. - For 11th and 12th: A minimum score of 21, in the final grade of the Curricular Objectives Assessment of the six subjects selected by the student for the International Baccalaureate Programme. In addition, meeting all the requirements stipulated for each academic term with regards to the core components of the Diploma Programme: T.O.K, Extended Essay and C.A.S. The work in these three areas timely handed in and with the expected level of proficiency, both in relation to the process and the product, could represent a bonus of 3 points in the final sum of points for the student. There will not be bonus in case the work is not handed on time (with the expected level for the process and the product), or in case the final grade is insufficient. Additionally T.O.K, Extended Essay and C.A.S. will constitute subjects considered for no promotion.

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7th and 8th Spanish English Mathematics Humanities Science Art Music Technology Physical Education Minimum Score 33

9th and 10th Spanish English Mathematics Humanities Chemistry Physics Biology Art/music/theatre Technology Physical Education Minimum Score 37

11th and 12th Spanish English Mathematics Option A Option B Option C

Minimum Score 21

2º Not obtaining a final grade of Low Achievement Level in more than two subjects, including the subjects which are part of the national curriculum and not the IB. 3ºIn case of failure of two subjects at the end of the school year, have passed at least one of the subjects graded in insufficient, before the start of the next school year. 4º Not obtaining a final evaluation of Low Achievement Level in mathematics and one of the two languages (Spanish or English) during two consecutive years. 5º Having achieved the recuperation of the subject pending from previous years. 6º Not have been unreasonably absent to more than ten percent of the academic activities, during the school year. In exceptional cases, duly certified, the school will find along with the parents, the support mechanisms needed, and the Evaluation and Promotion Committee will take the final decision regards the promotion of the student. 7º To submit the academic Paz y Salvo, completed, before leaving for the summer holidays at the end of the school year. RECUPERATIONS: The student who has achieved a final grade below 7, in one or two subjects from the curriculum, must demonstrate that has overcome that level of achievement, through a formal assessment determined by the Academic Coordinator, during August, in the date assigned for it in the school calendar. Starting the school year, the student will also begin a learning support process for the subject(s) that is (are) pending, until the student is able to achieve at least a basic level in it. Complying with the recommendations and the commitment made to overcome the

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weaknesses, which will be reported periodically to the parents, will be monitored by the corresponding Section. The evaluations planned for August must be based in a work plan, related to the student´s difficulties, and the teachers will hand it out to parents or students, at the end of the school year (reports day). Formal evaluation refers to all those strategies that, according to the nature of the subject and the balanced and comprehensive set of options, can account for the achievements. NOTE: In the case of 12th Grade students, who have up to two subjects with a final grade below 7, the recuperation will take place immediately at the end of the third period, according to the institutional calendar. The time stipulated for the academic support and the evaluation process, will close before the Thanksgiving Mass for graduate students. In case the student continues failing any of the subjects, his graduation will be postponed until he/she overcomes the difficulties, and will be evaluated on the dates specified by the Promotion and Evaluation Committee. 5.3.11 HOMEWORK POLICY IN THE SECONDARY SECTION Purpose of Homework In line with the guidelines proposed by the Ministry of National Education in relation to the skills, the homework is intended to:  Assist in the development of the Self, motivating students to be independent and develop self-regulation and autonomy.  Promote the development of skills, study habits and routines.  Contribute to the knowledge building process, which serves to strengthen, expand and apply the knowledge or concepts learnt in class. Policy Purpose: Build a culture that enables all members of the learning community to participate voluntarily, coherent and consistently, in the development of homework as a strategy in the formation of students. Homework types: Homework must become individual learning experiences and allow the evaluation of the objectives according to the relevant criteria. The homework could be:       

Reading material before class. Deepening and application exercises, either theoretical or practical. Laboratory reports. Conceptual maps. Oral presentations. Demonstrations. Research and investigation.

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Communication and Homework registration: Homework will be registered in the Unit Planner that is given to the students starting the period, but it doesn´t excludes the possibility of assigning other homework according to the need. The group of teachers per grade will agree on the distribution of homework and will make any adjustments if needed. Teachers must inform students about homework either orally or written, and its results must register in the grading grid or in the student´s notebook. _5.3.12 COMMUNITY PARTICIPATION MECHANISMS IN THE CONSTRUCTION OF THE INSTITUTIONAL ASSESSMENT SYSTEM:

The Institutional Assessment System should be an active instrument, which in turn regulates the assessment and follow up procedures in School, and must be continuously evaluated in regards of the fulfilment of its objectives. It will be the different instances of the School government and participation, stipulated in chapter 7 of this handbook, the ones to propose and/or approve the adjustments to the permanent revisions of this system, in accordance with its powers. For the evaluation to serve its purpose of optimizing the teaching, learning processes, it is required the commitment of the different members of the educational community. _5.3.12.1 Parent´s Rights and Responsibilities concerning the evaluation process: Right to: - Know the Institutional Assessment System - Accompany, assist and support their child in the evaluation process, following the School suggestions. - Receive periodic reports. - Receive timely response to concerns and requests, related to evaluation. Responsibility to: - Participate, through the School´s government instances, in the definition of the Institutional Assessment System. - Follow up the educational process and analyze the periodic reports of their children. _5.3.12.2 Student´s Rights and Responsibilities concerning the evaluation process: Right to: - Be evaluated in a holistic way. - Know the Institutional Assessment System. - Know his assessment results and to receive response to his concerns and requests; in a timely manner. - Receive advice and support from teachers to overcome his weaknesses. - Participate in the Teacher Assessment Process, according to procedure decided by the School. Responsibility to:

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- Meet their academic commitments and to behave in accordance with the community. - Meet the recommendations and commitments to overcome their weaknesses. - Actively assume and participate in the assessment process. - Comply with the academic honesty policy. _5.3.12.3 Teacher´s Rights and Responsibilities concerning the evaluation process: - Know the Assessment Policy and its criteria. - Always assess consistently with the Assessment Policy. - Actively participate in the revision and improvement of the Assessment Policy. - Standardize the assessment criteria. - Be evaluated in a holistic way. - Be recognized for their achievements. _5.3.12.4 Academic Administrator´s Responsibilities concerning the evaluation process - Socialize the Assessment Policy and its criteria. - Ensure the compliance of the Assessment Policy. - Ensure the implementation of coherent and objective assessment criteria. - Provide continuous training to the educational community with regards to the assessment process. - Timely provide the adequate resources for the optimal implementation of the assessment process (materials, software, hardware, and educational opportunities for interaction within the school hours). _5.3.13 ENTITIES, PROCEDURES AND MECHANISMS OF ATTENTION AND SETTLEMENT OF CLAIMS FROM PARENTS AND STUDENTS, RELATED TO ASSESSMENT AND PROMOTION The concerns and claims that might arise by parents and students, in relation to evaluation and promotion issues, will be addressed, analyzed and resolved, in the first instance, by the Head of Section, who may convene the corresponding year level Evaluation and Promotion Committee; at second instance, by the Academic Council and ultimately by the School Council. 5.4 INCENTIVES The CCB is aware of how important is for students in their process of formation, to be recognized. So therefore, has designed an incentives system, which is in continuous revision for its improvement. Through this system, the CCB gives recognition to people for their achievements, overcoming their weaknesses, their successes and their contribution to social wellbeing, as a source to be emulated. In order to share and recognize the achievement of the educational community members, it will be the responsibility of parents, teachers and students, to inform the School´s communication team all that, in different areas of human performance, is a motive to be proud of, and deserves to be published.

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_5.4.1 Special Incentives. The School gives special awards by means of authorized resolution by the Board of Governors, following the CCB Protocol Manual. _5.4.2 HONORARY AWARDS. To celebrate the 50 year anniversary of the CCB, the Board of Directors, exercising its powers created the following “Honorary Awards” to honor individuals, and national and foreign institutions in the following categories: _5.4.2.1. A.E.B. LAURENCE AWARD MAXIMUM CATEGORY. To recognize people who have honor our country or the name of the institution and have been distinguish for meritorious services to the Colegio Colombo Británico. MERIT TO HONOR. Individuals who have significantly contributed with their efforts and dedication to the growth, development and strengthening of the CCB. _5.4.2.2. AWARDS FOR STUDENTS _5.4.2.2.1. ACADEMIC MERIT AWARD. It is an honor for students who have excelled in their academic activities and achievements at a national or international level. _5.4.2.2.2. SPORTS MERIT AWARD. It is an honor for students who have excelled in their sporting activities and achievements at a national or international level. _5.4.2.2.3. ECOLOGICAL MERIT AWARD. It is an honor for students who have been distinguished by their exemplary work in favor of conservation and environmental preservation. _5.4.2.2.4. LEADERSHIP AND SOCIAL ACTION MERIT AWARD. It is an honor for students who have been distinguished by their achievements and activities of social action and leadership. _5.4.2.2.5. ARTISTIC AND MUSICAL MERIT AWARD. It is an honor for students who have been distinguished by their achievements and artistic or musical activities which enhance positively the name of our school. _5.4.3 Incentives for Jardín Students. _5.4.3.1 The motivation with Jardín students is achieved, through positive reinforcement, individually highlighting their actions and all types of social, organizational, independence and autonomy related behaviours. Equally, emphasis is made on everything that strengthens the child´s self-confidence. _5.4.3.2 According to their age and development process, the children are offered permanent attention to their needs and interest, and ongoing emotional and verbal communication.

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_5.4.4 Incentives for Preprimary Students _5.4.4.1 The motivation with the children of this section is achieved through positive incentives and acknowledgement of individual and group achievements; and through academic, social, artistic, and sports type actions. Equally it makes emphasis on the selfdetermination, organization, and independence process; which is constantly made possible for boys and girls. _5.4.4.2 Intrinsic motivation factors such as the following are used: Written messages on the certainty of their abilities and efforts; clear instructions to carry out their activities; permanent attention to the children’s needs and interests; and continuous affective communication. _5.4.5 Incentives for Primary and Secondary Students: Teachers constantly encourage their students in order to help them be more conscious of the value of learning for themselves, to be motivated by it and to value their comprehension. During the formation period, the students are urged to carry out worthy academic, artistic, sports, and social actions. These incentives comprise a verbal and/or written congratulation, a good behaviour certificate, publishing their work on bulletin boards, literary papers, and newspaper or school yearbook. When special abilities either artistic or sporty are identified in a student, the teacher will support the student and will inform the parents to impulse together the student’s talent. During the school year, the students who represent the school or excel in academic, sport, cultural and social activities, receive recognition. In the resume of each student are recorded the victories and achieved. _5.4.5.1 Incentives for Secondary Students. _5.4.5.1.1 At the end of each academic term, the students whose cumulative academic achievement places them in the top ten percent of their grade, will be included in the “Honour Roll”. For grades 7th to 10th, the academic achievement will be calculated based on the sum of the final evaluation of each academic term, in each one of the subjects for the respective academic year. For grades 11th and 12th, due to the varying number of subjects among the students, the academic achievement will be calculated based on the simple average of their final evaluation in each of their subjects, at the end of each academic term. _5.4.5.1.2 The School will award partial scholarships, equivalent to twenty percent of the school fees in the following academic term, to the students who achieve the highest summative score in each one of the year levels in the Secondary Section.

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When two or more students achieve the same score, the decision of who receives the scholarship will be based on an assessment set by a Committee, formed by the Head of Section, the Deputy Head and up to three teachers. _5.4.4.1.3 Incentives for 12th Grade Students. The following acknowledgments are granted to the Twelfth Graders at the end of the school year: - CCB Student Profile: It is awarded to the student that best represents the IB Profile attributes, adopted by the CCB. Candidates will be nominated by the team of teachers, and the prize will be awarded by vote of the same team.

- Academic Excellence  First Place: It is awarded to the student with the best academic achievement, according to the average of all subjects completed during his/her academic life in Secondary.  Second Place: It is awarded to the student with the second best academic achievement, according to the average of all subjects completed during his/her academic life in Secondary. - Icfes Award: It is awarded to the student with the highest score in the Icfes State Test, according to the official formula to obtain the average score. Whereas in the Diploma Programme of the International Baccalaureate, the Extended Essay is an independent research, which allows observing the appropriation of the IB Profile attributes, achieved by a student, the best Extended Essays in each of the different groups of subjects will be awarded. - Group1: Language A1 - Group 2: Language A2 - Group 3: Individuals and Societies - Group 4: Experimental Sciences - Group 5: Mathematics - Group 6: Electives (Visual Arts, Theatre, and Music) - Award for the Best Artistic Creation: It will be awarded to the student or students, whose performance in the art field is considered to have a high technical, reflective and commitment level, according to the analysis by the team of teachers in the Arts Department. - “Alvaro Carlos Jordan” Former Students Award: It will be awarded by vote of the team of teachers in the Physical Education Department, to the student with the best sports disposition and spirit, female and male version.

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- PTA Award: It will be awarded to two students with the best cooperation and comradeship disposition. The first student will be nominated by their peers and awarded by the teachers. The second student will be defined by a vote of their peers and awarded to whoever gets a simple majority. - Leadership Award: It will be awarded through the analysis made be the teachers in Secondary, of all the students that have made a significant leadership work in behalf of the Secondary student´s community. The Twelfth Graders will receive their “Former Student” button at the graduation ceremony.

5.5 SCHOOL EVALUATION RECORD Colegio Colombo Británico keeps each student’s school record updated with the academic data, general ID, and integral qualitative and quantitative evaluation concepts issued at the end of each academic term and grade. _5.5.1 The results of the objectives assessment and achievement for each school term, are communicated to students by their teachers, who attend the possible claims before passing it to the Deputy Head or the Head of Section. _5.5.2 At the end of each school term, the student receives a conceptual and quantitative achievement report in each of the subjects. (A copy of the report or its summary is saved in the Section files). _5.5.3 The School issues to students in Grade 12th, two academic transcripts for admission to national universities and three academic transcripts for admission in universities abroad. Additional copies of these transcripts will have a specific cost according to the current rate for the year. The School will issue these documents within three working days minimum. The School Council and its Directors reserves the right to make the necessary changes on academic aspects, the curriculum or changes related to the educational opportunities the School offers.

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6.

FORMATIVE AND DISCIPLINARY PROCESS

The CCB seeks students to act in a consistent manner with the established institutional foundations, and supports them to develop behaviours that exemplify and are consistent with these foundations, which turn ought to be an indispensable aspect of the educational experience. In the CCB we are not only committed to the cognitive development of our students, but also to their moral, emotional and psychological development. As it is considered that rules are part of the construction of autonomy and values, the formative and disciplinary procedure, is designed to provide a space for reflection in order to help the student understand what happened (how his/her behaviour affects him/her and the community), and he/she seeks to find and implement alternative solutions, restorative actions, reflects about the way to make better decisions in the future and makes the commitment to act differently. We expect parents to contribute appropriately to the disciplinary process and accept the final decision taken by the respective educational authorities who are responsible for it, on breaches of discipline, being able in any case to have the recourse to a due process. When families make the decision to enrol their children in the CCB are engaging with our philosophy and corresponding behaviours, since it is essential that the School and the Family work as a team. Parents should set up at home rules that are compatible with those established in School. The students get confused when they must develop certain behaviour patterns at home, different from what the School requires from them. The limits and the structure offered by the CCB are design to help the students to clarify what is expected from them in society, and to guide them through the achievement of the learning objectives. The consequences established by the School due to disciplinary offenses, will vary, as it happens in other contexts. The disciplinary record will be taken into account, when assessing the situation and defining the consequences. The entire process should be perfectly completed, leaving a written record signed by the parts involved. Once the disciplinary process finishes, the decision will be notified to the student and the parents. 6.1 FORMATIVE PROCESS IN THE CCB JARDÍN In the Jardín the students are in a learning process, in which the moral consciousness is not yet well developed and many of their behaviours are expected for the age at which these are observed. In this section formative consequences are established, however the School reserves the right to suggest another school for the Jardín children, at the end of the school year.

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The implementation of rules at an early age is carried out, taking into account the developmental stage of the children and their learning process. To deal with the inappropriate behaviour of a child in the Jardín, the following process is implemented:  The teacher and/or the psychologist intervene with the child, pointing out the inappropriate behaviour and helping the child to reflect on their behaviour by offering alternative solutions, showing him/her the consequences of their actions, exploring their feelings and giving him/her the support needed to restore the situation. With children over three years we aim to establish verbal commitments that will lead to improve their behaviour.  If the inappropriate behaviour persists, different strategies are implemented, such as, time out from the activities and to invite the child to observe the appropriate behaviour of other children in the class, with the permanent support from an adult, either the teacher and/or the psychologist.  If the behaviour begins to affect repeatedly the relationship with his/her peers and the dynamic of the group, a parent’s conference will be appointed, to inform them about the behaviour of their child and make agreements around strategies to be implemented at home, seeking consistency and coherence with the Jardín. Parents must commit to follow the recommendations suggested in the meeting.  If the child´s behaviour persists, parents will be called to an appointment again, to do a follow up and to establish as a corrective measure, the possibility to make a referral to external therapy depending on the case, and with a written commitment from the parents. 6.2 FORMATIVE PROCESS IN PREPRIMARY, PRIMARY AND SECONDARY Whenever a student incurred in a fault, a space for reflection is provided in order to help the student understand what happened, and he/she finds alternative solutions, implements restorative actions and makes the commitment not to repeat such behaviour. _6.2.1 MINOR FAULTS. Are those that contradict the basic rules of the School. following are considered minor faults:

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The


Faltas:

6.2.1.1 MINOR FAULTS IN THE PREPRIMARY SECTION Control and Restoring Procedure:

-Late arrival to classes or other academic activities. - Disrupting repeatedly the normal flow of any academic activity, either talking or distracting others. - Not following the instructions given by adults. -Not to wear the uniforms, according to what has been ruled in this Manual. -To use wireless communication devices (ex. Cell phones), ipods, electronic tablets, etc.; during school hours (The School does not assume any responsibility for the loss of any object). - To bring to School toys without permission or to use those toys in moments which are not authorized. -To bring money to school. - To buy in the cafeteria without being authorized to do so. - To sell in the school. - In general, any behaviour that is against the School rules, either in the classroom, library, cafeteria, play ground, auditorium, buses or outside the school in activities programmed by the School and in which the students participate.

1. The teacher in charge dialogs with the child to help him/her to reflect about the situation and to find alternatives. 2. If a second fault occurs, the reflection process is repeated, and verbal agreements are made. 3. In the event of a third fault, besides the new reflection, a written register in the “Reflection Form” is fulfilled and sent to the parents. 4. Once the student has fulfilled the fourth “Reflection Form” he/she will be referred immediately to the Head of Section or to the Deputy Head, to sign a “Behaviour Contract” and to inform the parents through a written note. 5. The student’s reluctance to change his/her attitude will make the sanctions the same as in the occurrence of a serious fault. Responsible: The teacher in charge at that moment will be responsible for handling the case and to fill the “Reflection Form”. The information related to the fault and the sanction is passed to the designated tutor. The reflection forms will be accumulated through the year. The Head of Section or Deputy Head will be responsible to fill the Commitment Letter.

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_6.2.1.2 MINOR FAULTS IN PRIMARY SECTION Faults Control and Restoring Procedure _ Late arrival to School, to class, or to any 1. The teacher or tutor dialogs with the other scheduled activity, without just cause. student to help him/her reflect and to _ Repeatedly interrupting the development of make a verbal agreement. If the the academic activities, assemblies or any teacher considers it necessary, the other scheduled activity. student shall sign a Commitment Letter. _ Failure to comply with the uniform rules or 2. If the same fault occurs for a second other rules concerning presentation. time, the teacher gives a sanction. - Eating or drinking in areas not designated 3. Parents are notified the sanction. for such purpose. _ Not complying with the work in class or 4. If the fault occurs with one of the specialists it will be informed to the homework, without a fair cause. _ Not to give the School correspondence to corresponding tutor. 5. If the student is reluctance to change parents. his/her attitude, it will make the _ Not to follow the teacher’s instructions. _ To use wireless communication devices procedure and sanctions similar to the (cell phone, BlackBerry, mp3 players, iPods, occurrence of a serious fault. etc.) during class, extracurricular activities or Possible Sanctions: -Detention: When the sanction is a tutorials. - In general, any behavior contrary to the detention, it is imposed by the teacher. School basic rules, whether it is in the - The accumulation of three detentions classroom, the library, the cafeteria, the due to minor faults, during the same year, means one day playground, the auditorium, the school buses school suspension from the internal and or outside the school in scheduled activities. external activities. -The student´s reluctance to change the attitude and the repetitive misbehaviour, despite de warnings and previous reflections, will make the student worthy of a sanction of one to three days suspension. When the sanction is a suspension it will be imposed by the Head of Section or the Deputy Head. - Failure to comply the established rule related to the use of cell phones, mp3, iPod or any other electronic device, it will be confiscated and returned the next school day at the end of the school hours.

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_6.2.1.3 MINOR FAULTS IN SECONDARY SECTION Faults Procedure - Late arrival to School, to class, assemblies, 1. The teacher dialogues with or to any other scheduled activity, without the student. The teacher marks just cause. an L (late arrival), a U (uniform), - Infringe the rule related to wireless or a B (behaviour) in the record. communication devices (cell phones, BlackBerry, mp3, iPods), or any other The student signs a electronically device, during class, commitment letter. extracurricular activities or tutorial, except for the brakes. 2. The sanction is notified to - Failure to comply the assigned work to do parents and student. in class or at home, without just cause. - Infringing the uniform rules or other rules 3. The information referring to concerning personal presentation, inside the the fault and the sanction will be school, the buses or any other academic submitted to the corresponding activities, sports or other activity where the tutor. Possible Sanctions: uniform is required. -Any type of disruptive behaviours affecting - Detention. the learning process of others, during - The reluctance to a change of classes, assemblies, or during any other attitude and the continuous lack programmed activity. of normative behaviour, – Eating in class, except for fruit or water. notwithstanding the previous - Eating or drinking in areas not designated warnings, will make the student worthy of “one to three days for this purpose. suspension”. - Not to give the School correspondence to parents. - The student’s reluctance to - Encourage someone to engage in any of change his/her attitude will the previous faults. make the sanctions similar to - In general, any behavior contrary to the the occurrence of a serious School basic rules, whether it is in the fault. classroom, the library, the cafeteria, the - Failure to comply the playground, the auditorium, the sports area, established rule related to the the restrooms, the school buses or outside use of cell phone, BlackBerry, the school in scheduled activities. mp3, iPod or any other electronic device,it will be confiscated and returned the next school day at the end of the school hours.

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_6.2.2 SERIOUS FAULTS. Are those that threaten the harmony of the institutional community. The corresponding sanctions and the authorities responsible to impose the consequences are: _6.2.2.1 SERIOUS FAULTS IN PREPRIMARY Faults Control and Restoring Procedure - Leaving the site where the activity is 1. The student dialogs with the teacher and taking place, or to leave the limits of the fulfils the “Reflection Form”. Preprimary Section without the teacher’s 2. The student is sent to the Head of Section´s permission. office, to establish a commitment signing a - Verbal aggression or lack of respect (to Commitment Letter, which will be co-signed, insult or the use of bad language) by the parents. against any member of the community, 3. The sanction is notified to the student and inside or outside the School’s facilities. the parents. - Physical aggression of any kind against Responsible: any member of the educational - The Head of Section decides the sanction. community, or any other person, inside or outside the School´s premises, buses, Note: In cases of repeated misbehaviour, it will or during any activity programmed, be considerate as a Very Serious Fault and the promoted or sponsored by the School corresponding procedure will apply. outside the school. -Intentional aggression through play. - Any damage to other´s property, or to Possible Sanctions: - Suspension of the right to participate in school´s materials or resources. - Altering any communication sent to complementary extracurricular activities such as: sport activities, cultural activities, etc. parents. - Taking or hiding the property of - Internal suspension. External suspension for one or more days. someone else. -Reiteration in the same academic year of minor faults.

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_6.2.2.2 SERIOUS FAULTS IN PRIMARY AND SECONDARY SECTIONS Faults Procedure -Unauthorized absence from school or 1. The teacher dialogs with the student. extracurricular activities. 2. The student makes a written statement - Leaving the School without following the of the incident. procedure or without the proper 3. The Head of Section or Deputy Head authorization. dialogs with the student. The Head of - Lack of respect to a CCB educational Section may convene the Behaviour community member, in or out of school. Committee. -Lack of respect to people who are not 4.The Head of Section, the Deputy Head members of the CCB community, who are or his delegate meet the parents. in school, or in any activity organized, 5. Once the Head of Section determines the sanction, it will be notified to the sponsored or promoted by the School out parents of the student by the Head of the school premises. Section, the Deputy Head or his delegate - Attempting against the academic 6. The student must report to school honesty policy, e.g.: Plagiarism, cheating, accompanied by his/her parents at the copying, forges. time and day cited (when the case - Taking or hiding the property of someone requires it). else without permission. 7. The information referring to the fault Possession or distribution of and the sanction will be submitted to the pornography. corresponding tutor. - Violation of Computer Science and Possible Sanctions: Technology policy. - Suspension of the right to attend CCB - The use of computers for illegal activities for a period of one to ten academic or for violation of copyright. school days. - Deletion, addition, customization or - Suspension of the right to participate in modification of hardware or installed extracurricular or complementary software. activities such as: Sports, cultural - Access to the school premises without exchanges, graduation ceremony, etc. authorization. - The renewal of the matriculation of a -Staying at school after the school hours student could be cconditioned to without authorization. complying with the Behaviour - Using a wireless device during an exam. Agreements established with the parents - To cause damage to CCB´s property or and the student. the property of others. - Non-renewal of the possibility to - Altering any communication sent to matriculate, imposed by the Discipline parents. Committee. - Selling in school without authorization. - Failure to comply the established rule, - Draw or write on someone else´s related to the use of electronic devices, property. in addition to the sanction, the cell - Inciting or provoking written, physical, phone, BlackBerry, etc. or any other verbal, aggression, or through electronic device, will be confiscated and technological devices. returned the next school day at the end - Acts that attempt against the morality or of the school hours.

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the good will of the school, within its premises or out of it. -.Failure to comply with a detention. - Complicity in any of the aforementioned behaviours. - Reiteration of minor faults in the same academic year.

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_6.2.3 VERY SERIOUS FAULTS. Very serious faults are those that represent a physical or psychological danger for the school community, within the school premises or out of it. 6.2.3.1 VERY SERIOUS FAULTS IN PREPRIMARY Faults Control and Restoring Procedure -Bullying or school Follow the steps 1 to 3 set for serious faults. intimidation. In accordance with the severity or repetition of the fault: - The Head of Section or Deputy Head will decide if there -Reiteration of serious should be an internal or external suspension. faults. -In the event that the sanction is the conditioning of the renewal of the right to matriculate to the fulfilment of the Behaviour Agreements, or non-renewal of the right to matriculate, the Behaviour Committee will meet to decide the sanction. -The Behaviour Committee members are the Headmistress, Head of Section, classroom teacher, corresponding psychologist and the parent representative per grade. The committee will listen to the students involved, the parents of the aggressor and the parents of the victim (in cases which it applies). -The Headmistress and the Head of Section will meet with the parents to notify the sanction.

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6.2.3.2 VERY SERIOUS FAULTS IN PRIMARY AND SECONDARY Faults Control and Restoring Procedure -Threat of physical or verbal aggression in - Follow the steps 1 to 3 established for or out of the school premises. serious faults. -Physical or verbal aggression in or out of - The Head of Section or the Deputy Head, the school premises. meet with the parents to notify the fault. -Graffiti or writings which are offensive or - In the event that the sanction contemplated insulting to a member of the community. by the Headmistress, Head of Section or -Sending threatening or insulting e-mails or Deputy Head, is the “Cancellation of the messages. matricula” or non-renewal of the possibility to -Proven burglary and/or theft. matriculate, the Behaviour Committee will be -Bullying: Continuous intimidation or convened to decide the disciplinary sanction. hidden threats. - The Headmistress and the Head of Section –Smoking, drinking or being under the will meet with the parents to notify the influence of non-prescribed drugs or being sanction. in possession of alcohol or such drugs on The Behaviour Committee members are the the school premises, buses or in school Headmistress, Head of Section, tutor or activities (or in any activity organized, classroom teacher, student class promoted or sponsored by the school representative, “Personero” (for secondary within the school premises or out of it). cases), corresponding psychologist and the -Possession or use of explosives (including parent representative per grade. The fireworks) in school. committee will listen to the students involved, -Possession of arms in school (including the parents of the aggressor and the parents knives). of the victim (in cases which it applies). - Any act defined as a felony by Colombian Possible Sanctions legislation. -Suspension of school activities that can -. Complicity in any of the aforementioned exceed 10 academic days (including the behaviours. right to participate in extracurricular or -Non-compliance of the imposed sanctions. complementary activities such as: Sports, -Incitement to commit any of the above cultural exchanges, graduation ceremony, faults etc). -Reiteration in the same school year of behaviours contrary to what is describe in -The renewal of the matriculation of a this Manual as serious or very serious student could be cconditioned to complying faults. with the Behaviour Agreements established with the parents and the student. - Non-renewal matriculate.

of

the

possibility

to

- Cancellation of the right to be matriculated.

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6.3 FAULTS IN THE TRANSPORT SERVICE: Faults Control and Restoring Procedure Faults in the transport - The bus attendant dialogs with the student. service are graded as misdemeanours committed -When the student shows reluctance to change his/her on the premises of the attitude and repetitive misbehavior continues, despite of all school, as follows: the warnings and reflections; or engages in a serious fault, the attendant will fill out a disciplinary report and submits it in -Minor faults are those the respective section. Parents shall receive a copy or the against the basic rules. same report. The tutor or the Deputy Head dialogs with the student to - Serious faults are those know the student´s perception of the situation, to establish that threaten the harmony the causes and to decide on the appropriate sanction. of the institutional community. - When the student incurs in a very serious or repeated faults, the attendant reports the student´s behavior in writing -Very serious faults are to the Head of Section or the Deputy Head. those that represent a The Head of Section or Deputy Head talk with the student to physical or psychological know his/her version of the situation, establish the causes danger for the school and to decide the sanction in accordance with his/her community, within the behavior. school premises or out of it. -The sanction is imposed and notified to parents and students.

6.4 EXPLANATION OF THE POSSIBLE SANCTONS: The parents should talk to their child about the situation, commit to comply with the sanction and to guarantee the fulfillment of the work plan (if applicable). _6.4.1. The Detention It is a disciplinary sanction, which consists in the student staying after school, in additional time. _6.4.2 Suspension from the Bus Service The student shall be suspended from the Bus Service temporarily or permanently, after following the disciplinary process. _6.4.3 Suspension from Extracurricular Activities. In addition to the disciplinary sanctions that may have taken place, the student could be suspended temporarily or permanently from the activity, after following the disciplinary process. _6.4.4 Internal Suspension: It is a disciplinary sanction consisting in attending school, and to do the school´s work away from his/her mates in a designated place.

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_6.4.5 External Suspension: It is a disciplinary sanction prohibiting the student from attending to one or more days of School activities (curricular and extracurricular, such as sports and cultural events, graduation ceremony, first communion, festivals, etc.) It implies the exclusion from the bus service. The student is fully responsible for any assigned work, homework, or community and service activities, etc., which must submit on time. In the Secondary Section, the teachers will set up a work plan for the student, which he/she must submit completed the day he/she comes back to regular classes. In all cases of suspension from school or bus service, the established costs will continue being charged. _6.4.6 Conditional Matriculation: It is a disciplinary sanction, consisting in conditioning the effect of the matriculation contract to an exemplary behaviour. The indicated period of time of the sanction will be extended to the following school year. A space for reflection will be provided in order for the student to understand what happened, and for him/her to find and implement alternative solutions, to repair or undertake not to repeat the same behaviour. _6.4.7 No renewal of matriculation: It is a disciplinary sanction, consisting in no renewing the possibility to matriculate for the following school year. _5.4.8 Cancelation of the matricula: It is a disciplinary sanction consisting in the immediate cancellation of the matricula. 6.5 RECOURSES: _6.5.1 Motion for Reversal: There is a five day time limit to file a Motion for Reversal as of the day the sanction was communicated to parents. A Motion for Reversal against the resolution adopted by the Head of Section, Headmistress, or the School Council, may be filed before the school instance imposing the sanction. _6.5.2 Appeal: If the response to the motion for reversal is negative on the part of the sanctioning instance, the student may commence an appeal before the immediate higher instance. There is a five day time limit as of the response date to the motion reversal. _6.5.3 The following order is considered the correct line of communication for the disciplinary processes: Student – Teacher – Class Representative – Personero – Head of Section or Deputy Head – Headmistress – Behaviour Committee – School Council.

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6.6 RESTORATIVE PRACTICES PROCEDURES _6.6.1. The Restorative Practices Procedure will be implemented in the following situations: -

When there is a serious or very serious fault and when the relationship among two people or groups of people has been affected.

-

In cases of defuse group conflict in which it must be determined the responsibility of the people involved.

-

In bullying situations.

_6.6.2 The team working in the restorative practices process could be composed by the aggressor, victim, parents, tutor, psychologist, Head of Section or their Deputy Head, General Assistant. _6.6.3 The restorative process will consist of three stages: 1. Initial meeting: Aims to prepare the people involved in a restorative process. It seeks to provide a space for reflection an individual attention to the aggressor and the victim where they can express their emotions, and reasons. 2. Restorative meeting: Aims to provide a space for dialog among the people involved, so they can recognize the other´s point of view. The purpose is to come up with a restorative agreement. 3. Closure meeting: Aims to verify the fulfilment of the restorative actions. The purpose is to guarantee the positive transformation of the conflict and to avoid it occurs again. _6.6.4 In any case the School reserves the right to impose any disciplinary sanction as appropriate. _6.6.5 Procedure 

Teachers, Head of Section, Deputy Head or psychologist, listens to the people involved about what happened.

Students involved write their version of what happened as detailed as possible.

Psychologist or trained person talks with the aggressor to secure his/her interest in the restorative process. It is important that the aggressor acknowledges his/her fault. The psychologist or trained person talks with the victim to verify his/her interest in the restorative process.

The Head of Section or the Deputy Head will evaluate with the psychologist or trained person, the convenience of proceeding with Restorative Justice Process, in accordance with the desire and attitude of the students involved.

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The Head of Section offers to the students involved the possibility of a Restorative Justice Process. The parents will be informed of the restorative process and will be asked to support it.

The Head of Section imposes and notifies the sanction to the parents and the student.

The psychologist or the person trained carries out the individual initial meetings with the aggressor and the victim, to explore what it means to each of them the situation and to provide a space for their emotional expressions.

When the psychologist or the person trained considers that both parties are ready to meet, programs the restorative meeting with the presence of the Head of Section or his representative, to define the agreements for repair and leaves a formal act of commitment. The tutor will be notified of the agreements.

Subsequently a follow up is done on the agreements registered in the act, with the support of teachers and the psychologist.

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7.

SCHOOL GOVERNMENT

7.1 SCHOOL GOVERNMENT INSTANCES The School Government instances in the CCB are: 

Board of Governors: It is a directive instance, elected every two years in the General Assembly of Shareholders in accordance with the statutes of the “Corporación Colegio Colombo Británico” which fulfills the duties assigned. The Board of Governors works through different committees such as: Finance Committee, Legal Committee, Admissions Committee, Academic Committee, Solidarity Committee, Development Committee, Sports Committee and Communications Committee.

The School Council is a directive instance, with the participation of the educational community guiding the institution academically and administratively, fulfilling the duties assigned in the present School Handbook.

The Academic Council is the supreme instance to participate in the institution´s pedagogical orientation, fulfilling the duties assigned in the present School Handbook.

The Headmistress is the representative of the institution before the educational authorities, and the executor of the School Government’s decisions.

_7.1.1 School Council The School Council allows the participation of the educational community and guides the institution academically and administratively. The members of the School Council are: The Headmistress, a representative of the teachers from each section, a representative from the foreign teachers, a representative from the Parents Association – PTA: a representative from the Parents Council, two representatives from the Student Council: Head Boy and Head Girl; a representative from the former students, a representative from the local productive sector and the President and VicePresident of the Board of Governors. The Personeros of 11th and 12th Grade attend with voice but no vote. _7.1.1.1 Functions:  Make decisions affecting the operation of the institution which fall outside of the remit of other institutional authority. 

To serve as an instance to solve the conflicts arising between teachers and administrative staff with School students, after having exhausted the procedures provided in the Regulation or the School Handbook.

Adopt the School Handbook and the School´s Regulations.

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Assume the defense and guarantee of the educational community´s rights when one of its members feels that he/she has been harmed in some way.

Participate in the planning and evaluation of the curriculum´s Institutional Educational Project and submit it to the consideration of the respective Secretary of Education or to the instance that replaces it, so either entity will verify the fulfillment of requirements established by Law and by the regulations.

Stimulate and control the correct functioning of the educational institution.

Establish incentives or sanctions related to the student´s academic and social achievement, which will be incorporated to the Regulations or to the School Handbook. In no case shall these be contrary to the student´s dignity.

Recommend the Institution’s participation criteria in relation to community, cultural, sports, and recreational activities.

Promote academic, sports, and cultural type relations with other institutions, and to establish youth organizations.

Encourage the creation of parents and students associations.

Regulate the electoral process as foreseen by Law.

_7.1.2 Academic Council The members of the Academic Council are: The Headmistress who chairs it, the Academic Coordinator, Heads of Section and/or their Deputy Heads, Heads of Departments, Subject/Area Coordinators form Preprimary, Primary and Secondary, and the psychologists when required. _7.1.2.1 Functions: - Serve as an advisor of the School Council in reviewing the proposed PEI (Institutional Educational Project). - Study the curriculum and provide continuous improvement, including the modifications and adjustments in accordance with the procedure established by law. - Organize the curriculum and guide its implementation. - Participate in the annual institutional evaluation. - Integrate the teacher´s meetings for the periodic assessment of the student´s achievement and promotion, designate the teacher´s responsibilities and supervise the general process of assessment.

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- To form the Evaluation and Promotion Committee for each grade level, in order to make decisions in regards of the student´s promotion, make the recommendations and supervise the learning support activities for the students who show difficulties, and support their educational process. - Receive and decide over the claims student´s file, regarding the educational assessment - Other functions related or complementary with the above, which are attributed by the PEI (Institutional Educational Project). _7.1.3 Headmistress/ Headmaster The Headmistress will be appointed by the Board of Governors, and will have the following functions: - Guide the implementation of the PEI (Institutional Educational Project) and to implement the School´s Government decisions. - Ensure the compliance of teacher´s duties and provide on time the necessary resources for such purpose. - Promote the ongoing process of improving the quality of education in the CCB. -

Maintain active relationships with the educational authorities, with the institution´s sponsors or backers and with the local community, to support the ongoing academic progress and the improvement of community life.

-

Establish communication channels among the different Educational Community instances.

-

Build an environment where respect, tolerance and mutual responsibility, favors the student´s education and the best relationship among the Educational Community members.

-

Offer a timely response to any irregularity reported by the different Educational Community instances.

-

To inform parents before or at the time of matriculation, the Educational Institution characteristics, the principles that guide the PEI (Institutional Educational Project), the School Handbook, the curriculum, the basic teaching strategies, the institution´s assessment system, and the institution´s improvement plan.

- Listen respectfully and through the regular communication channels, the parents opinions related to their children educational process, and the suitability of teachers and directive staff.

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- Provide the parents the information related to the results of the evaluation process of the CCB educational service quality. - Guide the educational process with the Academic Council support. - Exercise the disciplinary functions designated by law, the regulations and the School Handbook. - Identify new trends, aspirations and influences to direct them towards the improvement of the PEI (Institutional Educational Project). - Promote social welfare activities which link the institution with the local community. -

Implement provisions issued by the government, related to the provision of public educational services.

- Define the Schedule for the school day and class periods at the beginning of each school year. - Conduct the annual performance evaluation of teachers, academic administrators and managers in charge. - Other functions related or complementary with the above, which are attributed by the PEI (Institutional Educational Project).

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8.

EDUCATIONAL COMMUNITY PARTICIPATION INSTANCES

8.1 STUDENT COUNCIL The Student Council is the instance that ensures and guarantees the continued exercise of participation by students. It provides the students the opportunity to participate in community projects, so before proceeding to their election, applicants must submit to their peers, their points of view and their plans to be developed. _8.1.1 Requirements to be a Member of the Student Council, Head Boy, Head Girl and Personeros (one from 11th and other from 12th Grade: - To demonstrate the attributes of the Educational Community Profile. - To be a leader student and have positive attitudes. - To be a conciliatory person in conflicts that sometimes arises in the educational community. - To have a good academic level of achievement. -

To speak fluently in both languages and use their second language in campaign and other public speeches that require it.

- Observe good beahaviour, serving as an example to the whole institution. Not having had disciplinary sanctions due to serious or very serious faults during the preceding school year. - To be able to listen to comments from schoolmates, teachers and school directives. - Have a sense of belonging to the CCB. - Possess a willingness to responsibly comply with all his/her commitments as a member of the Student Council. _8.1.2 Student Council Election _8.1.2.1 Primary Student Council: As of second grade, a representative per group will be elected, therefore the Student Council will be made up of twenty one members . _8.1.2.2 Secondary Student Council: It consists of twenty six members, one representative per class in grades 7th to 12th is elected, the Head Boy and the Head Girl. The Personeros (11th and 12th Graders) attend with voice but no vote. Student Councils have for their advice, a teacher or a directive staff member, designated by the Head of Section.

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_8.1.3 Functions for the Student Council Members - Write its own regulations, and subject it to approval by the corresponding Head of Section. - In Secondary: Serve as a communication means between the students and the Head Boy and the Head Girl (Students Representatives) and the Personeros. - Promote the compliance of the student´s rights and responsibilities. - Receive initiatives with regards to the development of student´s life, and any other activities related or complementary to the above, which are attributed by the School Handbook. - Schedule, conduct and attend meetings, at least one per week. - The Student Council meetings are organized by the Student Council President, on a schedule which does not interfere with school work. - Minutes shall be drawn up at each meeting, and such minutes shall be signed by the Student Council President and the teacher. - These minutes shall be filed in the Student Council´s archives of the corresponding section. - In Secondary: A person holding the position of a Treasurer will be appointed among the representatives who are members of the Student Council. The Treasurer will manage the funds of the Council and will keep a record of how it is used. - The Student Council may expose ideas and positive criteria which will be for the entire Institution’s well-being, but by no means shall it have the decisive power on the Institution’s policies and rules. - All the ideas received at the Student Council shall be analyzed thus: o From the Council toward the Students, through the student´s Representative. o From the Council toward the Headmistress and the Head of Section, through the Personero. The investiture may be lost for not fulfilling any of the related functions. _8.1.4 Head Boy, Head Girl, Personeros and Student Council´s President. Students from 7th through 12th grade elect the following members, by the system of simple majority and secret ballot:

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  

Two representatives who must be currently enrolled in 12th Grade (Head Boy and Head Girl), and must present in pairs to run: Head Boy and Head Girl, because both will chair the Student Council. A permanent Personero, who must be currently, enrolled in 12th Grade and a substitute Personero, who must be currently enrolled in Grade 11th, to work together and give continuity to the projects. NOTE: Candidates for Head Boy, Head Girl and Personeros must be endorsed by the Secondary faculty.

8.1.4.1 Head Boy, Head Girl:  Attend the School Council meetings as representatives of the students.  They shall chair the Student Council, with perseverance, commitment and dedication.  The Head Boy and the Head Girl are in charge of the Graduation speech in the corresponding Ceremony.  Use the second language in the campaign and other public speeches, which require it. _8.1.4.2 Functions of the Personero The Personero is responsible for promoting the exercise of the student´s rights and responsibilities, devoted in the political constitution, the laws, the regulations and the School Handbook. The functions of the Personeros are: - Promote and discuss ideas that benefit the fulfillment of the rights and responsibilities of the students; and for that purpose he/she is a means of communication between the school´s directors and the Student Council. - Receive and discuss with the teachers faculty and other members of the Student Council, all the issues related to the student´s rights and responsibilities. - Submit to the Headmistress and the Head of Secondary, the requests he/she deems necessary to protect the student´s rights and facilitate the fulfillment of the responsibilities. - To be a mediator before the School´s instances, following the regular channels established. He/she may go to these instances at the right time and in accordance with his/her functions. - The decisions regarding the Personero requests will be resolved ultimately by the School Council. - Attend with voice but no vote to their Section Behaviour Committee meetings. - Attend with voice but no vote to the School Council.

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- Attend with voice but with no vote to the Student Council´s meetings. 8.1.5 Revocation of the appointment as a member of the Student Council, Head Boy, Head Girl or Personero: - Missing tree meetings of the Student Council without just cause. - Committing a very serious fault, and receiving a disciplinary sanction for it. - Not giving the treasurer the money that corresponds to the Student Council or not presenting a clear account of the collection of those founds. - Fraud, or misuse of the information that the Council deals with, not having the appropriate confidentiality, on matters he or she knows, due to their duties. 8.1.5.1 The appointment will be revoked by the Head of Section and or Headmistress, attending the request of at least, one of the following: - Teacher, Tutor, Coordinator of the Student Council, Deputy Head. - Student Council 8.1.5.2 In the event that the appointment is revoked, or a member of the Student Council presents his/her resignation, he/she will be replaced by a member of his/her same group o year level, elected by the Student Council. At the end of the school year, if the Head Boy, Head Girl or the 12 th Grade Personero have academic commitments with regards to the Diploma IB assessment, they can be replaced by members of the Student Council, elected by majority of the Council itself. 8.1.5.3 The student whose appointment is revoked will not be able to run as a candidate to the Student Council, Head Boy, Head Girl or Personero in the following academic year. 8.2 PARENTS COUNCIL The Parents Council is an instance of parents’ participation in the educational institution, designed to ensure their permanent participation in the educational process and to improve the service quality results. Its formation is mandatory. It will consist of two (2) parents for each one of the grades, who will be designated as principal or stand-in representative to the Evaluation and Promotion Committee of the respective grade. Note: A parent can not represent more than one grade. Throughout the first month of the school year from the date of commencement of academic activities, the Headmistress through the Heads of Sections will summon the parents to elect their representatives to the Parents Council. The election of the parent’s representatives for the corresponding school year will take place in the first meeting by grades, by simple majority, with the presence of at least fifty per cent of parents, or with the number of parents who are present after the first hour of the meeting has elapsed.

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It shall meet at least every two months convened by the Headmistress, or convened by the Parents Council President previous coordination with the Headmistress. _8.2.1 Parents Council Functions. It is responsibility of the Parents Council to: - Contribute to the Headmistress with the analysis, spreading and use of the results of the periodic competence evaluations, such as the State Tests (ICFES) and the IB Diploma Programme. - Require that the institution participates with all its students in the competence State Test organized by the Instituto Colombiano para el Fomento de la Educación Superior, ICFES. - Support the artistic, scientific, technical, and sports activities programmed by the institution, which aim to improve the students’ competences in different areas, including citizenship and creating a culture of legality. - Participate in the development of improvement plans and the achievement of the objectives. - Promote training activities for parents, aimed to develop supporting strategies for the students to facilitate the consolidation of learning, promote study habits at home, raise self-esteem and the school´s life environment, especially those designed to promote children’s rights. - Foster an environment of trust, understanding, integration, solidarity and cooperation among all instances of the educational community. - Submit proposals to improve the School Handbook, in the frame of the Constitution and the Law. - Support the activities aimed to promote the student’s physical and mental health, the solution of leaning difficulties, the identification of problems of school integration and environmental improvement. - Submit proposals to amend the Institutional Education Project (PEI) arising from parents in accordance with the provision in the law. - Elect the representative of the parents to the School Council. Paragraph 1º The Headmistress will provide all the information necessary so the School Council can comply with its functions.

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Paragraph 2º. The Parents Council shall exercise all its functions in direct coordination with the Headmistress and will require express permission when it assumes responsibilities that compromise the school with other instances or authorities.

_8.2.2 Election of the Parent Representative to the School Council The School Council in a meeting convened for that purpose by the Headmistress, will elect the parent representative to the School Council of the CCB. The parent representative, elected to appear before the School Council, will inform periodically the Parents Council about the most relevant issues of his/her actions and participation in the School Council. In any case the parent representative to the School Council must be the parent of at least one student of the Colegio Colombo Británico. The School’s teachers, administrators or directors will not be able to be a parent representative to the School Council of the School. _8.2.3 Absences: _8.2.3.1 Committee without justifiable cause or previous notice to the corresponding Head of Section, may not o run as a candidate and be elected the following academic year. _8.2.3.2 The representative who is absent from the fifty percent of the Parents Council meetings, without justifiable cause, may no run as a candidate and be elected the following academic year. _8.2.3.3 When both parents excuse themselves from attending the Evaluation and Promotion Commission, the Head of Section or the Deputy Head will call another parent, preferably from the same year level. 8.2.4 Confidentiality: The information accessed by the Parents Council representatives on the Evaluation and Promotion Committee meetings, is confidential. The parent representative to disclose information discussed in the Evaluation and Promotion Committee may not run as a candidate and be elected the following academic year, due to the consideration of such action as the violation of the commitment of confidentiality required from him/her.

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9.

TEACHERS AND EMPLOYEES

9.1 THE EMPLOYEES HAVE A RIGHT TO: _9.1.1 Benefit from the guarantees which derive from Colombia’s Political Constitution, from the Laws of the Nation and from the Colegio Colombo Británico internal regulations. _9.1.2 Benefit from the training and welfare programs in accordance with the requirements established by the institution. _9.1.3 Be treated in a respectful manner by administrators, parents, colleagues and students. _9.1.4 Receive timely their assigned pay and social benefits, in accordance with their job position and the School’s internal wage scale. _9.1.5 Request permissions and licences as provided in the internal regulations of the Institution. _9.1.6 Do not be discriminated due to their religious or political beliefs, or by social, race or sex status. _9.1.7 Enjoy paid vacations in accordance with the provisions of the employment contract. _9.1.8 Have the opportunity to use the school transportation system, bearing in mind that children have priority over them. _9.1.9 Receive recognition for their achievements, form their direct superiors. _9.1.10 Teachers: In addition to the aforementioned rights, the teachers have the following specific rights: _9.1.10.1 1 Be promoted in the National Teacher’s Scale (Escalafón Nacional) and in the School’s internal scale. _9.1.10.2 Associate with professional, sporting, cultural, scientific and humanitarian purposes and to share with different instances of the Institution the objectives achieved. _9.1.10.3 Elect or to be elected as a member of the CCB School Council.

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9.2 EMPLOYEES RESPONSIBILITIES The employees have the responsibility to: _9.2.1 Fulfill the responsibilities derived from the Political Constitution and the Colombian Laws, as well as from the Teacher’s General Statute and the other institution’s internal regulations. _9.2.2 Promote a sense of belonging to the Institution, engaging in behaviours consistent with its philosophy and values. _9.2.3 Comply with the internal regulations of the School and its Section. _9.2.4 Abstain from exercising acts of proselytism, or political, religious or racial discrimination, and the like, among colleagues or students _9.2.5 Work in an integrated manner with other colleagues in order to promote union, cooperation and benefit to the educational community. _9.2.6 Do not attend to School under the influence of alcohol, illegal drugs and/or hallucinogens. _9.2.7 Abstain from consuming or being in possession of alcohol, illegal drugs and/or hallucinogens in the School premises, or in activities promoted by the School, either in or out of school grounds. _9.2.8 Abstain from smoking in the school premises or in students activities promoted by the School, either in or out of school grounds. _9.2.9 Abstain from giving any kind of medications to students, unless there is a written authorization from the Medical Department. _9.2.10 Use appropriate clothing for their position. Abstain from using the following: blue jeans, shorts, miniskirts, T shirts with publicity, rubber slippers or shoes, clothing not covering shoulders and the back, transparent dresses or blouses, bermudas or sweat suits. All exceptions due to specific activities shall be approved by the corresponding Head of Section. _9.2.11 Treat all the members of the educational community in a respectful way, either in or out of the school grounds. _9.2.12 Comply with the established Schedule, and to abstain from leaving School during school hours without permission from either the Head of Section or the immediate superior. _9.2.13 Be loyal to the institution and to offer critical judgement and possible solutions which will contribute to the Institution’s improvement.

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_9.2.14 Teachers In addition to the aforementioned responsibilities, the teachers have the following specific responsibilities: _9.2.14.1 Comply with the provisions of the Teachers position competence format, published in the quality management system. _9.2.14.2 Take part in the process of establishing the Institution’s disciplinary regulations, in announcing it, and in ensuring everyone complies with it. _9.2.14.3 To instil in students respect for the historical and cultural values of Colombia, Great Britain and the world. _8.2.14.4 Keep updated their students’ follow up books. _9.2.14.5 Comply with the submission of reports, class planners, the annual valuation record, the student’s follow up book, and other materials which teachers have committed themselves with, in accordance with the time limits planned in the “School’s Teaching Calendar” in force, or accordingly with the respective Head of Section’s instructions. _9.2.14.6 Call roll daily at the beginning of the day, and teachers shall keep an attendance record so as to transfer the information to the intermediate and semi-annual grades. _9.2.14.7 Call for appointments with the parents whenever necessary, upon previous notification to either the Head of Section or his/her Deputy Head. _9.2.14.8 Development of activities aimed to honour the country’s symbols, as well as extracurricular, interhouse, or cover activities. _9.2.14.9 Perform the academic activity in an honest way and with intellectual responsibility, and by showing respect for the different opinions. _9.2.14.10 Participate in teachers’ meetings and in the academic and administrative activities for which they were required. _9.2.14.11 Develop the assigned courses in accordance with the School’s curriculum and according to the established calendar. _9.2.14.12 Implement the planned academic assessment in each department and letting the students know the results of their evaluation reports before they are transferred to the reports registered in the computer. _9.2.14.13 Students’ reports as well as the Institution’s official documents shall be done or written preferably in School.

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_9.2.14.14 To correct and/or review the student’s evaluations with them. _9.2.14.15 Teachers shall not tutor privately and hired by parents any School students, either inside or outside the Institution, except in particular cases authorized by the School’s academic Head of Section. 9.3 RULES In addition to all the aforementioned rules and to the following ones, what is established in the National Legislation, the Internal Work Regulations and the Individual Labour Contract are in force. _9.3.1 Absences. Procedure: _9.3.1.1 Absences should be reported right away to the immediate superior. In the case of teachers, they must send the instruction of the work that students shall do during the teacher’s absence. The Section coordinators keep a monthly record of absences. Copies of this record shall be sent to the Headmistress’s Office and to the Administrative Direction at the end of each month. _9.3.1.2 When returning to School, the teacher must bring a medical certificate to be submitted, to either his/her superior or to the Head of Section. When the absence is due to illness, as of the second day, it is necessary to submit the Incapacity Certificate from the corresponding E.P.S. (a medical and health entity). Otherwise, those days will be deducted from the employee’s salary. _9.3.1.3 Regarding salary deductions, retentions, or compensations, it can be made in those cases authorized by Articles 113, 150, 151. 152 and 400 from the Colombian Labour Code (Código Sustantivo del Trabajo). _9.3.1.4 In the case of absences for reasons other than illness, the employee shall apply either to the Headmistress or to the Administrative Director for a non-paid licence, who according to their discretion will grant the permit. _9.3.1.5 If the absence is due to a proven serious domestic disaster, then permission shall be requested to either the Headmistress or the Administrative Director, depending on the case, who according to their discretion will grant the permit. _9.3.2 Late Arrivals. Either the immediate superior or his/her Assistant will keep control on late arrivals and on the corresponding substitutions caused by such late arrivals.

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_9.3.3 Desertion from Work. The following causes are considered to be desertion from work: Absences which are not reported. If the teacher being in School, does not teach the scheduled class or classes. To leave School without informing the immediate superior. The Heads of Section must inform either the Headmistress or the Administrative Manager in the absence of the first, when they have to leave during school hours due to either personal or work reasons.

_9.3.4 Permits and Leave of absences _9.3.4.1 Teachers shall complete an established form in order to request permits which must be approved the respective Head of Section, when it is just for one day. When permits or leave of absences either paid or not, exceed one day, must be approved by the Headmistress. The Secondary teachers shall organize covers with their respective Subject Coordinator, and in the other sections with the Head of Section. _9.3.4.2 The following are the obligatory leave of absences according to the Colombian Work System (Régimen Laboral Colombiano): -Exercising the right to vote. -Performing temporary official jobs which are obligatory. -In case of a proven domestic calamity. -Bereavement Leave: In case of death of the spouse or permanent partner, or a relative to the second degree of consanguinity and in civil Law first degree, five (5) working days shall be granted. This fact should be proved by a document issued by the competent authorities within thirty (30) days of its occurrence. -To attend fellow workers’ funerals providing the immediate Superior is conveniently informed, and providing also that the number of absentees will be such, that it will not impair the School’s operation. -To attend seminars, training courses, workshops, etc., by express request from the academic directors. -Other leave of absences granted by the Headmistress’s Office are by mere liberality, and are granted as the Headmistress’s Office sees fit.

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10. PARENTS Working as a team with the parents is considered by the CCB as essential, in order to achieve success in the formation of our students. Parents should actively support the educational process of their children. When parents are involved in the academic institutions, they improve their quality and the academic achievement of their students. The parents have the right and the responsibility to participate in the School’s improvement plan. There are many ways through which parents can participate in the Colegio Colombo Británico, among which are: Parents’ Meetings: Meetings with teachers and other academic staff form the CCB are an important opportunity to work as a team for the benefit of their child’s development. The School programs meetings with all the parents and the students in each of the day’s reports are issued. Punctual attendance to these events is important, considering the amount of meetings done in those days. When the parents or the school wishes to conduct other meetings during the year, an appointment shall be made through the respective Section’s Office, for that purpose  Volunteering: There are numerous volunteering projects in which parents can participate, such as: - Room Mothers: in Preprimary and Primary. - Preprimary Reading Attendants. - Lectures to students about professional topics or hobbies. - Pedagogic field trips assistance. To participate in these volunteering activities, parents simply register in the Section’s Office.  Joining one of the CCB’ organizations: - P.T.A.: Parent’s Association. It consists of a group of volunteers who seek to promote the welfare of the students and the integration of the community. - COS: Social Work Committee. (Comité de Obra Social).  Alumni Association: This option is open to all CCB’s former students  Attendance to School Events: Attend the scheduled events of the School is one of the ways we show our children that we value their education. There are a great variety of events scheduled by the school throughout the year, such as workshops, assemblies, cultural presentations (musical, theatre, poetry festival), sports competitions, P.T.A. Festival, candles day. It is important to be aware of the invitations to these events through the School Bulletin and the circulars sent home printed or via email.

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10.1 RIGHTS _10.1.1 Know in advance or at the time of enrollment, the educational institution characteristics, the principles that guide the institutional educational Project, the School Handbook, the curriculum, the basic pedagogic strategies, the school assessment system, and the institutional improvement plan. _10.1.2 Express their views regarding the educational process of their children, and the degree of suitability of teachers and school director, respectfully and through regular channels of communication _10.1.3 School directors and administrators shall meet parents with courtesy and respect, through previous appointment, and through the regular channels established. _10.1.4 Teachers shall meet parents with courtesy and respect, during the hours scheduled for that purpose, once a previous appointment has been made. _10.1.5 Work as a team with the school to support the holistic development process of their child. _10.1.6 Receive timely reports on academic and behaviour performance; and in general everything related to their children. _10.1.7 Know their children’s work, worksheets, and evaluations, so as to review with them any success or failure in their academic tasks. _10.1.8 Receive timely information regarding School’s events and activities. -10.1.9 Know the policies, rules and procedures of the School. _10.1.10 Use the School’s J. P. Cushnan Information Centre, bearing in mind the established regulations for users. _10.1.11 Participate in decisions pertaining to the School’s general orientation through the Shareholders’ Parents Assembly as well as other pertinent mechanisms. _10.1.12 Participate in the educational Project developed by the School, and in particular, in the construction, implementation and modification of the Institutional Educational Project, through the established instances. _10.1.13 Contribute with suggestions and recommendations concerning the School’s events and activities through the established mechanisms. _10.1.14 Know the information on the results of the evaluation process of the quality of the educational service offered by the School.

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_10.1.15 Elect and to be elected to represent the parents in the School governing instances or before the public authorities, under the terms provided in this handbook. _10.1.16 Exercise the right to associate with the purpose of improving the educational processes, and parents training in matters pertaining to the best education and their children´s holistic development. 10.2 RESPONSIBILITIES _10.2.1Treat all the members of the educational community in a respectful way. _10.2.2 Comply with all formalities of matriculation on the date assigned for it. information will be sent to parents in a circular.

This

_10.2.3 Contribute to the school, in order to have an educational service, in accordance with the right to education and with the fulfillment of its social and legal goals. _10.2.4 Comply with the contractual obligations in the matriculation act and in the School Handbook, in order to facilitate the educational process. _10.2.5 Educate their children by providing them with an environment full of love, respect, and tolerance at home. _10.2.6 All students must live with a parent or legal guardian. In the event both parents have commitments outside the city of Cali, parents must ensure their children have the appropriate supervision by an adult and must notify the Section their absence and the name of the responsible adult in charge. _10.2.7 Endorse the School’s vision, mission and philosophy, and its teaching principles. Parents shall support the established rules and procedures bearing in mind that the fundamental interest is to identify their children’s capabilities and difficulties in order to contribute to a better holistic formation. _10.2.8 Respect and comply with the School Teaching Calendar, established by the School in accordance with the provisions of the Municipal Educational Secretariat. _10.2.9 Support the educational process, complying with their responsibility as the first educators of their children, to improve their child´s personal guidance and the development of civic values. _10.2.10 Ensure that their children fulfill their duties responsibly, and teach them to behave with discipline, courtesy and respect in their interactions with other members of the educational community.

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_10.2.11 Make sure your children arrive to school on time, in good health conditions, with their full uniforms, with all the educational materials, and the homework completed. In other words, implement the recommendations made by the School. _10.2.12 Teach their children to take care of school property. _10.2.13 Contribute to building an environment of respect, tolerance and mutual accountability, which promotes the education of their children and the best relationship among the members of the educational community. _10.2.14 Communicate timely and first of all to the School´s authorities, through regular channels, any arising irregularities which affect their children´s academic or social level of achievement. _10.2.15 In the Jardín, Preprimary and Primary Sections, is the parents duty to check the agenda, signing it and informing timely any new or important changes. _10.2.16 Attending the school when summoned to be present in assemblies, meetings, interviews, lectures, workshops, festivals, or presentations, Parenting School, etc. _10.2.17 Support the institution in the development of actions that lead to the educational service improvement and increase the quality of learning, especially the presentation and development of the institutional improvement plan. _10.2.18 Participate in the annual self assessment process of the institution, through the established instances. _10.2.19 Settle all economic commitments acquired with the institution, within the first fifteen days of each month. . _10.2.20 Request interviews with either teachers or tutors whenever necessary, but always avoiding the interruption of classes. _10.2.21 If the students are not School transportation service users, parents shall bring their children to school on time before classes begin, and shall pick them up on time at the end of the school day. Parents shall drive with the stipulated speed limit in the parking lot. In the Preprimary Section, is the parent´s duty to wait until the school hours finish at 1:20 p.m. and parents shall not take their children before it finishes. When the children are going to be collected in a group, due to a party, the hosts will pick them up in the Preprimary Section´s Office. _10.2.22 Only in case of real emergency shall parents send materials and messages to their children while in School.

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_10.2.23 Parents shall program medical and dental appointments for their children after school. _10.2.24 Comply with the rules established by the Institution. 10.3 RULES Corporación Colegio Colombo Británico´s statutes are in force.

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11. ADMISSIONS All parents interested in matriculating their children in either Jardin or School shall be accepted as the Corporation’s shareholders. 11.1 ADMISSIONS PROCEDURE: _11.1.1 The Colegio Colombo Británico welcomes students who have demonstrated good behaviour, character and academic achievement, without discrimination based on ethnic, race, gender or religious reasons. _11.1.2 Parents interested to do the admission process for their children must collect the application form in the School´s General Assistant´s Office. _11.1.3 The application duly completed shall be submitted to the School’s General Assistant’s Office on the assigned date. This procedure has a cost that shall be paid in the Treasury. _11.1.4 Parents must attend a family interview with the psychologist of the Section, to which they expect their children to be admitted. _11.1.5. The Board of Governors analyses all applications and informs the applicants about their decision through the General Assistant. In case of unapproved applications, these can be presented after two years. _11.1.6 Once approved as members, parents are invited to participate with their children in the recreational activities which take place on scheduled dates during the school year for applicants starting from the Nursery level in the Jardin. In the Preprimary Section this observations are carried out by the LSP (Learning Support Programme) specialists, with the participation of a Prekinder teacher. _11.1.7 The School offers placement to those children who are at level with the School requirements and in accordance with the placement availability. _11.1.8 Parents being offered placement shall confirm their acceptance in writing, within a fixed time and shall save their placement paying the matriculation fees. 11.2 JARDIN _11.2.1. The parents of children applying to the Jardin may confirm their becoming shareholders either at this stage or when their children enter the Preprimary Section. _11.2.2 The entry age established for the Jardín children, is 18 months at the moment of matriculation, to 3 years of age on June 30th, of the beginning school year.

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11.3 PREKINDER (For children coming from other institutions) _11.3.1 In the event that the School has made recommendations for an evaluation or therapy with external professionals, based on the observations; parents must submit the required documentation regarding the follow up of such evaluation or therapy, or any other recommendation, as a prerequisite to sing the matriculation. _11.3.2 The School will create a waiting list of those students who despite being eligible to enter, did not meet the quota. 11.4 UPPER GRADES _11.4.1 Once accepted as Corporation members, Admissions coordinates with the academic sections the academic assessment for the applicant students. _11.4.2 The applicant students wishing to be either admitted or readmitted to Colegio Colombo Británico shall comply with the conditions required by the Institution’s Statutes and submit the following documents: _11.4.2.1 Grading certificates of reports from previous grades. In the case of applicants coming from foreign countries, these grading certificates or reports shall be authenticated by the Colombian Consulate in the respective foreign country, and the APOSTILLE shall be requested. Grade certificates issued in a language other than Spanish shall be accompanied by the respective translation done by an official translator. These certificates shall then be submitted to the Foreign Relations Ministry, and finally, they shall be homologated before the National Ministry of Education (MEN). _11.4.2.2 The previous School’s certificate or evidence concerning the student’s English and Spanish level in order to place the student in the course he/she wishes to attend. _11.4.2.3 A certificate or letter of good behaviour or discipline regarding the previous school year attended by the student. _11.4.3 The admission´s assessment is generally completed in the month of June. Colegio Colombo Britanico only admits students up to 10th Grade. _11.4.3.1 Admission´s assessment and/or skills observation:  Kinder through 6th Grade: Spanish, English, Mathematics and Personal and Social Education  7th Grade: Spanish, English and Mathematics  8th and 9th Grades: Spanish, English, Science and Mathematics.  10th Grade: Spanish, English, Biology, Chemistry, Physics and Mathematics. Students coming from foreign countries shall validate Spanish and Humanities. _11.4.3.2 The family shall be interviewed by the Head of Section, or the Deputy Head and/or the Psychologist.

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_11.4.3.3 The academic sections shall inform the applicant parents about their children’s evaluation results and notify the Headmistress’s and Admission’s Offices of the admission and placement regarding the new students. _11.4.3.4 The Admission´s Office proceeds with the matriculation process. 11.5 TRANSFERING TO ANOTHER SCHOOL Parents wishing to pull their children out of school shall send a letter to the Headmistress’s Office with a copy to the respective Section, with at least five working days in advance. The students, who withdraw from school, shall return all School´s materials in their possession and pay all the pending fees and fines. Once the student has processed the corresponding School Paz y Salvo: - The Headmistress´s Office will issue the corresponding School Evaluation Record (grades). - The Jardin or the Section will issue the required information related to the student’s academic achievement and/or attitude.

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12. MATRICULATION In case of confirming the student’s association to the educational service offered by the Institution, or when this association is renewed, the cost of matriculating a student is the sum equivalent to the annual 9.1 percent rate, which takes place once a year. 12.1 MATRICULATION REQUIREMENTS:  Financial Paz y Salvo issued by the Treasury´s Office.  The Matriculation payment receipt.  Parents must submit to the CCB, an updated medical certificate for each of the children who wish to enroll.  A photocopy of the student´s EPS ID card, or prepaid medical service ID card.  Parents of children in the Jardin, Preprimary and the Primary Sections, must submit the updated visual and auditory test results; and the Vaccination Record.  A photocopy of the student´s birth certificate (Registro Civil) for the students who have not reached 7 years of age.  A photocopy of the student´s ID document (Tarjeta de Identidad) for the student who is between 7 and 17 years of age.  A photocopy of the student´s ID document (Cédula de Ciudadanía) for the student who is 18 years old.  A photocopy of the student´s birth certificate (Registro Civil) issued by the Colombian Consulate in the student´s home country, or the immigration card (Cédula de Extrangería) for the foreigner students who have reached the legal age (the Education Secretariat does not allow this procedure to be done with the Passport).  The Member’s Updating Information form, completed.  The Student´s Updating Information form, completed.  Signing the Educational Services Supply Contract.  Signing the Matriculation Record.  The Solidarity Fund, Security and Transport Departments forms, completed.  Student´s Medical Record  Academic Paz y Salvo. (Only for Secondary students).  In case all the required documents are not submitted, the student will not be matriculated.  The CCB sets the dates for matriculation. Parents who meet the matriculation requirements after the deadline, must pay the sum of one hundred thousand pesos ($100.000.oo).

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13. SCHOOL FEES AND OTHER PAYMENTS The cost of the school fee is the sum resulting from dividing the remaining 90.9 percent from the annual rate among 10 months that comprise the school year, and it is paid monthly to the Institution for the student’s right to participate in the formative process throughout the respective academic year. The school fees must be paid within the first fifteen days of each month, under penalty of incurring in interest charges on late payments. 13.1 PERIODIC PAYMENTS The periodic payments are the sums of money which either parents or guardians pay monthly and voluntarily to the Institution with regards of:  School bus service provided by the School. This service can be hired to collect and leave the student at home, or just for one of the routes.  Food service: The parent or guardian must pay to the food service provider directly. 13.2 OTHER PAYMENTS The other payments are the sums of money paid to School voluntarily for services other than those rendered for matriculation, school fees, and periodic payments, these are:  Extracurricular: Activities out of school hours.  EMI: Annual fee for ambulance service.  P.T.A: Parent´s Association annual membership fee.  Contribution to the Solidarity Fund.  Student Accident Insurance: The parent shall pay it directly to the service provider.  Education Insurance: The parent shall pay it directly to the service provider. _13.2.1 The educational materials produced at Colegio Colombo Británico and directly linked to the Institutional Education Project, to the curricular programmes, and to the employed methodology are charged to the parents through the school fee. _13.2.2 Sports, cultural and complementary activities programmed by the Institution, such as workshops, convivencias and educational field trips. _13.2.3 Graduation Rights, Certificates and Grade Reports, Student´s ID Card. 13.3 REFUND POLICY: Once the parents have paid the matriculation fee, it will not be refunded. When a student withdraws from school after the month has begun, no refund will be made. The student will be charged the full value of the month, although he/she withdraws before it finishes.

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14. VISITS The CCB seeks to maintain a healthy and safe environment, which promotes learning. The visits that promote learning are always welcome and we ask that you coordinate it, well in advance with the respective school personnel. This allows the school personnel to coordinate with the Security Department, and authorize the entrance to the parking lot and to school´s facilities. The Admissions Office organizes school visits on established dates or through a previous appointment. Please contact the General Assistant to schedule your visit. All visitors must register at the entrance, and carry the Visitors ID Card. Visitors, who go to the academic sections, must report to the respective offices as soon as they enter. Visitors are not allowed to interrupt classes without proper authorization. Parents who want an appointment with teachers must request it through the secretary in each section, or through the student´s agenda. Friends, former students, and family members should not visit the School, during school hours, because this implies a disruption to the learning process. The former students, who wish to visit the School, must coordinate, in advance, an appointment with the Former Students Association Director, who will accompany them during the visit. The entrance of personnel at the families’ service, such as drivers, body guards, nannies, maid or others must be authorized by the Head of Section. Armed people are not allowed to enter the School´s premises. _ ANIMALS. The entry of animals to the School grounds is not allowed without the previous authorization of the respective Head of Section and due to a school activity.

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SCHOOL PHONE BOOK To call directly dial 5555 + Extension Number. Section Reception

Extension 385

Gate Headmistress´s Office Administration Admissions Financial Office Treasury Office Security Office Medical Department Sodexo Cafeteria Purchasing Office Former Students Office Sports Department Transport Office PTA Infocentre and International Progr. Libraries Preprimary, Primary, Seco. Resource Rooms Primary, Seconda. Audiovisuals Extracurricular´s Coordination Jardín Office Jardin Psychologist Preprimary Office Preprimary Psychologist Primary Office Primary Psychologist Secondary Office Secondary Psychologists Computer and Technology Offices

340 304 307 341 341 310 352 346 333 318 391 339 334 364 360 370-338-393 358-371 350 335 365 359 319 326 316 357 y 358 330 331 y 366 351 y 309

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5551185-86 Fax: 5551191

Fax: 5551544

Fax 555 5342

5554198 Fax 555 3329


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Hand Book