SFBS Parent's handbook 2018 2019

CONTENTS Mission statement 1 Medical 33 Welcome 1 Micro-/Yellow- dust 20 Seoul Foreign School’s Approaches to New Parent orientation 13 Learning 3 New Student orientation 13 Who attends the British School 4 No hat no play 19 Accreditation 4 Parent/Teacher conferences 13 Alcohol and Smoking 30 Parents in school 25 Appointments 35 Class mums and dads 26 Assemblies 15 Confidentiality 26 Assessment 8 Role of parent volunteers 26 Attendance, Absences and Punctuality 18 Pastoral care 10 Break times 20 Photographs 29 Bullying – Say Something!

24 Physical Education/Swimming(Aquatics) 31 Calendar and Hours 10 Physical Examinations (FOBISIA and KAIAC) 33 Child Protection 35 Playground Risk Management 11 Classes, class size and age groups – what (Positive) Discipline Guideline 24 is a Key Stage?

4 Prohibited substances and Weapons 20 Communication (E-News/PAGODA) 13 Projects 15 Curriculum 5 PTA 12 English National Curriculum 5 Raising concerns 35 English National Curriculum Assessment 8 Reports 13 Fitting into the HS’ MYP programme Residentials 27 Personal, Social and Health Education 7 School Buses 27 Religion Education 7 School Supplies 18 Specialist subjects 7 Security and access 29 Discipline (Positive) 24 Set Schemes – Maths and English 6 Emergency phone tree/school closure 12 Smoking and alcohol 30 Equality of opportunity 30 Special Days 6 Extracurricular activities (SWEP) 15 Spirit Shop 19 Fees – what do they cover?

4 Student Council/Parliament 28 Field trips 27 Student supervision before and after normal school Fire drills and other practices 35 hours 10 FOBISIA, EARCOS, KAIAC and KISAC 27 Support Programmes 8 Gifts and Teachers 26 Educational Psychologist 9 Healthy Eating 21 English Language Learner (ELL) 10 Homework 13 Learning Support (LS) 10 Hours and calendar 6 More Able Children 10 House system 21 Speech and Language Therapy 9 Team Captains 21 SWEP 15 Monitors 22 Swimming/aquatics 31 Internet policyTransfers, Leavers and Entrance Tests 28 The Responsible Use Agreement 16 Tutoring 29 IT 16 Uniform 18 Laptops (1:1 Programme) 16 Valuables/ear studs 19 Leavers 28 Water 20 Libraries –KS1/2 and KS3 MC 25 Weapons and Prohibited Substances 20 Lunches and Lunch Payments 21 Yellow-/Micro-dust 21 Lunch times 20 A separate guide is also published for our Key Stage 3 (KS3 - middle school) students as part of their Personal Organiser – parents and students should read through this document as well, as KS3 have some procedures specific to them. This booklet is only a guide.

In all instances, the contents of the current SFS School Policies, their Addenda and ARs take precedence over this Guide.

MISSION STATEMENT Within the mission statement symbolising the whole of Seoul Foreign School ……

Seoul Foreign School, Centred in Christ, inspires a passion for learning, pursues academic and creative excellence and is dedicated to the service of others. … the British School offers a curriculum that reflects the best of British education.

WELCOME TO SEOUL FOREIGN SCHOOL BRITISH SCHOOL!

SFS-BS October 2017

Not only is Seoul Foreign School the oldest international school in Seoul, it also has the oldest established English National Curriculum school as part of its four sections. Originally started in 1981 as a small one-class school, the British School became part of the proud heritage of Seoul Foreign School in 1992.

We are a school big enough to have great facilities and resources but small enough for our well trained faculty to know how your child learns.

For whatever length of time they are with us, we would hope that when your child leaves Seoul Foreign British School they would do so having enjoyed learning and that that enjoyment had encouraged them to become lifelong learners; we hope they have learned to value others, however different; we hope that they feel ‘special’ from being educated in an international context and to feel a sense of having succeeded to the very best of their abilities.

We have great hopes for the fulfilment of this vision as we have an excellent faculty who are committed to making the children’s education a fulfilling and rewarding experience. But SFBS, like any school, cannot work by itself. We rely on the whole school community from you, the parents, to Governors and Board members.

SFS is different from many other international schools in that we are able to offer parents the choice of two different, parallel curriculum approaches for their children who are 5 to 13 years of age: UK Key Stages 1 and 2 (Primary) followed by UK Key Stage 3 (middle school) and the IBPYP Elementary followed by IBMYP Middle School. At the end of Key Stage 3/ Middle School, all the students combine to enter the High School where the students study for either the International Baccalaureate Diploma or the High School Diploma. The High School also offers the International General Certificate of Secondary Education (IGCSE) when students are 15/16 years of age (end of their Y11/ G10).

In Seoul Foreign School British School we provide a broad and balanced, subject based, inquiry-led education based on the English National Curriculum. This is suitably adapted to embrace local opportunities and to consider the needs of our international students.

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Please read this divisional book carefully as it has useful information about our school and its systems that will prove helpful to you and your child/ren.

As always, we welcome any feedback for consideration for next year’s handbook.

For changing information, please view the SFS home page: www.seoulforeign.org MR ANDREW FREEMAN SFS-BS PRINCIPAL IMPORTANT CONTACTS SCHOOL PHONE : 330 3100 Mr Andrew Freeman, Principal Mr Simon Greenhalgh, Assistant Principal Ms Haejin Koh, Administrative Assistant Ms Jessie Gochar, Counselor

andrew.freeman@seoulforeign.org simon.greenhalgh @seoulforeign.org haejin.koh@seoulforeign.org jessie.gochar@seoulforeign.org

ext 12000 ext 12005 ext 12000 ext 12295

Nomenclature Section – one of the four parts of Seoul Foreign School - British School, High School, Middle School, Elementary School. Namsan International Kindergarten is a separate entity, operated by SFS. Key Stage (see page 4).

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SEOUL FOREIGN SCHOOL’S APPROACHES TO LEARNING

Approaches to Learning & Learner Profile (LP)

Approaches to Learning - contents

Communication (LP: Communicator)

1. Communication Skills How can students communicate through interaction?

Exchanging thoughts, messages and information effectively through interaction How can students demonstrate communication through language?

Reading, writing and using language to gather and communicate information

Social (LP: Principled, Caring, Openminded)

2. Collaboration Skills How can students collaborate?

Working effectively with others 3. Responsible Global Citizenship: How can student be responsible global citizens?

Understanding global cultures and issues

Self-management (LP: Risk-takers, Balanced, Reflective)

4. Organization Skills How can students demonstrate organization skills?

Managing time and tasks effectively 5. Affective Skills How can students manage their own state of mind?

Managing state of mind 6. Reflective Skills How can students be reflective?

(Re)considering the process of learning; choosing and using ATL skills

Research (LP:Inquirers)

7. Information Literacy Skills How can students demonstrate information literacy?

Finding, interpreting, judging and creating information 8. Media Literacy Skills How can students demonstrate media literacy?

Interacting with media to use and create ideas and information

Thinking (LP: Thinking Skills, Knowledgeable, Reflective)

9. Critical Thinking Skills How can students think critically?

Analysing and evaluating issues and ideas 10. Creative Thinking Skills How can students be creative?

Generating novel ideas and considering new perspectives 11. Transfer Skills How can students transfer skills and knowledge across disciplines and subject groups?

Using skills and knowledge in multiple contexts

Spirituality (School based) (LP: Open-minded, Principled, Caring)

12. Spiritual Competency (School based) How can students demonstrate an understanding of Christian values in everyday life?

Thinking critically by comparing perspectives, values and traditions and demonstrating Christ-like attitudes in interactions with others.

ACCREDITATION 3

In our continuing effort to maintain curriculum standards at as high a level as possible, the British School, as a section of Seoul Foreign School, takes part in accreditation reviews as part of this review cycle.

These include WASC (Western Association of Schools and Colleges), CIS (Council of International Schools) and, specifically for the British School, OfSTED-BSO (Office of Standards in Education-British Schools Overseas).

In our (2016/2017) report, the following were highlighted:  The ethos of inclusivity is supported by staff and embodied in school life.  Students who wish to enter/re-enter the UK educational system are well provided for.  The quality of education provided at SFBS is good. Some aspects are excellent and it meets the requirements of the BSO Framework fully.  Teaching is good: there are excellent lessons, especially in EYFS.  Most pupils speak English confidently and competently, despite it being their second or third language – progress made in learning English is outstanding.  Pupils’ attitudes and their spiritual, moral, social and cultural development are excellent, in keeping with the school’s ethos.  Academic standards are high and pupils are well prepared for studying in the main school in Year 10 onwards.  Students with individual learning needs are well supported through specialised provision, which focuses well on what is needed to facilitate a  fast and successful return to the normal class routine.  The attention given to health, safety and keeping the pupils safe is excellent.

WHO ATTENDS SFBS?

We have over 30 nationalities and many religions represented in our section. Our students are those for whom the aims and objectives of the section are appropriate, especially concerning the English National Curriculum, ethos and teaching practice.

Seoul Foreign School has a reputation for quality education and high academic standards, and our students have to meet academic as well as other requirements to be eligible for admission. The school has high expectations for both learning and teaching and our scores are consistently above those of the UK state schools and comparable to good UK private schools.

WHAT DO FEES COVER?

The fees for the British School cover tuition and all the supplies that a student would normally use at school. It does not cover the purchase of a laptop where that is required for personal learning (Year 6 to Year 9).

Expenses for in-country residential visits and transportation expenses for educational field trips are also covered, but we sometimes ask parents to contribute to special event entrance fees if applicable.

All the costs for out of country visits are charged in addition to fees.

CLASSES, CLASS SIZE AND AGE GROUPS – WHAT’S A KEY STAGE?

Although for Foundation (Preschool/Reception) through to Year 9, the normal maximum class size is 22, additional places may be allocated in special circumstances.

WHAT ARE KEY STAGE 1, KEY STAGE 2 AND KEY STAGE 3??

The English National Curriculum education system is divided up into a number of Key Stages.

At SFBS, Key Stage 1 covers Foundation Preschool (the academic year in which the child will turn four years old), Foundation Reception, Year 1 and Year 2 (that’s similar to US JK, SK and Grade 1); Key Stage 2 is Years 3 to 6 (that’s US Grades 2 to 5) while Key Stage 3 is Years 7 to 9 (US Grades 6 to 8).

Year group

Foundation Foundation (Preschool) (Reception)

1

2

3

4

5

6

7

8

9

4

Age of pupils at end of year*

(US equivalent

4

5 KEY STAGE 1 PS to G1

6

7

8

9 10 11 12 13 14 KEY KEY STAGE 2 STAGE 3 G2-G5 G6-G8)

*Because of the international nature of our students’ educational background, some students may be placed in non-age peer year groups (eg because some educational systems run a January to December academic year). Such placement is carried out in close consultation with the parents.

CURRICULUM

According to the latest research from the Internationals School Consultancy (ISC Research), there are over 4.5 million students attending international schools. 45% of those international schools deliver the English National Curriculum.

They do this – and parents choose to send their children to such schools – because the English National Curriculum offers broad and balanced curriculum that is rigorous, enquirybased, established and published for all parents to see.

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BRITISH VALUES The Christian values of justice, trust and responsibility plus the Christ-like Attitudes which develop respect and compassion for others are central to the ethos of our school as well as being central to British values.

British values are embedded in many areas at SFBS and the staff and pupils have a duty to challenge those who fail to live up to those values. They are lived through the school’s ethos and values, and students are given the opportunity to practise the skills while being sensitive to take into account living in Korea. Democracy, The Rule of Law, Individual Liberty, Tolerance and Mutual Respect are all held as important aspects of education, as is the importance of being Global Citizens.

The ethos of inclusivity, where views, faiths, cultures and races are valued, is actively supported by staff and is embodied in school life. Members of different faiths and cultures are welcome in our school and encouraged to share their beliefs and knowledge with us.

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THE ENGLISH NATIONAL CURRICULUM (ENC) Those not familiar with a national curriculum may be wondering what their child will be learning when they enrol in the SFBS. In England, we have a published (available to parents – see later in this section for links) national curriculum set up (since 1988) to ensure that children moving around the UK – and the world - are able to follow the same curriculum no matter whether they are in the North-West or the South. The content is specified but not the teaching method, leaving individual schools - to decide how best to adapt the methodology to suit the needs of their students – at SFBS, for instance, our students are keen learners and our assessment scores reflect this, so we teach to a standard that matches those expectations.

The creative and physical development of the children are part of our holistic approach to learning – Art, Drama, Design Technology (DT), Physical Education (PE and swimming) and Music are as much a part of their lives as the core subjects of English, Mathematics and Science. Information Technology (IT) is more and more becoming integrated into all areas of the KS1/2/3 curriculum. The students also need to be able to put this learning in a physical and social context so geography and history schemes of work have been adapted to reflect the international nature of our students and our location in Korea. Because the children need to be aware of their place in the world about them, our curriculum also includes Christian-based, comparative Religious Education (RE); Personal Social and Health Education (PSHE – relationships with others), Citizenship and World Languages (French/Chinese in Key Stage 1 and Key Stage 2 and French/Chinese/Spanish/Korean in Key Stage 3; ELL students attend those lessons as their World Language).

The school offers a curriculum that takes into account the above, our host country and the students' backgrounds. To this end, skills such as map reading and perspectives associated with Social Studies (Geography and History) may be taught using local or international history and geography.

In terms of what they are taught through the ENC at SFBS, if they come from England or another British school overseas, there will be little difference. If your child has been in another educational system there may be differences in content from your child’s previous school/s in subjects such as history, geography, art, PE and music for example, but the skills they are taught – investigating, enquiring, using maths and literacy, using IT, collaborative and independent learning – will be similar to all their age-peer children around the world.

If you would like to see more details, see the SFBS PAGODA page or why not visit the official UK Department for Education websites?

For Foundation/Preschool and Foundation/Reception: https://www.gov.uk/government/publications/earlyyears-outcomes and https://www.gov.uk/early-years-foundation-stage .

For Year 1 to Year 6 - https://www.gov.uk/government/publications/national-curriculum-in-england-primarycurriculum (the above three overlap at SFBS to cater to the needs of our students).

For Years 7-9: https://www.gov.uk/government/publications/national-curriculum-in-england-secondarycurriculum.

The curriculum aims to prepare students to enter UK schools, transfer to an IGCSE programme in t a British or other international school at any time.

Open evenings to discuss curricular topics are held at various times of the year (see school’s wall calendar).

Curriculum areas are reviewed regularly to ensure appropriate scope and sequence and summaries are posted by each class on the sectional PAGODA page at the beginning of each term for all curriculum areas.

SO WHY DO WE USE THE ENC HERE IN SEOUL? 6

As a ‘British School’, we have opted to adopt the established and organised curriculum out of England because we believe it gives us a rigorous curriculum that is suitable for our international students. This curriculum, the teaching philosophy behind and our ‘British Values’ (see page 5), are what makes our school ‘British’.

In essence, it enables us to have an emphasis on quality, motivation and enthusiasm; expectations of the students are high and not just academically. As well as swimming, SFS’s extensive facilities enable us to offer a range of sports, both within the curriculum and in our extensive after-school activities’ programme. In the performing arts, we have drama and music productions that reflect the commitment, dedication and sheer enjoyment that the students bring to such events.

TEACHING AND LEARNING From our teachers’ experiences of working in both the UK and around the world, we have identified three key areas to enable our students to learn in the curriculum areas:  Our teachers have a good subject knowledge and can make it accessible to the students.  Our teachers have a good knowledge of their pupils and how they learn.  Our teachers act as facilitators in the process of learning.

Each involves understanding and skill and each is dependent for its success on the other two.

FITTING INTO THE HIGH SCHOOL’S MYP The ENC fits in well with the contents that the HS has adopted to support their MYP programme. The HS-MYP contents are taken from the IGCSE curriculum into which the ENC seamlessly transitions. Our assessments are in line with the seven-point criteria used by the MYP and, as a whole school, we all follow the same enquiry-based Approaches to Teaching and Learning (ATLs – seep Page 3).

There are differences in approach to how the subjects are taught: The philosophy of the English National Curriculum is that subjects should be experienced separately, developing the skills and knowledge discretely. This ensures that the students have an embedded set of clearly developed approaches to each subject before embarking on their problem solving (enquiry-based) projects where they can pull together these knowledge and skills’ strands.

The philosophy of the MYP is that subjects should be experienced within a ‘unit of enquiry’ developing the individual skills within a theme rather than separately.

We have found that our approach has enabled the SFBS students to easily transfer their knowledge and skills though it may take them a short while to adjust to the approach. The Middle School students have the flip – little problem with the approach but sometimes difficulties with the contents!

SET SCHEMES FOR MATHS AND LANGUAGE The British School uses appropriate commercial schemes from the UK for Mathematics and English to support our curriculum. Both of these key curriculum areas are well supported in terms of resources and learning time.

Readers from other schemes and from the library supplement the Oxford Reading Tree (Reception to Year 2) and other reading/language schemes.

The Jolly Phonics teaching scheme (first teaches the letter sounds and then builds to blending these sounds together to achieve full pronunciation of whole words– often called synthetic phonics) is used throughout Reception to Year 2.

The Collins’ Mathematics (with Pearson’s Abacus in KS1) and Singapore Maths schemes support the syllabus from Reception to Year 9 and is supplemented by work from other schemes as well as other text and electronic resources.

SPECIALIST SUBJECTS In addition to the class/Home Room teachers, we have specialist teachers in the following subjects:

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French - Years 1 to 9 every day Chinese – Foundation/Preschool (every other day); Year 1 to Year 9 every day.

Spanish - Years 7 to 9 every day Korean- Years 7 to 9 every day Music – Foundation/Preschool to Year 9 (Years 7 to 9 every day) PE, games – Foundation/Preschool to Year 9 Swimming – Foundation/Preschool to Year 9 Learning Support (LS). Speech and Language Therapy (S/LT) and English Language Learning (ELL) - Year 1 to Year 9 Library/Media Commons – Foundation/Preschool to Year 9 Art – Foundation/Preschool to Year 9 Note: For Key Stage 3, SFBS students join with SFMS students to enable us to offer proficiency-based World Language and Music programmes. For this to happen, the KS3/MS students follow a carousel of options over three sessions including Music, World Language and lunch.

RELIGION EDUCATION Seoul Foreign School is Christian in ethos and religious teachings. The requirements of the English National Curriculum stipulate that the various world religions are discussed in comparison to Christianity. In the British School, then, the students will be as likely to experience celebrations for other religions as they would for Christian ones and are as likely to visit a Buddhist temple or an Islamic mosque, as they are a Christian church as part of their work.

Throughout the whole of the British School, we have an on-going project, Celebrations and Festivals discovering the cultures and religions of the world. The contents reflect the fact that the religious traditions of the UK (as are SFS) are Christian, but it also includes teaching about the other principal world religions. Our religious education does not seek to convert pupils, or seek to impose on them any particular religion or denomination.

For the British School, the religious teachings:  compare and contrast to Christianity  are based on the traditions, practices and teaching of principal world religions.  are extended beyond information about religions and religious traditions.  examine wider areas of morality and consider how religious beliefs and practices affect people’s daily lives.

There are a number of central concepts and issues that appear in the syllabus. These include: beliefs about God; founders of religions; sacred texts; worship and meditation; festivals; rites of passage (in the appropriate year); religious beliefs; ethical teachings; rules of religions.

We also encourage certain attitudes to religion: curiosity; self-confidence; self-esteem; respect for the views and ways of life of others; openmindedness; critical ability; consideration for others.

Our religious education also seeks to address questions that are of universal concern: Who am I? Why am I here? Why and how did the universe begin? What is the purpose of life? What happens after death?

We aim to contribute to the spiritual, moral, cultural and intellectual development of the students by developing a tolerance for cultural differences and by developing an understanding of the teachings and practices of major world religions while comparing them to Christianity.

PERSONAL, SOCIAL AND HEALTH EDUCATION (PSHE) The teaching of Health and Personal Development (including sex education) occurs throughout the British School in an honest and sympathetic fashion, as and when the needs and questions of the students dictate.

Project work in PSHE, Science and the Humanities (especially in Key Stage 3) often introduces such work and provides students with opportunities for discussion. Key Stage 3 have specific sex education classes led by male and female teachers.

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Moral and character education is part of any student's education. Saying, "Please" and "Thank you" and showing respect for other people's property, beliefs and religion are expected of all the students at SFS. In this area we expect parents to carry most responsibility. What the students see, hear and experience at home is the basis for their outlook on life - if you show racial prejudices or lack of respect for authority or beliefs, then they will too. The school also has a duty to reinforce the basic tenets of "right and wrong" and instil tolerance for others. All Key Stages abide by the school’s ’Golden Rule’: Treat Others As You Would Like To Be Treated

ENGLISH NATIONAL CURRICULUM (ENC) AND SFBS ASSESSMENT In common with most schools in England and because of the diverse background of our students, we do not operate a grading system. Instead, the student's work is continually assessed throughout the year following the greater depth/mastery approach to assessing progress.

(Focus Education 2016)

To record progress, the school uses a number of approaches. Students from Foundation/Reception to Y9 receive an end of year Teacher Assessment based on the standards associated with the English National Curriculum.

These will be shown on reports using the seven point scale: Progress will be shown on the reports using the following seven point scale: (N - assessment not applicable) Beginning Emerging Developing Secure (SFBS standard) Extended Advanced In addition, assessments are carried out using the age-standardised UK GL tests in maths, English and Science, while Years 3,5,7 and 9 also use the on-line assessments Cognitive Ability Tests (CATs).

For each subject, there is a different set of standards-based criteria for the assessments. For instance, in World Languages, the levels are linked to spoken/listening proficiency (see http://bit.ly/worldlanguagelevels).

Because of our students’ work ethos, supportive parents, good levels of teaching and resourcing, the majority of our students are expected to achieve in in the above average range for our core subjects.

SUPPORT PROGRAMMES BRITISH SCHOOL STUDENT SUPPORT SERVICES PROGRAMME 9

Seoul Foreign School has a reputation for quality education and high academic standards and students must meet academic as well as other requirements to be eligible for admission. However, Seoul Foreign School recognises that some of its students will have specific learning needs or differences that may require further differentiation of classroom programmes or learning support.

The typical student in Seoul Foreign School achieves above average scores on UK, international and other nations’ achievement tests and generally achieves above Year level in the classroom. Long term, remedial programmes for students whose overall achievement levels are significantly below grade level are inconsistent with SFS’ challenging academic environment. Students with specific learning difficulties, who need academic or learning support to succeed in the regular educational programme, will be considered for admission on an individual basis and only when there is room in support classes. Capacity is limited by school policy in all support programmes offered at SFS. TIME ALLOCATION ELL  Not offered in Foundation and Year 1  Y2 and 3 will be in or out of class literacy lessons so these students can still choose a World Language option.  Y4 students comes out of World Language lessons.  Y5 – currently no ELL students.  Y6-9 also come out of World Language lessons.

Learning Support Y2-6 students are supported both in and out of class in literacy or maths lessons so these students can choose a World Language option. Y7-9 students for literacy support come out of World Language.  Numeracy support is in or out of class numeracy lessons with a few pull outs during library time in KS2 (As there is no library or study hall in KS3, we are limited to taking students out at other times)

The four support programmes, English Language Learners (ELL), Learning Support (LS), Speech and Language Therapy (S/LT) and Counselling are not available for students who cannot be mainstreamed or who require major staffing, curricular or assessment modifications. Although we strive to be inclusive, facilities and staff may not be available to meet the special needs of either physically challenged students or students with multiple learning problems, including students who have significant communication and/or language processing disorders as well as those with emotional/behavioural issues.

The school has a full-time educational psychologist on staff to provide incidental psychological support as needed to students. This short-term service to students referred by our Student Support Services Facilitator is offered at no cost to parents. However, it is not the purpose, nor intent of that service to provide on-going psychological care for students. Students initially seen by the school psychologist who require long-term services or services other than those offered by the SFS educational psychologist must obtain such services at the parent’s own discretion and expense. It is not the responsibility, policy nor practice of Seoul Foreign School to pay for expenses for services rendered to students by non-SFS professionals.

All students participating in a support programme are accepted on a probationary status contingent on the school being able to continue to meet the student’s learning needs with continued support from parents at home. Student progress within support programmes will be carefully monitored by the SFBS Student Support Services Team.

The Student Support Services Team (ELL, S/LT, LS and Counselling) works in close partnership with the student, class teacher, parents and, where necessary, with the school’s Educational Psychologist on areas linked to the skills and concepts needed in the classroom setting. Short term targets are set and progress is monitored through regular reviews, involving all those concerned. These goals, which are specific, achievable and build on previous learning, are intended to help the child to feel more confident when working on classroom tasks.

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Through classroom assessments, teacher observation, individual assessments and parental consultation, children may be identified (or confirmed) as being in need of learning support after acceptance. When this occurs, parents will be consulted with a view to planning appropriate support in the British School; we aim to provide early intervention in order to support individual needs.

If you have any questions about the student support programme, please ask one of the Support Team members (see website for contact details).

A student may not be recommended to another section (eg High School) if it is demonstrated that his or her learning needs cannot be met by the existing support services in the receiving section.

The following guidelines are used in conjunction with the normal admissions procedures to determine acceptance of students exhibiting mild learning difficulty or requiring English Language Learning support services at SFS. Admissions Guidelines for Students requiring English Language Learning (ELL) support Students applying with English Language Learning (ELL) support status must be able to demonstrate proficiency in a native language and should refer to the Admission Office’s ELL admissions guidelines, for further information.

Generally, as the student needs to participate in an English-speaking environment on a daily basis, students receiving ELL support do not attend other world language classes. ELL students who have a learning difficulty in processing language are not recommended for admission.

Admissions Guidelines for Students with Mild Learning differences As part of our commitment to the individual child, we recognise that some students can experience difficulties in learning and may require support. The Learning Support (LS) Programme is designed to assess and offer support and remedial strategies for the child with mild learning problems. We are unable to accept students with specific learning difficulties if the child cannot cope on a day-to-day basis without intensive specialist help.

Admissions Guidelines for More Able Students Most people associate learning differences with children requiring remedial help, but students at the opposite end of the learning spectrum – the more able - are also included in this spectrum.

In cases where we feel that a child is particularly gifted (be it in an academic, arts or physical education discipline) we will follow similar procedures as outlined above. The normal course of action would be to talk with the parents first, showing examples of the child’s ability. The next course of action would be determined by the level of the child’s giftedness and the type of support required. As with children requiring remedial help, parents would be very much involved in the whole process.

PASTORAL CARE

The general pastoral welfare of the children on a day-to-day basis rests with the Class teacher/Home Room tutor. S/he has recourse to the Counselor, Support Teachers, the Educational Psychologist or, in cases where concerns are more acute, the Assistant Principal or Principal.

HOURS AND CALENDAR

Seoul Foreign School operates from 8.00am to 3.05pm Monday to Friday inclusive, 180 days of the year, with the British School’s timetabling following a 6 day, rotation schedule. Details of which days are which are included in the students’ Homework/Personal Organisers and on the coloured SFS-wide wall calendar.

Each SFS section operates its own reporting period, depending upon its curriculum needs. The British School follows a three-term (semester) year: August to Christmas Christmas to Spring Break Spring Break to Summer (June)

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STUDENT SUPERVISION BEFORE AND AFTER NORMAL SCHOOL HOURS

Teachers are on duty from 7.45am to 3.15pm, to overlap with the arrival and departure of the buses.

However, students should not arrive at school before 7.45am and should not be at school after 3.15pm unless involved in a school sponsored activity or, in the case of Key Stage 1 or 2 students. accompanied by their parent (or designated adult – eg adjmonie, driver) who should be in the immediate vicinity of their child, no matter what time their child has an after school activity.

At the end of the day, students in Key Stage One are collected from the British School’s ’Blue Room’ (opposite the ‘Green Room!). There is a teacher on duty until 3.10pm. After that time, students are then taken to the office to wait to be collected.

Key Stage 3 students and Year 4,5 and 6 students participating in FOBISIA training, may remain behind to catch the late bus at 5.00pm. KS2 students not in a SWEP activity may require parent supervision.

SPECIAL DAYS/EVENTS IN THE BRITISH SCHOOL

During the year, there are a number of Key Stage, sectional and school-wide events in which the students participate: St Valentine's Day (February 14 – calendar dependent). Traditionally, the day when girls and boys swap secret love letters! This has become a “non-uniform day” when students wear Valentine colours of red and white instead of the normal uniform. All Key Stages are involved.

World Day. This is when we celebrate the diverse cultures of the British school's community. Students and staff are encouraged to come in their national dress, a traditional outfit that represents their country (e.g. cowboy, 'Beefeater', swagman) or T-shirts representing their country. An international buffet is arranged with food brought in by the students. All Key Stages are involved.

Dongdaewon Fair (February) is the time when the students run class fairs to raise money for the TB Clinic in Dongdaewon, North Korea that the school helps to support.

All Key Stages are involved.

Easter egg hunt. This is normally the last day before we break up for the Easter break. Organised by the PTA for the KS1 children.

Korea Awareness Days. (See the main calendar for specific dates). In recognition of our host country, there will be a variety of activities going on in the British school during this week. Mainly for Key Stage 1 and 2 with Key Stage 3 participating during special performances.

Book Awareness Days/Favourite Book Character Day. (See the calendar for specific dates). This is when the libraries target book-related activities to further encourage the students to learn about books, authors and printing. One day is usually set aside for students and teachers to dress as their favourite book character. All Key Stages are involved.

Topic and Student Council events. Depending on the class topics your child may have the opportunity to dress up in the style of a relevant period of time e.g. Greeks, Victorians. In addition, the KS1&2 Students’ Council/KS3 Parliament organise a number of fun events during the year, including Hallowe’en and ‘Wacky Days’.

St Andrew’s mini Ball. For Years 5 and 6. The event was introduced to link with the dance theme for our PE curriculum. The students learn the dances during PE lessons and we finish off with a ‘mini ball’ around the end of November.

Hallowe’en (calendar dependent). Students can come dressed in costumes representing this traditional event.

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UK Patron Saints. UK’s four patron saints’ days (St Andrew – November 30, St David – March 1, St Patrick – March 17 and St George – April 23) are recognised by wearing ‘a touch of the patron saint’s colours’.

In addition, SFS, as a whole, recognises a number of days during the year that have a world impact such as the Human Rights Day, Earth Day, International Day of Peace and International Humanitarian Day.

PLAYGROUND RISK MANAGEMENT

Research has shown that children’s mental and physical development will suffer if they are prevented from taking any risks in play. We have large playing areas with large climbing frames, basketball courts and a playground with a small climbing wall. We carry out regular risk assessments and audits to consider the level of risk to the students.

At SFBS we balance the need to keep the children safe with the need to let them learn by taking risks. We allow skipping ropes and running and soccer (but not immediately before school starts or after school finishes because of the large numbers of parents and smaller children in the playground); we have allowed most new playground games ‘crazes’ (often with guidelines introduced once their use has been risk assessed). We understand our ‘duty of care’ but we also understand that students learn from what goes on in playgrounds – we find the balance to enable safe playground learning.

EMERGENCY PHONE TREE / EMERGENCY SCHOOL CLOSURES

The school takes the security of our students seriously, and for many years we have had in place a series of procedures that are reviewed each year to deal with a wide range of possible events.

On occasions during the year, the school may not be able to open or may have to close early. Examples of such unscheduled closures normally occur when there have been heavy snowfalls or the school buses would be travelling through an area where a protest demonstration is to take place.

If the school is unable to open, then you will be contacted through the emergency phone system. The emergency system is operated as text messaging via parents’ mobile phones. We also send messages through the website, our communications portal (PAGODA) and its associated email service. Please make sure that the school has CURRENT cell phone and home phone numbers.

In addition, the school will have a message broadcast through the American Forces Korea Network (AFN) on 102.7Mhz FM and TBS-EFN 101.3Mhz FM radio networks.

On occasions, the school may need to close earlier than scheduled - again this may be because of inclement weather or the possibility of protest demonstrations. This is more difficult to organise as often parents are not so easy to contact. We will try to get through to you or your emergency contact number. If no one can be contacted, then the student will still leave on the bus while we continue trying to contact you, but your Key Stage 1 or 2 child will be returned to school if no one is there to meet him or her. Assuming it is safe for them to do so, Key Stage 3 students would make their way home in their usual way.

Our pupil database is only of use when the information contained in it is up-to-date.

For your child’s sake, PLEASE let the school office know as soon as possible when there is a change in address, telephone number or ‘first point of contact’.

Parents/guardians are informed that the school will act in loco parentis should any incidents occur involving their child and they are unable to be contacted.

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PARENT TEACHER ASSOCIATION

The school has a flourishing PTA of which all parents and teachers are members. The aims of the association are to foster relationships between staff, parents and others associated with the school and engage in activities which support the school and its students. Social events and fund-raising events are held and the PTA supports the work of the school in many ways.

The PTA could not function without the support from parents and the life of the school would be the poorer if their social and fundraising events did not take place. It is so important that parents try to support the social life of the school even though people live over a wide area. The web of relationships that is created in this way really does surround the students (and parents!) with a sense of belonging, makes them even happier and drives the school forward to better and greater things.

The PTA is always eager to have new volunteers join their ranks! If you would like to help, send a note through the school office and we will make sure it gets passed on!!

COMMUNICATION (Website, e-News and Pagoda)

The school encourages the fostering of close liaison between parents and teachers.

The school’s main portal for home/school communications is the PAGODA portal.

Notices are posted here and parents are recommended to check the SFBS home page and their child’s class/home room page.

A weekly, all SFS, e-News is sent out to parents to help keep you informed of all things SFS. Teachers may be contacted via their email accounts which are published on the website. If the message is urgent please phone the British School office (330 3100 ext 12000) for a message to be relayed to the teacher.

Written home/school communication is generally conducted through email, your child’s class/subject PAGODA site, the Homework Notebook (Foundation to Year 6) or the ‘Personal Organiser’ (Year 7 to Year 9). Your child will be given their Homework/Personal Organiser notebook on their first day of school. Any notes that you would like to communicate to your teacher including changes in home-time arrangements should be written in this notebook. In Key Stage One, Teachers check the Homework Notebook daily. In Key Stage Two and Three the students are responsible for letting the teacher know if there are any notes for them.

The Banner - with articles from all areas of SFS is produced every quarter.

If you cannot find (or do not receive!) any of these, please contact the British School office.

NEW STUDENT AND PARENT ORIENTATIONS

At the beginning of each academic year, before term starts, new students and their parents have the opportunity to visit their classes and meet the class teacher on an informal basis. A similar session is organised in January.

On the same day, parents are able to arrange a campus smart card for their car and register their students on bus routes. Please see admissions pack for date.

Usually a few days after Student orientation, SFBS runs a session just for new parents (see SFS-wide wall calendar). This gives the new parents time to adjust and think of questions!

REPORTS AND TEACHER/PARENT CONFERENCES There are two scheduled Parent/Teacher conferences during the academic year – in the first term and in the second term. See the school’s wall calendar for the current academic year’s schedule of conferences.

Student progress updates are available through the year:

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On-going, formative, updates are available through Classroom Monitor, our on-line student reporting portal. Parents should check weekly but at least prior to each of the parent/teacher conferences so that the progress data can act as a focus for the conferences.

At the end of the year, a narrative, summative report is sent home to parents.

CONFERENCES AND WRITTEN REPORTS SHOULD HOLD NO SURPRISES FOR PARENTS.

Through the Homework Notebook or Personal Organiser and Classroom Monitor , you should be aware of your child’s on-going progress. If there are any concerns about your child's work, the teacher will make an appointment to see you. Likewise, if you have concerns, contact the teacher!

Teachers are available at other times on an appointment basis to discuss a student’s progress.

Please note that, in line with school policy, reports will not be sent home and Parent/Teacher conferences will not be scheduled for parents whose tuition fees are not paid by the date specified by the school’s Assistant Head of School - Operations Please also note that written reports will be withheld if there are outstanding library books or fines or where there is significant overspend on your child’s cafeteria account.

HOMEWORK The aim of the homework policy is to promote learning at home as an essential part of good education. Homework not only reinforces classroom learning, it also helps students to develop skills and attitudes they need for successful lifelong learning. It supports the development of independent learning skills, including the habits of enquiry and investigation. Learning at home is an essential part of good education – it also gives parents an awareness of topics currently being covered in class!

The homework set may be to complete or consolidate work done in class, to leave the pupils to pursue their own line of enquiry, or to prepare work for the following lesson. The tasks asked of the students may include factual or imaginative writing, reading, learning or revising (including "tables" or "spellings"), fact-finding, illustration, map work or problem solving. More and more, teachers are ‘flipping’ classes, having students (especially Key Stage 3) use their time at home for research or review of texts/videos or web resources and spending more constructive time in the classroom discussing the work.

Homework may also be seen as acclimatising the students to some of the requirements which they will face on transfer to other schools - particularly for those in Year 6 and 9, as it introduces them to the increased demands that will be made on them through Key Stage 3 or High School.

There are many ways in which you can help your child with homework: encouraging and supporting them; testing what has been set to be learnt; listening to them read either their own written work or a book they have brought home; asking them to explain what they have been studying. These are all ways of helping your child appreciate the importance of homework, to look afresh at the work done and so identify mistakes or areas of misunderstanding.

Of course, students work at different rates and so homework will take longer for some students than for others.

Understanding and consideration for your child's level is the key.

Do not push your child so that the interest you show is seen as interference or worse, that your child (and you!) considers homework as a potential source of family arguments. What is the best way to avoid this? The parents who have fewest 'battles' about homework are those who endeavour to help their child to work at their own pace and at the same time to see that they have time for their own interests. Give them time to get over the school day.

If asked, "Where will they work?” many parents would immediately answer "In a room by themselves". For older students, this is probably ideal, but younger students will need their parents' company, encouragement and a form of supervision first.

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If there is a repeated problem over homework, parents are encouraged to contact the class/subject teacher/Home Room Tutor. Similarly, we shall get in contact with you if we feel there are frequent problems over homework, which parents could help to resolve.

SUGGESTED TIME FOR HOMEWORK The suggested time allocation is based on current practice.

Reception Years 1 and 2 Years 3 and 4 Years 5 and 6 Years 7, 8 and 9

10/15 minutes per day (Reading).

15/20 minutes per day (Reading, spellings, other literacy work and number work).

30 minutes per day (Literacy and numeracy as for Years 1 and 2, with occasional assignments in other subjects + Reading. Given out every two days.

45 - 60 minutes per day (Regular weekly schedule with continued emphasis on literacy and numeracy but also ranging widely over the curriculum) + Reading. Given out every two days.

90 to 120 minutes per day. Given out according to homework timetable. + Reading!

PROJECTS Projects are an important part of your children’s learning – they’re exciting!; they extend their researching skills; they improve problem-solving abilities; they are cross-curricular, often bringing in art, IT, writing and other skills; if a group topic, they develop collaboration skills; they help your child learn to pace their work load over a time period; there are many ways to produce the end result.

To help you help your child, s/he will be given the following information:  Purpose – why the students have been asked to complete the project.  Is this to be done only at home or also at school?  What are the expectations? A rubric outlining what needs to be done to achieve specific attainment levels will be given to your child.  What is the timeline?  How much involvement is expected by parent?  How will the project be assessed? Often this is just a display or teacher feedback; but in the case of ‘game-making projects’ or KS3 Geography IRPs (independent research projects)(for examples), then peer feedback would be appropriate, based on pre-accepted guidelines (eg number of points awarded for good instructions, ease of play, attractiveness, etc).  What resources are going be required? If something specialised is required, then suggested sources will be given.  If your child is expected to use the internet – then specific web sites that will help will be given – we do not expect a Year 4 child to be able to choose from a Google hit list of over 14,000,000 sites for ‘Vikings’! On the other hand, older students in KS3 may, however, be expected to make their own decisions as to which sites should be used.  If you are using the internet, reinforce the school’s message about cyber safety and cyber awareness with your child – don’t give out personal details, don’t download anything without a parent being present, help them decide why a site’s contents may not be appropriate even if its summary says it’s all about the topic being researched! All good common sense to an adult, but not to a primary or even some Key Stage 3 students!  Talk about plagiarism! For example, don’t copy big chunks of information from the web because 1) it is considered to be cheating to pass off someone else’s work as your own and 2) it is probably not written in ‘child-speak’ – a dead give-away! Talk about citing a source, whether it is for a downloaded picture, diagram or text extract and even in Y3, children can use bibliographies to list these sources.

SCHOOL WIDE EXTRACURRICULAR ACTIVITIES (SWEP)

Details of those after school activities on offer are provided through the School Wide Extra-Curricular Programme (SWEP) run through the Director of Sport’s office.

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Except for those activities which include a cost for materials or are offered by a non-school tutor (eg musical instrument tuition), all teacher-run clubs are free of charge. Students will be able to sign up in advance and should attend the activity for the duration of its term (usually 7/8 weeks).

Through SWEP a number of Saturday morning activities are also organised.

ASSEMBLIES

Assemblies with religious, moral or current affairs themes are held at regular intervals for all three Key Stages but there are a number to which we invite parents of KS1 and 2.

Each KS 2 class performs a parent-invited assembly during the year. The class assemblies are normally held in the morning.

In addition, there are other assemblies for specialist subjects or special events, such as ‘ Say Something’ launch week or a visiting presenter.

1:1 LAPTOP PROGRAMME, IT (COMPUTING) AND INTERNET ACCEPTABLE USER POLICY OVERVIEW Computers are used extensively by students for word processing, desktop publishing, spreadsheets, databases, email/internet, web page construction, multimedia presentations and computer controlled technology. In Key Stage 1, the computers are also used widely to introduce basic skills and with specific projects.

The school currently runs a 1:1 platform for those students in Years 6 to 9, with a mixture of Apple iPads and PCbased laptops and tablets in the lower year groups. Apart from a few specific programs, most of the students’ work is cloud-based – allowing portability of access on the web.

Student-owned laptops One of the outcomes of an SFS-wide review in 2011 was the introduction of ubiquitous computing (sometimes called ‘1 to 1 computing’) in Year 6 and above.

Regarding questions on security, charging and usage (to name but three!), what we are asking the students to do the following: All Years 6, 7, 8 and 9 students are required to have their own laptops and bring them into school. Although we will be allowing the students to use them as often as possible, we are not looking for total infusion – they are likely to use them for about 40/50% of their classroom time – excluding research time. Charging points are available in the classrooms and around the school.

When your child brings in their laptop they will need to have their name or an easily identifiable design clearly showing on the outer casing and access to the system must be password protected.

Internet Use in schools - The Responsible User Agreement Students from Year 3 to Year 9 have access to email and the internet through their classroom/personal computers and the sectional computer lab, in the SFBS library and, for Key Stage 3, the Media Commons (‘MC’).

Parents should ensure that their child understands the following: The Seoul Foreign School Internet gateway is intended to enrich the academic experience of students and faculty. These resources should be viewed as an extension of SFS’s physical environment, and their use entails the same privileges, obligations, and responsibilities that come with using any school facilities.

The following bullet points are from The Responsible Use Agreement which students from Y3 up and their parents are required to sign.

1. I WILL USE INFORMATION AND COMMUNICATION RESOURCES IN A RESPECTFUL, ACCOUNTABLE, HONEST, LEGAL AND RESPONSIBLE MANNER FOR LEARNING AND EDUCATION. 17

      2.     3.    4.      5.           6. 

I will... demonstrate respect when using technology and the Internet. acknowledge that my parents and teachers have the right to control my use of technology, including making changes to the software installed. effectively manage my digital content including organising and backing up my files. show integrity: for example I will use respectful language and not say unkind things to or about others. I will remember that anything posted on the internet is permanent. I will report any cyber-bullying immediately. turn in any electronic devices which have been misplaced. not access content intended for adults. If I come across unhealthy or inappropriate material, I will not show other students, but report it to an adult.

I WILL PROTECT MY DIGITAL IDENTITY. I will... try to create a positive online presence and digital footprint, remembering, there is no privacy online. keep personal information private (passwords, login, full name, address, phone number, etc.) and respect the privacy of others, using only my accounts. log-off/sign-out and lock my device when I am not using it.

I will adhere to copyright laws and respect the intellectual property of others.

I WILL ADHERE TO COPYRIGHT LAWS AND RESPECT THE INTELLECTUAL PROPERTY OF OTHERS. I will... not download, display, transmit, or store any illegal or inappropriate material. cite sources of information and images created by other people. use my own words when referring to someone else's ideas, unless citing directly.

I WILL USE TECHNOLOGY RESOURCES IN A WAY THAT PROMOTES MY LEARNING AND THE LEARNING OF OTHERS. I will... use my device only at the times and in the places allowed. use my device for recreation such as games and social media only when I have permission e.g. at home when my homework is finished - recreational games and social media are usually not permitted at school. only add positive or constructive feedback and comments to my peer’s online work using appropriate language, proper grammar and spelling.

THINK: Is it True, Helpful, Inspiring, Necessary, Kind? contribute and collaborate with my peers to produce the best work possible during learning tasks.

I WILL TAKE PROPER CARE OF ALL TECHNOLOGY RESOURCES ENTRUSTED TO ME. I will... always close the device before carrying it anywhere and carry it with both hands. keep food and drink away from the device and keep it clean. keep items off the keyboard. tell a supervising adult right away if any device is damaged or not working and promptly get the device repaired. be responsible for the repair or replacement charges for the device, if damage is my fault. This applies to both school and personal devices. install and maintain updated antivirus software. bring a charged device to school along with my charger and monitor the battery life throughout the day. print only with permission. label my electronic devices with my name. be responsible for updates such as system software, Flash and Java.

I WILL FOLLOW SECTION AND CLASSROOM EXPECTATIONS AND GUIDELINES RELATED TO TECHNOLOGY. I will... understand that failing to follow the guidelines set forth in my school, section, and classroom will result in disciplinary action

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report violations of these guidelines to protect the privilege of technology use for all students and for my own safety and the safety of others.

Misuse of computer or technology resources, whether school-owned or student-owned, may result in disciplinary action in accordance with our discipline policies. Additional disciplinary measures may be used to address particular forms of misuse and may include loss of administrative rights on computers, removal of unauthorized or distracting software, installation of monitoring software, or a suspension of the privilege of using technology at school.

Students will be given detailed guidelines and expectations on safe and appropriate use of technology and online resources.

Cyberbullying – whether through the use of mobile devices or the internet – will not be tolerated.

A student caught carrying out this form of bullying could face suspension or expulsion.

Please emphasise the following with your child – whatever age s/he is:

If you wouldn’t like your parents to hear you say it, don’t say it in cyberspace and What goes on the web stays on the web!

ATTENDANCE, ABSENCES AND PUNCTUALITY

Registration is at 8.00am for KS3 and 8.05am for KS1/2. Students must attend punctually and parents of students not riding school buses must ensure that their child is dropped off and collected on time at the beginning and end of the school day.

Excused absences are absences due to emergencies or official government related business (e.g. passport renewal). Only the Principal can approve Excused Absences.

Except for those related to illnesses, all other absences, including extended holidays or holidays during term time (eg for weddings, etc – see paragraph below) are classed as Unexcused Absences.

Due to the nature of the contracts offered to parents, it is inevitable that, occasionally, students may be required to take leave at times other than the official school vacations. Sometimes the educational advantages for such trips are tremendous, however, in all such cases parents should be aware:  of the need to inform the school as far in advance as possible  of the associated disruption to the student's studies  of the work that the teacher has planned for those sessions and which your child will miss.

In the event of prolonged sickness or hospitalisation, teachers will provide work for use outside of school.

However, where parents voluntarily elect to withdraw their students, work may not be provided.

UNIFORM AND SCHOOL SUPPLIES

UNIFORM. A Uniform Guideline containing photographs and contact details for the supplier is published separately and available on PAGODA or through the school office.

All pupils must wear the approved school uniform during school hours, whether on the school premises or on a class outing. Pupils may also be requested to wear uniform out of school hours for school functions, e.g. school concerts or other public performances. On the occasions when the wearing of uniform is waived, (e.g. for St Valentine's or Christmas parties) parents will be notified.

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If necessary, when a pupil first joins the British School, suitable own clothing may be worn for a brief period until the school uniform can be obtained.

Please see the Principal if you are in doubt about any of the above points. It is expected that all parents cooperate to enforce the uniform code with their children.

There is no set date for change-over from summer to winter uniform and vice versa – we normally find that the students do the swap over a two-week period when they feel the weather is right!

Unless otherwise stated, any uniform item listed is the one supplied by Schoolwear International and NOT a ‘generic’ one from another store - any exceptions to the uniform (eg due to allergies/religion) should first be approved by the Principal.

Consider purchasing shoes in your home country, especially if your child takes a larger than normal size.  Black leather-type (no logos), closed (ie not open sandal) shoes are the only ones permitted (except for PE when trainers may be worn). These are available from at a range of outlets around Seoul.  Students who have a PE lesson first lesson in the morning may wear their PE outfit to school. It is expected that students will change into their normal uniform after a PE lesson.  Students who have PE on the last lesson of the day, due to time restrictions linked to the school buses, may wear their PE uniform to go home.  Non uniform sweatshirts, ‘fleeces’, ‘hoodies’, etc may not be worn in school. Students may wear a weather-proof top or coat if necessary to school and this should be removed once the student enters school.  On the days when the school waives the requirement for uniform (eg fund raising or ‘fun’ days), students and parents will be informed in advance. On these days, restrictions regarding shoes and appropriate clothing will apply.  Chains and ornaments should not be worn except for religious reasons and then they should not be visible.

Only one ‘identity’ band should be worn (eg ‘charity thread’ or charity slogan band).  For safety reasons, ear-rings are NOT permitted. Ear studs may be worn but MUST be removed by the student for sports activities (or left at home on these days if this is not possible).  Shirts, blouses and T-shirts are designed to be worn over the top of the skirt or trouser, not ‘tucked in’.

Under t-shirts should not be visible!  For KS1/2, hair that reaches below collar length is to be tied back while in school. Headbands, if worn, should be navy or black and of the simple band variety, not a cloth bandana-style . KS3 are given the option of loose hair or tied back (except during specific activities – eg science/PE).

Please ensure that ALL items – especially uniform - brought to school are clearly marked with your child's name.

KS3/MS MUSICAL PERFORMANCE DRESS CODE. Y7-Y9 students, should note that for any joint KS3/MS music performance, students will be asked to wear the standard concert dress code of white collared shirt/blouse (with 3/4 or full length sleeve) and black skirt/trousers.

No Hat No Play In response to parental wishes, the school operates a no-hat no play policy from August to about Chu-sok and from Spring Break (approximately) to the end of the school year. If a student does not have a hat to wear on days when the UV factor is high, they will not be allowed to play out in the sun (they will have to remain in the shaded area to the left of the tennis courts for the duration of break). There are two hat designs (Key Stage 1 and 2 (Foundation/Reception to Year 6) are expected to wear the wide brim (‘bush style’) hat, while KS 3 (Years 7 to 9) will be wearing the baseball style hat. As these hats are considered part of the school uniform, all students will be expected to have one. Please ensure your child has the correct sun hat, obtainable from the Spirit Shop.

SPIRIT SHOP - SCHOOL SUPPLIES AND ADDITIONAL UNIFORM ITEMS

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SFBS supplies all your child needs for the classroom, but additional items such as SFS-branded pencil cases and other promotional items can be obtained from the Spirit Shop located on the floor below the cafeteria/coffee shop.

Additional uniform items – House T-shirts, sun hats, swimming costumes, PE outfits and other SFS-branded items can be obtained from the Spirit Shop. Please note that SFBS (like the other three sections) have some specifically branded items for their use – sorry, but for the uniform, the generic SFS brand is not part of the SFBS uniform.

VALUABLES/EAR STUDS

Students should not bring jewellery or items of value to school.

If your child usually wears earrings, please, for safety reasons, ensure that suitable studs replace these while s/he is attending the school. Once the initial six week period following their first ear piercing has passed, all ear studs need to be removed for sports and swimming lessons. In the first six-week period, the student must wear a ‘sticking plaster’ to cover the stud and holder.

Although various personal electronic items are used to pass the time for students travelling to and from school on the buses, it is highly recommended that any such items be clearly named.

The school accepts no responsibility for the loss or breakage of any of the students' personal belongings. There is a lost property box in each of the sections.

WEAPONS AND PROHIBITED SUBSTANCES

No student should bring in any type of real or pretend weapon unless it is for use in the classroom as part of a display for which the school has given prior approval. Without this approval, carrying of such items on the school buses or while in school could lead to suspension or expulsion.

The carrying of illegal or restricted substances including tobacco, glue, alcohol and medicines (without a prescription) is considered a serious offence and the student could face suspension or expulsion.

BREAK AND LUNCH TIMES/WATER GENERAL

Chilled drinking water is supplied from fountains on the corridors, by the building entrance and in the cafeteria. These fountains have filters which are changed regularly.

If you do provide a drink (either hot or cold) for your child, please ensure that it is in an unbreakable, non-spill container.

Students are recommended to bring in non-spill water bottles for use during the lesson times (except where there are health and safety concerns such as the science lab).

For KS1/2, there is a break in the morning (includes snack time) and 1 hour at lunchtime (of which approximately 30 minutes is allocated for eating). KS3 has a 20 minute morning break and a 45 minute lunch break.

Whenever possible, during the winter months, the students spend their break-times out of doors, otherwise they are inside in a dry, hot atmosphere for the whole day, which is not healthy for them.

If the temperature at school is 0°C or above, all the students play outside. If the temperature is between 0°C and -10°C, the teacher on duty will decide whether the students should be in or out. This primarily depends on other factors such as the wind chill factor.

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If the temperature drops below -10°C, or when the weather is inclement, all students stay inside.

If parents provide a doctor’s note stating why the student should stay inside at other times, we will, of course, accommodate them. However, please consider that if your child is not well enough to play outside, then s/he should not be in school!

In Winter, careful decisions are made regarding the weather and whether or not the temperature is suitable for outdoor play. Students and parents may not pick and choose when they can go outside. If students have been ill, then please ensure that they have made a full recovery before returning to school, both for their own benefit and to avoid passing anything onto others.

The safety and well-being of our students is always our prime concern. Each case will be considered on an individual basis.

From August to Chu-sok (weather depending) and Spring Break (weather depending) to end of year, ALL students must wear hats when they are out in the sun. Specially designed hats are available through the Spirit Shop.

For time and health reasons, suntan lotion and sprays cannot be administered by the staff. If parents feel that their child requires sun protection, then they should ensure that their child can use the applicator themselves.

Please encourage your child to drink lots of water both at school and home. Drinking plenty of water helps your child concentrate and is good for the brain! Students can bring non-spill water bottles into the classroom (though some teachers may restrict this for health or safety reasons – eg science or art). The containers should be about 100ml and should have spill-proof caps.

HEALTHY EATING Healthy eating is important for everyone, especially children, to ensure that they receive all the nutrients they need to grow and develop. Eating well and being physically active will improve your child’s health as well as their ability to learn and achieve at school. Encouraging your child to eat healthily now will make them more likely to adopt a healthy lifestyle as they get older.

YELLOW/MICRODUST DUST During the spring, sand from the deserts in China (‘Yellow Dust”) is blown down over the peninsula by the winds. If the “Yellow Dust” indicator is ‘at risk’ factor, the students will be kept in at playtimes.

In addition, the school also monitors the air quality for microdust (PM 2.5 and PM 10) levels. The school checks on the level from the recommended air quality monitoring sites on a daily basis. For details of what actions are taken at which level, see the chart below.

To help students understand more visually what the level is, we post coloured triangles (that link to the levels on the chart below), on the main entrance door.

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SCHOOL LUNCHES AND PAYMENT SYSTEM

The catering company, J&J’s monthly menu is posted online at MySFS (top line of school website).

All students go to the cafeteria for their lunch and have the option to have either a packed lunch brought from home or one of the hot lunches provided by our catering service (J&J) in our cafeteria.

Key Stages 1 and 2 have a choice of either a set Korean meal or a set Western meal.

Key Stage 3 have access to an a la carte menu, as well as set Korean and Western meals.

Foundation to Year 6 students queue up/line up at their own lunch counter so that they will be able to choose between the Korean set menu and the Western set menu. In addition, they will be a wide variety of fruit and vegetables options available daily at their tables. For Foundation, this approach may well change as we try out the new system.

Set lunch fee is about 4500 won starting (August 2016) We do not force the students to eat their food or tell students what to eat as we cannot be aware of all the likes and dislikes that your children have regarding food. However we do encourage them to choose healthy options and to eat the food provided either by you or the cafeteria.

The school has a parent focus group which advises it on ways to make the cafeteria menus healthier and appealing to the students at different stages in their growth.

Parents should be aware that due to the wide-spread use of nuts and nut-oil in Korean food preparation, the cafeteria cannot guarantee that the food prepared there is completely nut free LUNCH PAYMENT SYSTEM The lunch payment system is designed to operate as a “debit” system for payments for food items in the cafeteria. This means that there MUST BE FUNDS IN A STUDENT’S ACCOUNT before any purchases may be made.

Please note that students will not be allowed any debit on their accounts and will not be able to purchase items if adequate funds are not in their account at the time of the purchase.

If student accounts are ‘over drawn’, school reports and other administrative documents may be withheld pending clearance of the debt.

Key Stage 1 parents send in money to the office Administrative Assistant who notes the students’ usage and informs the parents when top-ups are required.

Key Stage 2 and 3 use a ‘finger scanning’ payment system linked to an on-line account. Funds can be deposited into a student’s account at the re-charge station in the cafeteria or by bank transfer.

If using the bank transfer to pay, please note the following:  IT IS IMPORTANT THAT THE 5 DIGIT STUDENT ACCOUNT NUMBER ACCOMPANY ANY ON-LINE TRANSFER,  Transfers must be made on-line or in person at your bank—NOT AT AN ATM!  Transfer of funds are to be made to J&J Catering account number 204-910009-09304 at Hana Bank; again, please make sure that the 5 digit student account number appears on the transfer.

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  

J&J will process any funds received daily and the transfer should appear on the student’s account the next day.

Any transfers received without the student’s 5 digit account number will be reversed and returned to the account from where the transfer was received.

If you should need some help, please call the IT office at 330-3125 and our IT Support People will walk you through the process.

LUNCH BOXES Lunch boxes should not contain any glassware and should preferably have a frozen ‘cool pack’ to keep the food cool.

SFS only supports reusuable plastic bottles For a healthy lunch box (if your child does not have school lunches), you should try to include:  A starchy food to provide energy – bread (preferably wholegrain), potatoes, pasta, rice, couscous, cereals.  A protein food for growth –meat, fish (like tuna), eggs, cheese, beans and pulses (e.g. houmous) and nuts.  Fruit and vegetables/salad for essential nutrients such as anti-oxidants, vitamins and minerals – fresh fruit (whole fruits or cut up into chunks), dried, or tinned in juice, salad in sandwiches or in a separate pot, sticks of carrot, cucumber, celery and pepper, cherry tomatoes.  A dairy food to provide calcium for growing bones – milk or anything made from milk like cheese, yoghurt, and fromage frais. Lower fat versions are even better.  A drink for hydration (and additional nutrients) –preferably semi-skimmed milk or fruit juice.

Smoothies made from fruit, fruit juice and milk/yoghurt are also good.  Chilled water is available at all times from filtered fountains around the buildings and grounds.

Parents should be aware that some children have various food allergies – especially nuts.

Please talk to your child about NOT sharing their food with other children.

SNACKS FOR BIRTHDAYS OR CLASS PARTIES If it is your child’s birthday and you are sending in ‘treats’ or there is a class party, please restrict the level of sugar or additives in any ‘treats’ you may send in. Please also remember the previous warning about nut allergies. If you have time you could contact any student’s parents in your child’s class who has a nut or other allergy to enable them to prepare a substitute so that the child will not feel left out.

HOUSE SYSTEM

SFS’s House System consisting of four teams – Yonsei Tigers, Bukhansan Eagles, Han Vipers and Namsan Dragons.

The names of the teams link with local areas and the four elements represented on the Korean national flag (earth, air, water and fire).

Whenever possible, siblings are placed in the same team.

For Key Stages 1 and 2, at a school assembly, team point totals are announced and a cup presented to the winning team. At the end of the year a trophy is awarded to the overall winners.

For Key Stage 3, points are accumulated through the Home Room ‘Dojo’ system On Sports Day, the students take part as team members.

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KEY STAGE 1/2 TEAM CAPTAINS  Fulfil the role of team captain on sports days.  Receive winning trophies when relevant.  Assume a leading role in the organisation of inter-team competitions.  Liaise with the School Council in any team- related projects.  Escort visitors around the school.  Announce the latest team point scores in assemblies.  Write up any reports on team events to read in assemblies.

The Year 6 Captains will assume responsibility for KS1 and 2.

YEAR 6 MONITORS Monitor Responsibilities  Act as a role model for the younger children.  Help Key Stage students when they require assistance.  Collect team points ready for whole school assembly  Aid the teacher on duty, during cafeteria times, to take the children down to the cafeteria, sensibly and quietly.  Help class teachers bring younger classes to whole school assemblies (if required).  Monitors will help with moving KS2 student's class to lunch in the cafeteria.

KEY STAGE 3 PARLIAMENT The Parliament combines the needs of the KS3 House System and the KS3 Student Council. For more details, please see the KS3 Organiser/Handbook for more details.

KS1/2 STUDENT COUNCIL AND KS3 PARLIAMENT

A representative of each Year Group (one from each class – Year 3 to Year 6 for the Student Council and Year 7 to Year 9 – for the KS3 Parliament) make up the Student Council/Parliament – the SFBS student voice group. Elections for new members take place each year. The Council/Parliament work to improve the school from the view of the students and organises a number of social events for the students each year.

The Student Council promotes:  Partnership between teachers and pupils  Democratic elections  Pupil participation in decision making at the school  Partnership between parents and pupils  Inter-sectional partnership  Better relationships and opportunities within the school and wider community  Responsibility  Pupil contribution towards different aspects of school life  Communication skills

DISCIPLINE

Our Positive Discipline Guideline is really aimed at the students, but parents should be aware of its contents so that you may encourage your child to follow the guidelines.

When students do not respond to a quiet or stern word, disciplinary action may be taken by imposing sanctions, such as loss of playtimes, or extra homework.  Minor problems are dealt with by the classroom or duty teacher.  More serious lapses will be notified to the parent by phone, email or through the Homework Notebook/Personal Organiser.

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Recurring problems such as deliberate disobedience, bullying, misuse of technology/social media, poor or dangerous bus behaviour, or failure of a student to respond to guidance will mean the involvement of both the parents and the Principal.

The purpose and aim of all our strategies is the maintenance of a positive and fear-free learning environment for ALL our students (see also the section under ‘Bullying’).

If a pupil does not respond to normal classroom discipline, or persistently behaves in an anti-social manner, the parents are requested to discuss the situation with the teacher and the Principal. If no change occurs in the pupil's behaviour, the Principal reserves the right to suspend the pupil from the school (or the bus service) for a specified period of time. In severe cases, parents may be asked to consider alternate schools for their child.

BULLYING – SAY SOMETHING! The school operates sanctions against bullies no matter how it is being carried out.

Depending upon the severity of the incident, the student can be suspended or asked to leave the school.

Each year, the school runs our SFS-wide awareness programme (Say Something) at assemblies and in class/home room time.

This programme applies equally to parents, too! If you suspect that your child is being consistently picked on (electronically, verbally, emotionally or physically), please talk to the class teacher/Home Room tutor, the Assistant Principal or the Principal as soon as you are aware of it.

LIBRARY/MEDIA COMMONS Seoul Foreign School has four libraries on campus. All the libraries operate a computerised book retrieval and circulation system. The students from Foundation/Preschool to Year 9 all have access to any library, borrowing books for extended sessions from any of the libraries. Years 2 to 9 are also taught how to use the computer system and other basic library skills. The library times outside normal school times vary from library to library – students and/or parents should check with the relevant library for more details.

Each of the libraries has materials and are specifically resourced to suite the age they serve.

Please note that loss of or excessive damage to a book may necessitate a charge for its replacement. The charge is calculated as the cost of the book plus 30% post and packaging. If the book is later found at home, then the money is returned less a W2,000 processing fee. If the school is at fault or the book found before a replacement is purchased, then the total charge will be refunded.

The teachers organise class libraries of suitable books for topics or general reading. As we feel that this is an important part of a student’s personal development, the responsibility for these books is given to the students.

Although there is a checkout system for these books within the class, it is based very much on the honour system and is less tightly controlled than library borrowing. It does not happen often, but sometimes such books with no identifiable borrower go missing or are damaged. In such cases the replacement will be charged to the class collectively on the same basis as personally borrowed library books.

Please ensure, therefore that any book your child borrows from the library is returned promptly – there may be a delay in receiving any student progress reports if your child has an outstanding book or fine.

So please keep our precious books out of reach of any baby siblings with crayons and pets with a taste for paper and provide your child with a strong bag that will protect the library books in transit from school to home!

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PARENTS IN SCHOOL

There is no expectation or requirement that parents help in the classrooms. The school is fully staffed and does not regard parental help as a necessity. The school, does, however recognise the great value in opening its doors to parents and fostering a positive relationship.

A strong school/parent relationship is a vital ingredient for a happy, healthy school, so Parent Volunteers ARE very welcome!! Parents who would like to help in the classrooms are very welcome - they may work with small groups or assist in a variety of other ways. It is important that parents understand the rationale behind this policy. Enabling those parents who would like to come in and help to do so is just another way to allow parents to be involved and learn more about the school.

When you come into school please check into the office and sign for a security tag.

Having parents support school functions - particularly like topic or ‘special days’, a class assembly or Christmas and Spring Concerts - is great to see! So how else can you get involved?  Parents can help in class for ‘one-off’ events such as religious celebrations, cookery or on-going projects such as the class’s Topic or reading programme.  The PTA is also always looking for volunteers!

Having parent helpers in for activities means that we can utilise expertise for specific projects and it ensures that we have extra pairs of eyes on events such as field trips. If you would like to help in the class, with swimming, a project or on a field trip, simply contact the class teacher and bear in mind the general points below........

THE ROLE OF THE PARENT VOLUNTEER Parent Volunteers within school play a vital role in assisting the teacher both in and out of the classroom. A good helper enables the teacher to help in the smooth running of an activity and an exciting classroom. The following guidelines outline how you can help in various areas.

You may volunteer for your own child’s class or with another class.

PARENT VOLUNTEERS AND CONFIDENTIALITY ISSUES Occasionally you will become aware of information about the students which is confidential or private to the student or their family. This is a delicate matter which requires you to remember that anything you see or hear in school is in confidence. You should never discuss with people who are not members of staff any school matter or student; any such conversation would be a breach of the school’s confidence.

Similarly, do not get drawn into conversations with parents concerning their child’s progress. Tactfully suggest that if they have any queries they must make an appointment to see the class teacher.

Please remember that you may not have all the information about a student to which the teacher is privy. The occasion on which you see a child working, reading or even misbehaving may have a history or may be part of a programme to extend or support the child. If you are unsure, don’t talk about it to other parents, talk to the teacher and s/he will tell you as much as possible without breaching confidentiality.

The teacher and parents have ample appropriate opportunities to discuss children’s progress or concerns if necessary, so the rule of thumb is – you would not like to hear from another volunteer parent about what your child did in class, so consider their viewpoint if you told them about their child.

CLASS MUMS/DADS Parents are asked, via the PTA, at the beginning of the year if they would like to act as class representative. This involves assistance in the coordination of areas such as class phone trees or end of year parties.

As they are working with children, all parents who sign up as class representatives or parent helpers are required to sign a confidentiality agreement and may be required to provide a criminal record check If you have not already completed one, please ask for the form at the BS Office.

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GIFTS AND TEACHERS

The following frequently asked questions and answers may help to clarify the topic of giving gifts to teachers. If you are in doubt, ask the Principal.

As a rule of thumb, under this heading, where the term ‘teacher’ is used, assume this also applies to Teaching Assistants, office administration, Principal and Assistant Principal.

Are teachers allowed to accept food, beverages or gifts from parents or students? No, teachers are not allowed to accept food or gifts from a parent or student. This includes parents who are faculty members of the Elementary School. (The teacher can politely decline the gift or send it to the Assistant Head of School - Operations so the school can document the gift and attempt to return it.)

Can SFS staff members participate in events that provide gifts? School employees can accept a gift if everyone in attendance is provided a gift.

Can teachers ask parents to donate certain items to be used in service of others, such as baking cookies for charity? Yes, asking for items that will benefit the students can be made.

For birthday/holiday parties, can teachers participate in a “pot luck”/“bring and share” meal? Yes, as long as the teacher contributes to the pot luck with food or supplies.

Can a teacher accept any type of gift left on the teacher’s desk by a parent while the teacher was not in the room? No, teachers cannot accept gifts from students or parents. (The teacher can politely decline the gift or send it to the Assistant Head of School - Operations so the school can document the gift and attempt to return it.)

Are teachers allowed to eat/drink treats during a student's birthday in the classroom by if provided for everyone? Teachers may only participate if they contributed to the party.

Are students and the faculty advisors allowed to contribute money to a fund to purchase snacks to share? Yes, as long as the teacher contributes an equal amount.

Are teachers allowed to collect snacks from parents/students to bring on a rotation to share with the class/club? Yes, as long as the teacher contributes an equal amount.

May a teacher receive a Sham-o-gram (see ‘Special days/Events in the British School’ section) from a student as part of the Dongdaewon fundraiser? No, teachers cannot accept food or gifts from a parent or student.

FIELD TRIPS/RESIDENTIALS

Field trips are an essential part of the school curriculum, enabling the students to experience exhibitions or places of interest that fit in with their class work. A lot of preparation and follow up work is set around these visits.

Topic subjects are often especially timed throughout the year to coincide with local events or activities. Sometimes a special event occurs which we think would be of benefit to the students.

We also participate in a number of out-of-country visits (see section on FOBISIA, KAIAIC and KORCOS). For these, criteria for going are based on skills and the willingness of parents to financially support the visit.

On all the visits, the class teacher plans (often with the help of the class parent representatives) for the students to be accompanied by an appropriate number of adult supervisors. A first aid kit is carried on the trip.

Although on first enrolling your child, you will have been asked to complete a generic field trip permission form, we will naturally provide you in advance with details of planned field trips. If you decide that you do 28

not wish your child to go on that particular field trip, you should consider the implications of keeping your child away from school on that day, as we may not be able to offer alternative supervision. Obviously we will be sympathetic to valid reasons for not allowing a student to go on a field trip, e.g. physical disability following an accident.

Transportation expenses for educational day field trips are covered by the school but we may ask parents to contribute to special event entrance fees if applicable. The costs for Korea-based residentials are covered by the school fees but all out-of-country visits are charged in addition to fees.

For your information, the estimated cost per child (as always, dependent upon the number of children going) for the Y9 Hiroshima residential trip outlined in the calendar is: W1,500,000.

FOBISIA, EARCOS AND KAIAC

SFS is a member of a number of organisations which promote students’ sporting and music abilities or teacher professional development.

FOBISIA (FEDERATION OF BRITISH SCHOOLS IN Asia - http://www.FOBISIA.org) FOBISIA is a membership association of British schools in Asia. The Federation currently has over fifty member schools offering British-style international education to over 60,000 students.

This organisation facilitates sporting and music festivals and Maths, World Language and Eco tournaments for similar British schools in this region of Asia. We take part in the KS2 Music Festival (normally in February/March), the under 15s Games (normally in November), the under 13s Games (normally in March) and the under 11s (Years 4,5 and 6) Games (normally in May/June) a Y8/9 Maths tournament, KS3 Environment Symposium, KS2/3 Swimming tournament and an on-line World Language tournament (KS3). All these activities require additional extra-curricular time for practices and are parent-funded.

For information, the approximate costs per child (always depending upon numbers) are: FOBISIA SPORTS – under 11s, under 13s and under 15s: W1,300,000 FOBISIA MUSIC – Y4/5/6: W1,200,000 FOBISIA MATHS – Y8/9: W1,200,000 FOBISIA also hosts annual Principals’, Assistant Principals’, Heads of Music (HoM) and Heads of PE (HoPE) conferences as well as sponsoring teacher workshops.

EARCOS (EAST ASIA REGIONAL COUNCIL OF OVERSEAS SCHOOLS - http://www.earcos.org/) The East Asia Regional Council of Overseas Schools is an organisation of 105 member schools in East Asia. These schools have a total of more than 69,000 Foundation/Preschool to Year 13 (G12) students. EARCOS also has 97 associate members— textbook and software publishers and distributors, universities, financial planners, architectural firms, insurance companies, youth organisations, etc— and over 33 individual members.

Membership in EARCOS is open to schools in East Asia which offer an educational program using English as the primary language of instruction, and to other organisations, institutions, and individuals inter ested in the objectives and purposes of the Council.

EARCOS facilitates professional development workshops and hosts an annual Administrators’ Conference (normally in November) and a Teachers’ Workshop Conference (over SFS’ spring break).

KAIAC (KOREAN AMERICAN INTER-SCHOLASTICS ATHLETIC CONFERENCE) https://sites.google.com/a/kis.or.kr/athletics/home/kaiac Membership of KAIAC allows our KS3/MS students to participate in a number of sports tournament in Korea.

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TRANSFERS, LEAVERS AND ENTRANCE TESTS

In addition to receiving a leaver’s T-shirt from the PTA and a school teddy-bear from the House Team programme, an Information Pack for students leaving the British School is provided:  Report/ or mid-year transfer report.  Record of Achievement.  ’School Profile’ outlining contextual details of the SFBS, its curriculum and levelling system.  Student Tracker summarising the student’s scores in standardised assessments.  Leaving certificate stating current class of student and length of time at the school.  Letter to parent explaining the use of the pack.  Any relevant forms or items from the student's file in the office.

When a student leaves the British School, all text and library books must be returned, library fines paid and any cafeteria accounts closed.

Failure to do so may result in reports or tuition refunds (if requested) being withheld.

We invigilate entrance examinations to other international schools as well as boarding schools in the UK, the US and elsewhere. Over the last few years we have had students gain entrance to private /boarding schools such as Eton College, Westminster and Seven Oaks in the UK and St Paul’s, Philips Exeter Academy, Philips Academy Andover, The Hotchkiss School, Groton School and Choate Rosemary Hall in the US as well as a range of other international and home country schools.

Since the process of applying to other schools can be very time consuming and intense, the student/parents need to provide the school all recommendation forms at least two school working weeks prior to any deadline date.

Because there are often multiple applications involved, in the case of US boarding school entrances in January, this needs to be done before the end of the first full week in November.

A Student Information Sheet needs to be filled out and given to the SFBS Administrative Assistant (Mrs Koh).

For more details, please contact the office.

Inter-Sectional Transfers.

Parents considering a transfer to Namsan International Kindergarten (NIK), the Elementary School (ES) or the Middle School (MS) should obtain the relevant form from the sectional office administrator. Unless learning/behaviour concerns have already been discussed, transfer to the High School from Y9 is normally automatic.

Please note that a transfer is dependent upon the student meeting the normal entrance requirements of the receiving section and the availability of space and/or a specialist program in a Class, Grade Level or Year Group in the receiving section.

The deadline for non-High School, inter sectional transfer submission is March 1.

TUTORING

Some SFS teachers are available for private tutoring after 3.30pm. They may only take students who are attending SFS and are not in their class. Vouchers for payment should be obtained from the Business Office and handed to the teacher in exchange for the time given for lessons.

Please do not offer teachers cash as there is a tax and contract implication to this additional tutoring for teachers.

SECURITY AND ACCESS

Seoul Foreign School is located on a large open campus patrolled at regular intervals by security guards.

The school will accept responsibility for the students between 8.00am and 3.10pm during normal school days (or at other times, if the students are involved in a school-organised activity).

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Each school bus has a safety monitor, carries a cell phone and has CCTV video recording facilities Parents whose children do not go home on the school buses will need to arrange collection of their child/ren from the school's lunchroom, which is the meeting place for the ‘walkers’. No student will be allowed to leave the school unless the parent, a driver or maid (who should be prepared to show some identification) collects him/her or we have written parental instructions to the contrary.

If your child's arrangements for going home after school change in any way, please inform the class teacher through the Homework Notebook, ‘Personal Organiser’ or phone the Administrative Assistant before 10.00am Please note that if there is any doubt and the parents cannot be contacted, the student's original arrangements will remain in effect.

PHOTOGRAPHS

News media or commercial photography or filming can only be undertaken at school with the permission of the Head of School. Parents taking photos of their students at school, sports events, performing arts events, or other school occasions, are reminded that these should be for a personal record and are not for publication in the media or on publicly accessible forums. Please treat the images of other parent’s children with respect in regard to their rights to privacy and security.

Parents have the option to sign a photograph waiver form for photographs taken by the school for use in general public relations. If you do not wish your child to appear in such promotions, please let the office know.

For specific public relations publications, parental permission will be sought separately.

SMOKING AND ALCOHOL

Seoul Foreign School has a no smoking policy in the school grounds. This restriction applies to staff, parents, students, guests and drivers. Alcohol is not permitted in any teaching area or at any school event at which students are present.

EQUALITY OF OPPORTUNITY

The school does not have the facilities or expertise to help every student with a specific physical, learning, intellectual, behavioural, language, or emotional difference; in these cases the parents are counselled as to the best course of action to take to help their child.

However, we are satisfied that, to the best of our abilities, we do not discriminate on the basis of learning differences, sex, religion or race either in the manner in which our learning experiences are presented or in the way in which our students are afforded access to the curriculum. We organise the learning opportunities both within the school and on field trips to coincide with this policy.

An exception to the above is in the area of sex education offered to the children. Here, for sensitivity reasons, the children may cover a number of areas of this topic in single sex groups.

SCHOOL BUSES

Seoul Foreign School has its own fleet of large school buses and mini-vans.

All the students - from High School down to the Foundation/Preschool classes - use the same buses.

All school buses are governed by Korean law; the wearing of seat belts is compulsory – the police have been known to stop school buses for spotchecks and issue fines for not wearing seat belts.

Weather and traffic permitting, the buses arrive at school by 7.50am and depart at 3.15pm.

Key Stage 3 and Year 4, 5 and 6 students participating in FOBISIA training, may ride the ‘late bus’ at 5.00pm provided they are in a supervised area (eg the MC) or after school activity, have a ‘late bus pass’ or their SFS ID card. There are fewer buses operating fewer routes at this time and students may have to walk, catch a taxi or 31

use public transport to their homes from the drop off points. Because of this, students in Foundation/Preschool to Year 3 (even if they have KS3 siblings travelling with them) are not permitted to ride the ‘late bus’. Students in Key Stage 2’s Years 4, 5 and 6 may only use the late bus if they are attending FOBISIA training – NOTE that parents are still expected to meet their Year 4, 5 or 6 child at the late bus’s drop-off point or they will be returned to school.

Safety monitors supervise this bus service and great care is taken to ensure safety and efficiency, including the use of seat belts and assigned seats. All buses carry cell phones (numbers are NOT given out to parents) and have CCTV video recording facilities. If your child is travelling on a bus and you need to contact him/her in an emergency (change in social arrangements do not count as an ‘emergency’!), then parents should contact the school and we will then contact the bus.

The safety monitors are not permitted to leave the bus - you must ensure adequate arrangements are made for your KS1 or KS 2 child to be met at the pick-up/drop off point.

If there is no one to meet your KS1 or KS2 child, then s/he is returned to school and it will be the parents' responsibility to collect their child.

If a student needs to ride a bus other than his or her own, get off at a stop other than their normal one or ride a bus when they don't normally do so, then permission to do so is granted on a “space available” basis and parents should send in a note requesting a bus pass and the reason for its need and remind their child to deliver the request to the class teacher. NB: If your child does not normally ride a bus, then a charge will be levied.

If your child misses a bus going home, then we will contact the parents and alternative travel arrangements will be made.

If your child does not arrive home at the expected time, contact the teacher, the Principal or any of the other principals at school or at home.

Continued disruptive behaviour, bad language, disobeying the supervisor or driver, not using the seat belts or non-observance of the other basic bus safety rules are grounds for suspension, without refund, from the bus services.

Queries or concerns about the operation of the buses or their routes should be directed, in the first instance, to the Assistant Head of School - Operations.

Sorry, but due to space restrictions, parents can’t be accommodated on the school buses.

The school buses follow prescribed routes and pick up and drop off students at meeting points.

Use of the buses is a privilege, not a right. Students misbehaving, swearing, disrespecting SFS bus employees verbally, physically or by ignoring instructions will not be tolerated and could result in suspension or exclusion from the bus service and/or school.

PE (PHYSICAL EDUCATION)

The PE programme is based on the requirements for the English National Curriculum and includes swimming and, for Years 5 and 6, dance (see ‘Mini St Andrew’s Ball’ under ‘ Special days/Events in the British School’ section).

All students are expected to participate in PE. If a student is not able to participate, a written/emailed note should be sent to the Class/Home Room teacher and the PE teacher.

Students should change into the age-appropriate PE uniform for the lessons.

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SWIMMING/AQUATICS PROGRAMME The swimming programme is based on the swimming skill levels of the “SwimAmerica” Learn-to-Swim Programme. SwimAmerica was created by the American Swim Coaches Association (ASCA).

The SwimAmerica programme has 10 levels. Each level has Advancement Goals that must be passed before a student moves to the next level. You can read more about the Learn-to-Swim program at SwimAmerica.org.

If

a student is unable to swim due to sickness or injury, they are still expected to attend the swimming class. Additionally, students should obtain a note from their parent/guardian explaining the reason and forward the note to their PE teacher or an aquatics instructor. On the first occasion, a note from home is required. On the second occasion, a doctor’s certificate or note will be required. The goal is to keep students active while advancing their swim skills yet, being mindful of their health and well-being.

Aquatics Instructors: kirsten.gray@seoulforeign.org; johan.greyvensteyn@seoulforeign.org Parent volunteers for swim classes Seoul Foreign British School would like to encourage parents of small children to attend swimming classes to assist the children with dressing in the locker rooms before and after lessons. Parent volunteers are requested for the following grades or year levels in the Autumn and the Spring.

Autumn

Spring

Reception Year 1 Year 2

Reception Year 1

Helpful notes to prepare for Swim class: All students are encouraged to actively participate in each swim lesson.

On Swim class days, all students need to bring a swimming bag with 1) a towel 2) a swimsuit 3) a swim cap for students with long hair

Goggles are encouraged but not required.

Boys should wear a ‘jammer’ style form-fitting swimsuit, and girls a 1piece swimsuit.

(Swimsuits are available from the Spirit Shop.)

All students must shower before entering and after leaving the pool deck area.

Swim caps should be worn by any student with hair that touches their collar, or comes to their eyebrows.

No one is allowed in the pool area with bandages, tape, ointments, sores or infectious diseases (please check feet for fungus and warts).

Students are welcome to wear a swim shirt, however, it must be formfitting to limit resistance.

Female Menstrual Cycle: It is sanitary and safe for students on their Menstrual Cycle to fully participate in PE Aquatics activities.

You can swim and have baths while you have your period. The water will quickly wash out any blood in the vagina and after the first few minutes the loss will be so small no-one else will see it.  Bathwater, pool water or sea-water cannot get inside your body when you have a period (just as it cannot get inside when you are not having a period).

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 Going to the toilet before going swimming could help you feel more confident about this.  Women who swim a lot usually use a tampon. They need to remove the tampon as soon as they get out of the water, and put in a dry one.

(Source 2016 South Australian Government) Health Resource: http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=243&np=292&id=2217#1 http://youngwomenshealth.org/2013/03/28/period-products/ KS3 Girls are encouraged to swim throughout their cycle to provide exercise and the opportunity to improve their skills. However, girls have the choice to swim or not swim while menstruating. If choosing not to swim during their period, girls must present their PE/Aquatics instructor with a note (from a parent) explaining that they are choosing not to swim due to their menstrual cycle. Students choosing not to swim must participate in dryland physical activities as an alternative to swimming. Therefore, students will be required to bring their PE kits to swimming and expect to participate regardless of their menstrual cycle. Due to the short amount of time that students have access to the pool during their PE rotation, SFS girls should not miss swimming more than twice due to their menstrual cycle.

Impact on assessments: If a student does not swim and completes "dry-land" exercise, then their assessment will not be impacted. However, if the student misses more than 2 swim lessons and does not make up the lesson(s), then their assessment can be impacted because they are not completing the unit requirements.

Additionally, missing several swim lessons, may hinder the growth and development that the swimmer is expected to achieve at the completion of the unit.

Furthermore, as long as the student demonstrates high engagement and effort during the "dry-land" activities, the student's citizenship assessment will not be deducted.

If a student is out the entire swim unit due to long term injury or illness, that student will be given a project to complete and present to the teacher.

For other information, please go to the SFS Aquatics page on the SFS website.

For questions, please contact your child’s PE teacher or one of the aquatics teachers: Kirsten Gray (kirsten.gray@seoulforeign.org) and Johan Greyvensteyn (johan.greyvensteyn@seoulforeign.org)

MEDICAL

HEALTH PROCEDURES Please see our website to be sure that you have up to date information on the school policies regarding health issues.

The school health policy is designed to provide the greatest safety and protection for SFS students and staff at Seoul Foreign School. Our Korean and US certified school nurse is on duty during school hours, EMT is on duty until 5:00 pm.

PHYSICAL EXAMINATIONS All new students must provide a current physical examination and immunization documentation before their first day of school. A medical form is provided in the registration packet. The medical form contains two sides. One side called “medical history” is completed and signed by parents. The other side called “report of medical exam” needs to be completed and signed by a physician and must contain TB skin test or chest x-ray. The school nurse is available to recommend doctors or hospitals in Seoul for the exam.

KS2 AND KS3 TAKING PART IN FOBISIA, KISAC OR OTHER INTER-SCHOOL COMPETITIVE SPORTS Students who participate in the FOBISIA, KISAC or other inter-school athletic programmes MUST have annual physical examinations before practice starts. The physical forms are available on the web site (www.seoulforeign.org /Student Life tab/health/ right hand panel under Health Forms/Sports Physical) and in the nurse’s office.

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IMMUNIZATIONS SFS follows the regulations that are effective in the US. When you take your child to a doctor for a physical, take the immunization card along and update immunizations according to the schedule. All students are required to have 5 series of DTaP (DPT), 4 series of IPV or OPV (Polio), 2 doses of MMR (Measles, Mumps, Rubella), 3 series of Hepatitis B, PPD (TB skin test) or chest x-ray upon admission and then every two year. Students who are over 11 years old are required TD (Tetanus, Diphtheria).

Students whose PPD (TB test) result is positive must also provide the results of chest x-ray. Students who had BCG vaccine within the previous calendar year need not be tested for tuberculosis. However, students who had BCG vaccine more than one year ago must provide the results of PPD. If the PPD is positive, chest x-ray is also required. In the absence of PPD test or chest x-ray, the school will accept a physician’s written statement that the student is not infected with tuberculosis.

MEDICATIONS MEDICINES Students who need to take medications during school hours, should have a written prescription and/or parental permission. For safe administration of medications brought in from home, the “medication permission form” must be filled out by parents and sent along with the medication. The form is available on the website (www.seoulforeign.org /Student Life tab/health/ right hand panel under Health Forms/Medication Authorisation) or through the nurse’s office and includes student’s name, homeroom, name or purpose of the medication, dose, time to be given, how to store the medication and parent’s signature. Medication will be kept in the nurse’s office during school hours.

Students are not allowed to keep medicine or take the medicine by themselves unless there are special circumstances which have been agreed with the nurse and the Principal (eg self-medication of insulin).

EMERGENCIES If a serious injury or illness occurs at school, the nurse will make every effort to contact parents. Please keep the office informed of any change in home, business or emergency phone numbers . When a medical emergency situation exists, we will transport the student to Severance Hospital Emergency Room or International Clinic. The school nurse, EMT or member of staff will accompany the student and meet parents at the hospital. If parents prefer another hospital, they can transfer from the emergency room or International Clinic of Severance Hospital.

ILLNESS If your child is ill and unable to attend school, please call the BS school office (330 3100 ext 12000) or e-mail your child’s class/homeroom teacher and the school nurse (jaeeun.lah@seoulforeign.org) on the first day of the illness. It is helpful if the nature of the illness is described, so the nurse can watch for general trends.

In order to prevent other students from being unnecessarily exposed to illness, parents should keep the student at home or pick up their child from school as soon as possible if s/he:   

Has a fever of 38°C (100.4°F) or higher.

Has been vomiting.

Has symptoms that prevent him or her from participating in school, such as: productive coughing, headache, body aches, earache or severe sore throat.

Children are NOT permitted to return to school until the fever has been gone for 24 hours WITHOUT medication.

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COMMUNICABLE DISEASES A student with communicable disease MUST be kept at home.

Students are considered contagious during the following periods.

1) Chicken pox: until all blisters are scabbed and dry. *Symptoms: Low grade fever with red spot or blisters on part of body that are usually covered by clothing.

2) German Measles (Rubella): 7 days or until symptoms disappear.*Symptoms: brief red rash, enlarged glands in neck.

3) Mumps: 9 days or until swelling disappears.*Symptoms: fever, swelling and tenderness of glands at angle of jaw.

4) Mononucleosis: Variable but usually 3-6 weeks. *Symptoms: fever, sore throat, malaise, swollen glands in neck.

5) Scarlet fever or Strep throat: 7 days from onset if untreated or 48 hours after antibiotic treatment. *Symptoms: sore throat, fever, vomiting, fine rash later for scarlet fever.

6) Conjunctivitis (pink eye): The student SHOULD NOT attend school until treatment is effective. It is highly infectious and should be treated immediately. *Symptoms: itching of the eyes, watering, redness, discharge from eyes.

The Administrative Assistant, teacher or teacher’s aide administers first aid for minor cuts or bruises. Although the British School has the facility for a student to lie down if feeling unwell, students will be sent to the school nurse if further treatment is required. The British School’s Administrative Office Assistant is a trained CPR/First Aider.

FIRE DRILLS AND OTHER PRACTICES The school holds regular fire drills and crisis management drills throughout the year. These are usually unannounced and can occur in the morning or afternoon sessions. We do not expect an emergency but it is prudent to have suitable plans in position to cater for such possibilities so the school has school-wide procedures for crisis management (CRISIS-GO) and individual sectional/building fire evacuation plans.

The Korean Armistice Agreement has been in effect for over sixty years now but the authorities here still believe it is useful to hold civil-defence drills - normally about the 15/17th of the month. The school does not usually take part in these practices, instead we have the students carry out our own routines for such an emergency.

In the unlikely event of a natural or military emergency, the school will do the following:  If safe and practical, the school buses will take the students home. Those students who normally walk home will do the same.  If the buses are not allowed on the streets for whatever reason, then we keep the students on the campus until parents or a designated adult picks them up.

SFS works closely with the British Embassy, American Embassy, the US Army and the Foreign Affairs Section of the National Police. All non-Korean passport holders are strongly advised to register with their embassy.

CHILD PROTECTION Child abuse and neglect are concerns throughout the world. Violations of a child’s human rights are obstacles to the child’s education as well as to their physical, emotional, and spiritual development.

Seoul Foreign School’s Child Protection Policy is based on international law and on the United Nations Convention on the Rights of the Child1 of which South Korea is a signatory.

This policy is published as a separate document available from the school office.

APPOINTMENTS

We like to think that we are as approachable as possible during school hours. However, you can appreciate that we all have scheduled commitments. If you need to see the Principal, the Assistant Principal or any other 36

member of staff, simply contact the school Administrative Assistant (Mrs Koh – 02-330 3100 ext 12000), send an email - haejin.koh@seoulforieign.org) or send a note via the Homework Notebook or Personal Organiser and we will arrange an appointment as soon as possible. In the event of urgency, we will, of course, see parents without an appointment.

RAISING ISSUES AND CELEBRATIONS

As a parent you need to feel confident that whatever your concern is, it will be sympathetically and effectively dealt with at the appropriate level. In most cases the issue is dealt with quickly and to everyone’s satisfaction and the matter closed at the teacher level, to that end we offer the following as a guide …..

First of all, if it is a concern about what your child has told you, please do NOT come in with ‘all guns blazing’!

There are invariably two sides to each incident and children often forget this fact and only re-tell the part about which they feel aggrieved! Talk calmly with your child, try to work out all the details and then the next step is to talk calmly with the member of staff concerned to find out more details and to discuss a solution. In the majority of cases this will allay any concerns. This approach also works in the majority of cases where it is a concern about which you yourself feel strongly. If the matter continues or you feel that the issue would be better addressed ‘higher up’, then talk with the Principal.

On very rare occasions, you may feel that the issue requires a school-wide policy change or is of such a concern that you feel the Principal would be unable to deal with it as you would wish. The person to talk to is then the Head of School. Any further action will then be dealt with at that level. Obviously we all hope that we never get to this stage.

Not all our parents feel comfortable discussing concerns with the Principal about what goes on in school – often because of cultural norms or previous experiences. Please be assured that anything raised by you will NEVER be reflected back on your child; as for the students, the ‘Say Something’ approach applies to parents, too!

Like most people, teachers like to hear all the nice things as well and the above procedure can also be used as effectively for areas of celebration!

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