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JUNIOR PRE KINDERGARTEN

handbook


PHOTO

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contents WHO WE ARE Principal’s Welcome Our Approach Mission and Vision Overview of the Primary Years Programme IB Learner Profile Faculty

4 5 6 7 8 9 10

LEARNING AT LCIS Definition of Learning Homework Academic Honesty Summer Reading Library The Importance of Play Assessments

12 12 13 14 14 14 14 15

SCHOOL LIFE The School Day Attendance Expectations Uniform Nutrition School Supplies Communication House System Birthdays and Celebrations Technology Personal Electronic Devices Lost and Found Personal Items at School Smoking LEARNING OUTSIDE THE CLASSROOM Co-curriculars Elite & Developmental Sports Programme (EDS) Field Trips

18 19 20 22 24 26 28 30 30 31 31 32 32 32 34 35 36 37

CULTURE OF CARE Social & Emotional Well-being Commitment to Child Protection and Safety Bullying Student Health

38 39 40 41 42

CURRICULUM STANDARDS Literacy Mathematics Units of Inquiry Music Visual Arts Personal, Social & Physical Education (PSPE) World Languages

44 45 48 50 52 53 54 55

GLOSSARY

56

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who we are 4

LCIS Contacts Dr Stacey Bobo, Principal, sbobo@lcis.bs Mr Frederic Bournas, Assistant Principal & Head of Secondary, fbournas@lcis.bs Mrs Katina Seymour, PYP Coordinator, kseymour@lcis.bs Ms Isadora Blyden, Head of School, Student Services & Operations, iblyden@lcis.bs Mrs Dorenda Davis, Technology Director, ddavis@lcis.bs Mr Craig Massey, Athletic Coordinator, cmassey@lcis.bs Ms Lora Bower, Nurse, lbower@lcis.bs Ms Cathy Legrand, Librarian, clegrand@lcis.bs


principal’s welcome Dear Parents and Students, On behalf of the Early Learning Centre and Elementary staff, we would like to extend a warm welcome to the 2018-19 school year. The purpose of this handbook is to provide Early Learning Centre and Elementary School parents and students with key information about our school’s academic expectations, policy and procedures. These expectations support the school’s mission and vision and are used to ensure that our learning environment is supportive, engaging, and empowering for all. The handbook is not intended to house all school policies and procedures; further information may be found on our school website, in our policy manual and on the portal in important documents. We are an International Baccalaureate Primary Years Programme (PYP) school, and, as such, this document is aligned with PYP philosophy and practice. Because LCIS is a dynamic and growing school, changes may take place to meet our evolving needs. As a result, this document will be updated annually, and parents will be made aware of any changes. LCIS enjoys a strong parent-school relationship. As always, we look forward to working with our parents to ensure the success of our students. Sincerely Yours,

Dr Stacey D. Bobo Principal

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our approach Lyford Cay International School (LCIS) is an International Baccalaureate (IB) World School, authorised in 2009 to offer the Primary Years Programme (PYP) and all of its essential elements. In keeping with our mission, LCIS prides itself on developing the whole child. The PYP philosophy supports this aim by ensuring that the academic, social-emotional, cultural and physical needs of a child’s education are addressed in a balanced curriculum. Guided by the IB Learner Profile, students and faculty strive to become globally-conscious citizens and lifelong learners. Professional development focuses on developing best practices in inquiry-based learning, assessment for learning and strategies that promote critical and creative thinking in our students so that they can achieve success in their own lives and in the lives of others. The curriculum of the PYP is organized into three areas: the written curriculum, the taught curriculum and the assessed curriculum. Within the written curriculum, there are five essential elements: knowledge, concepts, skills, attitudes and actions. Accompanying the programme’s framework, our belief is that children learn best through active inquiry and exploration. This occurs when students are able to construct, test, question and revise or confirm their understanding about the concepts being taught. Each learner brings unique experiences, perspectives and knowledge, and teachers plan learning experiences to meet the different needs of students and challenge their thinking. They are encouraged to make connections between school, home and the world as they explore local, national and global perspectives in their studies. In order to do this well, students work collaboratively; they share diverse experiences and learn how others, with their differences, can also be right.

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mission and vision VISION

Inspiring Excellence MISSION

LCIS provides a challenging and transformative education. We empower our students to be successful by inspiring them to become lifelong, inquiring, principled and caring critical thinkers. VALUES

In our commitment to excellence, we adhere to high standards in all that we do. These standards include infrastructure and technology that are able to facilitate the achievement of our mission and professional development that is oriented toward best practice. To our students, we offer an in-depth programme of academic study that includes breadth of experience in the areas of leadership, social development, arts and sports. We are dedicated to developing in young people a sense of commitment to purposes larger than themselves. LCIS is proud to offer three of the four programmes of the International Baccalaureate Organisation (IBO), a leader in international education. In adherence to the IBO’s philosophy, we encourage open-mindedness and respect for other cultures. We expect our students to be able to communicate well, verbally and in writing, in more than one language. In order for students to have the confidence to take academic risks, we ensure a safe, friendly and supportive community where the opinions and cultural background of all individuals are respected ACCREDITATION & AUTHORIZATION

LCIS is an IB World School. We are fully authorized by the International Baccalaureate Organization (IB) to deliver three of the four IB programs. LCIS holds full accreditation status for the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC). Thanks to its strong commitment to environmental sustainability, LCIS was certified as a Green Flag Eco School in 2014.

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overview of primary years

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PREPARING STUDENTS FOR ACTIVE PARTICIPATION IN THE LIFELONG JOURNEY OF LEARNING


the IB learner profile

The mission of the IB Programme is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

INQUIRERS

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

KNOWLEDGEABLE We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

PRINCIPLED

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

OPEN-MINDED We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

THINKERS

RISK-TAKERS

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

COMMUNICATORS

We express ourselves confidently and creatively in more than one language and in many ways. We collaborat effectively, listening carefully to the perspectives of other individuals and groups.

CARING We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

BALANCED

We understand the importance of balancing different aspects of or lives - intellectual, physical and emotional - to achieve well-being for ourselves and others. We recognise our independence with other people and with the world in which we live.

REFLECTIVE We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

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faculty HOMEROOM TEACHER

Homeroom teachers set the tone for learning within their classrooms. They mentor, nurture, support, and seek to develop both academic and real-life skills within each student. Homeroom teachers are responsible for teaching the core curriculum subjects: Math, Literacy, and Units of Inquiry (the latter encompass Science and Social Studies), and they are the first point of contact for parents and guardians regarding the teaching and learning experiences of their children. SPECIALIST TEACHERS

A variety of specialists provide students with the support they require in order to have a successful learning experience. Students participate in Personal, Social, Physical Education (PSPE), Visual Arts, Music and World Languages. COUNSELOR

LCIS employs two counselors who offer support in the areas of academic, social and personal development. The counselors work closely with the teachers and in group meetings to ensure that the students at each grade level receive the information and support they need to cope with the demands placed upon them. The counselors work as part of the Child Protection Committee and Response Team.

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STUDENT SUPPORT SERVICES

LCIS offers three support programmes: the Learning Enhancement Programme (LEP) that supports students with mild learning disabilities (Specific Learning Disability or SLD); English as an Additional Language (EAL) for students whose native language is not English and who have not yet reached bilingualism; and the Elementary Enrichment Programme (EEP), which provides rigorous learning opportunities to high-achieving students. The services provided within each division vary in style and delivery. Parents are required to declare and provide copies of any evaluations and documentation regarding learning needs at the time of admission. It is also expected that parents work closely with school personnel to implement programme recommendations and provide additional interventions when necessary.

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learning at LCIS

definition of learning LCIS believes that high quality learning represents a progression of learning in which students are given opportunities that challenge both their critical thinking and their perspectives. Central to learning at LCIS is the concept of international-mindedness, that is, having a better understanding and appreciation of one another. As such, learning is framed by a set of habits of mind known as the IB Learner Profile, traits which are intended to foster a strong sense of citizenship in the global community and to encourage students to be dedicated to purposes larger than themselves. LCIS values reflection, student agency, creativity and taking action as part of the learning process. Teaching and learning is driven by overarching concepts that encourage students to transfer their knowledge between personal experiences, learning from other disciplines, and the broader global community. In short, concept-based learning activities are designed to inspire students to act upon their learning. Approaches to learning ensure that students are equipped with the 21st-century skills they need. These include: thinking skills, social skills, communication skills, self managements skills, and research skills.


homework Homework is any out-of-class learning experience assigned to enhance student learning. It is differentiated to meet students’ individual needs, given a minimum of three times per week, with the exception of daily reading, and receives feedback from teachers. Homework is not assigned on weekends or during vacation periods. Homework is assigned in four areas: 1. Engaging with learning – homework that provides a springboard or introduction to a topic by accessing prior knowledge, stimulating interest or eliciting questions about a new topic. 2. Checking for understanding – homework that gives the teacher insight into students learning of new concepts and skills taught in class. 3. Practising – homework that reviews and reinforces newly acquired skills and concepts. 4. Processing – homework that provides opportunities for reflection on learning, extends or asks questions for application of skills and conceptual understanding, and requires synthesis of information. ELC

No Homework

Grade 1

15 minutes per day and reading

Grade 2 and 3

25 minutes per day and reading

Grade 4 and 5

25-40 minutes per day and reading

Please note: If your child requires more than the allocated time to complete homework assignments, kindly communicate with his/her teacher.

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academic honesty homework

LCIS is committed to academic honesty and will ensure that all students are aware of what this entails. Students are expected to adhere to the highest standards of academic integrity, and it is the student’s individual responsibility to abide by the school’s Academic Honesty Policy. Students begin to learn appropriate ethical learning behavior in the earliest grades.

summer reading homework

Research indicates that reading more during summer prevents learning loss and leads to the best long-term academic outcomes. Reading motivation and engagement are also significantly enhanced when young people are given choice as to what they read. Therefore, we believe the primary objective of summer reading should be to encourage students to read as much as possible. We believe the school’s Summer Reading Programme brings to life our school’s strategic goals: to inspire a reading culture, challenge students to effectively exercise free choice and transform students into lifelong readers. Students entering Grades 1-5 should read as much as they can over the summer and a list of books suggestions is offered in May of each school year.

library homework The Library collects and makes available resources to meet the learning and recreational needs of students, parents, faculty and staff. The library’s circulation policy outlines the rights and responsibilities of all borrowers. Students in Grade 1 visit the library once per week to participate in reading and research-related activities and to borrow books. Students in Grade 1 may borrow up to two books at once. The library encourages all students to be responsible library citizens. They may, however, still need help keeping track of their borrowed books and returning them to the library on time. All library materials must be returned before the end of the school year or are declared Lost. Lost or damaged books will be charged at the replacement cost plus processing fee.

the importance of play homework

Play is an integral component of student learning. Throughout the school day, there are many opportunities for students to engage in play through the set-up of indoor and outdoor learning environments. The Early Learning Centre’s play-based learning experiences are explored through both purposeful and unstructured play. In order for play to be successful, children are provided with adequate blocks of time, resources and open-ended materials for interaction with their teachers and peers. Play can be both child-directed free play and integrated play activities within their units of inquiry.

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assessments Assessment is an integral part of the teaching and learning process at LCIS. It is the means by which the school analyses student learning and provides feedback on the effectiveness of our teaching. Assessment practices in the Early Learning Centre and Elementary School employ the best practices in which well-designed formative and summative assessments build students’ capacity to learn, foster enthusiasm for learning and provide a wide range of opportunities to demonstrate understanding. There are two main categories of assessment:

1. Formative Assessment Teachers use a wide variety of methods to determine the

progress students are making during a lesson or a course. Formative assessments help teachers to identify the concepts that students do not yet understand, the skills students have not yet mastered, or the learning standards they have not yet achieved. This determination helps teachers know to adjust their lessons or instructional techniques or that a student needs additional academic support. Formative assessments can be standardized, like the CPAA, or designed by individual teachers. In both cases, the formative assessment lets teachers check in on student progress at a certain point in time. Formative assessments do not compare students to a norm or to the performance of other students. 2. Summative Assessment Summative assessments evaluate student learning at the end of an instructional unit by comparing their performance against a standard. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include: a midterm or final exam, a final project, the final draft of a paper, a recital, or a presentation. In addition to formative and summative assessments, there is a third type of assessment that reflects the school’s commitment to ensuring student agency and a growth mindset: assessment as learning. Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning. Assessment as learning: • encourages students to take responsibility for their own learning requires students to ask questions about their learning • requires students to ask questions about their learning • involves teachers and students creating learning goals to encourage growth and development • provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning • encourages peer assessment, self-assessment and reflection

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assessments EXTERNAL ASSESSMENTS Students in the Early Learning Centre and Elementary School complete a variety of external assessments. External assessments provide feedback on the effectiveness of school programmes as well as data on student achievement trends. There are three types of external assessments administered in the Elementary School at LCIS.

1. Children’s Progress of Academic Achievement (CPAA): administered in October, January and May - This is an online assessment administered three times per year, in the fall, winter and spring, to students in Early Learning Centre. This assessment is specifically designed to assess literacy and math skills in the youngest students. Parents receive their child’s CPAA results as a report covering the following concepts: in literacy, listening, phonemic awareness, phonics and writing mechanics, and reading; and in math, measurement, numeracy, operations and patterns, and functions. The reports also includes recommendations for each tested area that are specific to each child and that can guide the teachers and the parent with how to further support a student. 2. Measure of Academic Progress (MAP): administered in October, January and May. The MAP is a formative assessment used by schools to improve the learning of their students. This online test, given in Grades 1-8, targets student’s academic performance in mathematics and reading. It can be offered four times a year to track student progress through the school year. 3. The Educational Records Bureau: (CTP4): administered in June. The Educational Records Bureau (ERB) offers assessments that schools use for student achievement. LCIS uses two of ERB’s assessments. The ERB Comprehensive Testing Programme (CTP4), is an online assessment that is administered to students in Grades 3-8. The CTP4 is a rigorous assessment of student achievement in reading, listening, vocabulary, writing and mathematics. It also assesses verbal- and quantitative-reasoning skills. The CTP4 is a timed test with only one correct answer and students need ongoing practice to perform well on it. 4. The Educational Records Bureau (ERB) Writing Assessment Programme (WrAP): administered in April. The second of ERB’s assessments administered at LCIS is WrAP. This is also an online assessment, given in Grades 3-8. The WrAP measures student writing ability. It asks for a writing sample from each student that is then evaluated by two official readers from the ERB. This assessment evaluates a student’s knowledge of grammar and writing conventions as well as how well a student can think, plan and use language to convey meaning. The WrAP is given over two days, with 75 minutes each day.

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assessments 5. Assessment Schedule

October

CPAA/MAP

January/February

CPAA/MAP

April

ERB WrAP

June

CPAA/MAP

June

ERB CTP4

HOW ASSESSMENT RESULTS ARE SHARED Classroom assessments, formative and summative, will be shared with parents. Teachers will communicate with parents the frequency and means of communication of results at the annual Curriculum Evening. Results of external assessments come from outside agencies. They will be shared with parents once the school has received and analyzed the results.

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school life


the school day The school calendar runs from the end of August until mid-June. An updated calendar of starting times, events and holidays is available through the portal. Weekly updates are sent out on Sunday at 4pm. The calendar is subject to change, so please check it regularly. Preschool 8am-8.30am - Student arrival at school 9.35am-9.55am - Morning Break 12pm-1pm Flexible Pick-up

ELC (Jr Pre-Kinder-Kinder) 8am-8.30am - Student arrival at school Morning Break

Elementary (Grades 1-5) 8am - Student arrival at school Morning Break

12.10pm-12.55pm - Lunch 2.45pm (JPK, PK) 3.05pm (K) - Dismissal

12.10pm-12.55pm - Lunch 3.05pm - Dismissal

DROP-OFF AND PICK-UP PROCEDURES

Parents need to inform their child’s teacher if there is a change in pick-up or if the child is going home with someone else. Changes need to be communicated via email at least one hour before pick-up. In cases of an emergency, a call to the administration office is required. Grade Preschool Jr Pre - Kindergarten Pre- Kindergarten Kindergarten

Grade 1 -5

Drop off Pick up Parents can walk their child Parents must pick up their to the classroom child at the classroom Parents can walk their child Parents must pick up their to the classroom child at the classroom Parents can walk their child Pick up is in designated to the classroom pick-up area next to the parent parking lot Parents can walk their child Pick up is in designated to the classroom. After pick-up area next to the spring break, children are parent parking lot encouraged to walk on their own Children walk to the class- Pick up is in designated room alone and unpack pick-up area next to the their bag independently parent parking lot or in front of the administration building 19


attendance expectations Our main goal at LCIS is to help students have a successful educational experience. In order to do this, daily attendance is absolutely essential to the progress of students. We believe that attendance is the most important component of academic success. It is only by being in class consistently that students can take full advantage of the learning processes and experiences. Students who do not attend school because they are unwell should not attend other events that day such as performances or sports activities. Ten unexcused absences is considered excessive. Please review the policy manual for the full absence policy. Acceptable reasons for an excused absence are: • illness or injury of student • illness, injury or death of a close family member • natural disaster (e.g. hurricanes) • physical, mental or emotional disability • attendance at a school-sponsored activity of an educational nature with advanced approval by administration • observance of religious holidays • participation in school-approved activities Absences that are considered unexcused include: • birthdays • family vacations • medical visits that could be arranged outside of school hours • any absence not approved by parents or guardians

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Student Responsibilities for School Attendance • Attend school regularly based on the established school calendar • Arrive to class on time and be prepared for learning • Complete assigned work when a pre-authorised absence is requested and approved • Go to the office and receive a late pass when tardy Parent Responsibilities for School Attendance • Recognise that any absence, regardless of the cause, can influence student achievement levels because of missed instruction • Contact the school in a timely fashion regarding their child’s absences, and in the case of extended absences, request make-up assignments. Please contact the classroom teacher directly or via absent@lcis.bs • Recognise that student attendance at school is a collaborative effort between the home and school • Ensure that all make-up work is completed, as agreed upon by the teacher and student • Visit the school office and sign children out when they are leaving early THE IMPORTANCE OF PUNCTUALITY

When students start and finish the school day on time, it maximizes their learning opportunities and experiences. If a student is tardy, he or she must report directly to the front desk in the Administration Building, receive a late pass and then proceed to his or her scheduled class. LEAVING DURING THE SCHOOL DAY

Students are not allowed to leave the campus during the school day unless teachers and/or administrators receive written or oral notification from parents and/or guardian. Please note the following procedure: 1. Parent/Guardian notifies the classroom teacher prior to the appointment 2. Parent/Guardian ‘sign-out’ at the administration desk 3. Parent/Guardian pick up child from the main administration office

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uniform With the belief that proper dress is integral and conducive to the learning environment, we require students to wear the school uniform. It is a requirement that the school uniform be worn proudly at all times, and the policy will be strictly enforced. In addition, the “No hat, no play” rule is strictly enforced; siblings should not share hats. Preschool (18 months - 3 years)

Boys and Girls

• • • • • •

turquoise t-shirt* navy shorts navy sweatshirt navy sweatpants visible white socks athletic shoes (preferably a cross-trainer in subtle colours)

Accessories

• •

full brim hat* optional white rash guard (short sleeve, long sleeve)

Girls

• • • •

gingham dress with crest* navy cardigan with crest visible white socks or tights black shoes (penny loafers, oxfords, mary janes or docksides)

Boys

• • • • • •

khaki shorts or long pants white or turquoise polo with crest navy sweatshirt with crest visible white socks black shoes (penny loafers, oxfords or docksides) black belt

Boys’ and Girls’ PE

• • • • • •

house shirt (Simms, Clifton or Lightbourne)* navy shorts navy sweatshirt with crest navy sweatpants visible white socks athletic shoes (preferably a cross-trainer in subtle colours)

Accessories

• • • • • • •

full brim hat* homework bag (optional)* swimsuit (dragon*, or all navy) swim trunks* swim jammers* optional all white rash guard (short sleeve, long sleeve) optional flip flops for swimming class

ELC (JPK - K)

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Elementary School (Grades 1-5)

Girls’ Casual

• • • •

gingham skirt* or skort* white peter pan polo with crest visible white socks/tights black shoes (penny loafers, oxfords, docksides or mary janes)

Girls’ Formal

• • • • •

gingham skirt* or skort* white peter pan polo with crest navy cardigan with crest or navy vest with crest visible white socks/tights black shoes (penny loafers, oxfords, docksides or mary janes)

Boys’ Causal

• • • • • •

khaki shorts or long pants navy sweatshirt with crest white or turquoise polo with crest visible white socks black shoes (penny loafers, oxfords or docksides) black belt

Boys’ Formal

• • • • • •

khaki long pants white polo with crest navy vest with crest visible white socks black shoes (penny loafers, oxfords or docksides) black belt

Boys’ and Girls’ PE

• • • • • •

house shirt (Simms, Clifton or Lightbourne)* navy shorts navy sweatshirt with crest navy sweatpants visible white socks athletic shoes (preferably a cross-trainer in subtle colours)

Accessories

• • • • • • •

full brim hat* homework bag (optional)* swimsuit (dragon*, or all navy) swim trunks* swim jammers* optional all-white rash guard (short sleeve, long sleeve) optional flip flops for swimming class

*Products available on-campus

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nutrition LCIS has a full kitchen that offers daily hot specials, à la carte meals for walkup orders and quick grab-n-go items. Students are required to create an online account via Orgs Online that allows: • Online payment • Management of your account with any major credit card: Visa, Mastercard, Discover and American Express • The ability to see your balance and orders online on demand • Unified family accounts • The ability to see an entire month of menus at once To create an account, please follow the steps below: STEP 1 - CREATE AN ACCOUNT FOR YOUR FAMILY

Before your child can get food from the kitchen, either at the window or online, you will need to create an account and add your children. From your online account, you will be able to view menus for the month, order, view your order history, pay for lunches ordered and top-up your account with a credit balance. 1. Go to www.orgsonline.com using the link located under ‘Resources’ in the portal or you can bookmark the link on your device. 2. Click Create New Account. 3. Complete the online form using an email account and a password of your choice. 4. Enter the School Code: 434LCISAL 5. Follow the prompts, verify and complete the setup of your family’s account. 6. Once your account has been created, add each of your children under ‘Manage Family Members.’ STEP 2 - PUT A CREDIT ON YOUR ACCOUNT FOR WALK-UP ORDERS

To give your child the option to order snacks, à la carte and grab-n-go items at the window, prepay to create a credit balance online using your credit/debit card. You will receive an emailed receipt for any walk-up orders so you can directly manage your account and your children’s purchases online. We recommend that all families place a minimum credit of $20/per child on their Family Account to allow for emergency lunches or walk-up orders for meals, drinks and snacks. Families can then monitor use of their account and top-up their credit online as needed.

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1. After creating an account, log in and click the ‘Pay Now’ button in the top lefthand corner. 2. Click ‘Pay with Credit Card.’ 3. Choose ‘Pay Other Amount.’ 4. Select the amount of credit you want to put on your family’s account. 5. Complete the payment form with your credit card information. You can save this card for future online transactions. STEP 3 - SUBMIT AND PAY FOR ONLINE ORDERS

Order the items you want online before 11.59pm the day before. You can draw down from the available credit balance on your account or pay with a credit/ debit card at check-out. 1. Click on the box called ‘Online Lunch System’ in the dashboard. 2. Under ‘Available Forms’, select ‘Place Order’ next to your child’s name for each week. You will submit a separate order for each child’s lunch. When you have made your selection for the week, be sure to click the “Place Order” button at the bottom of the screen. Check your email for an order confirmation. This confirms that the system has received your order. 3. You can view the amount owing under ‘Current Balance’ in the upper left hand of the screen. 4. If you have a Credit Balance on the account, the system will automatically draw down from this balance first as you place orders. 5. After all lunch orders have been submitted, select the ‘Pay Now’ button to submit and process any balance owing for payment. Follow the on-screen prompts to complete payment. 6. To review payments made, select the ‘View Payments’ option to see all payments posted to your account. 7. To review orders, select the ‘View Orders’ option to see and print your orders at any time. STUDENTS WHO BRING THEIR LUNCH FROM HOME

We strongly encourage students to bring their lunch with them at the start of the day. However, if a lunch is forgotten or being delivered, it must be dropped off at the designated area in front of the administration building.

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school supplies

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Pre-School

• • • • • •

Extra Clothing (labelled) Diapers Diaper Cream Wipes Facial Tissues Water Bottle (labelled)

Junior Pre-Kindergarten

• • • •

Extra Clothing (labelled) Water Bottle (labelled) Wipes Facial Tissues

Pre-Kindergarten

• • •

Extra Clothing Water Bottle Oversized T-shirt/smock

Kindergarten

• • • •

Extra Clothing (labelled) Water Bottle (labelled) Wipes Oversized T-shirt/smock

Grade 1

• • • • •

Plastic Pocket Folders (2) [no brads] 12” wooden ruler Thin Dry-Erase Markers (4) Fiskar Scissors (round tip) Water Bottle (labelled)

Grade 2

• • • • • • •

Pencils Erasers 12” ruler Child-Safe Scissors (1) Thin Dry-Erase Markers (4) Plastic Pocket Folders (2) Water Bottle (labelled)

Grade 3

• • • • • • •

Pencils Erasers 12” ruler Thin Dry-Erase Markers (4) Highlighters Child-Safe Scissors (1) Water Bottle (labelled)

Grade 4

• • • • • •

Pencils, a pack to be shared in class Erasers Thin Black Dry-Erase Markers (4) Highlighters 2” Binder (1) Water Bottle (labelled)

Grade 5

• • • • • • •

Pencils Large Erasers (2) Highlighters (4 - different colors) Thin Dry-Erase Markers (6) Post-It Notes (2 packs) 2” Binder with pockets (1) Water Bottle (labelled)


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communication CONTACT DETAILS

The school needs to always have a comprehensive list of updated contact numbers. When parents are away, the school must have details of whom to contact locally in an emergency situation. All families should update their current address, telephone number and email addresses every year at the start of the school year in the portal. Academic Inquiries Teacher

PYP Coordinator

Head of School

Non-Academic Inquiries Teacher

Head of School

Wellbeing Inquiries Teacher

Counselor

Health and Safety Inquiries Teacher

Nurse

Absence Teacher

Registrar

After School Activities/Athletics Athletic Coordinator

Coaches/ Activite Leader

Parents are to contact their child’s teacher through the portal/email if they have any questions, concerns or comments related to their child’s life at school. Open communication between home and school is an essential component of a successful school year. Teachers will respond to communications from parents within 24 hours.

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WAYS TO COMMUNICATE @ LCIS:

• The Portal - This online platform is open to students, teachers and parents. You will receive a username and password from IT. On the portal, you will find school resources, event information, photos and curriculum updates. You can also download the School Calendar. Updated weekly • Managebac - This online platform is used for student academic updates, reporting and curriculum mapping. • SeeSaw - A parent and student platform to view classroom activities and learning. • Google Folders - Classroom teachers set up folders on Google Drive and share with parents for viewing of samples of students’ completed and ongoing tasks. • School Website - https://www.lcis.bs/ • Social Media - the LCIS Facebook page, Instagram and Twitter: @lyfordschool pages provide photos of daily life at LCIS as well as upcoming events. Watch videos on the LCIS Youtube Channel • Curriculum Evening - held at the end of September allows teachers to present to parents the classroom goals for the year, to briefly explain the curriculum and to answer parent questions - Semester 1 • Principal Coffee Mornings - hosted at school four times per year to provide informal opportunities for parents to share feedback with the principal and the school administration. Two are held in Semester 1 and two in Semester 2. • Parent-Teacher Conference - held in November to offer parents a face-to-face opportunity to discuss the progress, successes and challenges of each student • Student-led Conference - held at the beginning of May provides students an authentic opportunity to share their learning with their parents • Parent Academy Sessions - held once a month by the PYP Coordinator to educate the learning community about changes and enhancements • Agenda Books - this is where students can write their homework, spelling words, upcoming assessments and field trips. Student should bring home daily in Grades 1 -5 If you experience any issues with our online sites, please contact ithelpdesk@lcis.bs for assistance.

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house system LCIS is divided into three ‘Houses’: Clifton (green), Lightbourne (yellow) and Simms (red). The Houses are named after physical locations within the Lyford Cay community. The division of students into Houses and the nurturing of a principled desire to excel among those Houses are key features of schools where students possess a balanced, healthy, competitive and caring school spirit. Our House System allows for participation in a wide variety of endeavours including academics, sports, the arts and community service. By not limiting House participation to just the traditional area of sports, opportunities are created for all pupils to engage in House activities at different levels and be rewarded for their effort and excellence.

birthdays and celebrations We partner with parents to ensure that birthdays are celebrated and that there is minimal disruption to the learning process. All celebrations will take place only during lunchtime. Fast food, gift bags, and balloons are not permitted as part of the birthday celebrations. Please see the classroom teacher if you have questions about suggested items. Please note the following: Responsibilities for Celebrations

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Student

1. Lunch area is cleaned after distributing birthday treats 2. All students in the grade level are included with the birthday treats 3. Students in Grades 4 and 5 can distribute their own treats

Parent

1. Contact the teacher one week in advance 2. Cake, cupcakes, fruit, or baked goods are appropriate food to bring in to celebrate a birthday 3. Food allergies must be taken into consideration. Please contact the homeroom teacher for notifications of any allergies. 4. Parent/caregiver must be present to distribute the treat (ELC- Grade 3)


technology The Lyford Cay International School Technology Integration Standards and Curriculum will allow students to develop as 21st century learners as they use computer and other digital technologies to solve problems, work collaboratively and access, create and communicate information and ideas. In every stage of their development, students are involved in learning activities that allow them to make the most of the digital technologies that are available to them. Students further learn to adapt to new and evolving technologies and develop awareness in the digital environment, being always mindful about the risks to themselves and others as global digital citizens. The IB recognizes the relevance of ICT skills for inquiry as being important for all learners. The skills are transdisciplinary and are expected to support learning in the PYP programme of inquiry and in the individual subject areas. All teachers are responsible for the development of these skills, should consider them when planning for teaching and should look for evidence of them in student learning. The practice of ICT has evolved from a stand alone subject taught in isolation to a tool utilized in concept-driven transdisciplinary teaching.

personal electronic devices Elementary students are not permitted to bring phones or other electronic devices to school. Phones are located inside the classrooms and in various locations around the school if needed. Any electronic device needed for classwork is provided to students.

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lost and found Parents are asked to ensure that all personal items brought to school are clearly marked with the student’s name. In the event items are lost or misplaced, there are two lost and found storage bins on campus: one is located outside the PE office by the swimming pool and the other outside the administration building. Parents and students can check these locations for items lost on campus.

personal items at school homework Parents should arrange with teachers regarding items their children want to bring for show-and-tell. Expensive and hard-to-replace items, such as heirlooms, and weapons, plastic or otherwise, are not permitted on campus at any grade level. Parents must be sure that all their children’s personal items are clearly labeled.

smoking homework LCIS is a non-smoking campus.

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learning outside the classroom

photo


co-curriculars We believe co-curricular participation is an important part of our curriculum, teaching values such as teamwork, service to others and the endeavour to reach one’s potential. Our dedicated staff offers a large selection of transformative experiences and activities. A wide variety of teams, clubs and activities are available to help students achieve their co-curricular requirements. All the activities are led by volunteer staff members and qualified external coaches. There is generally no fee for the instructors and the use of the facilities, but a limited fee to cover the cost of materials may be required for certain activities, e.g. cooking. Please note that some clubs are competitive in nature and others are simply intended to provide an additional enrichment experience (intramural or recreational). Students are strongly encouraged to participate in multiple sports, clubs and community service opportunities throughout the year. In the Early Learning Centre, we recommend that students participate in at least one activity per year; in Elementary, we strongly recommend two activities.

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elite & developmental sports (EDS)

In 2014, LCIS introduced the Sports Institute Elite and Developmental Sports (EDS) Programmes, which offer a flexible, challenging and innovative academic and athletic programme tailored to the specific needs of our students who have a passion and commitment for sports.

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field trips

Excursions are an integral and compulsory part of the LCIS curriculum. Field trips provide key learning experiences for students and an important stimulus to place learning into a real-life context. We believe that children learn best when they are engaged in their own learning and when their learning is closely linked to personal experience. Our field trips provide opportunities for students to better appreciate and understand their local environment by providing important reallife experiences to either stimulate a student’s interest in a new unit of study, or provide an opportunity for the student to gain greater insights into a concept or idea already under investigation. Field trips are linked to clearly-identified learning opportunities. Parents are provided with the details of all excursions in advance and will be asked for their informed consent for their child to attend. Parent permission is collected via Magnus Health. Off-campus behavior is fundamentally the responsibility of the individual student and parents. Students must continually be aware, however, that they are always the representatives of LCIS in the larger community and should conduct themselves in such a manner. Behavior that impairs the harmony or efficacy of the school community may be dealt with by the school administration.

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culture of care 38

LCIS is committed to the protection and safeguarding of all students. This document outlines policies and procedures regarding child protection. This includes specific policies, a code of conduct, as well as procedures to be followed specific to the nature of the incident.


social & emotional well-being The IB Learner Profile, attitudes and Approaches to Learning (ATL) skills provide the backbone for our social and emotional programs and behavior expectations. At LCIS, we aim to develop a community where all members take responsibility for their actions. Students are encouraged to take on challenges and learn from them, therefore increasing their abilities and achievement. They value progress over performance levels. They reflect deeply about their performance and what strategies can be used to improve; they embrace mistakes as opportunities to learn, and they use feedback judiciously to work progressively towards appropriate goals. To support student behavior, we use Barbara Coloroso’s motto of “own it, fix it, learn from it and move on�. Moreover, the school has clear guidelines and consequences for behavior that varies depending on the age of the student. Please see Code of Conduct in the policy manual for more details.

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commitment to child protection & safety

Regular staff training is conducted to ensure staff feel confident about all aspects of child protection: awareness, types, signs/symptoms, prevention, policies and laws, reporting process, children’s curricula, local authority support and resources available. Specifically: • New staff receive child protection training on these aspects as part of their New Staff Orientation. • The ‘Staff Code of Conduct’ is provided to all staff annually to give clear expectations and boundaries regarding child protection procedures. • All staff receive annual training on current issues in child protection. • LCIS practices recruitment procedures that check the suitability of all staff and volunteers who work with children.

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bullying Bullying will not be tolerated. LCIS believes that every member of the school community is equal in dignity and worth. All students must be allowed to learn and work in an environment that is free from bullying and harassment. All students have the right to feel safe and to be treated with respect. Additionally, students bear the responsibility to ensure the respectful treatment of others. Bystanders and any student with knowledge of bullying are expected to report the incident immediately to a supervising adult. WHAT IS BULLYING? Bullying is a form of repeated, persistent and/or aggressive behaviour directed at an individual(s) that is intended to cause distress and/or harm to another person’s body, feelings, self-esteem or reputation. Bullying and harassment have many similarities. There are many ways to bully, but in all cases, students who bully other students want to hurt or upset them, usually repeatedly. It is not an accident. Bullying can happen between two people or in groups while bystanders watch. Bullying will not be accepted on school property, at school-related activities or in any other circumstances (e.g. online). PROCEDURES FOR SAFE REPORTING OF BULLYING 1. Students must report bullying to a trusted adult. 2. The adult documents the facts: dates, time and place and follows the reporting guidelines. 3. The school’s goal is to listen, investigate and act so that students feel safe and supported.

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student health THE SCHOOL NURSE The School Nurse notifies parents of a health-related incident, first by phone and then, if necessary, by email. The School Nurse is accessible by school-issued phone (424-5176) during normal school hours and during select weekend events such as the Fun Run and large school sporting events. If any child becomes unwell or injured while at school, the school nurse will provide care and First Aid to the student. In case of an emergency, parents will be called to pick up the students, or, in severe cases, an ambulance will be called to escort the student to Lyford Cay Hospital or Doctor’s Hospital. VISITS TO NURSE OFFICE Students who need to visit the Nurse’s Office must get a Nurse’s Pass from their teacher. Students ill or injured during PSPE class or EDS are not required to get a Nurse’s Pass before visiting the School Nurse, nor is anyone experiencing a health emergency. Anyone who fits these requirements should come directly to the Nurse’s Office. MAGNUS HEALTH LCIS uses Magnus Health Student Medical Record (SMR), a web-based student health information system to provide authorised LCIS personnel with real-time access to student medical information in the event of an emergency and if needed during schoolrelated activities, such as field trips and co-curriculars. Every year, parents must update their child’s student health information into the Magnus Health system. If your child is unwell, please communicate the absence to the classroom teacher and office directly or via absent@lcis.bs before your child returns to school. Students should only attend school if they are well enough to participate in all usual activities including PE, swimming and outdoor play. ADMINISTERING MEDICATION AT SCHOOL The prime responsibility for students’ health rests with parents/guardians. However, to ensure that students who require medication participate as fully as possible in school activities, the school may agree to assist a child with long-term medical needs.

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PRESCRIPTION MEDICATION - LONG-TERM MEDICAL NEEDS Some students may have medical conditions that require regular administration of medication in order to maintain their access to education. These students are regarded as having medical needs. Most children with medical needs are able to attend school regularly and, with support from the school, can take part in most normal school activities. LCIS will only administer prescription medication if the medication must be taken on a consistent, long-term basis. Examples might include diabetes medication or ADHD medication.


PRESCRIPTION MEDICATION GUIDELINES • The School Nurse must be provided written permission to administer medication from parents. Medical information must be updated each academic year, even if the prescription is unchanged. • The medication must be brought to the nurse’s office by a parent. • Medication must be in original labelled container and within the expiration date. • Medications will not be accepted in baggies. • The School Nurse will administer the manufacturer’s recommended dose as stated on the medication, appropriate for the child’s age and weight. • The student is responsible for going to the nurse’s office at the appropriate time to receive the medication. • All medications not picked up by the last day of school will be thrown away. • Prescription medications such as oral antibiotics, anti-inflammatories, ear and eye drops and topical creams will not be administered by the School Nurse. • Students are not allowed to self-administer prescription or non-prescription medication. This rule does not apply to asthmatic students, who must use their inhalers as necessary, nor to students with severe allergies who have been directed to carry an EpiPen, who may self-administer the EpiPen if they are able. Any other exception to this rule will be made on a case-by-case basis, based on urgency of the student’s condition and only with written consent of the student’s parents and doctor. NON-PRESCRIPTION (OTC) MEDICATION • There are times when students may request non-prescription pain relievers or Benadryl liquid at school. • The School Nurse will contact the parent, and written or verbal consent must be given in every instance prior to administering these medications. Only parents may give this consent, not other family members or caregivers. • Parents of children who are known to require frequent OTC pain relievers (for example, children who suffer from frequent headaches or have braces) and who will be travelling and unable to promptly reply to communications from the school nurse, must send an email to the nurse giving prior consent for the administration of OTC pain relievers or children’s liquid Benadryl during the period of their travel. Students are not permitted to self-administer medication while at school. The administration of any personal medication must be authorized by parents, and students must attend the Health Centre for administration of medication by Health Centre Staff. Medication will be kept in the Health Centre. If medication(s) needs to be administered while at school or on a school field trip/excursion, a signed “Medication Administration Form” must be completed by the parent or guardian and given to the Health Centre Staff along with the medication.

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curriculum standards


literacy The literacy curriculum addresses the following: • • • • • •

oral language​: listening and speaking written language​: reading written language: writing visual language​: viewing and presenting handwriting technology

These literacy strands​help address the development of reading, writing, vocabulary, grammar, phonemic awareness, and spelling skills. These strands are taught through the units of inquiry and through literacy instruction. Learning outcomes describe what learners must be able to do by the end of this grade level.

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literacy Subjects

Learning Outcomes

Reading Readiness

• • • •

identify letters begin to identify letter sounds understand the differences between letters and numbers recognize own name

Writing

• •

• •

begin to experiment with writing using different writing tools and media choose to write as play or in informal situations (e.g. filling in forms in a pretend post office, writing a menu or wish list for a party) begin to differentiate between illustrations and written text begin to use own experience as a stimulus when drawing and “writing” begin to show curiosity and ask questions about written language begin to participate in shared writing, observing the teacher’s writing and making suggestions begin to listen and respond to shared books (enlarged texts), observing conventions of print, according to the language(s) of instruction begin to discriminate between letters/characters, numbers and symbols begin to write own name independently

• • • • • • • •

develop fine motor skills (vertical, horizontal, slash, backslash<cross, x shape, circle) develop spatial awareness (i.e. the awareness of oneself in a space) create illustrations/drawings to express personal thoughts and ideas form straight and curved lines using playdough, finger paint, etc. connect straight and curved lines to form letters trace the shape of letter and numbers with laces form letter of the week with playdough, finger paint, etc. form letters in first name with triangular crayons, fat grip pencils, etc.

• • • • •

Handwriting

Technology •

The main goal of the use of technology at this age is to provide opportunities to enhance learning and to support the natural curiosity of students. There are no specific skills taught; rather, students experience technology as part of the classroom environment (e.g. interactive whiteboards, desktop computers, the Seesaw program)

Reading

develop appreciation for books listen attentively and respond to stories read aloud identify story pictures choose and “read” picture books for pleasure begin to locate and respond to aspects of interest in self-selected texts (e.g. pointing, examining pictures closely, commenting) communicate story ideas orally show curiosity and ask questions about pictures or text participate in shared reading, joining in with rhymes, refrains and repeated text as they gain familiarity make connections between a story and own experience when listening to or “reading” texts and make predictions orally recognize print (letter of week) around the classroom recognize letter sound (letter of week) identify letters in first name begin to discriminate between visual representations such as symbols, numbers, letters and words express opinions about the meaning of a story show empathy for characters in a story distinguish between pictures and written text (e.g. can point to a picture when asked) indicate printed text where the teacher should start reading handle books, showing an understanding of how a book works (e.g. cover, beginning, directional movement, end) realize that the organization of on-screen text is different from the organization of text in a book join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of instruction.

• • • • • • • • • • • • • • • • • • • •

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Subjects

Learning Outcomes

Viewing and Presenting

• • • • • • • • • • • • • •

Listening and Speaking

• • • • • • • • • • • • • • • •

play, experiment, and relate to different media materials verbally and non-verbally use media to make sense of the world show curiosity in many forms of visual media make connections between the real and the imaginary view and react to simple messages or factual information and describe what they see attend to visual information showing understanding through play, gestures, facial expression reveal own feelings in response to visual presentations (e.g. by showing amusement, curiosity, surprise) observe visual cues that indicate context; show understanding by matching pictures with context recognize familiar signs, labels and logos (e.g. pedestrian walking sign, emergency exit sign) make personal connections to visual texts (e.g. a picture book about children making friends in a new situation) use body language to communicate and to convey understanding (e.g. pointing, gesturing, facial expressions) select and incorporate colours, shapes, symbols and images into visual presentations show appreciation of illustrations in picture books by selecting and rereading familiar books, focusing on favourite pages listen to terminology associated with visual texts and understand terms such as colour, shape, size. use oral language for social interaction to obtain understanding communicate needs, feelings, and ideas tell stories recall events from stories use gestures, actions, body language and/or words to communicate needs and to express ideas listen and respond to picture books, showing pleasure, and demonstrate understanding through gestures, expression and/or words name classmates, teachers and familiar classroom and playground objects interact effectively with peers and adults in familiar social settings tell own stories using words, gestures, and objects/ artifacts repeat/echo single words use single- and two-word phrases in context join in with poems, rhymes, songs and repeated phrases in shared books understand simple questions and respond with actions or words follow classroom directions and routines begin to realize that word order can change from one language to another begin to use own grammar style as part of the process of developing grammatical awareness.

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mathematics Students are given the opportunity to construct, transfer, and apply mathematical understanding. Each strand identifies specific learning outcomes. The learning outcomes describe what learners will able to do by the end of each grade level. The five main strands of Mathematics are: DATA HANDLING Data handling allows us to summarize of what we know about the world and to make inferences about what we do not know. Data can be collected, organized, represented and summarized in a variety of ways to highlight similarities, differences and trends. The chosen format should illustrate the information without bias or distortion. MEASUREMENT To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be. SHAPE AND SPACE The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows us to interpret, understand and appreciate our two -dimensional (2D) and three -dimensional (3D) world. PATTERN AND FUNCTION To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called â&#x20AC;&#x153;functionsâ&#x20AC;?. This builds a foundation for the later study of algebra. NUMBER Our number system is a language for describing quantities and the relationships between quantities. Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication and division are related to one another and are used to process information in order to solve problems.

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Strand

Learning Outcomes

Number

• • • • • • •

count and recognize numbers to 10 count using one to one correspondence to 10 form groups of 1–10 understand the concept of 0 match written numeral with quantity to 10 compose and decompose numbers to 10 using manipulatives use math language: more, fewer, same, first, next, last

Shape and Space

• • •

recognize basic shapes in the environment (e.g. square, rectangle, circle) build 3D shapes with a variety of objects use math language: above, below, behind, in front, up, down, in, out, surface, flat, corner, edges

Measurement

• • •

understand non-standard measurement compare and describe attributes of objects: longer, shorter use math language: colder, hotter, shorter, bigger, smaller, heavier, lighter

Pattern and Function

• • •

find and describe simple patterns in everyday life copy and extend linear patterns with two attributes: shape and colour organize and make simple patterns

Data and Handling

• • •

sort real objects collect class data and compares quantities express understanding using pictographs and living graphs (e.g. boys/girls, house colors, tall/ short, brothers/sisters) explore data by asking and answering simple questions

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units of inquiry A unit of inquiry spans five to nine weeks depending on the grade level. It provides an indepth exploration of concepts and enduring understandings. Inquiry is guided by one of six transdisciplinary themes. Each theme has multiple concepts to be explored and each grade level focuses on one aspect within the theme. The transdisciplinary theme is used to develop a central idea or the main understanding that students are expected to gain at the end of the unit. Students are guided by the lines of inquiries, guiding questions, provocations, learning experiences, assessments, and reflections. The central idea, lines of inquiry, guiding questions, and the dates for each unit are all subject to change. SCIENCE & SOCIAL STUDIES Science and Social Studies are taught predominantly within the Units of Inquiry. Major conceptual ideas are developed over the entire Early Learning Centre and Elementary School curricula, and inquiry is the main approach in the organization and selection of studentsâ&#x20AC;&#x2122; activities. Science leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. Reflection on scientific knowledge enables students to develop a sense of responsibility regarding the impact of their actions on themselves, others and their world. We also believe that students need to learn science in context, exploring content relevant to students, and transcending the boundaries of the traditional subject areas. Social studies is essentially about people: how they think, feel and act; how they interact with each other; their beliefs, aspirations and pleasures; the problems they have to face; how and where they live (or lived); how they interact with their environment, the work they do and how they organize themselves. Social studies guides students towards a deeper understanding of themselves and others and of their place in an increasingly global society.

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units of inquiry Unit Title Who We Are Sep 3 - Nov 9

How We Express Ourselves Nov 12 - Dec 21

How the World Works Jan 28 - April 5

Sharing the Planet April 8 - June 14

Learning Outcomes Central Idea: Families can have similarities and differences. Key + Related Concepts: Form, Function, Responsibility (family, systems) Lines of Inquiry: • What a family is • How families function • Responsibilities in the family Central Idea: Ideas and feelings can be expressed in many ways. Key and Related Concepts: Causation, Connection, Perspective (expression, creativity, communication) Lines of Inquiry: • Ways we express our ideas and feelings • Different types of feelings • Communicating our feelings through role play

Central Idea: People use the natural world for many purposes. Key + Related Concepts: Function, Connection, Responsibility (cycle, conservation) Lines of Inquiry: • The role of natural elements in nature • Cycles in nature • The ways in which we can enjoy nature responsibly

Central Idea: People and animals often develop different kinds of relationships. Key + Related Concepts: Form, Function, Reflection, interaction, habitat, relationships) Lines of Inquiry: • Different types of animals • Relationship between animals and people • Fostering good relationships with animals

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music The goal of music education is to enable every student to successfully understand and create music. The school’s goal is to provide students with an opportunity for joyful and meaningful expression through singing, moving, and playing instruments, individually and in cooperation with others. The philosophies and methodologies of Zoltan Kodaly and Carl Orff form the framework of music education at LCIS. In the upper primary grades, students develop the skills of music­singing, playing instruments, listening, reading and writing music through the study of the elements of music­melody, rhythm, harmony, and form. Music to support the program of inquiry is core to the curriculum. Songs and compositions from around the world are incorporated into the study of music.

Strand

Learning Outcomes

Creating

• • • • • • • • •

develop an understanding of music as a way to create and communicate meaning create sounds perform alone and with others a varied repertoire of music produce different sounds (pitch) while singing (using four voice types) play simple rhythm instruments create simple movements with own bodies to express various styles of music. reproduce simple rhythmic patterns imitate sounds perform music to related holidays and cultural events

Responding

• • •

listen and respond to a variety of music use simple vocabulary to describe music elements: fast/slow; loud/soft, etc. understand the concept of tempo and explore different tempos in music through body movement and musical instruments understand the connection between dynamics and everyday life begin to recognize different melody shapes as they relate to pitch (high/low) begin to demonstrate appropriate audience behaviour while observing classroom performance begin to recognize performance standards compare pieces of music using tempo as the criterion explore and make choices about sound

• • • • • •

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visual arts Visual arts foster the development of creative skills, verbal and non­verbal expression, an awareness of the perspectives of others and aesthetic appreciation. Through visual arts, students can begin to construct an understanding of their community, environment, personal feelings and emotions, and develop their cultural awareness. Students in visual art classes are assessed by two strands: responding and creating. They are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. In the upper elementary grades, students establish a foundation of self-awareness and personal interest and preferences in art. They become aware of the elements and principles of art and design and will make increasingly independent choices about tools and materials appropriate for their artwork. Students examine artwork and artifacts from different periods and draw conclusions and make predictions about their function. They will reflect on their own work and the work of others with sensitivity and appreciation.

Strand

Learning Outcomes

Creating

• •

Responding

• • • • •

engage with and enjoy a variety of visual art experiences develop motor skills in painting, drawing, pasting, gluing, folding, cutting, modeling, and printing participate in individual and collaborative experiences take responsibility for own safety and safety of others in the working environment know that drawings, paintings and prints are created from imagination as well as observation create artwork in response to a range of stimuli develop an awareness of the use of symbols and their meaning in works of art

• • • • •

create works of art based on a specific group or culture describe own observations about an artwork make personal connections to artworks express opinions about an artwork demonstrate curiosity and ask questions about an artwork.

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personal, social, physical education Physical Education is concerned with the physical, social, personal and emotional aspects of student development. It gives students the opportunity to learn about movement and through movement. Skills are developed through a wide variety of physical activities designed to ensure maximum participation by all. The PSPE program also provides opportunities for co­ operation, teamwork, decision­ -making and problem solving. Students will develop knowledge and understanding in the strands of health-related activities, body control and spatial awareness, athletic activities, games, movement to music and adventure challenge. In the upper elementary grades students diversify, refine, combine and link the acquired skills into more advanced tactics and strategies. They recognize the elements and benefits of a healthy lifestyle and the importance of physical activity in their daily lives. Strand

Learning Outcomes

Identity

• • • • •

demonstrate responsible personal and social behavior in physical-activity settings describe some physical and personal characteristics and personal preferences identify own feelings and emotions and explain possible causes reflect on own experiences in order to build a deeper understanding of self demonstrate a sense of competence with developmentally appropriate daily tasks and seek support to develop independence

Active Living

• •

demonstrate knowledge and understanding of physical activity and the benefits of an active lifestyle demonstrate an understanding of the rules and regulations associated with a variety of sports and physical activities select and apply appropriate motor skills, strategies and tactics in a variety of situations acquire and develop a range of motor skills

Aquatics

• • • • • •

demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate

Interactions

develop the knowledge, skills, and attitudes needed to maintain and enhance personal health and well-being and enhance interactions and relationships with other people

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safety in the water entry into the water basic kicking, floating and blowing bubbles/ lifting head basic stroke technique with kickboards ability to float appreciation for the water and gain confidence in the pool


world languages Language learning supports the values of intercultural understanding and the promotion of international mindedness. LCIS aims at developing as far as possible fluency in English and in at least one other language. LCIS has identified Spanish and French as important global languages. All students study Spanish from Junior Pre-K to Grade 4. In Grade 5, students are given the option to study French instead of Spanish as a second language. Language learning in the PYP supports the content in the Units of Inquiry. It is organized into five developmental phases with each phase building upon and complementing the previous one. These phases have not been named in order to avoid the value judgment implied in labelling a learner as “developing” or “proficient”, for example. These phases are very broad, and going through the phases is not parallel to going through the academic years. An individual phase will normally take a number of years, particularly in the context of second language learning. The majority of PYP second language learners will normally be in phases 1, 2 or 3. Strand

Learning Outcomes

Listening & Speaking

• • • • • • • • •

Viewing & Presenting

Reading

Writing

• •

follow basic classroom instructions and routines use very simple phrases for personal introduction start to ask and answer simple questions about feelings, emotions, personal needs and preferences use vocabulary to name objects, people, animals, places, colours and numbers use vocabulary related to the Units of Inquiry learn to articulate sounds, intonation and rhythms of Spanish words by singing songs and reciting poems and rhymes view and listen to videos to gain information, broaden and reinforce vocabulary listen attentively and respond to read-aloud situations begin to develop clear pronunciation and intonation by echoing/repeating simple words

interpret images and associate with isolated words make and present illustrations and artistic creations to show understanding of vocabulary and concepts learned use role-play and other visual games to learn and reinforce concepts and vocabulary

• • • •

begin to discriminate between letters, numbers and symbols predict a word by connecting to a picture associate their own illustrations and other images with words in Spanish participate in shared reading activities

• • •

perform pre-writing activities such as drawing participate in shared writing activities begin to discriminate and trace some letters, numbers and symbols

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Covering terms in Preschool-12 ACT: The American College Test is a globally recognised college admission test. It tests student aptitude in reading, writing and math as well as what a student has learned in school. The ACT has up to five components: English, Mathematics, Reading, Science and an optional Writing Test. Anecdotal records: These are a type of formative assessment. Anecdotal records are brief notes written by teachers and based on their observations of students. These anecdotal records can be analyzed and used to make judgements about students. ATL: Approaches to Learning- The IB’s Approaches to Learning are fundamental skills that students must demonstrate within and across all subject areas. ATL skills include thinking skills, research skills, communication skills, self-management skills and social skills. Assessment as Learning: This is the use of ongoing self-assessment by students in order to monitor their own learning, which is “characterized by students reflecting on their own learning and making adjustments so that they achieve deeper understanding” (as qtd in Western and Northern Canadian Protocol for Collaboration in Education [WNCP], 2006, p. 41). Benchmark Assessments: Also called interim assessments, these are intended to be formative assessments, designed to evaluate student mastery of specific skills and concepts. Student performance is compared to specific grade-level standards and learning goals.

glossary

BJC: The Bahamas Junior Certificate is the examination of curriculum designed by the Ministry of Education of The Bahamas for Grades 7-9. It is typically undertaken after three years of study by junior high students at the end of Grade 9. The examinations are designed to measure mastery of the curriculum in the core subjects: art, craft, English language, general science, health science, mathematics, religious education and social studies. The exam is optional for LCIS students. Students wishing to take the BJC must register through the guidance office by the end of the first week of December. Bahamian students at LCIS take these exams to enrich their academic profile and to practice taking formal exams. Although the IB curriculum does not specifically align with the BJC, LCIS students typically meet or exceed the national norm.

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BGCSE: The Bahamas General Certificate of Secondary Education is the examination of curriculum designed by the Ministry of Education of The Bahamas for Grades 10-12. It is an internationally recognised certification and is used to obtain professional qualifications. An A to C pass in five subjects is generally considered the minimum qualification for admission to the University of The Bahamas or some North American colleges and universities. For more competitive North American and European universities, a higher level of achievement is required for admission, i.e. the A-Levels or the IB. Bahamian students at LCIS are encouraged to take at least five BGCSE subject exams during Grades 10 and 11 if they wish to compete for local scholarships. Registration for the exams is processed through the guidance office by the end of the first week of December. There are currently 25 subject examinations at the BGCSE level. LCIS offers eight subject exams; English Language, Mathematics, Chemistry, Biology, Spanish, French, Music and Art. Although the IB curriculum does not specifically align with the BGCSE, LCIS students typically meet or exceed the national norm. CAS: Creativity, Acivity and Service- The IB requires students in the Diploma Programme (DP) to complete the Creativity, Action and Service programme. CAS involves students in a range of activities alongside their academic studies. The creativity component requires students to engage in an arts-related experience. The action component requires students to participate in a physical activity that contributes to a healthy lifestyle. Service relates to an unpaid service performed by the student that has a learning benefit for the student and supports an institution or public organisation. CAS work not formally assessed. Students reflect on their CAS experiences as part of the DP, and provide evidence of achieving the eight learning outcomes of the CAS programme. Celebration of Learning: At the end of a unit of study, LCIS students showcase their learning. The community is invited to be the audience. A Celebration of Learning could also be a component of an assessment task. For instance, teachers could assess the presentation skills that students demonstrate during the celebration. A minimum of two per year are required in each grade level.


Central Ideas: These statements summarize big, important ideas and core knowledge. These statements are transferable across the subject areas. The IB defines a central idea as “An enduring understanding that integrates conceptual understanding and factual knowledge and promotes student inquiry into a transdisciplinary theme.” For example, a central idea could be “Discoveries bring about changes that may improve the quality of life.” CIS: The Council of International Schools is an international organisation whose accreditation demonstrates a school’s commitment to high-quality international education. The CIS community includes more than 660 schools and 475 colleges and universities representing 109 countries. LCIS received joint accreditation from CIS and NEASC in 2008, and completed its five-year review in 2013. Our next accreditation cycle began in 2016. CPAA: The Children’s Progress Academic Assessment - This is an online assessment administered three times per year, in the fall, winter and spring, to students in Junior Pre-K through Grade 2. This assessment is specifically designed to assess literacy and math skills in the youngest students. Parents receive their child’s CPAA results as a report covering the following concepts: in literacy, listening, phonemic awareness, phonics and writing mechanics, and reading; and in math, measurement, numeracy, operations and patterns, and functions. The reports also includes recommendations for each tested area that are specific to each child and that can guide the teachers and the parent with how to further support a student. Checklists: These are a type of formative assessment that teachers design to assess student performance on specific tasks. Teachers list criteria in the checklist and, in the most simple fashion, check off whether the student accomplished each criterion. Boxes unchecked in a checklist can tell parents where students are not meeting expectations or where they may need additional support. Concept-based Instruction: Concept-based instruction encourages students to think about the context, relevance and connections of big ideas rather than simply learning content and facts. Concept-based instruction asks students to focus on thinking, connecting, and creating. Criterion Referenced: These are assessments designed to measure student performance against a fixed set of predetermined criteria or learning standards. Criterion-referenced assessments test what students are expected to know and to be able to do at a specific stage of their education. In elementary and secondary education, criterion-referenced tests are used to evaluate whether students have learned specific knowledge or acquired a specific skill set. These assessments can be used to determine how well students performed and how well a curriculum was taught. The CPAA is an example of a criterionreferenced assessment. Digital Literacy: Digital literacy refers the ability to use multiple forms of technology to find, evaluate, create, and communicate information. Digital literacy extends the traditional literacy skills of reading and writing beyond what was required in the predigital world. Students today need a new set of cognitive and technical skills to effectively manage the digital information environment. Digital Safety: Digital safety involves knowledge and skills necessary to be safe online and the ability to take precautions to prevent possible dangers while on the internet. Diploma Exams: The Diploma Programme (DP) assessments measure the extent to which students have mastered basic and advanced academic skills. In addition to academic skills, Diploma exams evaluate a student’s international outlook and intercultural skills. Exams are administered throughout the month of May at the end of the Grade 12. DP: Diploma Programme- This challenging two-year IB programme is for students aged 16 to 19 and leads to a qualification that effectively prepares students for higher education at the world’s leading universities and for long-term success. EE: Extended Essay- The Extended Essay is one of the core requirements of the IB Diploma. The EE is an independent, self-directed piece of research, finishing with a 4,000-word paper. The extended essay provides practical preparation for undergraduate research and an opportunity for students to investigate a topic of special interest to them. Topics are related to one of the student’s six DP subjects. Through the research process for the extended essay, students develop skills in formulating an appropriate research question, engaging in a personal exploration of the topic, communicating ideas and developing an argument. Participation in this process develops the capacity to analyse, synthesise and evaluate knowledge in a methodology appropriate to that discipline. ELC: This is an LCIS abbreviation for the Early Learning Center. ELM: Elementary. This is one of two abbreviations LCIS uses to refer to the Elementary School. The second is ES (elementary school). Enduring Understanding: An enduring understanding is a statement summarizing important ideas and core knowledge that are central to specific subjects and have lasting value beyond the classroom. An enduring understanding might be embedded within a central idea. An example of an enduring understanding is the statement: “reading is a process by which we construct meaning about the information being communicated by an author within a print or non-print medium.”


Enrichment: The Learning Enrichment programme provides rigorous learning opportunities to high-achieving students. Enrichment opportunities are provided in math and literacy with students in grades two through five. The philosophy of educating gifted and talented students includes providing an environment where the special talents and skills of students can expand and develop, and students are encouraged to become self-directed learners. ERB (CTP4): The Educational Records Bureau offers assessments that schools use for student achievement. LCIS uses two of ERB’s assessments. The first, the ERB Comprehensive Testing Program (CTP4), is an online assessment that is administered to students in Grades 3-8. The CTP4 is a rigorous assessment of student achievement in reading, listening, vocabulary, writing and mathematics. It also assesses verbal- and quantitative-reasoning skills. The CTP4 is a timed test with only one correct answer and students need ongoing practice to perform well on it. ERB WrAP: The second of ERB’s assessments administered at LCIS is the Writing Assessment Program (WrAP). This is also an online assessment, given in Grades 3-8. The WrAP measures student writing ability. It asks for a writing sample from each student that is then evaluated by two official readers from the ERB. This assessment evaluates a student’s knowledge of grammar and writing conventions as well as how well a student can think, plan and use language to convey meaning. The WrAP is given over two days, with 40 minutes each day. ES: Elementary School- This is one of two LCIS abbreviations for the Elementary School. The second is ELM. Essential Agreements: These are the norms, guidelines and procedures of classrooms and the school that are commonly understood among students, families, teachers and the administration. Essential agreements are frequently referenced in elementary classrooms with regard to student conduct, responsibilities and expectations. Essential agreements also exist between parents and teachers. Examples of such essential agreements include: conduct rules in the classroom, how teachers communicate with parents, how homework will be sent home or how parents receive feedback regarding the progress of their children. Essential Question: An essential question frames the central ideas and is written to promote higher-level thinking and to link concepts. One characteristic of an essential question is that it cannot be answered simply in one sentence. An example of an essential question is “what is poverty,” which leads to further, more focused questions that students can respond to and refine their thinking. Essential Elements of the PYP: There are five essential elements that teachers must include as components of the Units of Inquiry: • Knowledge- The skills student must acquire in the traditional subject areas (language, maths, science, social studies, arts, PSPE), as well transdisciplinary themes; issues transcend across subject areas. • Concepts - The big ideas students will engage with that have relevance both within and beyond subject areas • Skills- The capabilities students will develop and apply during learning and in life beyond the classroom • Attitudes- The dispositions and habits of mind that students will acquire to develop meaningful perspectives about the world. These are focused around the Learner Profile. • Action- The inquiry students engage with regarding big ideas and real-world problems and for which they devise solutions. Exemplars: These are samples of student work that demonstrate achievement at various levels. Students may be given good and bad exemplars so they better understand the expectations of a task. Exemplars allow students to understand how they will be assessed for a task and what a finished product might look like. Formative Assessment: Teachers use a wide variety of methods to determine the progress students are making during a lesson or a course. Formative assessments help teachers to identify the concepts that students do not yet understand, the skills students have not yet mastered, or the learning standards they have not yet achieved. This determination helps teachers know to adjust their lessons or instructional techniques or that a student needs additional academic support. Formative assessments can be standardized, like the CPAA, or designed by individual teachers. In both cases, the formative assessment lets teachers check in on student progress at a certain point in time. Formative assessments do not compare students to a norm or to the performance of other students. Guiding Questions: Guiding questions evolve from the essential question. Teachers and students pose guiding questions to narrow and refine their thinking regarding an essential questions. For instance, regarding the historical study of World War II, an essential question could be: What is conflict? and a guiding question could be: In what ways do governments try to avoid conflict? IBO: The International Baccalaureate Organisation, founded in 1968, is a non-profit educational foundation offering four highly respected programmes of international education. The IB programs develop the intellectual, personal, emotional and social skills needed to live, learn and work in a rapidly globalising world. The IBO authorises schools to offer any of its programmes: Primary Years Programme - PYP; Middle Years Programme - MYP, Diploma Programme - DP; and the CP - Career-related Programme.


IEP: Individualised Education Plan- A student who has been evaluated by a school or psychologist and identified as needing services is eligible for an IEP. An IEP can be written for students with academic, social, emotional and behavior special needs. Students with an IEP receive educational accommodations to help meet his or her learning objectives. The written IEP is the product of consensus between the student’s parents, teachers, and other service providers. At LCIS, the group of professionals who assist students who have IEPs are known as the Student Support Team. Inquiry-based Learning: This form of active learning begins when teachers and students pose questions, problems or scenarios. More traditional methods of learning are more passive, often involving a teacher simply presenting to students established facts or content. One benefit of inquiry-based learning is that it helps students to transfer their knowledge between subjects and disciplines, and to apply their knowledge and skill to unfamiliar situations and contexts. International Mindedness: International mindedness is a cumulative disposition dependent upon the development of the ten IB Learner Profile attitudes: “The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world” (IBO Learner Profile). ISEE: Independent School Entrance Exam by The Educational Records Bureau (ERB) is an online test used for admissions at LCIS for Grades 3-11. It includes verbal reasoning, quantitative reasoning, reading comprehension, math achievement and a writing sample. This test can be taken at LCIS or at an official testing site in many different countries. Key Concepts: The PYP consists of eight key concepts that teachers use to direct student understanding of the big ideas. These concepts are a way teachers organize and make sense of learning for students: • Form- What is it like?- The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized. • Function- How does it work -The understanding that everything has a purpose, a role or a way of behaving that can be investigated. • Causation- Why is it like it is?-The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences. • Change- How is it changing? The understanding that change is the process of movement from one state to another. It is universal and inevitable. • Connection- How is it connected to other things? -The understanding that we live in a world of interacting systems in which the actions of any individual element affect others. • Perspective-What are the points of view?- The understanding that knowledge is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary. • Responsibility- What is our responsibility?- The understanding that people make choices based on their understandings, and the actions they take as a result do make a difference. • Reflection-How do we know?-The understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered. Learner Profile: This set of positive attributes, with universal value across cultures, defines an internationally-minded student and a graduate of an IB school. Learning Enhancement: The LCIS Learning Enhancement Programme (LEP) provides support for students with mild learning disabilities. The LEP also provides a short-term Literacy Support programme (not exceeding 18 months) for students who do not have an IEP but who are not meeting grade-level expectations. The type of support varies depending upon the needs of the child. Such support may include in-class support, a pull-out programme with the Learning Enhancement Teacher or out-of-school tutoring. For the pull-out programme, students may be seen individually or within a small group. Lines of Inquiry: These questions are posed to clarify the central idea and define the scope of a PYP Unit of inquiry. Teachers use the key concept to develop the central idea and then the lines of inquiry. For example, if the central idea is: The past influences people’s lives, the lines of inquiry could be: 1. How we know about past civilizations? (which demonstrates the concept of reflection) 2. The achievement of past civilizations (which demonstrates the concept of form) 3. How past civilizations have impacted our lives (which demonstrates the concept of change) MAP: Measure of Academic Progress- The MAP, or the Measure of Academic Progress, is a formative assessment used by schools to improve the learning of their students. This online test targets student’s academic performance in mathematics and reading. It can be offered four times a year to track student progress through the school year.


MYP: Middle Years Programme - This IB programme is for students ages 11-16. The programme includes a challenging framework that encourages students to make practical connections between their studies (Math, Humanities, Language, Science, Physical and Health Education, Art and Music) and the real world. MYP eAssessment: Grade 10 students at IB World Schools complete the MYP eAssessments in order to attain the MYP Certificate and to show their readiness for the IB Diploma Programme or Career-Related Programme. For language and arts courses, the eAssessments take the form of a portfolio of student work that is submitted for external review. For the core subjects and for Interdisciplinary Learning, students must write the On-Screen Exams in May of each school year. NEASC: The New England Association of Schools and Colleges is a voluntary membership organisation of public and independent schools and colleges. The mission of NEASC is to assess and promote the quality of education through the accreditation of its members according to the organisation’s standards. LCIS received joint accreditation from CIS and NEASC in 2008, and completed its five-year review in 2013. Our next accreditation cycle began in 2016. Non-negotiables: These are the set of prescribed and agreed-upon procedures and practices that the learning community must adhere to and for which all are held accountable. Norm Referenced: A norm-referenced exam assesses whether a student perform better or worse than an average group of students in the same grade. The ERB and SAT are examples of norm-referenced exams. PP: Personal Project - The Personal Project assesses a student’s ability to use the skills, knowledge, values and attitudes developed in the IB MYP. The project asks students to learn for themselves within the real contexts posed by their studies. Topics typically focus on the environment, health and social education, human ingenuity or community and service. The project is to completed independently outside of school beginning in the second semester of Grade 9 and completed in February of Grade 10. Progress Report: A narrative report that provides parents and students with clear and individualized information about a student’s progress against specific learning standards. The progress report should identify the student’s areas of strength and areas for improvement. LCIS distributes Progress Reports in Semester 1. PSAT: The Preliminary Scholastic Aptitude Test is a standardised test administered by the College Board and co-sponsored by the National Merit Scholarship Corporation (NMSC) in the United States. The scores are used to assess college readiness. The scores of students with US citizenship are entered into a database for national scholarships. Taking the PSAT is good preparation for taking the SAT. At LCIS, the PSAT is taken once per year in Grades 9-11. PYP: Primary Years Programme - This IB programme is for students ages 3-12 and is designed to foster the development of the whole child. The framework of the PYP is transdisciplinary and supports students in developing a broad base of skills, knowledge and understanding. Related Concepts: These are subject-specific concepts that are aligned both horizontally and vertically to the Units of Inquiry. One example of a related concept is “system,” which can be explored in math (number system), in science (skeletal system), or in social studies (government system). Each Unit of Inquiry should address at least three related concepts. Rubrics: These are another example of formative assessment. Teachers establish a set of criteria for rating students in specific areas. Descriptors describe for the assessor what characteristics or signs to look for in students’ work. The assessor scores student performance related to those descriptors according to a predetermined scale. Rubrics can be developed by students as well as by teachers. SAT: The Scholastic Aptitude Test is a globally recognised college admission test. It tests students’ aptitude in reading, writing and math. The SAT II assesses subjects that are taught everyday in high school classrooms, such as Spanish, French, Biology, Chemistry, Physics, Literature and World History. Most students take the SAT during their junior or senior year of high school, and almost all colleges and universities use the SAT or ACT to make admission decisions. SS: This is an LCIS abbreviation for the Secondary School. SSAT: The Secondary School Admission Test is an admission test administered by the Secondary School Admission Test Board (SSATB) to students in Grades 3-11. Administrators in North American independent schools use this test as a standardised measure to help with them with admission decisions. LCIS is a testing site for SSAT, but does not use the exam in its own admissions process. Student Agency: This is a teaching approach that increases student engagement in their own learning. The IB defines


student agency as student “voice, choice and ownership” of their learning. Students can demonstrate agency within their learning environment by choosing a topic of specific interest to them or the time at which they undertake a specific task. Student Portfolio: This is a collection of student work that demonstrates “success, growth, higher-order thinking, creativity, assessment strategies and reflection”. A student’s portfolio is a celebration of their work. During the annual studentled conference in the Spring, students present their portfolios to their parents, describing the process of compiling the portfolio, outlining what they have learned and acknowledging the challenges they still face. Summative Assessment: Summative assessments evaluate student learning at the end of an instructional unit by comparing their performance against a standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include: a midterm or final exam, a final project, the final draft of a paper, a recital, or a presentation. TOK: Theory of Knowledge - The Theory of Knowledge course asks students to reflect on the nature of knowledge and on how we know what we claim to know. TOK is part of the IB Diploma Programme (DP) core, and is mandatory for all students in Grades 11 and 12 who are pursuing the full IB Diploma. Transdisciplinary: Transdisciplinary teaching and learning crosses between subjects and areas of knowledge. Transdisciplinary units ask students to use skills and knowledge they have gained from different subjects to answer a question or solve a problem. Transdisciplinary learning can offer students a more authentic learning experience. For example, a teacher may connect the vocabulary words to topics students are studying in their Units of Inquiry. If the topic is: The past influences people’s lives, suggested vocabulary words could be: civilizations, generations, archaeologist, artifact, culture, society, religion, population, settlement and ceremony. UOI: Units of Inquiry: These are transdisciplinary units structured around a conceptual “central idea” that empower students to develop deep knowledge of the content and skills being taught.


Lyford Cay International School Lyford Cay Drive PO Box N-7776 Nassau, Bahamas Email: info@lcis.bs Site: www.lcis.bs Phone: 242 362 4774 Fax: 242 362 5198 www.lcis.bs

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