Monday 17 th March Year 11 and 12 Welcome and Introductory Meeting for Parents

Objectives for Meeting Share overall school aims and objectives Share information regarding teaching and learning Share important details specific to each year group Discuss how we can work in partnership

Whos who? –Sarah Howling (Head of Secondary) –Marisa Marquez (Deputy Head-Directora Oficial) –Silvia Criado(Deputy Head – Staff ) –Diego Bertotto (Assistant Head – Teaching and Learning) –Chris Buckland (Assistant Head – Teaching and Learning) –Ale Solernó (Phase Leader – Year 11 and 12)

School Development Plan

2013 Key Focus: Culture for learning Student Leadership Values and beliefs Learning at SASS and Leading for Learning courses Engaging classrooms and positive behaviour management Interdisciplinary projects Research/develop curriculum structure Create new courses Research and draft behaviour management policy Prepare for 1:1 Develop assessment/academic policy 2014

2014 Key Focus: Framework for Learning Implement new curriculum –Broad and balanced –New courses:L2L, Entrepreneurial Economics.... Assessment and academic policy Implement behaviour policy Review calendar for learning Implement 1:1 Develop SASS Learner Profile Skills audit and development Plan and prepare for tutoring reform 2015

2015 Key Focus: Tutoring and Coaching for Learning Introduce SASS Learner Profile Introduce/support skill progression across subjects Implement tutoring and coaching for learning

Teaching and Learning

Y7/8 Conocimiento de Base Desarrollo de Habilidades Y9/10 IGCSE Preparándose para el IB Y11/12 IB Indagadores, Informados e instruidos, Pensadores, Buenos comunicadores, Íntegros, De mentalidad abierta, Solidarios, Audaces, Equilibrados, Reflexivos Universidad La Escuela Secundaria en SASS

Razones para hacer el diploma del IB Para vivir en el mundo interconectado y globalizado del siglo XXI, se necesita una capacidad de pensamiento crítico y una mentalidad internacional. La educación que proporciona el Programa del Diploma del Bachillerato Internacional (IB) prepara a los alumnos para que aprendan a reconocer y comprender dicha necesidad.

Reconocimiento Universitario Escuela Superior Técnica del Ejército Argentino Instituto Tecnológico de Buenos Aires (ITBA) Instituto Universitario CEMIC Lincoln University College Ott College Pontificia Universidad Católica Argentina (UCA) Universidad Argentina de la Empresa (UADE) Universidad Austral Universidad Blas Pascal Universidad Maimónedes Universidad Siglo 21 Universidad Torcuato di Tella Universidad de Belgrano Universidad de San Andrés Universidad del CEMA Universidad del Salvador ESEADE

Universidades Extranjeras Reconocimiento de todas las universidades en USA y UK Overseas guidance counselor: Andrew Cobb

Estructura del curso del diploma del IB Estudiar 6 materias (una de cada grupo): Grupo 1 – Estudios en literatura (en inglés o castellano) Grupo 2 – Estudios en lengua y literatura (en la otra lengua) Grupo 3 – Individuos y sociedades Grupo 4 – Ciencias experimentales Grupo 5 – Matemática Grupo 6 – Arte o Film 3 en Higher Level (HL) 3 en Standard Level (SL)

Exigencias del diploma del IB Completar evaluación interna para cada materia Corrección por los profesores en San Andrés según las normas del IB Significa entre 20 y 30% de la nota final Evaluación interna completa: requisito para obtener el Diploma y aprobar la materia internamente

Exigencias del Diploma del IB Monografía (4000 palabras) Teoría de conocimiento (TOK) Creatividad, Acción y Servicio (CAS) Estos 3 componentes son requisitos para obtener el diploma. Los mismo también afectan las notas internas. Academic Honesty

Manejar el Estrés Encontrar el balance correcto entre: –Obligaciones académicas –Actividades Deportivas –Actividades extra-curriculares –Vida social Asistencia –Viajes familiares –Faltas por salidas

Official Requirements

Evaluación y Acreditación de aprendizajes 7 o más puntos en la calificación final Calificación en cada trimestre Menos de 20 inasistencias Alumnos que no acreditaron sus aprendizajes Dos períodos: Diciembre (calificación final entre 4 y 7 puntos) Febrero (calificación menor a 4 puntos o sin acreditar en el período de diciembre) Son promovidos al año inmediato superior los alumnos que no adeuden más de dos materias

Régimen de Asistencia Máximo de hasta 20 inasistencias en el año. Justificación con certificado médico o nota firmada por el adulto responsable, dentro de las 48hs del regreso del estudiante a clase. El retiro de la escuela significa porcentaje de ausencia Llegadas Tardes: Hasta 25 minutos 1/4 inasistencia Pasados 25 minutos 1/2 inasistencia

Política de retiro de la escuela En medio del turno de la mañana y/o de la tarde: –Padres, autorización escrita de los padres o firmas autorizadas Almuerzo – Padres, autorización escrita de los padres o firmas autorizadas – Tarjeta verde Educación Física (en caso de no poder realizar educación física) – Concurrir como observador al campo de deporte – Retira un adulto autorizado y acreditado por los padres a las 14.15hs

Acuerdo Institucional de Convivencia Behaviour for Learning

Behaviour for Learning Process Staff views Focus group Student survey Behaviour conference Research Group work Draft Parent group Leadership team

Aims To create a climate where learning can flourish To protect basic rights of safety, learning and respect To develop student ownership of behaviour To build strong relationships and empathy To promote high self-esteem To ensure fairness of treatment for all to ensure the welfare of all To ensure a consistency of response to all behaviours

Philosophy Key features of the positive approach are: An emphasis on positive rather than negative statements Regular and sustained use of praise and rewards Teaching students the social skills they need to be successful Redirecting them towards success rather than highlighting their mistakes

Overview Rights Responsibilities Expectations Routines

Rights Everyone has the right to feel safe at school Students have the right to learn to the best of their ability Teachers have the right to teach Everyone has the right to be treated with dignity and respect

Responsibilities As students have the right to feel safe, they have the responsibility to behave in a manner so that others can feel the same way too As students have the right to learn to the best of their ability, they have the responsibility to behave in a way so others can learn As teachers have the right to teach, students have the responsibility to behave in a way that allows them to teach As students have the right to be treated with dignity and respect, students have the responsibility to treat others with dignity and respect

Expectations and Routines We value Respect for the schools identity and heritage and the uniform as a symbol of one´s pride in belonging We expect students To wear the uniform well and with pride and have neat appearance

Expectations and Routines We value Responsibility and enthusiasm for learning We expect students To have the correct books and equipment out ready to start the lesson promptly

Expectations and Routines We value Punctuality as a healthy habit to fully enjoy lessons We expect students To arrive on time to lessons and registration

Expectations and Routines We value Humility and empathy to show interest and respect for other opinions We expect students To listen when a teacher or peer is speaking and not call out

Expectations and Routines We value Positive attitude towards teachers requests We expect students To follow instructions from adults as soon as asked

Expectations and Routines We value Responsibility to care for property of all the community We expect students To respect and not damage any property or equipment

Expectations and Routines We value A climate where everyone in the school community has the right to be treated with dignity and respect We expect students To use appropriate and polite language, and courteously address all members of the community

Expectations and Routines We value Respect for the right to learn and to teach We expect students To keep on task and not disrupt the learning of others

Expectations and Routines We value Solidarity and respect towards peers and teachers who share the classroom and to those who use it after us We expect students To leave rooms tidy and in an orderly manner and during lessons, no eating or chewing gum - only water is allowed

Expectations and Routines We value Technology as an important tool that contributes to learning We expect students To only use cell phones or other electronic devices for educational purposes and with the teachers permission

Positive consequences (Praise system) Philosophy We know that the most important way to develop healthy values and self-esteem in young people is through verbal praise. A well done, warm smile or any form of congratulation is the most powerful form of praise that can be received.

Verbal praise For example: Punctuality Uniform Responsibili ty and enthusiasm for learning Verbal praise For example: Punctuality Uniform Responsibili ty and enthusiasm for learning Verbal praise 1 or 2 points awarded For example: Respect for learning Helping others with their learning Positive attitude towards learning Respect for other opinions Verbal praise 1 or 2 points awarded For example: Respect for learning Helping others with their learning Positive attitude towards learning Respect for other opinions home 20 points reached Continued and consistent Level 1 to 2 attitudes and behaviours For example: Contribute to improving the class climate Treating peers and teachers with respect and dignity home 20 points reached Continued and consistent Level 1 to 2 attitudes and behaviours For example: Contribute to improving the class climate Treating peers and teachers with respect and dignity Certificat es and Letter to parents 30 points reached Continued and consistent Level 1 to 3 attitudes and behaviours Certificat es and Letter to parents 30 points reached Continued and consistent Level 1 to 3 attitudes and behaviours Reward chosen by student 50 points + Parents invited in Continued and persistent Level 1 to 4 attitudes Positive consequences Practices

Negative consequences (Sanctions system) Philosophy The development of independence is important to us at St Andrews and throughout their years at school, students develop their autonomy by making their own decisions. Within this framework students exercise their freedom to choose, learning that their actions lead to consequences which can be positive or negative.

Verbal warning For example: Uniform Punctuality Eating/chewi ng gum Minor disruptions to learning: talking, out of seat, messing about Verbal warning For example: Uniform Punctuality Eating/chewi ng gum Minor disruptions to learning: talking, out of seat, messing about Verbal warning 1 or 2 points + Teacher action For example: Repetition 2/3 verbal warning in one lesson Inappropriate behaviour, such as: Lack of respect when a teacher/peer is speaking Disrupting the learning the others Damage to property/ equipment Verbal warning 1 or 2 points + Teacher action For example: Repetition 2/3 verbal warning in one lesson Inappropriate behaviour, such as: Lack of respect when a teacher/peer is speaking Disrupting the learning the others Damage to property/ equipment Serious warning 3 points Continued and persistent Level 1 to 2 incidents For example: Non academic use of cell phone or other electronic device Inappropriate use of language ++++ Serious warning 3 points Continued and persistent Level 1 to 2 incidents For example: Non academic use of cell phone or other electronic device Inappropriate use of language ++++ Conduct marks Meeting/Co mmunication with parents 10 points or continued and persistent Level 1 to 3 incidents For example: Intentional damage and disrespectfulne ss Intellectual dishonesty Bullying Theft Leaving school without permission Rudeness to staff Fighting Missing class Acta Meeting with parents (Level 5 may also include suspension, behaviour contracts) Continued or persistent level 1 to 4 incidents For example: Intentional and premeditated damage and disrespectfulnes s Consumption of tobacco, alcohol or drugs Discrimination Vandalism Negative Consequences Practices

Support Areas Phase Leader Y11 and 12: Ale Solernó Head of Year 12: Ale Solernó Assistant HOY 12: Silvina Galindo Head of Year 11: Richard Lightcap Assistant HOY 11:Martina Curci DOE (Departamento de Orientación Escolar) Head: Ms. Mariel Pons

Departamento de Orientación Escolar (DOE) Lic. Mariel Pons Lic. Paula Romano Lic. Pilar Fernández Lic. Jonatan Olmos Lic. Clara BreaLic. Ingrid Gullón Lic. Juan Pablo Ventura