kindergarten – grade 5 parent handbook 2010-2011€¦ · lower school kindergarten – grade 5 3...

International School of Amsterdam

Kindergarten – Grade 5 Parent Handbook

2010-2011

Lower School Kindergarten – Grade 5

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Welcome to ISA Our aim in the Lower School at ISA is to create a secure, caring environment in which children optimise their development intellectually, physically, socially, and emotionally. Children will be encouraged to inquire, make connections, develop conceptual understanding, think critically, work collaboratively, consider multiple perspectives, construct meaning, reflect and take action. This handbook is designed to give you an overview of our programme, to outline daily procedures and provide general information. For further detail, especially about the curriculum, see the Lower School Curriculum guides and information posted on the ISA Community website. ISA encourages open communication between children, parents and staff in a school climate which fosters the continued development of international understanding. The partnership between home and school is actively promoted due to the positive impact that this can have on a child’s development and learning.

The International School of Amsterdam

Our vision To be the foremost educator preparing students

to become enlightened world citizens

Our mission The International School of Amsterdam exists to provide

Education for International Understanding

Our philosophy We value integrity, respect and responsibility

We are committed to:

Providing a high quality international educational programme Providing a safe, supportive educational environment

Challenging students to realise their potential Appreciating and celebrating cultural diversity Promoting open and effective communication

Promoting active involvement in the school, local and global communities Preparing students to be independent thinkers and lifelong learners

Striving for continuous improvement


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The Primary Years Programme What exactly is the PYP? ISA is an International Baccalaureate (IB) World School. It is regarded as an IB World School because it is authorized to offer the following IB programmes: • The Primary Years Programme (PYP); • The Middle Years Programme (MYP); • The Diploma Programme. The Primary Years Programme (PYP) is a curriculum framework designed for students aged 3 to 12 years and is the first phase of an IB education. The former International Schools Curriculum Project (ISCP) developed the curriculum framework for international schools over a period of ten years, before it was adopted by the IB in 1997. Several ISA staff members were part of this original group. The International School of Amsterdam has offered the PYP since its creation, and was the first primary school in the world to be authorized to offer the programme. The PYP draws on research and best practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant, engaging, challenging and significant educational framework for all children.

3,0121 schools in 139 countries teach at least one of the three programmes offered by the IB. 688 schools around the world are currently authorized to teach the Primary Years Programme (PYP). All IB schools must offer an education that “aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect” in accordance with the IB mission statement. What do PYP schools have in common? • All PYP schools must undergo an exhaustive authorization process in order to

offer the programme, which includes a study of the school’s resources and commitment to the IB mission and philosophy. Following initial authorization all schools are evaluated regularly by the IB. This service is designed to review the ongoing effectiveness of the delivery of the programme and provide the school with guidance on continued implementation. ISA was last evaluated by the IB in April 2007.

• All PYP schools have a constructivist approach to education. This means that

teachers are facilitators of opportunities where children construct meaning during which they will:

♦ Inquire ♦ Make connections ♦ Develop conceptual understanding ♦ Think critically

1 Please note that these figures are constantly changing but were correct at the time of writing on the 5th July 2010.


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♦ Work collaboratively ♦ Consider multiple perspectives ♦ Construct meaning ♦ Reflect ♦ Take action

• All PYP schools have the development of the IB learner profile as their main

mission. The IB learner profile provides a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose - the development of an internationally-minded person.

The IB learner profile attributes are:

♦ Inquirers ♦Knowledgeable ♦ Thinkers ♦Communicators ♦ Principled ♦Open-minded ♦ Caring ♦Risk-takers ♦ Balanced ♦Reflective

As ISA is an IB World School offering all three IB programmes, the PYP years are the beginning of the development of the dispositions of the learner profile which continue throughout the MYP and Diploma years. • All PYP schools are organized around the same 6 transdisciplinary themes.

These themes have global significance intended to help children engage with their world and the world around them. Students explore each theme through a “unit of inquiry” developed around a central idea, an in-depth study requiring knowledge and skills that may be transdisciplinary or derived from the subject area curricula.

These themes are:

♦ Who We Are ♦Where We Are in Time and Place ♦ How We Express Ourselves ♦How the World Works ♦ How We Organize Ourselves ♦How We Share the Planet

• All PYP schools have a series of 8 key concepts at the core of the curriculum.

These have relevance within and beyond subject areas.

The 8 key concepts are: ♦ Form ♦Function ♦ Causation ♦Change ♦ Connection ♦Perspective ♦ Responsibility ♦Reflection

• All PYP schools are expected to base their curriculum on a body of knowledge

appropriate for all students in all cultures, in the following subject areas:

♦ Language ♦ Mathematics ♦ Science and Technology


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♦ Social Studies ♦ Arts ♦ Personal, Social and Physical Education

• All PYP schools develop specific social, research, communication, thinking and

self-management skills. • All PYP schools are continuously developing 12 attitudes, which can lead towards

the development of an internationally minded person. These are identified as:

♦ Appreciation ♦Commitment ♦ Confidence ♦Cooperation ♦ Creativity ♦Curiosity ♦ Empathy ♦Enthusiasm ♦ Independence ♦Integrity ♦ Respect ♦Tolerance

• All PYP schools have assessment as an integral part of their teaching.

Assessment is internal and its function is to demonstrate and enhance children’s learning.

• All PYP schools have a commitment to develop action throughout the

programme. Children are encouraged to choose, reflect and act and see themselves as agents of change in order to enhance their learning and to provide service to their world.

Please look at the very comprehensive IB website for more information about the IB and PYP. It has a very useful parent information too.

See http://www.ibo.org and http://www.ibo.org/informationfor/parents


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PYP in the Lower School Grades The PYP programme in the Lower School grades is structured to allow students to investigate important subject matter by developing their own questions and wonderings, seeking ways to explore these through means such as observation, research, experimentation and investigation. The starting point is the students’ current understanding. The role of the teacher is to facilitate learning by providing activities for the students to develop deeper understandings, to make connections in their learning, and to monitor progress in learning.

Our aim is to provide an environment in which your children: • develop self-esteem, self-motivation, self-expression, and a positive attitude to

learning; • develop independence of thought and a sense of responsibility for their own

educational growth; • optimise their individual and group potential –socially, physically and

academically; • become confident, independent, fluent readers and writers; • make the transition from concrete to abstract understandings; • extend essential concepts, skills, knowledge and attitudes; • develop an appreciation of the world and its diversity; • adjust to transitions between classes, grade levels and schools. The programme is designed to develop students’ conceptual understanding as well as their development of basic skills, subject knowledge and attitudes, and is structured around grade level objectives for the different curriculum areas. Language Oral language development is an important part of the Language curriculum, and listening and speaking skills are developed through stories, discussions, and drama. Students are expected to develop oral presentation skills in the upper grades. Students, in the emergent stages, learn to read by practicing reading, and benefit from short simple books with repetitive text and picture cues. As the students become more fluent readers, they progress to simple chapter books and on to novels. A range of fiction and non-fiction is used to further develop fluency and a variety of reading skills. Resources include a combination of structured reading schemes and quality children’s literature. Our Language curriculum also aims at helping children to become confident, independent writers and encourages the use of developmental spelling. Students’ first efforts to write are based on the sounds they can hear in the words, and, with instruction from the teacher, they gradually move towards conventional spelling. Spelling instruction in the later grades focuses on word families, patterns, root words, as well as prefixes and suffixes. As the English language has different written forms, teachers take care to highlight differences in any standard spellings (particularly between UK, US, Australian and Canadian English spellings). Students are taught to be consistent in their use of standard spellings within a piece of work.


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Students’ progress in writing is monitored and teaching is directed towards what the students need to develop their writing skills further. Teachers focus on different genres at different grade levels. From an early age students are taught the writing process which includes editing skills. Our aim is for students to develop a legible and fluent handwriting style. Teacher use the handwriting scheme, Penpals, which provides structured practice activities. It begins in the early years with attention to correct grip and letter formation. Mathematics Children’s mathematical experiences begin with concrete, practical activities, where they are learning basic number skills, and build on their exploratory experiences from Early Childhood. As well as number work, students gain experience of measurement, 2-D and 3-D shapes, patterning, and data-handling. As the students progress through the grades, more abstract concepts are introduced. Our mathematics programme provides students with practical experience of using a variety of manipulatives, and developing a range of strategies. An emphasis on problem-solving helps the students to explain their reasoning and apply what they have learned to everyday situations. Social Studies, Science and Technology Social Studies, Science and Technology are taught largely through units of inquiry although some grade levels may also include some ‘stand-alone’ content in their yearly programme. Social Studies includes components of history, geography and the study of society. Students learn about sources of evidence, different perspectives, bias and concepts such as conflict, migration, rights, and tradition. They develop a sense of the past and a sense of place, beginning in their local environment and extending globally. The Science and Technology programme focuses on the development of scientific skills and the scientific process. Observation, and experimentation for example, are key scientific skills that are developed in the primary years. Scientific concepts are explored such as properties, behaviour, adaptation and state. Key concepts are introduced through the units of inquiry, incorporating knowledge and skills from across the curriculum, including Social Studies and Science and Technology. Single-Subject Areas and Trans-disciplinary Inquiry In addition to their homeroom teacher, the children are also taught by single-subject teachers who provide access to additional curriculum areas and support the children as they engage in trans-disciplinary inquiries. Children in the Lower School years explore the Arts and Physical Education curricula further with single-subject teachers for the Arts and Physical Education in specially equipped environments. Through regular sessions with a Visual Arts teacher and a Music teacher, students develop their creativity, skills and techniques and appreciation. Students explore


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with a variety of media and processes in Visual Art. In Music classes students engage in singing, rhythmic and instrumental activities. Students from Grade 2 onwards also explore the Arts further with Drama classes. In Drama students are taught to express themselves using their voice and their bodies. They explore drama through role play, mime, story-telling, acting and cooperative games. Physical education classes in the gym develop the children’s fine and gross motor skills and encourage physical and spatial awareness. The Physical Education curriculum includes dance and gymnastics, but also focuses on sportsmanship as well as attitudes and skills important in effective teams. Students in Kindergarten to Grade 3 also have weekly swimming instruction at a local pool with trained instructors. This part of the curriculum is vital for the safety of our children, especially living here in The Netherlands, and we ask that all students take part unless there is a serious medical reason why they may not. Kindergarten students have swimming lessons on Wednesday mornings and students in Grades 1, 2 and 3 have lessons on Thursday afternoons. Many of our children join ISA with no English at all. Our teachers are experienced in working with children with limited English. Students also receive support from an English as an Additional Language (EAL) teacher. EAL students are taken out of the classroom on a regular basis to have intensive language instruction in small groups, or the EAL teacher may work with the children within their homeroom class, until their English proficiency is of a level where they no longer require additional support. With the commitment to develop international-mindedness, ISA promotes continued development of the child’s mother tongue and additional language learning. Children in Kindergarten who are already proficient in English begin to learn an additional language. This is the language of our host country: Dutch. For this age group the Dutch classes focus on the cultural aspects of living in The Netherlands, including songs and stories, traditions, festivals and daily life. Students from Grades 1 to 5 all study Dutch as an additional language with two or three sessions a week, depending on the grade level. EAL beginner students in their first year at ISA take a Dutch Culture class in English once a week, which introduces the language and the culture of the host country, whilst still supporting their English development. Students from Grade 2 onwards can opt to take French as an alternative to Dutch after their first year at ISA. Students in their first year will be enrolled in the Dutch programme. The Lower School classrooms and common areas are equipped with Information Technology (IT) and audio-visual resources which are used as a tool to enhance learning. Resources include desktop and laptop computers powered by Mac OS X, Smartboards, digital cameras, i-pods, i-pads, video cameras, proscopes, beamers, dvd/video players, and listening centres. Students use the IT Laboratories regularly to learn new skills and be introduced to new software. The students are then expected to apply these skills in their classroom experiences across the curriculum areas. By the upper grades students will be expected to use a range of IT equipment to research, to record their work and support their presentations. Beebots are used to introduce students to basic programming.


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The Personal and Social Education curriculum is addressed both explicitly through specific content and implicitly through the culture and organisation of classes across all curriculum areas. In Lower School the teachers are generally able to address the diverse needs of their students within their classes. Teachers are available to discuss concerns with parents as needs arise. The homeroom teacher is the first point of contact if issues do occur. Additionally, teachers from the Student Support Department (SSD) are available to offer advice to parents. Our SSD’s aim is to provide support to students whose need is greater than the majority of students in their age/class group. We provide academic support in different types of small, pull-out groups dependent on need and specialists’ evaluation. Some students may be withdrawn from additional language lessons e.g. Dutch classes in order to access the specialist support. Other students will receive this support during homeroom time, e.g. math support during class time for mathematics. Group targets will be identified for students receiving support. Assessments against criteria and the specific targets will be developed to monitor progress. Written progress reports are distributed periodically to parents, teachers and the SSD Coordinator. Student support through the SSD department usually takes the form of literacy and numeracy skill development. Students needing gross motor development receive additional support through the Motor Remedial Teaching Programme (MRT), which is organised by the Physical Education teachers. External testing and/or specialized individual support is privately funded by parents/guardians e.g. speech and language therapy, occupational therapy, individual tutoring. If a teacher or a parent has a concern about their child having significant needs that are not being met through the regular programme, there is a referral procedure to be followed. Further information about this procedure, which may include in-class observations, screening and external evaluations, can be obtained from the SSD Coordinator. Results of external evaluations must be shared with the school. Any tutoring taking place outside of school hours is arranged by the parents and the tutor is not supervised by the SSD Coordinator. Any tutoring that parents wish to take place on the school campus needs to be approved by the Head of Lower School. The Lower School Counsellor meets with students individually or in small groups. Occasional meetings do not require a permission form. However, if a student meets regularly with the Counsellor parent permission is required. The Counsellor may lead class lessons which focus on themes such as friendship, or resolving conflicts. Some of these lessons may be integrated into the units of inquiry. Children new to ISA, or those who are leaving are supported by the Counsellor during these periods of transition.

Assessment and Reporting Assessment of the students’ progress is ongoing. Teachers assess prior to, during and at the end of units of work. Pre-assessment strategies help teachers to plan more effectively to meet the individual needs of the students. Summative assessment strategies at the end of units of work enable teachers to see what the students have learned. The teachers use a variety of tools and strategies, such as: • informal observations and anecdotal records


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• reading running records and reading assessments • writing samples • grade-level mathematics assessments and exemplars • performance assessments linked to the units of inquiry • work samples and reflections for the student portfolios The students are also encouraged to reflect on their own learning through self-assessment activities. The PYP requires that individual portfolios of student achievement be kept, as an important mechanism for documenting progress and monitoring their own growth as a learner. All students maintain a portfolio of work. Portfolios are developmental pictures of students’ progress. We believe that portfolios: • empower students to be active participants in their own learning • encourage reflection on the learning process and achievements • encourage students and parents to see learning as a continuous process • encourage a sense of pride in one’s work, thereby building self-esteem • encourage the collaboration of students, teachers and parents in the learning and

assessment process • encourage emphasis on process as well as product • record evidence of achievement and celebrate these achievements • allow students to retain ownership of their work • facilitate ongoing assessment The portfolio can include a range of items such as journal entries, pictures, audio or video tape recordings, stories, mathematical investigations, and photographs. The students are actively engaged in the process of reporting to parents. In the first parent conference (Settling-in conference), the students are present, and they help to set goals for the year with their teacher and parents. A Mid-year report updates parents on progress across all curriculum areas. Mid-year conferences are largely student-led, and include a review of the progress towards the goals set in the first conference, as well as other areas of progress. At the end of the year an end-of-year report is sent home to parents, summarizing progress over the year. The end-of-year report includes information on: • Trans-disciplinary skills • Language - reading and writing • Mathematics • Units of Inquiry • The single-subject areas of the Arts (Music, Visual Arts), Physical Education,

additional Languages and, for Grades 2 – 5 only, Drama • Student self-assessment relating to the PYP Learner Profile characteristics PYP Exhibition Students in their final year of the PYP programme, are also expected to participate in a culminating project, the PYP Exhibition. This is designed to demonstrate their proficiencies in all areas of the programme. At ISA the Exhibition takes place in the second half of the year in Grade 5.


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The First Few Days For the youngest children entering Kindergarten, the transition from their Early Childhood experiences and adjustment to new teachers and routines can produce some anxiety. For some of the Kindergarten children who are newly enrolled at ISA this may be their first experience of a full-time programme. Parents can help the transition to the new grade level by encouraging students to do things for themselves as much as possible. For example, allowing students to dress themselves, put on their own coats and place their lunch-box or back-pack in the appropriate place unaided when arriving at school would be very helpful. The students moving into Kindergarten (although many may have attended full-time school and even at ISA before) have a staggered start with shorter days to help them in the transition and adjustment to new routines. All Kindergarten students only attend morning sessions for the first five days of school in August. Parents will be informed separately of the specific start dates for each of the programmes. Incoming Kindergarten students during the school year will start school full-time from their first day unless otherwise arranged between the parents and the homeroom teacher, due to the prior school experiences of the child. A Typical Day at ISA Please note that each Friday, school begins one hour later at 9:30. Children arriving before 8:30 (9:30 on Fridays) must wait in the cafeteria. Supervision is provided in the cafeteria from 8:15 (9:15 on Fridays).

• 8:15 (Fri 9:15) Earliest arrival time – supervision in cafeteria only • 8:30 (Fri 9:30) Children go to classrooms for registration and homeroom • 12:00 Lunch break • 15:25 School day ends • 15:35 School buses leave

Homeroom begins at 8:30 when a range of activities (including morning meetings, explanation of the daily schedule, handwriting/typing practice, independent reading) occur. Homeroom is a valuable time to set the tone for the day, and settle down ready for learning. Registration is taken. Any child arriving after 8.45 (9.30 on Fridays) is considered late. Parents need to inform the Lower School Office when they bring their child late to school; there is a sign-in process for late arrivals. There is a similar signing-out process for students having to leave school early. Please ensure that you visit the Lower School Office to sign your child in or out in these instances. Any child who is regularly late is missing an important part of the school day, and this can be disruptive to their routine as they often miss the beginning explanations and instructions from their teacher. Therefore please ensure that your child is at school by 8:30 each day. See also page 23 of this booklet for more information about what to do when your child is absent for various reasons. The class register is very important as it is used to ensure your child’s safety. It helps us to ensure that your child has arrived safely at school and we use it as a checklist in case of emergency evacuation.


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A morning recess is scheduled for 30 minutes each day when students can eat their snack. There is no morning recess on Fridays for this age group due to the late start of school this day. The recess times vary depending on the grade level. A grade level always has recess time together so that students in different classes can mix together. If outdoor recess is not possible due to poor weather conditions, the children have indoor recess instead in their classrooms and common areas. However, we try to give all children outdoor play as regularly as possible. Therefore it is important for you to make sure that your child has suitable clothing for outdoor play throughout the year. Please make sure your child’s clothing is clearly labelled with your child’s full name. At lunchtime, students have 30 minutes for lunch in the cafeteria followed or preceded by 30 minutes of outdoor recess. At the end of the day, the youngest students travelling on school buses will be taken and placed on the bus by the classroom assistant. Grades 3-5 will be dismissed from their class and will either walk to the buses or the cafeteria. Students in these grades not taking the school buses will wait in the cafeteria for their parents. Kindergarten, Grade 1, and Grade 2 students not travelling on school buses should be collected by parents from their classrooms. We ask that parents should not arrive at the classrooms before 15:25 as this may disturb closing activities. Students involved in an After-school activity will make their own way to their activity or (as in the case of the youngest students) will be escorted by a parent to the relevant activity or activity area. Students who are not involved in an After-school activity will not be allowed to remain on the school campus after 15:45 unless supervised by a parent or designated adult. Parents who usually collect their children but are unavoidably detained, should contact the Lower School Office before 15:00. Children in Kindergarten, grade 1 and grade 2 who have not been collected will be brought to the Lower School Office by the teacher to wait. If they have still not been collected by 16:00, then the Lower School secretary will take them to reception where they can wait with Security. Students in grades 3-5 should wait in the cafeteria until they are collected, but are encouraged to ask the Lower School secretary or reception to call their parents if they are concerned about the length of time they are waiting. We expect every Lower School child to be collected by a known adult, unless they are using the bus service. However, if you feel that your child is mature and responsible enough to travel to and from school alone on a daily basis, please inform the Head of Lower School in writing. If there is a change in transportation home after school (e.g. if your child is going home with a friend), it is essential to send a note to the homeroom teacher in advance or inform the homeroom teacher in person. Or in cases of short notice, contact the Lower School Office by telephone. We cannot accept a verbal message from the children, and will expect that children will follow their normal routine in going home unless we are notified otherwise. In the event of any change of bus arrangements please notify the Lower School Office and the Bus Coordinator in writing or by telephone.


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Please let us know if you will be out of town and leave full details of the person who will be taking care of your children. This allows us to be more watchful. Snack All students have the opportunity to have a snack during the morning. Please send a healthy snack and/or drink, e.g. pieces of fruit, rice cakes or plain biscuits. For the younger students snack should be packed separately to lunch and should be clearly labelled with your child’s name and class. We would ask that you do not send candy, chocolate or carbonated soft drinks like cola. The cafeteria is not available to Lower School students during morning recess. The vending machines are not available to Lower School students during the school day. Lunch Students in Kindergarten-Grade 5 eat lunch in the cafeteria. Students may have a school lunch or you can send a packed lunch. The packed lunch should be sent in a lunch box clearly labelled with your child’s name and class. Again we would ask that you do not send candy, chocolate or carbonated soft drinks like cola.

School lunch and drink cards are available in the cafeteria. Lunch cards (which include a drink) are sold in sets. The Lower School set lunch menu includes a main dish, a dessert and a drink. Students may select a drink from a choice of water, milk or fruit juice. Drink-only cards are also available for those students having packed lunch. These cards can be used to obtain a drink. Tap water is also available in the cafeteria. Information about the daily lunch menu is included in the

weekly update, showing the monthly menus. The monthly menus are also posted on the ISA Community website http://www.isa.nl and the website for George’s Place http://www.georgeplace.nl. Please look at the menus carefully to help you and your child to decide on which days to have school lunch and on which days to have packed lunch. When the lunch card is used up your child will be given a reminder that the card needs reviewing. Lunch and milk cards can be purchased directly by parents and students from the cafeteria. The cards are kept centrally. After-school Activities A variety of after-school activities is offered, including art, dance, language classes, instrumental lessons and gymnastics. These activities are co-ordinated by the Activities Office, Athletic Director or Mother Tongue Coordinator. See contact details on the back page if you need to call or email these organisers regarding any aspects of the After-school programme. Whilst some activities are offered for the entire school year, others may be limited to one term. A Lower School Choir provides additional opportunities for students to explore and develop their musical creativity. Language Academy In recent years, a great deal of research has been done into the importance of children’s mother tongue language and on the education of bilingual children. It is now widely accepted that there are significant educational benefits for children who


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continue to develop their mother tongue language in an educational framework, these include: better academic performance; faster progress in English; value of the children’s language and culture; higher self-esteem. Through the development of literary skills in both languages the children develop as true bilinguals. At ISA we place great value on our students continuing to study their mother tongue languages. The Lower School Language Academy offers an ever growing range of classes and languages. These are usually held after school and sometimes before school on Friday mornings. The one hour lessons are paid for by the parents; the price depending on the number of children in the class. The teachers are native speakers of the language. At the beginning of the year information is sent home detailing which activities are on offer and how to sign up for them. This information is also available on the ISA Community Website. If you wish for your child to study their mother tongue language in the future please be aware that they will also need to be developing literacy skills in this language as well as fluent oral and aural skills. For example, if you would like your child in the future to study their mother tongue language when they are in the Upper School at ISA, as an Language A option, then you will need to begin working on literacy skills whilst they are in their Lower School years. If your mother tongue language is not currently offered, and you are interested in the possibility of your child taking language lessons, please contact the Mother Tongue Coordinator to see if a suitable teacher can be found. If you are a parent with teaching qualifications and would be interested in teaching a language class please let us know. Contact details for the Mother Tongue Coordinator are on the back cover of this handbook. At the end of the school day there is no supervision provided by the school. Therefore, supervision of children after 15:25 is the parents’ responsibility. Parents are responsible for taking their children (up to grade 1) to after-school activities and changing them if necessary. If the activity does not begin directly after school, the student should remain in the cafeteria until the activity begins. Parents are responsible for arranging supervision of their child during this time in the cafeteria. If they wish, and the playground is not being used for another purpose, parents can take their child there and supervise them whilst they wait for the activity to begin. There are limited school buses after 15:35 pm so students attending after-school activities must be collected by their parents. While we believe that after-school activities are valuable and encouraged, please consider the appropriateness for the age of your child, and the other demands on your child’s time such as commuting, homework, and mother tongue classes, when opting for such activities.


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Homework Purpose of Homework Homework plays an important role in student life because it encourages the development of self-discipline and associated good working habits. Homework provides for an out-of-classroom learning experience reinforcing skills and concepts already learned, practicing new skills, preparing for a new unit of study, or extending learning. Amount & Frequency of Homework Grade Level Time Per Day Notes

Kindergarten

Individualised reading programme – recommended daily shared reading at home

for 10-15 mins

No explicit homework other than shared readers with parents in the home reading programme

(beg of yr parents read to children, later children begin

reading to parents)

Grade 1

Individualised reading programme – recommended daily shared reading at home

for 15 mins

Once a week (Thursday nights) students are assigned a 15 min activity related to math, unit of inquiry, handwriting or reflection

homework instead of reading

Grade 2

15 mins per day maximum + Individualised reading

programme – recommended daily shared reading at home

for 15 mins

On Mon-Thurs nights students are assigned a 15 min activity related

to spelling, Star Student, Newsday, maths and handwriting.

Grade 3

20 mins per day maximum + daily independent reading in English and/or the mother

tongue language for 20 mins

On Mon-Thurs nights students are assigned a 15 min activity related to spelling, maths, handwriting

and units of inquiry.

Grade 4



On Mon-Thurs nights students are assigned a 30 min activity related to spelling, writing, maths, and

units of inquiry.

Grade 5



On Mon-Thurs nights students are assigned a 30 min activity related to literature circles, maths, and

units of inquiry. N.B. Homework is not assigned at weekends or holidays with the exception for the grade 5 students working on the PYP Exhibition. Homework Responsibilities Students’ responsibilities: • To know what the homework is and how to complete it, asking for help if

instructions are not clear; • Keep a daily record of homework in a homework diary/agenda recording all

relevant information (grade 5 only); • Maintain the highest effort on all homework assignments; • Take home all necessary resources needed to complete the homework;


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• Return the homework to the teacher on time; • Return any borrowed resources used at home to complete homework.

Parents’ responsibilities: • Promote a positive attitude towards homework encouraging their children to take

responsibility for their own learning; • Reinforce expectations that your child will exert a consistent effort with

homework; • Observe and acknowledge your child’s accomplishments with homework e.g. “I

like the way that you have ……”; • Provide an appropriate place and equipment needed to help your child complete

their homework; • Help your child to set aside a regular and appropriate time to complete

homework; • Understand the amount of parent assistance appropriate for homework

assignments, participating where necessary in shared activities; • Talk with your child about their homework; asking about it and discussing the big

idea or questions, suggesting resources, and listening to how your child plans to tackle the assignment e.g. “How are you going to solve the problem?” This discussion can take place in the mother tongue if English is not the main language spoken at home;

• Communicate with the teacher when there is a homework concern e.g. the work seems too easy, too difficult or takes longer than the recommended time on a regular basis;

• Assist your child in being organised to return completed assignments to their teacher, including the return of any borrowed resources such as reading books;

• Ensure that there is time on a regular basis for reading with your child (for emerging and developing readers);

• Ensure that you encourage your children to read on a daily basis (for independent readers) and find time to discuss with them their reading.

Teachers’ responsibilities: • Follow the guidelines for the frequency and time allocation for the grade,

consistently throughout the year; • Set clear expectations about the homeroom requirements and routine with

students and parents (e.g. first weeks of school and during Back to School Night events);

• Provide clear instructions for how to complete homework in written form, (or for grade 5 students only – provide time for them to note information about their homework in their agendas);

• Limit teacher jargon in directions and consider parents’ ability to understand what their child will have to do, even if English is not their mother tongue;

• Review homework and provide feedback to the students in a timely manner; • Establish a system for recording information about completed homework

assignments and/or reading; • Ensure that necessary resources and/or equipment are available to students; • Differentiate as needed to match students’ needs and abilities; • Ensure that there is a consistent approach to homework within your grade level; • Provide ways for parents to communicate with you about any homework issues; • Notify parents early regarding homework problems and missing or incomplete

homework; • Take responsibility for assigning appropriate homework for EAL Beginner

students, liaising with the homeroom teachers as necessary (EAL teachers only)


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• Liaise with homeroom teachers before setting occasional homework (e.g. recorder practice, learning words from songs in Dutch/French, learning lines for a performance) to prevent over-loading of students (Single-subject teachers only).

In Kindergarten and Early Childhood no formal homework is given as we believe the children need time to play and relax. The home-school partnership at this time is very important to help each child’s reading development. Students bring books home regularly to read with an adult or older sibling. It is however, stressed that parents read or tell stories (especially in their home language) with their children to help literacy and language development. Lower School Library The ground floor of the Media tower houses the Lower School library. Students attend weekly sessions in the library with their teacher and can also visit at other times in the day more independently. Library staff read stories to the younger students and encourage them to borrow a wide range of books. With the older students, the library staff assist the teacher in the development of research skills and the independent use of the library. Library staff recommend suitable authors and guide research for the units of inquiry and independent student inquiries. In addition to the fiction and non-fiction English collection, there are also some books available in the most common mother tongue languages at ISA. Students and parents are welcome to come into the library at times other than their scheduled library class to borrow books. The library is open from 8:30 to 16:30, Monday to Thursday, and 9:30 to 15:45 on Fridays. Lower Students who require a quiet environment in which to complete homework whilst waiting for an after-school activity to start can do so in the library. However, although there will be a member of staff in both libraries during opening hours, after-school supervision of Lower School students remains the responsibility of the parents. Class Buddies Each class from Pre-Kindergarten – Grade 5 is ‘Buddies’ with another class for the whole school year. The Pre-Kindergarten classes buddy-up with an older class from a different grade level. The classes come together regularly, once every one or two weeks, and they do reading activities together. This is valuable reading time where older students read to the younger ones, sometimes in their mother tongue. Some classes also work together on special projects during the year. Assemblies In order to foster a sense of community spirit, we have regular assemblies. Small assemblies between one and two grade levels take place in the grade level common areas. Every two-three weeks a larger assembly takes place in the theatre for Kindergarten and Grade 1 students and another for students in Grades 2-5. Assemblies in common areas are used to celebrate achievements, watch performances, share work, welcome new students and say goodbye to departing friends. The larger gatherings focus on the PYP attitudes and dispositions of the learner profile.


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The Lower School will also gather for a welcome assembly at the start of year and a final end of year assembly in the last week of school, where we celebrate the year and say a fond farewell to students and staff who may be leaving. Parents are often invited to attend performances and assemblies when appropriate. Field-trips and Special Activities Field-trips are an important part of the school year. They are planned to complement the educational programme, and are usually linked to the units of inquiry. These may include walks around the local community, as well as to specific locations such as the Scheepvaart Museum, the Amsterdamse Bos, Artis Zoo, Nemo, a local farm, and local art museums. Particular attention is given to the celebrations of our host country, The Netherlands, in homeroom or specialist classes. This includes the festivals of Koninginnedag (Queen’s Day), Sint Maarten, Sinterklaas (also known as St. Nicholas) and Pakjesavond (gift-giving night). Annual special events such as the celebration of some cultural festivals occur regularly. The ISA community is encouraged to share their cultural festivals. This may be through a performance such as for Santa Lucia, or in the form of an exhibition or presentation. Sports Day Towards the end of the school year a afternoon of sports activities is organised for all students in Lower School. Activities vary from year to year but include many challenges where the students have to work together as a team. Parents are encouraged to attend. Global Village Day Once a year, the whole school comes together to celebrate the diversity of cultures represented and to value these cultures. A whole school assembly includes performances from students of all ages and culminates in a parade of nations and ceremony. In the afternoon parent volunteers organize interactive cultural villages in the Lower School classrooms. Each child in Lower School has a Passport to the World which is signed and stamped as they pass ‘customs’. As they enter each country (classroom) they experience different cultural activities. Students from Upper School help with the organization of the day or host ‘villages’ too. Other events and activities are often organised in the spirit of developing intercultural understanding.

N.B. The celebration of Sinterklaas in the Netherlands involves traditional costumes for Sint and his helpers. The Zwarte Pieten are normally dressed in Elizabethan-style costumes and blacken their faces. In consideration for some cultures who may find this practice offensive, but also honouring the Dutch tradition, the practice of wearing full black make-up is not followed. The Zwarte Pieten will mark their personal skin colour with some “soot” to show how they have been climbing through sooty chimneys. This way it is hoped that the school can show tolerance and empathy towards the different sensitivities and traditions of the various cultures represented in the school.


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Other Events From time to time, we also arrange special visits from authors, illustrators, musical and theatrical performers. These events are designed to give students a variety of cultural and artistic experiences as well as to develop the appreciation and skills of being in an audience. The PTA often organises additional events during and outside of the school day. These activities may be linked to a special cultural festival such as Diwali or Halloween. Lower School Student Council The Lower School has a Student Council that has a weekly lunchtime meeting with the Assistant Head of Lower School in the conference room. Students bring their home or school lunch to the meeting. At the beginning of the school year students in grades 2-5 who would like to stand as their class representative are asked to prepare a short speech which they give to their class stating why they think they deserve this position. The class then vote and the winner becomes the Student Council class representative and the student who came second becomes the substitute who will attend in their absence. The students will remain in these positions for the entire year. Students cannot be in both the choir and the student council due to conflicting lunch time meetings. The main responsibility of a Student Council representative is communication – bringing issues and questions to the Student Council, taking back information and ideas to the class, and doing further investigation where appropriate. Where possible, the Student Council will also be involved in finding and helping to implement solutions. It is expected that Student Council members will take a lead in community service projects such as resolving playground issues, health and hygiene in the cafeteria, helping to organise events such as bake sale fundraisers, school talent shows and a school disco. They often select and advertise theme spirit days such as ‘Pyjama Day’ Students Taking Action at ISA

As an IB World School the International School of Amsterdam aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world.

We believe that the education of enlightened global citizens extends beyond academics by promoting active involvement in the school, local and global communities. By participating in community service, students develop skills, attitudes and values which promote international understanding and respect for themselves, others and their environment. It also encourages a sense of responsibility, a spirit of self-reliance and an awareness of local and global issues. Students learn to take initiative and see themselves as agents of change. The school has commitments to some local and global projects as we role model taking action and caring about our world, which are listed below. More details about how your children can participate will be given nearer to each event.


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Date Event Community Action Mid

October Stand Up Against Poverty

Students are asked to each bring in an item of non-perishable food to create a food mountain in the main foyer. The Student Council delivers the donations to the Amsterdam Soup Kitchen which feeds homeless and poor people in Amsterdam.

End of November

Christmas presents

for refugee children

Students are asked to donate a Christmas present for refugee children living in Amsterdam. A Sinterklaas party is then organized for these children by the Missionaries for Charity.

February Global Village

Day

During the morning we host a Global Village Day assembly where there are student cultural performances and a Parade of Nations. In Lower School the classrooms are transformed into countries represented by our ISA community by parents. Students receive a Passport to the World and spend the afternoon enjoying the interactive activities where they learn more about their classmates and the world in which they live.

March World Water Day

‘Shared Solutions’

Students are each given a Shared Solutions bottle to place by a tap in their house. Each time they use water they are asked to place a coin in the bottle. The donations given to East African Care who build wells, water taps, toilets and irrigation channels in East Africa.

ISA supports several other charities from the proceeds raised by the SHARE committee events. SHARE, which is part of the Parent Teachers Association (PTA), will also match donations raised by student initiatives throughout the year. An application for students to apply for a SHARE donation for their fund raising initiatives is sent at the end of each academic year. Details of the charities supported and planned SHARE events can be found on the community pages of the website however examples include Seasonal Plant Sales, Take Home dinners, Food and Wine evenings, Art, Wine and Cheese Auction, Popcorn and cupcake sales, stalls on the Winter and Spring Fairs, and Fashion shows. Home-school Communication Information about the weekly schedule will be sent home by the homeroom teacher at the beginning of the school year, showing the activities the students will be involved in throughout the regular week. Regular newsletters will keep you informed about the general programme and specific events and activities in individual classes and grades. A few further points which will help us maintain good communication: • If you wish to discuss something specific, please make an appointment

beforehand. • Please do not try to discuss anything at length with class teachers at the start of

the school day or when they are actively involved in teaching. • If you do have a concern, please first discuss it with the teacher most directly

involved, without transmitting your anxiety to your child. • If any concerns or problems remain unresolved following the contact with the

teacher, please refer to the Head of Lower School. Our experience is that most problems can be prevented by seeing your child’s teacher as early as possible.


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• Please see the “All School Communication Protocol” in the ISA handbook for further information on the ISA procedures.

Weekly Updates, regular class/grade newsletters, all school newsletters and the ISA website keep you informed about the programme throughout the year.

Information is also posted on the ISA Community Website and is regularly updated. Parents are encouraged to view student work on the Lower School pages of the Community website, which includes photographs, work samples and video clips.

Aug

June

A New Family Orientation allows parents and children to see their classrooms and meet the teachers and other new families before the official start of the school year. This greatly helps the settling-in process. A Back to School event enables the homeroom and specialist teachers to share information about the programme and routines. The class teacher will meet with each student and their parents for a settling-in conference where goals will be set for the year. A Mid-year report will be sent home. Mid-year student-led conferences enable parents to hear about progress to date and review goals. An End of Year Report is sent home.


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Behaviour and Discipline

Philosophy In accordance with our mission statement we value integrity, respect and responsibility and we are committed to providing a safe, supportive educational environment. Our approach to discipline enables the person to learn new behaviours for the future rather than dwelling on past mistakes. ISA therefore expects students to: • Demonstrate integrity by developing honesty & self-discipline; • Respect themselves and others, and their environment; • Respect school rules and guidelines; • Take responsibility for their own actions; • Seek ways to resolve problems peacefully; • Speak up if they see someone being treated unfairly. In order to model these expectations to students we expect members of staff to: • Treat students with respect and kindness; • Work together collegially; • Respect and help to enforce school rules, policies and guidelines; • Treat parents with respect and consideration; • Take their professional responsibilities seriously. In order to model these expectations to students we expect parents to: • Work with us cooperatively to meet the needs of the students; • Treat staff members with respect and consideration; • Treat each other with respect and kindness; • Respect and help to enforce school rules, policies and guidelines. Our expectations for student behaviour are based on the attitudes from the PYP: • Respect • Tolerance • Integrity • Empathy • Appreciation • Cooperation • Commitment • Independence • Confidence • Creativity • Enthusiasm • Curiosity While bearing in mind that a child exhibiting severe/disruptive behaviour needs to be dealt with humanely according to agreed upon guidelines, the welfare of the other students and adults is important and must be considered. The full ISA Lower School Behaviour and Discipline Policy is available on request at the Lower School Office, and is accessible in pdf format on the ISA Community Website on the LS pages.


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Admissions and Withdrawals In normal circumstances, children are admitted to ISA on the basis of space available in the appropriate grade. The grade and class placement is determined by the Head of Lower School, based primarily on age at 31st August, but also taking into consideration previous school experience and developmental level. In Kindergarten class sizes will normally be limited to 18. In Grades 1-5 class sizes will normally be limited to 20. In the summer term of each academic year parents are given the opportunity to give input to the teachers and the Head of Lower School about their child’s placement for the following year. The teachers then examine the class lists of returning students, take into account parent comments as well as numerous other factors, and make proposals to the Head of School for placement for the following year. Due to the high turnover of students (approximately 20-30%), the practice of reforming classes, helps to re-balance classes. The homeroom teachers, together with specialist teachers, EAL teachers, the Student Support Department and the Lower School Administration, carefully consider placement and groupings using specified criteria. Each class should be balanced as far as possible within the grade, taking into consideration: gender, age, nationality, mother tongue, EAL levels, academic achievement, socialisation skills, and returning/newly-admitted students. Parents may not request a particular teacher. The ISA staff ask that parents trust in the professional judgement on the placement of their child as the teachers and the administration have a good understanding of the overall balance of the classes, and the teaching styles of the staff. Generally classes will be reformed every year from Grade 1 upwards, but Kindergarten classes will be moved up as a group to the next grade level. However, some degree of flexibility is needed if there is a major imbalance in one class. If this is the case then the whole grade would be shuffled but through the matching of halves of classes within the grade. Intention to withdraw your child should be communicated to the Admissions Office and the Head of Lower School as early as possible. Health If your child shows any signs of illness you should keep him/her at home, both for individual recovery and protection of other children and staff at school. Our policy is that a child who is well enough to attend school is well enough to participate in all lessons and outside recess. Therefore students coming to school should be involved in all activities including swimming, PE and recess. Please see the swimming information booklet for guidelines concerning swimming issues. Head lice are an annual problem in most schools. Please conduct regular checks of your child’s hair and inform us if your child experiences head lice. If your child is infested he/she must stay at home until clear to prevent infestation of others. Please contact the school nurse, for advice on available treatment in The Netherlands. Attendance and Absences Students should be attending school every day. However, there are occasions when a child is absent through illness or for medical or personal reasons. The absence of


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any student is to be confirmed by telephone or written message to the Lower School Office before 8:30. The Lower School Office can be reached on 020-347-1201 and by email at [email protected]. To safeguard your child, each morning the attendance secretary telephones the parents of any child absent without notification. This is a very time-consuming task, and therefore your cooperation in informing us in a timely manner is most appreciated. Frequent absences can seriously affect the academic progress of students. We ask that parents arrange family trips and holidays during school vacation times (a copy of the school calendar is included in the ISA handbook, from the LS Office and is posted on the website). Parents may receive a letter of concern if there is a high incidence of absence or lateness. Promotion to the next grade level is automatically subject to review in cases where a student has been absent 20 days or more in one academic year. Information about the number of days of attendance, including comment on lateness if relevant, is included in the students’ formal written reports. Lateness and early departures are also recorded. Please observe the school opening times as important introductory and settling activities should not be missed. Similarly at the end of the day, students leaving early may miss valuable closure and reflection time. A register is taken at the start of each school day. 8:30 is the official start time for classes. Students arriving after this time will be considered late. Any student arriving late should first inform the Lower School Office of their arrival before going to class, as they will have missed morning registration. There is a sign-in system there. If you need to collect your child before the end of school, please notify the homeroom teacher early in the morning so he or she can see that your child is ready. We cannot let students leave with a person who cannot be properly identified, nor will we permit students to await collection unattended outside the school building. There is a similar signing-out system for students leaving school early in the Lower School Office. Permission for absences other than for medical reasons should be obtained in advance from the Head of Lower School. The class teacher should then be notified when approval has been given. A Student Absence request form is available from the Lower School Office. If a student does have to be absent for an extended period, the teacher will decide if the student will benefit from additional homework assignments. It should be stressed, however, that much of the class work missed cannot be made up this way. Change of Address and Telephone It is essential that the Lower School Office has a current address and telephone number for each child. If your information changes please ensure you communicate this to the Lower School Office and Admissions Office. Fire and Emergency Procedures We have periodic drills to familiarise the teachers and children with the emergency exit routes and procedures. When the evacuation alarm sounds, everyone is required to leave the building through the nearest exit – immediately, calmly, and silently. Never attempt to go to your child’s classroom, as this could seriously hinder the evacuation process.


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Emergency Contact Procedures Should we need to contact all parents in an emergency we use a mobile phone text-messaging system, with an email backup. It is essential that the school has your current contact details. Birthdays

Please contact the classroom teacher if you wish to bring in food such as a cake or cupcakes to be shared for your child’s birthday. Sharing should take no longer than 20 minutes and all food items should be easily served and consumed at school. Some children are highly allergic to nuts so please do not include items containing nuts or nut products. At ISA we have smoke detectors that are highly sensitive and will react immediately to heat or smoke, therefore

birthday cakes with candles are not allowed. There is a no balloons policy in school due to latex allergies and risk of choking with popped balloons. Please do not bring in balloons, either inflated or deflated. Please do not bring treats or gifts for children to take home e.g. party bags containing treats, balloons, or small toys. If you wish to invite children to a birthday party event, unless inviting all members of the class, please mail or email invitations privately, as distribution in class could be very distressing to uninvited children. Each Lower School student may choose a birthday book from the Head of Lower School to celebrate his or her birthday at ISA. This book is a gift from the school for each child to keep. Clothing Although ISA does not have a school uniform, children are requested to wear clothes that are appropriate for school, clean and tidy. Clothing should be practical – washable, comfortable and suited to the changeable Dutch weather. Children should always bring something waterproof, and will need gloves, hat and scarf available from October to April, as the wind can be very cold even on sunny days. Sports shoes or sneakers that have wheels underneath (so that they can be used like roller blades) are not considered suitable footwear for school. Please ensure that coats are easily fastened and shoes can be easily changed. Clothing must be simple to enable the child to dress independently. All items of clothing should be clearly labelled with your child’s name. Headwear, unless worn for observance of religious beliefs or specific agreed circumstances, is not permitted during class time. Lost Property Please note that there is a high occurrence of items being ‘lost’ or mislaid at school. If your child’s belongings are clearly labelled with their first and last name there is a


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stronger likelihood that they will be returned promptly. Several parents use the Dutch company “Stuck on You” https://www.stuckonyou.biz/netherlands/index.asp which sells individualised labels for clothes, lunch boxes etc at a very competitive price. They also have a fundraising program whereby the school would get 20% back to donate to our charities. The school shop sells labels and markers that can be purchased to help you to identify your child’s clothing. Following recess any items left on the playground or in the cafeteria will be placed in a lost and found box which will be taken to the specific grade level common area. After a week any unclaimed items will be taken to the lost property boxes alongside the Lower School gym changing rooms behind the Nurse’s Office. At the end of the school year items that are still unclaimed are donated to charity. Personal Items and Toys Occasionally your child’s teacher may request that small items are brought in from home to supplement the programme. However, we strongly recommend that children keep all toys and valuable items at home due to possible loss or damage. Some items are banned from school such as weapons (real or pretend) and any potentially dangerous items including stretchy rubber toys. Trading cards, such as Pokemon and flippers, are also not allowed. Trading cards were banned, by the students themselves through Student Council, due to the problems that such cards were creating at recess times. Portable games consoles, i-pods, mp3 players and other such technological items are not recommended as we prefer that valuable items are kept at home. However, we recognise that for students arriving early to school or having a long wait after school before an activity, these items may be used to occupy a child. If students are found playing with such items at recess or class times, the items will be sent to the Lower School office, where they can be collected at the end of the day. It is highly recommended that if any of the above valuable items are brought into school that they are clearly labelled with the child’s full name.

ISA recognises that there are times when it is genuinely appropriate and useful for students to have access to a mobile phone. At ISA mobile phones should only be used by students in cases of a genuine need, and courtesy, consideration and respect for others are paramount at all times. Phones should be labelled with the students name and must not be switched on and used during class time. Under no circumstances should students use a mobile phone to contact home in order to make arrangements to leave school. Any student who is unwell or injured needs to go to the Nurse and follow the regular procedures. See also the Use of Mobile Phones policy for Upper School on the Upper School web pages. We also recommend that money should only be sent to school for a specific requested purpose such as a bake-sale or fund-raising activity. Skateboards are not allowed on campus. Chewing Gum Chewing gum is not allowed on the school campus.


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Alcohol, Drugs and Tobacco The use or possession of drugs, tobacco and alcohol at school or any school activity, on or off campus, is strictly prohibited for students. Photographs Each year a school photographer takes individual and class pictures. Details of actual dates will be sent out from the Lower School Office. Substitute Teachers If your child’s teacher is absent for any reason the class will be covered by the assistant or by one of our substitute teachers. Whenever possible this is someone who already knows the school, the class and your child. Visitors Visiting children (former students, family or friends) are welcome to join your child in class for up to one day providing this is arranged ahead of time with both the class teacher and the Head of Lower School. A Request for Student Visit form is available from the Lower School Office. Parent Advisory Council Each year a number of parents are invited to participate on the Lower School Parent Advisory Council (PAC). In our meetings we discuss various aspects of the educational programme, areas of concern and potential developments. Eight of these parents also act as Grade level representatives. Whilst the PAC acts as a channel of communication between the school and the parents, it is not a forum for considering individual concerns. The Grade level representatives attend the monthly PAC meetings, welcome new families into their Grade, organise social events such as a coffee morning for parents of their Grade, liaise with the Grade level coordinator and help organise any specific events for the Grade such as Grade 5 Graduation. Parental Involvement in the School Parental help is appreciated. Your classroom teacher may ask for volunteers for different purposes throughout the year. These may include: sharing information about your culture through stories, activities or festivals; cooking or art activities; contributing to Grade level “pot-luck’’ lunches; chaperoning field-trips. Special Talents and Interests If you have a special talent or interest which you would be willing to share with a group of children, please let us know. It may be that your career or hobby could be interesting to the students, or your culture may be something which you would like to share. We hope your child has an enjoyable stay at ISA and look forward to our year together. Sincerely, The Lower School Team


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Notes: • The school bag should be large enough to hold snack, lunch, supplies and any folders

used for reading books and/or homework. • The recorder should be a recorder with German fingering. If German-style fingering

cannot be found then baroque fingering is a close alternative. • For reasons of hygiene, each student will need to bring their own headphones to use

in IT classes and music classes, similar to those used with an i-pod or nano. • EAL students, especially in the older grades, are encouraged to bring a bi-lingual

English dictionary for their relevant mother tongue language. • These supplies are needed throughout the year. Please replace if items are lost,

broken or depleted. Most items are available for purchase in the school store.

Equipment & Supplies for 2010-2011

Please make sure all items are clearly labelled

with your child’s full name!

Items Kindergarten &

Grade 1

Grade 2 &

Grade 3

Grade 4 &

Grade 5 PE Clothes Drawstring bag

with: T-shirt Shorts Gym socks Pair of sneakers

Drawstring bag with: T-shirt Shorts Gym socks Pair of sneakers

Drawstring bag with: T-shirt Shorts Gym socks Pair of sneakers

Swimming Items

Waterproof bag with: Swimming

costume Towel

Waterproof bag with: Swimming costume Towel

Not needed

Stationary &

classroom supplies

School bag ISA Reading

folder (available from the school store) Headphones

(Grade 1 only)

School bag ISA Reading folder

(available from the school store) HB pencils Sharpener (with

shavings catcher) Eraser Fine liners (green,

blue) Highlighters 30 cm ruler Set of coloured

pencils Set of felt pens or

markers Glue sticks (2 large) Scissors Plastic mug or cup

(with handle) Recorder Headphones

School bag ISA Lower School diary (available from the

school store) HB pencils Sharpener (with shavings catcher) Eraser Fine liners (red, green, blue, black) Highlighters 30 cm ruler Set of coloured pencils Set of felt pens or markers Glue sticks (2 large) Scissors A4 2-ring binder (4 cm thick) with

lined paper and 20 dividers Headphones

Additional items for grade 4 only: Recorder

Additional items for grade 5 only: A 2GB memory stick A4 2-ring binder (8 cm thick) with

lined paper and 20 dividers 1 homework folder* 1 hardcovered notebook for

journaling* *Both these items can be purchased in the school store


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©ISA, July 2010

In order to inform us about absences or late arrivals please call 020-347-1201 or send an email to [email protected]

Lower School Contact Information

Head of Lower School Sarah Grace [email protected]

Assistant Head of Lower School Susan Loban [email protected]

Lower School Curriculum

Coordinator Melanie Smith [email protected]

Lower School Secretary Carole Kruijsheer

[email protected]

Lower School Attendance Secretary Sheela Parulekar [email protected]

Lower School Office 020-347-1201 (in order to contact any of the above) [email protected]

Student Support Department

Coordinator

Lower School Counsellor

Lucy Killeen [email protected] 020-347-1274 Pamela Atkinson [email protected] 020-347-1261

School Bus, Front Desk & Activities Coordinator

Jackie van Teijlingen [email protected] or [email protected] 020-347-1156

Admissions Office [email protected] 020-347-1120

Athletic Director

Marianne de Haan [email protected] 020-347-1276

School Nurse Anita Lieftinck [email protected] 020-347-1280

Main reception Telephone 020-347-1111

Fax 020-347-1222

Street Address Sportlaan 45

1185 TB Amstelveen

Mailing Address PO Box 920

1180 AX Amstelveen

The Netherlands

kindergarten – grade 5 parent handbook 2010-2011€¦ · lower school kindergarten – grade 5 3...

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