archive-edu.com » EDU » F » FIS.EDU

Total: 229

Choose link from "Titles, links and description words view":

Or switch to "Titles and links view".
  • After School Activities Program
    school activities program which aims to enhance and broaden the normal school program The coordinators report to the director of marketing and development who works in liaison with the principals and the business manager The after school activities program is

    Original URL path: http://fispol.fis.edu/section7/7.60.htm (2015-11-11)
    Open archived version from archive


  • After School Activities Guidelines
    supervision required for safety of participants Planning Time Very little or no planning time required Minimal need for planning of the activity from one meeting to the next Each meeting time requires some planning time during the leader s free time Considerable planning is required from one meeting to the next quality of the activity would suffer without ongoing planning Very high degree of ongoing preparation that also requires equipment maintenance or ongoing purchase of materials Teaching Learning and Specialized Knowledge Participants require no new knowledge and are following a developed interest or hobby Participants likely have considerable knowledge and reasonable ability with the activity being offered little Participants already have some knowledge and ability to support their participation in the activity Participants are being taught new skills and specialized knowledge of the leader is required Very high degree of new learning for participants specialized training required likely most participants have little or no knowledge Set up Time No advance set up is required No specialized equipment some advance set up time is required Specialized equipment is limited to several key items some advance set up time needed Activity not possible without specialized equipment some advance set up required Facility and activity requires specialized sophisticated equipment and a very high degree of advance set up Student Community Sevice Mentoring Student volunteers not needed nor will the activity benefit from their involvement Student volunteers are not required but may be included based on student volunteer interest Activity may benefit from student other volunteers but not required for the success of the activity Activity requires use of student other volunteers who have knowledge of the activity Activity requires use of student volunteers who must be taught needed skills Communication No communication is required beyond the class period Very minimal communication is needed with participants beyond what is done during the class period Activity requires some communication with participants beyond the class period Activity communication with participants or others as needed outside of scheduled activity period High degree of activity planning beyond the school and or ongoing communication with parents or participants or both Level of Involvement Teaches One After School Activity Teaches Two After School Activities Teachers Three After School Activities After School Activities Rating of Classes Criteria of Students Type of Supervision Planning Time Teaching Learning and Specialized Knowledge Set up Time Student Community Service Mentoring Communi cation Level of Involve ment TOTAL RATING ES Activity Bead Weaving 1 3 2 2 2 2 1 2 15 Papier Mache 1 3 2 2 3 2 1 2 16 Beg German 1 2 3 3 1 1 1 2 14 German Club 1 2 3 3 1 1 1 2 14 Beg Italian 1 2 3 3 1 1 1 2 14 Hindi 1 2 3 3 1 1 1 2 14 Beg French 1 2 3 3 1 1 1 2 14 French 1 2 3 3 1 1 1 2 14 Brain Gym 1 2 2 2 1 1 1

    Original URL path: http://fispol.fis.edu/section7/7.601R.htm (2015-11-11)
    Open archived version from archive

  • Class Size
    normal circumstances classes should not exceed the following limits First Steps and Pre Primary 16 Primary and Grade 1 18 Grade 2 to Grade 10 22 IBS Courses 20 IBH Courses 18 Classes for beginning languages should not exceed 18 and for English as a Second Language should not exceed 12 Exceptional circumstances may occasionally require that classes be larger than the maximums stated above Examples of such circumstances would

    Original URL path: http://fispol.fis.edu/section7/7.7021.htm (2015-11-11)
    Open archived version from archive

  • Selection of Curriculum Materials and the School Media Program
    The responsibility for the selection of educational resources rests with the divisional principal Resources adopted for wider implementation require completion of the Textbook and Resource Adoption Protocol The responsibility for the selection of library collection rests with the librarians in accordance with the FIS Libraries Policy Manual 2 Procedures for Complaints Complaints regarding educational resources or the inclusion of specific items in these resources will be addressed by the divisional

    Original URL path: http://fispol.fis.edu/section7/7.802.htm (2015-11-11)
    Open archived version from archive

  • Library-Media Program and Objectives
    for teachers should include information about the role of the library in the learning process and the planning and the implementation of teaching activities Co operation with administrators and teachers may involve the following development of the curriculum and educational activities offered by the school to the student short and long term planning concerning the uses of materials information technology and equipment and development of information skills for the students education The library is essential to every long term strategy for literacy education information acquisition social and cultural development To achieve this the library must have adequate and sustained funding for trained staff materials technology and facilities Lifelong Education Skills Literacy Development The skills learned by the student through the library provide the student with the means of adapting to a wide variety of situations and enable education to continue throughout life The library promotes literacy through the development and encouragement of reading for information and recreation Reading viewing and listening activities all stimulate and reinforce the student s interest in reading In addition the student is taught how to use the available information and technology to locate and evaluate information in fulfilling educational and recreational needs and interests Goals of the Library The library functions as a vital instrument in the educational process not isolated from the total school program but fully involved in the teaching and learning process Goals include providing materials and services that support and enrich the school curriculum as well as encouraging recreational reading supporting all students in learning and practising skills for evaluating and using information regardless of form format or medium including accommodating for the diversity of learning styles and abilities providing materials retrieval systems and instruction that allow students to effectively access information from both traditional and technological formats developing and sustaining in students the habit and enjoyment of reading and learning and the use of libraries throughout their lives offering opportunities for experiences in creating and using information for understanding imagination and enjoyment providing resources and opportunities that are multi cultural multi lingual and global in scope that expose learners to diverse ideas experiences and opinions and which address the various cultural and ethnic origins of an international school community supporting the concept that intellectual freedom and access to information is essential to effective and responsible citizenship Primary Years Program Middle Years Program International Bacculaureate and the Library In addition to promoting reading for enjoyment and personal growth the library co ordinates and facilitates the integration of cross curricular projects The program aims to employ a systematic developmental and sequential approach to building research and information literacy skills Emphasis for the lower grades focuses on the location retrieval and use of information in the library As the student moves into the higher grades the focus is on furthering the development of the student s imagination awareness of the richness of human experience and understanding of the natural world Materials for the higher grades include the most current reference tools and an

    Original URL path: http://fispol.fis.edu/section7/7.803R.htm (2015-11-11)
    Open archived version from archive

  • School-sponsored Field Trips & Overnight Field Trips
    Re approved November 2008 Supersedes 7 8062 Dated February 2007 The board encourages and supports field trips and overnight field trips which provide educational physical and social development of students Full documentation about and consideration of risk management for any overnight field trip must be provided to the division principal and Head of School Cross references Policy 3 4011 Parent Contribution to the Cost of School sponsored Trips Regulation 7

    Original URL path: http://fispol.fis.edu/section7/7.8062.htm (2015-11-11)
    Open archived version from archive

  • School-sponsored Field Trips & Overnight Field Trips
    a field trip The risk management form must be filled out and approved by the principal and the Head of School prior to departure 7 For information on field trip costs and parent contributions please see Policy 3 4011 Parent Contribution to the Cost of School Sponsored Co Curricular Trips 8 On any trip all school and trip rules must be adhered to Violations shall be reported to the student s parents and may lead to the student s expulsion from the trip at parents expense and or exclusion from future trips 9 Trip co ordinators and chaperones a All trip co ordinators and chaperones shall be approved and appointed by the principal b Other adults may be asked to chaperone at the discretion of the appropriate principal c The trip co ordinator must have been a chaperone on a previous overnight field trip d The ideal student chaperone ratio for field trips shall be 6 1 for elementary school 10 1 for upper school field trips and all overnight field trips The gender of students and chaperones must also be taken into account with both male and female chaperones available to support a mixed gender group of students All field trips require a minimum of two chaperones unless special circumstances exist as approved by the principal and Head of School Faculty who are requested to accompany a field trip or sports trip as a non stipended chaperone on weekends or school holidays shall be reimbursed as stated in the Works Agreement of 06 May 2010 e All chaperones shall be required to be fully orientated with all aspects of the trip by the trip co ordinator before departure Student alumni chaperones shall not have sole or independent supervision responsibilities but will rather provide supervision support to faculty or parent

    Original URL path: http://fispol.fis.edu/section7/7.8062R.htm (2015-11-11)
    Open archived version from archive

  • Reporting
    student participation Additional parent conferences are called when judged necessary Written reports are sent home twice a year Upper School Teacher parent student conferences are held once a year Additional parent conferences are called when judged necessary Formal written reports

    Original URL path: http://fispol.fis.edu/section7/7.901.htm (2015-11-11)
    Open archived version from archive



  •