Fis Pyp Teachers Handbook 2014-2015

HANDBOOK FOR PRIMARY SCHOOL TEACHERS
ACADEMIC YEAR 2012 - 2013

Table of Contents
Fairview Mission Statement
Fairview Vision Statement
IBO Mission Statement
Teachers Code of Professional Conduct
Job Description
Head of School
PYP Coordinator
PYP Assistant Coordinator
PYP Subject Teachers
PYP Homeroom Teachers
Guidelines
Examination (for students)
Computer Lab
Library
Homework
Student Disciplinary
Portfolio
Essential Agreements
Report Card Comments and Marking Comments
Display
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Fairview Mission statement
Fairview International School aims to be a vibrant centre for educational, personal and social
growth in the world providing a rich academic curriculum for children in the local and international
community.
Through the use of best practices in teaching and learning, Fairview International School educates,
motivates and inspires students in a challenging environment enabling them to realize their
potential.
Fairview International School is committed to raise the standards of education not only within the
group itself but also in ASEAN and beyond.
Fairview Vision statement

A Rich Academic Program
A curriculum based on best research evidence on successful teaching and learning strategies for
children of diverse backgrounds and learning needs
A Community School
A vibrant centre for educational, recreational, cultural and social programmes for children and
adults in the international community which draws upon and contributes to the vitality of the
international community through an innovative and focused curriculum
A Unique Professional Development Focus
A cultural of continuous professional growth for all staff and functions as a hub for educators
throughout the region to engage regularly in a wide range of learning opportunities that promote
ongoing professional growth.
IBO Mission Statement

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring
young people who help to create a better and more peaceful world through intercultural
understanding and respect.
To this end the IBO works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.

TEACHERS CODE OF PROFESSIONAL CONDUCT (CPC)
Teachers under the leadership of their Principal maintain order in the School and are expected to
hold everyone to the highest standard of respectful and responsible behaviour.
As role models, you are expected to uphold these high standards when you:
help students work to their full potential and develop their selfworth;
inform students of behavioural expectations by developing a list of classroom rules/
essential agreements
demonstrate respect for all students, staff and parents;
prepare students for the full responsibilities of citizenship;
maintain proper and consistent conduct and discipline in the classroom, in the school
building, on the school grounds, and at school-sponsored activities on and off school
property;
provide open lines of communication with parents concerning any issues together with the
Students Affairs Department.
A. CPC IN RELATION TO STUDENTS

1. The teacher teaches in a manner that respects the dignity and rights of all persons without
prejudice as to race, religious beliefs, colour, sex, sexual orientation, physical
characteristics, disabilities, age, ancestry or place of origin.
2. (a.) The teacher is responsible for diagnosing educational needs, prescribing and
implementing instructional programs and evaluating progress of pupils.
(b.) The teacher may not delegate these responsibilities to any person who is not a teacher
of the School.
3. The teacher may delegate specific and limited aspects of instructional activity to non
certificated personnel, provided that the teacher supervises and directs such activity.
4. The teacher treats students with dignity and
their circumstances.
respect and
is considerate of
5. The teacher may not divulge information about a student received in confidence or in the
course of professional duties except as required by law or where, in the judgment of the
teacher, to do so is in the best interest of the student.
6. The teacher may not take advantage of a professional position to profit from the sale
of goods or services.

7. The teachers allegiance is exclusively to the school and at such, a teacher may not engage
in any tutoring activity in or after school unless approved by the school.
B. CPC IN RELATION TO FELLOW COLLEAGUES
1. The teacher does not undermine the confidence of students in other teachers.
2. The teacher does not take, because of animosity or for personal advantage, any steps to
secure the dismissal of another teacher.
C. CPC IN RELATION TO THE TEACHING PROFESSION
The teacher acts in a manner which maintains the honour and dignity of the profession.
The teacher does not engage in activities which adversely affect the quality of the teacher's
professional service.
1.0 During School Hours
1.1. Working hours are from 7.20 am to 3.30 pm
1.2. You may only leave the School compound with the approval of the Principal.
1.3. Details of such leave must be on the leave application form available in the front
office.
2.0 During Lessons
2.1. You are required to remain in designated classroom throughout your teaching
period and must not leave your class unattended at any time.
2.2. You are expected to exercise professional control over students to ensure effective
and efficient delivery of lessons; any form of disruption to academic contact
is totally discouraged with special emphasis on the ban on usage of hand phones.
2.3. Five minutes before dismissal of the last period of school hours, you are
required to instruct your students to rearrange tables and chairs, erase the
whiteboard, and switch off all electrical appliances e.g. fans, air conditioners,
computers and lights.
3.0 Teachers on Duty
3.1. Please refer to the duty roster for areas and times assigned to you.
3.2. You must be vigilant of your surroundings at all times especially during interval and
dismissal.
3.3. You are required to record details on all daily happenings and send a mail to the
Principal.

4.0 Punctuality
4.1. To School
4.1.1. You are required to report to work by 7.20 am every School day, to
complement the start of the first period.
4.1.2. Should you be delayed in reporting to work, you are required to call and
inform the Principal before 7.10 am in order to arrange relief to cover your
absence.
4.2. Classrooms (Lessons)
4.2.1. Always be on time for your lessons.
5.0 Absenteeism
5.1. You are required to inform the School by 7.00 a.m. if you are not able to report
for work owing to sickness.
5.2. All absence on sick leave must be supported by sick leave certificates issued
by registered medical practitioner. In addition to paragraph 5.1 you must submit the
sick leave certificate within forty-eight hours of you being certified sick by the
registered medical practitioner, failing which the validity of the sick leave certificate
shall cease to have effect and you will be deemed to be absent without
permission and without reasonable excuse.
5.3. A teacher who had been absent on sick leave, is required to submit the sick leave
certificate/s to the Principal upon resumption of duty.
It is incumbent on the
teacher to submit the sick leave certificate/s upon resumption of duty and not to wait
for the Principal to ask for such certificate/s. A teacher who had been on
protracted sick leave shall submit the sick leave certificate/s within the deadline
stipulated in paragraph 5.2 and / or when required in writing by the School to do so.
6.0 Dress Code and Appearance
6.1. Teachers are role models and must dress professionally.
6.2. Teachers should be dressed comfortably but not in a manner disruptive to the
students.
6.3. The School Management will determine the appropriateness of attire
in unspecified situations.
6.4. Female Attire
6.4.1. No plunging necklines;
6.4.2. Knee-length skirts or longer;
6.4.3. Short or long-sleeved; Sleeveless not allowed;
6.4.4. Flimsy, translucent and body hugging materials not allowed;
6.4.5. Dressings which exposes certain parts of the body such as shoulders, back
or belly are not allowed;
6.4.6 Court shoes maximum 2-inch heels; No slippers allowed;

6.5. Male Attire
6.5.1. Hair short and neatly combed.
6.5.2. Plain, coloured long-sleeved shirts and dark trousers;
6.5.3. T-shirts, shorts, tracksuits and sneakers only recommended according to
the requirements of the School assignment/occasions.
7.0 Students
7.1. In the Classroom
7.1.1 You are responsible for maintaining good student discipline in your
classroom
7.2. School Rules (for students)
7.2.1. As a Class teacher, you are required to brief your students on rules pertaining
to the School, the use of the planner, examinations, library, co-curricular
activities and conduct at the beginning of each academic year. It is good
practice to refresh your students on these rules each year.
7.3. Student Discipline
7.3.1. Every teacher is responsible for the general and overall discipline in the
School.
7.3.2. Please refer to Appendix I for disciplinary prohibitions.
7.3.3. You are required to monitor students dress code and discipline (verbal and
non verbal) during School hours and at school-sponsored activities.
7.3.4. When discipline problems arise in the class, subject teachers are expected to
handle the problem. For repeated/serious cases, please refer to disciplinary
procedures.
7.3.5. Teachers must bear in mind that when taking disciplinary action they should
take into consideration the particular facts and circumstances of each case
and act appropriately rather than giving a stereotyped response.
7.3.6. A student should be disciplined with the objective of motivating and
making an improvement in the character of the student; not to deter him/her
in any way.
7.3.7. Any student requiring further action should be brought to the attention of the
Student Affairs Department.
7.4. Student Absenteeism
7.4.1. If a student is absent, the homeroom teacher must ensure that he/she brings a
Medical Certificate or letter from his/her parents. Such absenteeism without

the required documented proof is deemed an act of truancy on the part
of the student. These documents shall be filed in the students personal file
at the end of each term by the Administration.
7.4.2. If a student is absent for 3 or more days consecutively, it is the duty of the
class teacher to inform the Student Affairs Department.
8.0 Parent-Teacher Rapport
8.1. It is good practice to maintain good and close rapport with parents/guardians of the
School students.
8.2. You are expected to meet the parents, if and only if,
8.2.1. A prior appointment is made at the request of either the parents/guardians or
teachers and the Principal informed accordingly;
8.2.2. In a case of emergency;
8.2.3. At the request of the Principal;
8.3. In all cases, you are required to inform the Principal of the intended meeting(s)
before the specified date(s) of such meetings.
8.4. All meetings with parents of the School students are to take place at the Principals
area in the presence of the Principal or person appointed by the Principal.
9.0 Cleanliness of School
9.1. You are expected to assist in enforcing School rules to help ensure the cleanliness of
the School compound, and discipline of students.
10.0 General matters
10.0. Responsibilities as a teacher includes:
10.0.1. Class teacher;
10.0.2. Subject teacher;
10.0.3. Duty teacher of Co-curricular activities;
10.0.4. Duty teacher of any additional assignments;
10.1.You are required to check your e- mail at least twice a day for official memos from
school.
10.2.Maintenance of the following should be up-to-date at all times and in accordance
with laid down practice:
10.2.1. Teaching Records
10.2.2. Student Attendance
10.2.3. EMS Reports/ Academic Reports

11.0 Making of Public Statements
11.1. You shall not, either orally or in writing or in any other manner, make any public
statement on the policies, decisions or any work undertaken by the School nor shall
you circulate any such statements or documents belonging to the School to the
public.
11.2. Public statement includes the making of any comments to the public on matters
pertaining to the School.
11.3. Public includes anyone not under the Schools payroll.
12.0. Confidentiality
All staff is to treat information of the school in strict confidence. Disciplinary action
will be taken against those who release sensitive information or trade secrets to
competitors or any persons who are not entitled to such information.
13.0. Non-compliance
Disciplinary action will be taken against staff if any of the above rules are not complied
with.
14.0. Amendments
The School reserves the right to amend, annul or revoke any of the above clauses and it
will be communicated to you in writing and / or by way of general notice.
DISCIPLINE METHODS NOT PERMISSIBLE BY THE SCHOOL

1.
Standing under the sun;
2.
Standing outside the classroom;
3.
Standing on the chair or desk;
4.
Corporal punishment e.g. beating students with belts, rulers or any other materials,
pinching;
5.
Running around the school field;
6.
Physical Abuse e.g. Ear pulling; kicking, slapping or punching;
7.
Verbal abuse e.g. humiliation in front of a crowd; shouting; taunting and any other
forms of verbal abuse;
8.
Writing of lines;
9.
Any mode of punishment that is at the expense of students academic hours;
10.
Any mode of punishment that is at the expense of students recess period;
11.
This list is not exhaustive and not limited to the above.

JOB DESCRIPTION FOR
HEAD OF SCHOOL
Position Details
Head of School
Nature of Role
The Head of School is directly accountable to the Board of Directors and will work closely with
them in:
1. Ensuring that the schools mission and philosophy is implemented.
2. Implement all aspects of the Board of Directors strategic short and long term planning.
3. Structuring, implementing ad monitoring an appropriate development and budgetary
strategy and ensuring that the systems to support the effective management of the schools
operation are in place and adhered to.
4. Ensuring that all requirements of The Malaysian Ministry of Education, Cambridge
International Examinations and IBO are met and maintained so that the school maintains its
accredited status.
Dimensions of the Role
The Head of School as the appointed representative of the Board of Directors is delegated complete
responsibility for the instructional leadership, academic supervision and day-to-day operation of the
school.
Specific responsibilities are to:
1. Determine school policy and budget allocation.
2. Ensure that the Board of Directors approved school strategic plan is implemented,
monitored and evaluated.
3. Implement and monitor the overall educational policies, goals and objectives of the school/
4. Be the educational leader of the school.
5. Develop and implement all aspects of the schools educational program.
6. Provide direction and authority, and promote harmonious team spirit among staff members.
7. Lead the administrative team and staff to ensure that the effective, positive and appropriate
levels of education are being maintained.
8. Communicate effectively with staff, parents and children.
9. Foster good relations within the school community.
10. Supervise and evaluate administrative and staff performance.
11. Provide leadership advice and support.
12. Maintain on-going training and professional development program.
13. Interview and hire candidates for teaching and other positions.
14. Establish and orientation and training program for new staff and parents.
15. Maintain international links through professional meetings, conferences, school visits etc.

JOB DESCRIPTION FOR
PRIMARY YEARS PROGRAMME COORDINATOR
Position Details
PYP Coordinator
Nature of Role
The PYP Coordinator is responsible for pedagogical leadership and oversight of the curriculum,
assessment and reporting in all key learning areas from Creche to Year 6. The PYP coordinator
reports to the Principal and is expected to be actively involved in:
Developing curriculum statements and practice consistent with the requirements of PYP IB
Establishing communication with staff and in relation to curriculum content, documentation
and teaching methods
Leading the pedagogical implementation at the campus through work with staff and
students in classroom

Documentation
Ensure copies of the IBO publications are available to all staff members
Establish and maintain a record of completed planners
To develop and publish the programme of inquiry
Lead the process of developing the schools Scope and Sequence documents
Ensure that the essential agreements are formulated for assessment
Participate in the formation of the schools strategic development plan
Professional Development
Ensure the staff members are made aware of PYP professional development opportunities
Make recommendations regarding internal and external training opportunities
Maintain a record of workshops, school visits and PYP Network Meetings attended by the
staff in order to achieve equality of opportunities and identify ongoing needs
Assist teams and individuals in developing good primary education practices and the units
of inquiry
Resource Management
Make recommendations for the purchase of suitable resources to support the

implementation of PYP
Establish an inventory of resources to facilitate efficient management

Identify local people and resources that can be used to support the program
Communication
Set up systems for communication and collaboration among all members of staff involved
in implementing the programme
Ensure bi-weekly dissemination of information to parents via newsletters and updates on the
programme
Conduct parent information sessions
Publish articles pertaining to the programme in the school newsletter and as separate
curriculum articles
Circulate relevant information from the IBO
Prepare and submit any documentation required for authorization and evaluation
Ensure that all requirements and procedures set by the IBO concerning the programme are
adhered to
Respond to requests for information (eg questionnaires) from the IBO
Extend contacts with the wider community of learners through such means at the PYP
Network Committee Newsletter, email contact with colleagues and school visits
Main Responsibilities
The major responsibilities of the PYP Coordinator are:
To meet regularly with the Head/s of School

To work collaboratively with PYP co-ordinators from other campuses or schools
To lead, support and guide the heads of learning
To liaise with library staff regarding resources and participation in programmes
To support and guide staff with the planning, development and evaluation of their teaching
To develop and manage the assessment and reporting process and practice from planning to
distribution
To develop policies together with the Academic Committee that are consistent with the
schools strategic directions
To develop local and global relationships with schools and educators
To develop organise and chair curriculum based information sessions for a variety of
audiences including staff, students and parents
To coordinate the production of Scope and Sequence charts for all learning areas
To develop and publish units of inquiry and establish trans-disciplinary connections
To plan and lead the professional development programme in conjunction with the
Academic Committee
To prepare curriculum documents for distribution to staff and parents
To participate in the staff appraisal process with the Principal
To monitor, maintain and budget for learning area resources
To link and communicate developments in primary and middle years curriculum

To conduct and ongoing evaluation of the programmes and teaching practice

To ensure that the programme and process are effectively documented
To ensure the curriculum material is ready for authorisation and evaluation by IB and
School Board and Authorities
Key Position Requirements

The following are seen as requirements of the role:
An understanding of the developmental needs of children from 3 to 12 years

A commitment to, and knowledge of, the Primary Years Programme (PYP)
An ability to facilitate change
Excellence in teaching practice
Effective communication skills
JOB DESCRIPTION FOR

PRIMARY YEARS PROGRAMME ASSISTANT COORDINATOR
Position Details
PYP Assistant Coordinator
Nature of Role
The Deputy Coordinator role is a key support role within the school middle management. Whilst
aspects of the role may vary between the three IB Programmes it is essential that the core role of
supporting the programme coordinator be central to the position.
The PYP Deputy Coordinator should know and support the philosophy, aims and objectives of the
school and model the attributes of the Learner Profile. S/he will be expected to develop a deep
knowledge and enduring understandings about the PYP Programme in order to support the
development of the programme in the Primary School.

The PYP Deputy Coordinator will be responsible for a range of duties which support the PYP
Coordinator in the implementation of his/her role to include:

Communication
Maintaining systems for communication and cooperation of the entire staff in implementing the
PYP.
Ensure that details of PYP action through meetings, professional development activities etc are
collated and disseminated to staff on a weekly basis
Assist the PYP Coordinator by circulating all relevant information received from the IB to
teachers and students
Ensure that all PYP staff have access to relevant publications and updated resource materials,
Ensure that all PYP staff are fully informed of current programme content and subject
requirements
Assessment
Develop a clear understanding of the range and nature of assessment practices.
Ensure that all pupil records and assessment data, including bench-marks, running records, and
student portfolios are regularly updated by teachers and collected at the end of the year and
passed on to the next homeroom/specialist teacher
Analyse the data from assessment sources and in consultation with the PYP Coordinator,
prepare suggestions for areas requiring attention and proposals for staff development, training
and professional development to target these identified needs
Professional Development
Work with the PYP Coordinator to ensure that the PYP structure and methodology are
understood by all teachers.
Keep abreast of latest research and reports on practice related to teaching and learning, with
particular relation to the teacher guided inquiry model, adult learning styles and support tools
and strategies which aim to enhance student learning
Gather data on individual staff needs related to the agreed CPD foci using a variety of tools
Work with PYP Coordinator to identify teachers in need of particular focussed support
Support the PYP Coordinator in weekly collaborative meetings with homeroom and specialist
teachers
Design & implement professional development workshops and related activities which are
targeted to meet the identified needs of the school community
Act as a role model to staff through taking the lead in running regular workshops and follow-up
activities particularly in the area of the PYP
Publish detailed CPD Calendars ( every term)
Seek feedback from staff using a range of tools to ascertain effectiveness of programmes
Act on feedback to improve the quality of the professional development programme

JOB DESCRIPTION OF
PYP SUBJECT TEACHERS
All teachers are responsible for the implementation of the IB Programme. All teachers are also
considered language teachers and resource teachers, as the IB Programme is an inclusive
programme. Subject teachers are to be aware of the requirements of the Programme regarding
planning, learning objectives and outcomes, reporting and assessments.
An IB teacher should know and support the philosophy, aims and objectives of the school and
model the attributes of IB Learner Profile.
The following expectations are considered prerequisites of an effective and successful Fairview
teacher:
Ensure an appropriate learning environment and instructional programme in line with the
schools philosophy and the requirements of the IB Programme and the Learner Profile.
Engage in active, inquiry based, reflective teaching.
Conduct careful and varied assessment of student learning.
Attend to the personal, social development and pastoral care of students.
Display a cooperative and collegial relationship with fellow teachers, other staff members
and parents.
Participate actively and, in an informed manner in, curriculum developments and
professional development.
Demonstrate professionalism in all aspects of a teachers performance.
Participate fully in the school appraisal / QAT.
Attend relevant and appropriate professional development courses.
Attend school meetings as dictated by coordinators and heads.
Are punctual to school, to lessons and to duties.
Recognise that teaching is a cooperative, collegial and collaborative endeavor and behave
accordingly.
Integrate the use of technology in curriculum planning and instruction.
Professional Preparation
Plans and prepares schemes/units of study and lessons thoroughly in line with the IB
requirements.
Demonstrates sound knowledge of course content and maintains high academic standards.
Demonstrates commitment to on going professional development and the sharing of ideas.
Demonstrates effectiveness in meeting stated school, programme and personal instructional
goals.
Teaching Skils
Demonstrates effective classroom management skills.
Demonstrates the ability to use a variety of teaching and presentation methods and
assessment techniques to meet the needs of various abilities and age levels.

Demonstrate the ability to plan instruction for ESL students in class, and vary the teaching,
presentation and assessment techniques to meet the needs of an ESL learner.
Demonstrates the ability to maintain effective record keeping systems (PB works,
Managebac, etc).
Demonstrates the ability to recognize individual students needs in order to differentiate and
group for instruction accordingly.
Establishes clear expectations of students academic and overall performance.
Liaises appropriately with other subject teachers and support specialists.
Professional Relationships
Works to establish and maintain open lines of communication and rapport with students,
parents and colleagues.
Demonstrates a sensitive professional manner and facilitates a mutual respect and care
among all members of the school community.
Demonstrates flexibility in dealing with others and when receiving feedback.
Functions as a role-model for students through personal appearance, professional dress,
conduct and ethics.
Maintains confidentiality and shows discretion in professional matters and issues of conflict.
Professional Involvement
Makes arrangements to be available to students and parents for Parents Day and school
related purposes outside the instructional day when necessary.
Demonstrates willingness and expects to be involved in co-curricular activities, field trips,
excursions and school events.
Cooperates with school administration and aligns with school philosophy, policies,
procedures, and administrative regulations.
Attends and participates collaboratively in meetings.
Promotes the positive public image of the school.
Refrains from statements or activities that might bring the school into disrepute.
Resolves problems with colleagues in an honest, positive and non-threatening manner.
Is responsible for carrying out allocated duties.
Responsibilities to Students
Is responsible for the growth and development of the individual student in line with the
school philosophy, mission and programmes.
Has responsibility for the safety and discipline of all students in and out of the classroom.
Sets and encourages high standards or effort, achievement and behavior with an expectation
of excellence.
Is aware that students have different levels of competence in various languages and is
sensitive to the importance of clear communication with parents and students.
Keeps current records of student progress and guides students in achieving sound study
habits.
Writes regular reports on each student as required by the schools assessment procedure.
Maintains open and positive relationship, recognizing, praising and supporting student
endeavours and effort.

Is aware of individual needs, personal, social and academic, and monitors student progress
accordingly.
Establishes code of behavior based on the rules & regulations and mutual respect.
Acts as an appropriate role model to students by exemplifying the Learner Profile. Should
never behave, in classroom or school, in a manner that contradicts the expectations for
student conduct.
Recognises the international nature of the student body and is respectful of the culture,
religious and racial difference within the school.
Responsibilities to Parents
Welcomes parental interest in the progress of students and demonstrate a willingness to
listen to, and respond to, parents views.
Communicates in a proactive manner with parents.
Is diplomatic and discreet in all professional dealings with parents.
Welcomes and promotes parent involvement in activities and co-curricular activities.
JOB DESCRIPTION OF
PYP HOMEROOM TEACHERS
The homeroom teacher is the most important individual in the school responsible for monitoring
student learning and should be the individual who knows best the personal, social and academic
development of particular students.
All full time teachers are considered to be homeroom teacher and are assigned a specific homeroom
class.
Homeroom teachers should work in close consultation with the Programme Coordinator and Head
of School and will be expected to meet regularly to plan and give feedback on homeroom activities,
assemblies, etc.
Homeroom teachers are the first point of contact for students and parents. They are the first point of
contact for issues that happen where they will be responsible for investigating, reporting and
outcomes of situation. When the homeroom teacher is unable to resolve the situation, then it will
be referred to the Programme Coordinator and Head of School.
PYP Homeroom teachers should know and support the philosophy, aims and objectives of the
school and model the attributes of IB Learner Profile.
Furthermore homeroom teachers are expected to:
Academic Matters:
1.
Monitor students academic progress and ensure parents and teachers are informed as
appropriate.
2.
Provide information and assistance to subject teachers when necessary.
3.
Confer with individual students about their academic progress and to maintain a student
profile / portfolio for each student.

4.
5.
Flag students with difficulties to the Head of School as appropriate.

Maintain confidentiality of students and students records.
Pastoral Matters:
1.
Monitor students personal and social development and to ensure parents and teachers are
informed as appropriate.
2.
Monitor students behavior and attitude to school.
3.
Monitor the students orientation adjustment to school and to assist new students in
making friends and in making effective adjustment to their physical, social, cultural
environment.
4.
Guide and monitor students with regard to after-school activities.
5.
Refer students to the Head of School when there is evidence of problems such as
continuing depression, excessive tension or stress, family problems, disruptive behavior,
social maladjustment, academic or motivational difficulties.
School Matters:
1. Be present at assembly area by 7:10am.
2. Be present in the homeroom at 7:25am.
3. Keep student attendance in homeroom register.
4. Monitor student attendance, take disciplinary action and to refer students who are
frequently late or absent to the Head of School.
5. Inform students of daily communication via the Daily Bulletin.
6. Planners support homework entries and checking parental signatures, and regular
signing / comments (at least once a week on Friday). During homeroom to assist students
with skills to help with planning and recording of homework, using their planners,
particularly in the Middle School.
7. Compile and write summary of the progress of each child as requested for Report Card.
8. Proof read, compile and communicate report grades to students.
9. Participate in parent conferences (parent day), and / or ad hoc conferences throughout the
year.
10. Notify or receive confidential information from the Administration and / or Head of
School of any special family situations such as divorce or parents death or serious
illnesses in the family, parents out of town, living with relatives, etc.
11. Conduct initial orientation for all students, including assigning a buddy" to new students
on their arrival.
12. Monitor the standard of uniform and personal appearance of students in the homeroom
group.

EXAMINATION GUIDELINES (for students)
This Notice has been written to help you. Read and do what you are asked. If there is anything
you do not understand, especially which calculator you may use, ask your teacher.
A. REGULATIONS
MAKE SURE YOU KNOW THE RULES
1.
You must be on time for all examinations. If you are late, your work may not be
accepted.
2.
You must not become involved in any affair or dishonest practice in any part of the
examinations.
3.
You may take into the examination room only materials and equipment which are
allowed. You must not take into the examination room any unauthorized materials
or equipment (for example: calculator cases, instruction leaflets, bags, pencil cases,
personal TV/stereos, electronic or radio communication devices including mobile
telephones).
4.
You must not talk to or otherwise communicate with or disturb other candidates
once the examination has started.
5.
If you are allowed to leave before the end of the examination, you will not be
allowed to return.
6.
If you try to use any unfair practice or break the rules in any way, you could be
disqualified from all your subjects.
7.
Absenteeism from an examination must be substantiated with a medical certificate.
B. INFORMATION
MAKE SURE YOU ATTEND
1.
Know the dates and times of your examination.
2.
Arrive at least ten minutes before the start of each examination.
3.
If you arrive late for an examination, report to the Invigilator running the
examination.
4.
If you arrive after the examination has ended, you will not normally be allowed to
take it.
PROVIDE WHAT YOU NEED
1.
Leave outside the examination room or with the Invigilator anything you do not
need or which is not allowed.
2.
Take into the examination room the pens, pencils, erasers and any instruments which
you need for the examination.
3.
You must write in blue or black ink or ballpoint pen. Coloured pencils or inks may
be used only for diagrams, maps, charts, etc.
4.
You may not borrow anything from another candidate during the examination.
C. CALCULATORS, DICTIONARIES & COMPUTER SPELL CHECKERS
1. You may use a calculator, unless you are told otherwise.
2. If you use calculator :
make sure it works properly;
make sure the battery is working properly;

clear anything stored in it;

do not bring into the examination room any operating instructions or
prepared programmes.
3. You must not use a dictionary or computer spell-checker unless you are told you may
do so.
4. Where the use of electronic calculators are allowed in examinations, candidates must
be informed in advance that:
(a) the calculator must be of a size suitable for use on the desk at which the
candidate will attempt the examination;
(b) the power supply for the calculator is the responsibility of the candidate and
must be integral;
(c) the working condition of the calculator is the responsibility of the candidate;
(d) a fault in a calculator will not formally be considered as justifying the giving
of special consideration to the user;
(e) calculator cases, instruction leaflets or instructions and formulae printed on
the lid or cover of a calculator or similar materials must not be in the
possession of candidates during the examination (where the instructions
cannot be removed they should be securely covered);
(f) calculators must not be borrowed from other candidates in the course of an
examination for any reason, although the invigilator may provide a candidate
with a replacement calculator;
(g) programmable calculators may be used but no prepared programs may be
taken into the examination room;
(Information and/or programs stored in the calculators memory must be
cleared before the examination. Retrieval of information and/or programs
during the examination is an infringement of the regulations.)
(h) candidates are responsible for clearing any information and/or programs
stored in the calculator before the examination.
5. Calculators with any of the following facilities are prohibited :
data banks dictionaries
language translators
retrieval of text or formulae QWERTY keyboards.
Built-in symbolic algebra manipulations
Symbolic differentiation or integration
Capability of remote communication with other machines.
The use of any such calculators will be regarded as malpractice.
D. EXAMINATION INSTRUCTIONS
1. Listen to the Invigilator and do what you are asked to do.
2. Tell the invigilator at once:
if you think you have not been given the right question paper or all the
materials listed on the front of the paper.
If the question paper is incomplete or badly printed.

3. Read carefully the instructions printed on the question paper and/or on the answer
booklet. Do what they ask you to do.
4. Fill in the details required on the front of the question paper and/or the answer booklet
before the start of the examination.
5. Do your rough work only on the proper examination stationery. Cross it through and
hand it in with your answer.
E. ADVICE AND ASSISTANCE
1. If on the day of the examination you feel that your work may have been affected by ill
health or any reason, tell the Invigilator.
2. If during the examination :
you have a problem and are in doubt about what you should do;
you feel ill;
you need more paper; put up your hand.
3. You must not ask for, and will not be given, any explanation of the questions.
F. THE END OF THE EXAMINATION
1. If you have used more than one answer booklet and/or any loose sheets of paper, you
must place them in the correct order. Fasten them together before you leave.
2. You must not leave the examination room until the Invigilator tells you to do so.
3. You must not take from the examination room any examination stationery, used or
unused, rough work or any other materials provided for the examination.

GUIDELINES FOR USE OF COMPUTER LAB
Before/During/After Lessons
1. You are to leave your bags outside the Computer Lab.
2. You are to enter the Computer Lab ONLY in the presence of the ICT teacher or with
prior permission to use the lab.
3. You are required to switch off all air-conditioners, lights and fans at the end of your
lesson to avoid unnecessary wastage, unless otherwise instructed.
4. Food and drinks are NOT to be taken into the Computer Lab.
5. No personal diskettes or any form of software/hardware materials are allowed to be
taken and used in the Lab.
Computers & Peripherals
1. You are NOT authorized to change any of the computer settings. Any attempt in
trying to do so on your part will be recorded as a discipline case.
2. Any form of vandalism in the Computer Lab will lead to disciplinary action.
E-mail / Internet
1. ALL incoming mails with the attachments should be scanned prior to downloading it.
2. You are NOT allowed to surf the net for any form of literature or materials that are not
relevant to your lesson.

LIBRARY GUIDELINES
School libraries are classified as the heart of the school system and are intended for serious
academic work. Fairview International School is aiming to be a model for other in school
libraries. As such, members of the Fairview International School must respect the rules and
regulations of the library in order to make it better place for serious study and research.
The purpose of these regulations is to safeguard the common interest of all library users. All
persons are admitted to the library with the understanding they have read and agreed to observe the
following rules.
Admission to the Library

1. Library is open for the purpose of study and research to current members of the School
and other groups and individuals according to the Library's admissions policy.
2. All users must possess a current Library card or permit and show it on request. Library
users are responsible for the use of their Library card and should not allow others to
use it.
3. Applicants for a Library card or permit may be required to provide evidence of
identification and status.
Reading and consultation
1. Users are allowed to consult or borrow all available documentation within the
library. Books may be checked out of the library, except in cases 2 and 3 below.
2. Materials in the Reserve section can only be used inside the library, and must not be
taken out of the library. To use reserved materials, patrons are required to present and
leave their Library cards at the circulation counter. Library cards will be returned to
users upon the return of reserve material. Each user is eligible to consult reserve
materials for a maximum of 3 hours if another user has requested the same materials.
3. Reference documents, namely: annual publications, bibliographies, statistics,
dictionaries, encyclopaedias, almanacs, atlases, maps, students theses/dissertations
and serial publications can only be viewed within the library.
Borrowing/ Returning
1. Students, Administrative Staffs, and Academic Staffs of Fairview International
School must present their library card in the Librarian, upon entering the counter. No
one is allowed to enter within the vicinity of the circulation counter without his/ her
Library card.
2. The borrower must check first in the computer the name of the books and where they
can find it inside the counter. They must present the list of it to the Librarian before
getting inside.
3. The patrons must leave their library card at the circulation counter before they allowed
borrowing the books. They must also sign in the log- book that can be found in the
circulation counter.

4. Unless otherwise authorized in writing by the librarian, the maximum number of books
that can be checked out at the same time are as follows:
Academic Staff
Students
5 Items
2 Items
Administrative Staff
2 Items
5. Borrowers are responsible for returning books on or before the end of the following
specified periods, unless special authorization is given:
Academic Staff
Students
Administrative Staff
30 days
5 days
5 days
6. All library users are requested to return reading materials at the library counter after
use. No user is permitted to re-shelve any reading material.
7. A fine of 20 Cent per item will be charged for every working day past the due date of
borrowed items.
8. Users are forbidden to lend material to third parties.
Conduct and sanctions
1. Group work should not under any circumstances disturb the tranquillity of the library.
Any user causing disturbance to others and ignoring the verbal warning of the library
staff may be expelled from the library.
2. Users are forbidden to drink, eat, sleep, talk loudly, sit on the table on the arms of the
chairs or remove furniture from position in the library.
3. Mobile phones should not be used inside the library.
4. The library reserves the right to suspend the future privileges of patrons who violate
library rules and ignore verbal warnings from the library staff. Prior to such
suspension, the library will issue a warning in writing (via e-mail) and will also notify
the Principal and the student council.
5. Leaving children below six years old and under unattended is prohibited in the library,
except during the time they are part of a library sanctioned activity. For purposes of
this policy, unattended means a child five years and under who is not accompanied by
a responsible adult or a child from six to ten years without a responsible adult in the
building.
6. The computers meant for the users in the library are only for research purposes.
However diskettes/CD - ROMs /DVD - ROMs are prohibited.
7. Those who wish to photocopy from Fairview International School Library reading
materials, may make use of the photocopy services available on campus as long as
they will get a permit pass to the librarian before they take the book/ books outside the
Library.
8. Library users should not attempt to reserve study places by leaving personal
belongings at desks when they have left the building. Belongings may be cleared to

allow others to use study places. Note that any unattended belongings are left at the
owner's risk.
9. Library users may be asked to present their bag for inspection by Library staff, as well
as any books or folders they are carrying.
10. Any damage or defacement of Library materials is strictly prohibited. Library users
are asked to report any instances of such defacement to Library staff. In this case the
patrons must check the books that they borrowed if there is any despoilment, because
they are accountable in any damage of those books.
11. Where an item is lost, returned damaged or not returned after a reasonable period of
time, the borrower will be charged for the item at replacement cost. An item charged
for in this way remains the property of the Library.
WAYS TO ENCOURAGE STUDENTS AND TEACHERS TO USE THE LIBRARY

1. Establish students librarian assistant.
2. All subject teachers must allocate at least 120 minutes research work for every student
each term.
3. Give seminar to the students on what is the importance of the library as the heart of
the library.
4. Subject teachers must give students a reference book that can be seen in the library.
Subject teachers must also search for a reference book that he/ she will be using in his/
her topic discussion.
5. Marketing strategies.
6. The library staffs must coordinate to the academic organizations/ clubs.
7. Organizing library set- up to encourage students in different levels to be comfortable
in their reading habits.

HOMEWORK GUIDELINES
Introduction
Homework is any task a student is set to carry out completely or partially at home or outside of the
normal school curriculum time. It encompasses a whole variety of activities instigated by teachers
and parents to support the students learning.
Rationale for Homework

Homework is an important part of each childs education, and can add much to his or her
development. We recognize that the educational experience that any school by itself can provide is
limited by time and students can, therefore, benefit greatly from the complementary learning that
they do at home. Indeed we see homework as an important example of co-operation between
teachers and parents. One of the aims of our teaching is for our students to develop as independent
learners, and we believe that doing homework is one of the ways in which they can acquire the skill
of independent learning.
Homework plays a positive role in raising a students level of attainment. However, we also
acknowledge the important role of play and free time in a childs growth and development. While
homework is important, it should not prevent students from taking part in the activities of various
out-of-school clubs and of other organisations that play an important part in the lives of our
children.
Aims and Objectives

The aims and objectives of homework are to:
consolidate and reinforce the learning done in school, and to allow students to practise
skills taught in lessons;
help develop good work habits and organisational skills
help them to develop the skills of an independent learner; self-management skills
enable students to make maximum progress in their academic and social development;
help to develop time-management skills. Students need to keep a log of their homework
and plan their work in order to meet the deadlines.
Develop home-school communication links through parents taking part in activities and
by affording the parents time to discuss tasks with their children.
Time
Actual time required to complete homework will vary with each students study habits, academic
skills, and level. If your child is spending an inordinate amount of time doing homework, you

should contact your childs teachers.
independent, leisure reading.
Students are encouraged to pursue non-assigned,
The Role of Teachers

Fairview teachers would be responsible for:
o Assigning relevant, challenging and meaningful homework that reinforces
classroom learning
o Giving clear instructions and making sure students understand the purpose
o Giving feedback or comments when marking the homework
o Communicating with other teachers and reflecting the homework on the
homework board in the classroom
o Involving parents and contacting them if a pattern of late or incomplete
homework develops
The Role of Students
Fairview students would be responsible for:
o Noting down all homework in their planner
o Setting aside a regular time for studying and doing homework
o Completing assigned work to the best of their ability and on time
o Working on homework independently whenever possible, so that it reflects
students ability
o Seeking help from teachers if they face difficulties with the homework
o Making up for work missed in the event of absence from class
The Role of Parents
Parents have a vital role to play in their childs education, and homework is an important part of
this process. We invite parents to:
encourage their child to complete the homework tasks that are set
help their child as and when they feel it to be necessary
provide them with an environment free of distractions that allows him or her to do his or her best
support their child by providing a good working space at home
discuss the work that he or she is doing or simply show interest in their work.
We also ask parents to check the planner each day, and to sign it as requested.
If parents have any questions about homework, they should, in the first instance, contact their
childs class teacher. If their questions are of a more general nature, parents should contact the PYP
coordinator or email at enquiries_johor@fairview.edu.my.
Use of ICT
The use of ICT and the Internet has made a significant contribution to the amount of reference
material available at home, and the ease and speed with which it can be accessed. However, our
teachers expect their pupils to produce their own work by editing something they have found, or by

expressing it in their own words. The children are not achieving anything worthwhile by merely
downloading and copying and pasting something that has been written by somebody else.
There are many websites containing educational material which can have a powerful effect on their
learning. Parents are advised to always supervise their childs access to the Internet.
STUDENT DISCIPLINARY GUIDELINES

DISCIPLINARY VIOLATIONS AND CONSEQUENCES
VIOLATIONS
The following are considered as violations:
Insubordination to a teacher;
Non-fulfillment of classroom task or homework;
Single lateness;
Causing disturbances during breaks (running in the corridors and on the stairs);
Breach of order in classrooms, corridors, atrium and on walks (it is not allowed to run,
make noise, play football in inappropriate places);
Insubordination to a Duty teacher and assistant;
Bad language;
Disrespectful attitude towards other students;
Willful damage of school property;
Using of chewing gum during lessons and walks;
Taking food and drinks during lessons or in inappropriate places;
Using of mobile phones;
Displaying disrespectful attitude to teachers and other school staff members
CONSEQUENCES
A Concern letter is sent to parents when there is a disciplinary issue.
The Concern letter is used to inform parents about current discipline problems and to correct
students behavior. Students should fill reflection box by applying to PYP attitudes and IB LP
Attributes.
1st Concern letter: A student talks to the teacher regarding the disciplinary violation and writes
down his/her comments about the situation and the plan to improve it. Then, the letter is sent to
parents and returned the next day with the parents signatures. (The homeroom teacher is
responsible for keeping it).
2nd : Concern letter : Teachers meet with the student and PYP coordinator. (The homeroom
teacher is responsible for arranging the meeting )

3rd : Concern letter: The administration representatives meet the student and his/her parents.
(The homeroom teacher is responsible to inform administration to set up meeting with the). The
administration determines punishment or suspension depending on the violation.
All letters should be submitted to the PYP coordinator.
The homeroom teacher keeps a file (copies) for every student and violations and consequences
are kept in the file.
SERIOUS VIOLATIONS
The following are considered as serious violations:
Repetition of disciplinary violations;
Fighting;
Theft;
Provocative behavior, which causes serious consequences; ( excessive teasing,
bullying)
Skipping classes;
Act in a way which is dangerous to others;
Leaving school before the end of classes without administration approval
CONSEQUENCES OF SERIOUS VIOLATIONS:
1. Suspension
2. Placed on contract
3. Exclusion
The school administration informs parents about all serious violations in written form. The
second copy of the letter is to be attached to a students personal folder by the school Secretary.

PORTFOLIO GUIDELINES
Introduction: What is a portfolio?
A portfolio is a record of students involvement in learning which is designed to demonstrate
success, growth, higher-order thinking, creativity, assessment strategies and reflection. A portfolio
is a celebration of an active mind at work. It provides a picture of each students progress and
development over a period of time both as individual and group learners. It enables students to
reflect with teachers, parents and peers in order to identify their strengths and growth as well as
areas of improvement, and then to set individual goals and establish teaching and learning plans.
(Making the PYP Happen, 2009)
It is a collection of pieces of evidence that demonstrate student learning. It is a meaningful tool for
recording, reporting and reflecting. The Portfolio can contain, amongst others, written work,
drawings, photographs of students at work or art pieces. By including evidence from different
stages in working towards a product (planning sheets, drafts, edits) and including products over a
range of time, the Portfolio is an ideal tool to demonstrate process as well as progress. The
Portfolio is a tool that encourages reflection and promotes discussion between student,
teacher and parent.
In order to develop the quality of the Student Portfolio and our understanding of the Portfolio as a
recording, reporting and reflecting tool
we will plan staff meetings in which we look at each others Portfolios and provide feedback
to each other
the team leaders will provide specific feedback to individual teachers on the portfolios
produced in their class
Format
The portfolio will be presented on paper but they may contain digital aspects. This means that
within any student portfolio there could be pieces which have digital elements such as videos,
power points, photo stories, recorded sound, etc. Digital elements should be saved onto a CD
which will be inserted into the portfolio.
Each student will need an A4 ring- folder in which to present the final selected pieces for the
student-led conferences at the end of each semester. A Table of Contents and dividers may be
useful to include in the portfolio.
Selection Process
The selection of students work should be in collaboration with the teacher. Both students as well
as teachers can select student products (we can experiment with having parents select work, e.g.
during the student- led conferences)

Common elements and requirements:
All selected piece of work should contain the following details:
o Name and class of the student
o Date of completion
o or the date the student was engaged in the work/ learning experience
o a description of the context, the activity, the link to the curriculum, and/or what the
selected work demonstrates about the students understanding and skills.
All work should contain a reflection page completed by the person who selected the piece
(either the student or the teacher). The selector should ask her/ himself the question:
What does this selection tell about the understanding and skills of the student?
Selected work is to be unique to each child. Reflections are to be personalized.
Any photocopied pages should be of good quality and should have all parts readable.
Where possible, coloured copies should be made.
The following items are useful to include in portfolio:
o Planning sheets (if available), drafts and final copies
o Samples of different styles of writing (expressive, descriptive, persuasive, personal,
plans, notes, etc.)
o Photographs to illustrate the process students went through
The following are to accompany the students work:
o Samples across the curriculum with students comments
o Students reflections
o Teachers reflections
o Task description
o Captions
o Prompters
o Drafts/ developmental work
o CD
o Photos
Number of pieces and curriculum representation:
All pieces should illuminate process as well as product and share a childs learning
journey throughout all curriculum areas
Work selected reflects where students are in their learning development, it could also
showcase student work
Pieces should exemplify student progression and growth in understandings, concepts,
skills, attitudes or the development of the Learner Profile.

Unit of Inquiry
Semester 1
Semester 2
(minimum no. of pieces)
(minimum no. of pieces)
Quarter 1
3
Quarter 2
3
Quarter 3
3
Quarter 4
3
1
1
1
1
1
1
1
1
1
1
1
1
1
1
11
1
1
1
1
1
1
11
1
1
1
1
1
1
11
1
1
1
1
1
1
11
(minimum of 2 pieces per unit)
English
Mathematics
Single-Subjects
Arts:
Performing- Music
- Dance
Visual Arts *
Mandarin
Bahasa Malaysia
Physical Education
Sub-total
Table of Contents page
Goals
1
End of Unit reflection
3
*for Visual Arts, students may have a separate art portfolio
1
1
3
Student Reflection Pages

Student reflections can relate to:
o Growth/ development of skills and understanding over time
o Strategies used to accomplish an assignment
Teachers should support students in writing meaningful reflections. Teachers can support
students by reflecting on a piece of work in the whole class and identifying reflection
points. Like other writing products, reflections can be the result of an editing process,
involving input from peers and teachers.
Teachers can model writing meaning reflections by writing their comments on the
students products (also using phrases from the rubric/ list of criteria)
In order to assist students to reflect on their products, we should, before the students start
working, in collaboration with the student, agree on what makes a good product. This can
lead to writing a rubric or setting up a list of criteria.
In writing reflections, students can use phrases from the rubric/ list of criteria
.
Teacher Reflection Pages
o Grade level teachers choose and agree on the format of bullet points or prose for the
teacher reflections.
o Teacher reflections should relate to the PYP attitudes, the IB Learner profile, the
PYP concepts and the Transdisciplinary skills.
ESSENTIAL AGREEMENTS ON

REPORT CARD COMMENTS AND MARKING COMMENTS
The school provides students with feedback to inform and improve their learning. (Standard C4.4)
Report Card Comments

1. Given and last name of students. We agreed that in every subject teacher and homeroom
teachers comments, the students given and last names need to be mentioned. Personal
pronouns (He or She) are acceptable on the following lines.
2. Topics covered over the term. Teachers comments must include what students have
learned during the term or what was covered.
3. Strengths and weaknesses of students. We have also agreed that the strengths of the
students need to be mentioned in every comment in relation to each subject. It is also
acceptable to mention areas that the student needs to improve on.
4. Offer suggestions. It is also acceptable to include suggestions on what students need to
practice or work on at home. Suggestions may involve further reading, websites or
activities that they can do at home or during their free time.
Marking/ Comments on students work

1. All students works are to be marked and dated. Students work would include class work,
homework, reflection journals and reading journals. This does not necessarily include
group work but, peer assessment is advisable and teachers suggestions are also welcome.
2. Reading Journals and Reflection Journals. We have agreed that these two does not need
intensive marking- grammatical errors could be highlighted but there is no need for
rephrasing or doing corrections.
3. Corrections. We have agreed that students are to do corrections on items which they fail to
provide a correct answer. Corrections need to be marked and dated.
4. Feedback on work done. We have also agreed that teachers are to give feedback on the
work done by students. A mere good work or excellent would not be sufficient enough.
Comments on students strengths and weaknesses would also be helpful and suggestions
offered by teachers would make a lot of difference.
Reporting on assessment is about communicating what students know, understand and can do. It describes
the progress of the students learning, identifies areas for growth, and contributes to the efficacy of the
programme. Assessment without feedback is merely judgment; feedback is the component of assessment that
lets us interpret the judgment and improve our work. (Making the PYP happen page 51)
ESSENTIAL AGREEMENTS ON

DISPLAY
The school provides a safe, secure and stimulating environment based on understanding and respect.
(Standard A2.8)
All displays must have borders. Each display must be accompanied with a description of the
display and how it is linked to the current unit of inquiry. For all students work, the students
name, class and date completed must be present.
Classroom environments give those who work with them, and those who visit, messages about
what is held to be important. These notes are offered as a guideline to assist you in thinking about
and reflecting upon the messages that are illustrated in your homeroom.
The structure of the learning environments, including the home, the classroom, the school and the
community, and the behavior modelled by others in that environment, particularly by the parent and the
teacher, will lay down the knowledge foundation that will nurture meaningful participation and inquiry on
the part of the students. (Making the PYP happen page 30)
1. Displays should have focused headings to attract attention perhaps expressed as a provocative
question. For example: What if there is no water in this world?
2. Work is best displayed reasonably formally with work straight and level except where you
want a special effect. Mounting improves work but dont waste time on wok of poor quality.
3. Include student generated questions and where appropriate, class, group or individual student
goals. Include student prior ideas and/or drawings. This is an excellent way to illustrate
progress they can even be added as they come up. maybe consider a display to be a work in
progress.
4. Include questions always! Think about the nature of our inquiry-based curriculum, its all about
asking questions inspire students to interact with the displays by posing thoughtful inquiry
questions. (See the PYP unit planner or look in Making PYP happen)
5. Include information about what students did. Making the students aware of the process is
important. Describe information about what the task was for what was learnt from the task,
e.g. the content objectives, research skills, learner profile, attitudes, concepts involved and
action taken.
6. It is important to show a range of outcomes from as many learning areas as possible. Display
finished students research/charts/drawings/graphs etc.
7. Display class and individual evaluations based on explicit negotiated criteria (or rubrics) with
the students, eg. what makes a quality research/a piece of art/poetic writing?

8. Display related language, integrated activities and creative art work (including process and
what skills or habits have been reinforced, e.g. quality).
Classroom environment that promotes language development

The classrooms is dripping with print. Environmental print is affixed to walls, doors, and furniture. A
comfortable, orderly classroom library invites students to select books. Authentic reading and writing are in
evidence everywhere. (Brian Cambourne, 1998. The whole story: Natural learning and the acquisition of
literacy in the classroom, New Zealand. Scholastic)
The PYP classroom is a place where language is clearly evident in all its forms.
1. There is a book corner which is well stocked with reference books, all sorts of dictionary and
thesaurus, picture books, story books, poetry books, students self-made books and books in a
variety of languages.
2. Displays include a wide variety of print including students writing, author of the month,
questions, information and artifacts from the current unit of inquiry, posters, charts, calendars,
memoranda and instructions.
3. The listening corner is freely accessible, with a range of high quality fiction and non-fiction
CDs.
4. The clearly labeled writing centre has a variety of materials and equipment a word processor
and printer, different types of paper, envelopes, blank forms, card, bookbinding tape and readymade blank books.
5. word wall word lists connected with particular topics on large charts prominently displayed
in a the classroom
6. wonder wall an area for students to post questions
7. reading, comprehension and writing tips in charts to serve as reminders for students

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HANDBOOK FOR PRIMARY SCHOOL TEACHERS

ACADEMIC YEAR 2012 - 2013

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

Fairview Vision statement

IBO Mission Statement

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

A. CPC IN RELATION TO STUDENTS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

DISCIPLINE METHODS NOT PERMISSIBLE BY THE SCHOOL

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

Dimensions of the Role

Make recommendations for the purchase of suitable resources to support the

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

To meet regularly with the Head/s of School

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

To conduct and ongoing evaluation of the programmes and teaching practice

Key Position Requirements

An understanding of the developmental needs of children from 3 to 12 years

JOB DESCRIPTION FOR

Dimensions of the Role

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

Flag students with difficulties to the Head of School as appropriate.

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

clear anything stored in it;

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

Admission to the Library

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

WAYS TO ENCOURAGE STUDENTS AND TEACHERS TO USE THE LIBRARY

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

Rationale for Homework

Aims and Objectives

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

Students are encouraged to pursue non-assigned,

The Role of Teachers

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

STUDENT DISCIPLINARY GUIDELINES

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

(minimum no. of pieces)

(minimum no. of pieces)

(minimum of 2 pieces per unit)

Student Reflection Pages

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

Report Card Comments

Marking/ Comments on students work

HANDBOOK FOR PRIMARY SCHOOL TEACHERS

HANDBOOK FOR PRIMARY SCHOOL TEACHERS