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St. Andrews International School
Green Valley Campus
PARENT HANDBOOK 2014-2015
1 Moo 7 Banchang-Makham Koo Road, Banchang, Rayong 21130 Tel: 038-030701-3 Fax: 038-893720 E-mail: [email protected]
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Contents
WELCOME
P4 A welcome message from the Head of Secondary
P5 St. Andrews Mission Statement
PROGRAMME OVERVIEW
P6 – 9 Years 7-13
P9 Professional Development of Staff
P9 10 Library
P10 Form Groups, Tutor time and assemblies
ASSESSMENT AND REPORTING
P11 Reporting Procedures and Parent/Teacher Conferences
DEVELOPING INDEPENDENCE
P12 In The Playground
P12 Home-School Communication
P13 Looking After Belongings
P13 Lockers
P13 Personal Items at School
P13 Mobile Phones at school
P13 Personal Stereos / iPods etc
P14 Lap Tops
P14 Lost Property
P14 Homework
P14 Parents Absent from home
SCHOOL SUPPORT SERVICES
P15 English as an Additional Language (EAL)
P15 Special Educational Needs (SEN)
STUDENT SERVICES
P16 The Canteen
P16 – 17 Transportation
P17 – 18 Health
SUPPORTIVE SCHOOL ENVIRONMENT
P19 Student Leadership
P19 – 20 Behaviour Management
P20 – 21 Class Placements
P21 – 22 Emergency Evacuation Procedures
P21 Security
P21 Cleaning and Cleaning Staff
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EXTRA CURRICULA ACTIVITIES
P22 The Activities Programme
P22 Lunchtime and Interschool Sports Programmes
P22 Cultural Celebrations
SCHOOL LIFE
P23 The School Calendar
P23 – 24 Timings of the School Day
P24 Take 5 Coffee Shop
P24 Playgrounds and Break Duty
P24 School Uniform
P24 PE Uniform
P25 Makeup and Jewelry
P25 Chewing Gum
P25 Water
P25 Arrival at School
P25 Absence from School or Late Arrival
P25 Early Departure
P26 Extended Absence
P26 Field Trips
P26 School Photographs
P26 Student Visitors
P26 Using the Campus After School
REFERENCE
P27 New to the Country?
AREAS OF THE SCHOOL
P28 School Map
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WELCOME
From the Head of Secondary
The Secondary School runs from Year 7 (11 year olds) to Year 13 (18 year olds)
and we have approximately 200 students of 32 nationalities. As with the school as
a whole, the Secondary section has seen a growth in numbers over the last few
years and this continues year on year.
Although the school continues to expand, it is our philosophy that the best
schools are not necessarily the biggest. We love the welcoming family
atmosphere we have at present and we don’t want to lose it. As a result we strive
to keep class sizes small and we limit ourselves to 2 form entry. Class sizes in the
Secondary School are capped at 20 students, although we will theoretically
allow classes to increase to 22 students due to sibling places.
There are 29 full time and 3 part time teachers working in the Secondary School,
all of whom are highly experienced in Secondary education. Each holds a
degree and an appropriate teacher training qualification. They have wide
experience of international education and all except those that teach modern
foreign languages have taught in the UK, Australia or New Zealand. We have
deliberately recruited staff who share the same philosophy of education and
they work hard to make St. Andrews what it is.
As with most international schools, we see students come and go throughout the
year, but our most active times are the start and end of our academic year
Former students are studying around the world at the present time in a diverse
range of schools and universities within a number of different educational
systems. We work closely with transferring students and their families to ensure a
smooth progression to their new school. Former graduates of our IB Diploma
Programme are currently studying at Universities in Europe, North America, Asia
and Australia, each following their chosen academic path.
Welcome to St Andrews, we hope that your time with us will be a happy and
memorable one.
Best regards
Kevin McGee
Head of Secondary
St. Andrews is an IB World School fully accredited by the Centre for British Teaching
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St. Andrews Mission Statement
To develop independent, confident lifelong learners.
To this end the school supports the Learner Profile from the International
Baccalaureate. These outcomes are the driving force behind each and every
classroom interaction.
The aim is to develop internationally minded people who recognise their place in the
world and their need to make it a better place.
Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Creative
They develop their natural need to ‘try out’ and ‘be what they can’. They are not afraid to experiment with media and to place themselves in differing situations that drive their abilities to express and perform.
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PROGRAMME OVERVIEW
We are an English medium school that broadly uses the English National Curriculum as
its basis in Years 7, 8 and 9. This is modified to reflect the diverse international
community at St Andrews. All students use English to unlock this curriculum. Students
are supported in their English development with the key purpose of interacting with
the curriculum.
In Years 10 and 11 our students study a range of subjects leading to external
examinations offered by either Cambridge University or the EDEXCEL organization,
based in the UK. These (I)GCSE (International General Certificate of Secondary
Education) Examinations are widely accepted throughout the world as a reliable
indicator of a student’s ability. Our students usually study between 7 and 10 subjects
at this level, depending on ability and interest.
In years 12 and 13 our students study for the International Baccalaureate Diploma
Programme offered by the International Baccalaureate Organisation based in
Switzerland. Success at I.B. level allows our students access to high quality universities
throughout the world.
Summary of Subjects taught within the Secondary school
English
English is the common medium in which our students operate. It permeates the entire
school day. Students learn English, learn through English and learn about English. Our
curriculum includes both verbal and written communication.
All students of Secondary age must understand English to a high enough level to
allow them to access all subjects. Intermediate Level and Advanced Level support
are offered to students in Years 7-9 by our EAL department at additional cost. Levels
of English are assessed before a student is accepted into the school and additional
English support may be a condition upon entry. The majority of our students take
IGCSE English as a Second language 2 years early in Year 9. Their success has
enabled the vast majority of our students to be studying First Language English and
Literature during Years 10 and 11. At IB level students either study English A1 ( First
Languge) or English B ( Second Language.)
Mathematics
Mathematics is viewed as a way of thinking and a language for understanding and
constructing meaning. It gives students another way to think and another language
to use. There are six strands in our Mathematics curriculum which have equal
importance and are necessary for the development of the whole child. These strands
are data handling, measurement, number, pattern and function, space and shape
and working mathematically. Maths is a compulsory subject for all year groups.
Science Students study a range of units which encompass all three of the sciences; biology,
chemistry and physics. In Y7-9 Each unit lasts approximately 2-3 weeks and we cover
about ten units a year. Students also engage in scientific investigations by making accurate observations,
handling instruments, recording and comparing data, and formulating explanations
using their own scientific experiences and those of others. Students will gain
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experience in testing their own hypotheses and think critically about the perspectives
of others in order to further develop their own ideas. Science is a compulsory subject
for all year groups, with separate sciences being offered at I.B. Diploma level in Y12
and 13.
Geography
Geography at St. Andrews looks at many contemporary issues that face the world
and how we can deal with them. It teaches students that we are part of a global
community and that we can play a vital role in molding the future. We look at
environmental, human and economic changes in in the planet and understand why
this is happening and how it will affect communities in the future. Geography is
compulsory for students in Y7 to Y9 and is then an optional subject in Y10-13.
History
In order for students to understand about the world and their life today it is important
for students to know how the world developed and where they came from.
History gives students the skills in order to do this. Our History course deals with not only
historical content, but perhaps more importantly the transferable skills necessary for
piecing together and analysing what happened in the past. History is compulsory for
students in Y7 to Y9 and is then an optional subject in Y10 to 13.
Personal, Social and Health Education (PSHE)
An essential element in the development of a young person – where students
understand their own physical development as well as making sense of the social
and emotional issues facing them as they grow into young adults. PSHE is compulsory
for students in Y7 to Y11.
Physical Education
Through PE students are able to build their self-esteem, confidence, cooperation and
fitness. They are all included in activities that build skills, knowledge and
understanding that can be transferred to their own physical interests outside of the
school programme. PE is compulsory for students in Y7 to Y9 and is then an optional
GCSE subject in Y10 and 11. All students throughout the school are encouraged to
participate in PE activities and this is supported through our extensive activities
programme.
Visual Art
Visual Art aims to encourage a personal response by stimulating imagination,
sensitivity, conceptual thinking, powers of observation and analytical ability. It is
hoped that students will gain confidence and enthusiasm as they develop technical
skills in two and three dimensional form and learn to identify and solve visual design
problems. The creative process aims to show students how to develop ideas from
initial attempts to final solutions. This subject is obviously concerned with the
development of visual perception and is an essential form of communication and a
means of expressing one’s ideas and feelings. Art is compulsory for students in Y7 to
Y9 and is then an optional subject in Y10 to Y13.
Drama
Students have the opportunity to develop self awareness and self confidence
through action in Drama. The subject helps students to think logically and develop
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ways in which to communicate their ideas to others. All students in years 7 to 9 study
Drama and it is an optional IGCSE subject in Y10 and 11.
Music
Music is studied through practical-based performance, composition and listening
activities and plays a vital role in the personal development of the student. It
encourages self-discipline and develops self-esteem, creativity and teamwork. It also
promotes problem-solving and analytical skills and aids gross and fine motor
development. As an integral part of cultures, past and present, Music helps pupils to
understand the world around them. Music is compulsory for students in Y7 to Y9 and is
then an optional GCSE subject in Y10 and 11.
Additional Languages
Apart from English, there are four languages taught at St Andrews. Your language
choice will depend on your nationality and background.
Thai
Thai is offered at three different levels; for those new to Thai, those with some Thai and
those who are native Thai speakers. Thai is taught following Thai government
guidelines.
Under current Thai Law, Thai is compulsory for Thai students. Thai for foreigners is
mainly offered to Asian students and other students will normally study French.
French
French is offered as a foreign language and recommended as a possible choice for
students who do not have Thai as a native language. This class allows students to
obtain fundamental skills in listening, speaking, reading and writing, as well as
introducing everyday useful phrases that would be conducive for basic
communications in French. Lastly, it serves to inspire, motivate and encourage
students to study French further, whilst consolidating the foundation of their study in
French to adequately prepare them for future pursuits of the language. French is
studied from Y7 – 13.
For French native speakers, a private tutor may be available to teach during or after
school time (at extra cost).
Dutch
These lessons are available for Dutch or Belgium students for whom Dutch is their first
language. The lessons are offered to students from Reception through to Secondary
School.
The Dutch lessons are structured according to the benchmarks for Dutch language
set by the Dutch Government and Inspector of Education. Our aim is to provide
lessons that will enable your child to read, write and comprehend the Dutch
language. To enable the Dutch Department to achieve these standards, a Dutch
specific classroom is located in block 1.
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For more information you can contact the Dutch Department, by sending an e-mail
to: [email protected] or, by calling (038 893 716 – 8, 038 893 719)
and ask for ext: 202
Mandarin
This class includes the handling of Mandarin phonetics and the system of hanyu pin-
yin. This class allows students to obtain fundamental skills in listening, speaking,
reading and writing, as well as introducing everyday useful phrases that would be
conducive for basic communications in Mandarin. Lastly, it serves to inspire, motivate
and encourage students to study Mandarin further, whilst consolidating the
foundation of their study in Mandarin to adequately prepare them for future pursuits
of the language. Mandarin is studied from Y7 – 13.
Information Communication Technology
ICT is a tool which facilitates and enhances learning so it is incorporated into all
curriculum areas by the teachers. In addition to this, students also receive specific ICT
lessons from specialist teachers to further develop their skills. In years 7-9 students
have a double lesson per week with the ICT specialists and in year 10-11 they have
the option to study for the IGCSE ICT course. The school has 2 ICT labs and additional
computers in subject areas which are all networked and connected to the internet.
The IB students are currently issued with their own netbooks.
Professional Development of staff
St. Andrews is committed to the professional development of their staff be they
teachers or support staff.
To this end, Teachers attend workshops locally and internationally. Some of this
development happens on non-contact days, some when students are on holidays
and some whilst school is in session.
Library
The library supports the information and recreational reading needs of the school
community. The library is based in the CORE building.
The six guiding principles of the library are:
Information Literacy: to develop students’ skills in finding and using information
independently
Reading: to develop confidence and enjoyment of literature
Access: to access information within and beyond the school
Service: to ensure that library users are supported and welcome
Information Resources: to provide a wide variety of information resources
including extensive use of ICT
Place: to offer a stimulating and comfortable environment for the school
community to share
A main goal of the library is to build upon its small collection. We continue to add
stock to the library on a regular basis, especially in relation to research material
required for older students. It is a slow but continuous process.
Parents are asked to help their children to be responsible borrowers by encouraging
them to keep books in a set place and return them on time. Any book that is not
returned to the library within seven days becomes overdue. Notices are sent out
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regularly from the library to remind borrowers to return the item before new books
may be borrowed. Users will be charged for the replacement cost of any lost book/s.
Book Clubs
Helping students learn to read and love reading is a team effort. In order to do this
we use Baker Books. They provide good quality books to families through a mail-order
system. Baker Books orders are distributed through the library staff.
Book Fairs
A book fair is regularly organised during our book week.
Form groups, Tutor time and Assemblies
Form groups
Each Secondary school student is placed in a form group. Students in Years 7, 8, 9, 10
and 11 have one 40 minute period per week where their form meets individually
specifically for the purpose of pastoral care or for an assembly with other students
from the school.
Form Tutors
Each group has a teacher who acts as their form tutor. Every morning the form tutor
meets with the class to undertake administrative tasks such as marking the register, as
well as pastoral duties such as checking student planners etc.
The form tutor is the first person that both students and parents should contact when
there are issues that affect a child.
Assemblies
At specific times assemblies are held where all Secondary students or groups of
students meet together to share experiences and celebrate achievements.
Whole School Assemblies
These involve everyone from Nursery through to Year 13. These assemblies happen at
Loy Krathong and Songkran, Christmas and at the end of the school year.
Special Events
These will be called to feature guest artists from the community and beyond, to share
school-wide initiatives or celebrate school-wide success.
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ASSESSMENT AND REPORTING
Reporting Procedures and Parent/Teacher Conferences
We believe that all students, parents and teachers are partners in education. We all
work together to make sure our students attain their benchmark expectations.
Reporting on student progress takes place continually as part of the teaching and
learning process and teachers work, as an integrated part of their teaching, with
students to evaluate successes and plan new goals.
In addition to providing regular, valuable feedback to students, a schedule of regular
reports ensures that parents remain informed about their child’s progress. Teachers
also contact parents to report on achievement or to inform parents of concerns or
changes in their child’s progress.
We encourage discussions about learning to occur with the teacher, child and
parent together as this encourages responsibility and continued learning. However
parents are welcome to arrange an appointment with their child’s teacher at any
time should they wish to talk about their child’s learning alone. We ask that parents
do not ask for a meeting without prior arrangement in order to allow teachers to
focus on teaching and learning during the school day.
In addition to meetings requested by parents and teachers the following are
scheduled reporting times:
Settling-in Reports – After approximately one month at school each new child
to St Andrews receives a settling in report. This report tells you how your child
has adapted to the new schooling situation. No academic grades are shown
on this report as it is usually far too early for us to be able to show academic
achievement accurately within such a short period.
At the end of term one and term two teachers complete a grade card
assessment of each child’s progress indicating effort and achievement. This is
followed up by a conference with each child’s parents. A non-contact day is
used to complete this task. This gives both teachers and parents the
opportunity to interact freely.
In term three a narrative report is completed by teachers. This report reflects
on the child’s development throughout the year and is invaluable when
transferring schools.
Leaving Reports – are completed upon request for a child who leaves mid-
term. This report gives an up-to-date picture of the child’s development.
Leaving reports can only be completed if the school receives written
notification that a child is leaving well in advance of the departure date.
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DEVELOPING INDEPENDENCE
In The Playground
The playground is a learning environment as important as the structured activities we
provide for students in the classroom. We promote opportunities for students to
experiment with things they have learned and to problem solve. This can occur using
sports equipment, through the creation of imaginative games or through social
interactions during break and lunch times.
When students engage in these activities they might end up grubby, they might also
end up with bumps or bruises. This often comes as a result of exploring the limits of
their own experience. Through a strong commitment to the Learner Profile, we
support students as they explore, learn and negotiate their way through experiences
on the playground and with their peers.
Teachers are outside on duty but they will only interfere in a game if they are
requested or if the game is deemed dangerous to the student’s well-being.
Home-School Communication
Parent Advice/Permission
Letters from parents are required regarding:
A child’s absence from school
A child’s not taking part in school activities
Students going on field trips. Students cannot participate in a field trip without
parental permission.
Parents requesting the nurse give medication to their child
Informing school of any temporary issues relating to uniform
Correspondence between Teachers and Parents
Student Planners
These books move from class to class and between home and school on a daily
basis. Both Teachers and Parents communicate using this book. Students also use this
book to record their homework. Please check these books at least weekly and sign
them to show this. Form tutors will do the same.
Curriculum Letters
These letters go out near the start of a new term and give you an idea of what your
child will study over the next few months. A copy of the curriculum letter will also go
to the Academic Secretary for Secondary who will translate any information if
required.
Spotlight on Secondary- the Secondary School news letter
This usually goes out on a monthly basis and informs parents of activities that are
specifically related to Secondary students.
Website
The school website www.standrewsgreenvalley.com is now updated on a weekly
basis and a lot of information can be found there. Please have a look on a regular
basis.
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Looking after Belongings
From as early as nursery students are encouraged to take responsibility for their
belongings. Nevertheless items often end up in lost property and we don’t know who
they belong to. All items that come from home are required to be labeled clearly
with the child’s name. Remember, all white socks look the same when they are off a
foot!
Lockers
All students of secondary age are allocated a locker. This is for them to store their
books etc and to help them become more organized. Lockers are also the only
place where valuable items such as phones etc should be kept. Each student must
provide their own padlock with 3 keys. (one for the student, one as a spare at home
and one given to their form tutor, which can be used in the event of the first key
being lost). If a key is lost, the student must get a replacement made at the earliest
possible opportunity.
Personal Items at School
Students get excited when a new craze starts and they may wish to bring items to
school to share with their friends. When these items come to school they are
sometimes lost, broken or swapped unwisely. Teachers then have to spend time trying
to resolve these issues instead of teaching your child. Often there is no resolution to
these problems and it causes undue stress both at school and at home.
It is preferable that these items stay at home. The school, we will not take responsibility
for them. The student will be responsible for any loss or damage.
Mobile phones at school
We recognise that students of Secondary age and some of their parents may wish
that they carry a mobile phone with them. Students in the Secondary School may
bring their phone to school but it must be switched off during the day. It is their
responsibility to keep it safe; it is their responsibility if it is lost or damaged.
Students who are found using a phone during the school day without permission from
a teacher will have it taken and stored safely in the Secondary Office. Phones may
be collected at the end of the day for a first ‘offence’ or after a week for subsequent
‘offences’
If a child needs to call home during the school day they may do so from the school
office. This has the advantage that we are aware of any issues and we can therefore
help should a parent need to call back. Parents too may call the school office to
pass on vital messages to their children. Please do not contact your child by mobile
phone during the school day as inevitably we end up with lockers ringing when a
student has forgotten to turn their phone off. A sure way to interrupt learning!
Personal stereos/iPods etc
As with phones these should not be seen during the school day; they should be
securely stored in your locker. You are responsible for all your possessions and are
advised not to bring anything valuable to school.
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Lap tops
Students may bring a lap top to school and use it in lessons when specifically
requested by a teacher. When not being used in the requested class, students should
keep their lap tops locked in their lockers.
Lost Property
Lost property will be sent to the front office or the Head of Secondary’s office. Please
contact the office regarding anything your child has lost. Periodically lost items will be
laid out in the foyer to encourage students to ‘find’ their losses.
By labeling everything your child brings from home you are assuring it is returned
much sooner.
Homework
Homework is an integral part of the learning process. Students develop successful
independent learning behaviours by participating in relevant homework. As lessons in
class are differentiated so is the homework your child completes. They should find
success within the structure provided and if they are struggling we have allowed time
for students to ask for help. We hope that all homework tasks build connections
between home and school.
All homework given out has a deadline set. This deadline allows your child enough
time to ask for help from their teacher. Homework must usually be attempted the
night it is set to allow your child this opportunity.
We do not operate a strict homework timetable as it is not educationally sound to set
a piece of homework just because it happens to be a particular day of the week. To
be effective, homework must be valued by the students as helping their learning and
not just some pointless chore to be endured. Students are therefore given homework
where it is appropriate to their learning and they record it in their planners. Students
are increasingly expected to plan their studies at home to avoid being overloaded
on one night and then having nothing to do on another. This requires your help and
support, hence we ask you to check their planners regularly. If a child has not been
set a specific homework task, we expect them to be reviewing their work done in
class and reading as much as possible. All students should be doing this every night.
Parents Absent from home
On rare occasions you may have to leave home. During this time we would advise
that you appoint a temporary guardian who is responsible for your child during this
absence. This guardian will act in loco-parentis and they may have to work with the
school regarding your child’s social, emotional or intellectual development, support
the school in dealing with issues that arise or take responsibility in case of accident or
injury.
Please write a letter or send an email to the school in advance, addressed to Mr.
McGee, informing us of this and giving the guardians contact details. He will let
teachers know that you are away from home and another responsible adult is
temporarily in guardianship.
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SCHOOL SUPPORT SERVICES
English as an Additional Language (EAL)
We currently have up to one fifth of our students on the EAL register. These students
are classified into Beginners, Intermediate and Advanced users. Four teachers are
employed to meet the needs of the school population. Bill Minty is the EAL
coordinator and he works along-side teachers supporting these students. He can be
contacted at [email protected] if you wish to discuss any issue in
regard to EAL.
Special Educational Needs (SEN)
Special Educational Needs caters for students who are:
Educationally able – Gifted and Talented
Students who need support to achieve benchmark expectations.
The numbers of students registered continually changes as does their need for
support.
Laura Kerr is the SEN coordinator ([email protected]) and works along-side
teachers supporting these students.
There is a specific process that teachers are required to follow in regard to SEN and
parents are involved once several intervention strategies have been tried with little
success.
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STUDENT SERVICES
The Canteen
Khun Penny ([email protected]) operates the canteen. She provides
morning snacks and lunches to all students and adults who wish to purchase meals
from her.
At morning break students may purchase their snacks from the canteen.
At lunch time the students go to the canteen to eat lunch. The canteen is located in
the centre of the school. The students line up and select their food, then sit quietly
and eat. There is always a teacher on duty in the canteen to supervise the students
whilst they eat.
Billing is between each family and Khun Penny. The school does not participate in this
structure. Khun Penny is available in the school office each morning so that canteen
bills can be paid. Parents are encouraged to pay these bills in person as sending
money with students can sometimes be problematic.
Vegetarianism and allergies can be catered for. Please make sure that Khun Penny is
aware of your preferences as soon as possible.
Using the canteen is not compulsory. You may choose to send food to school with
your child if you wish. Your child will still eat with their classmates.
Transportation
The school provides transportation if this is required. We manage the bus service and
maintain a high quality of provision. In an attempt to make this accessible to all
students the school does not charge for the management of the bus service. The
cost of the transportation depends upon the area covered by each bus and the use
of expressways.
The current list of transportation charges is available from the school office. These and
any other enquiries regarding buses should be directed to Khun Nadda.
[email protected] All students are permitted to travel on the school
buses.
We aim to provide a school bus service that is safe, reliable and efficient.
Each bus has a Driver and a Bus Monitor. The bus should not leave without both
members of the team. Bus Monitors are in mobile phone contact with the school at
all times. Students are expected to show respect to both members of the bus team.
All buses are air-conditioned, have seat belts and television/video/DVD players. We
are happy for students to take it in turns to bring their own videos for viewing however
only movies rated suitable for children are permitted.
Students are expected to wear a seat belt whenever they are on a bus. Bus Monitors
are required to make sure they are fastened safely when leaving home/leaving on a
school trip/leaving school. Students are not permitted to unbuckle during the journey.
17
Leaving home in the morning
You will be given a pick-up schedule. Please make sure your child is ready and
waiting for the bus. If you are late then everyone on that route is late. Bus Monitors will
log the time your child gets on the bus. If your family is continually late for the bus we
will call you and ask for an explanation. Continued lateness may mean that we are
no longer able to provide a service for your family.
Arrival at School
Buses arrive at the front of the school and over near the hard court. They will start
arriving from about 8.00am.
Health
A clinic staffed by a registered nurse is located on the ground floor of the
administration building. A log is kept of all treatment and parents are notified of every
visit a child makes. If an accident or injury occurs, the nurse will call you as soon as
possible.
Illness
We are concerned about your child’s health and safety at all times. We try very hard
to make sure they have a safe environment in which to work and play. We would also
like St. Andrews to be a healthy place to work and we ask you to keep your child at
home if they are ill or have a fever. Any infectious diseases or any change in your
child’s health status should be communicated to the school.
Please make sure that all absences from school are communicated in written form –
both notes and email are acceptable.
Injuries
The School Nurse will call parents in the event that a child needs to go home due to
illness or injury. In the event of a serious injury or illness, the nurse will contact you so
that your child can be transported to hospital for further attention. (Bangkok Pattaya
or Bangkok Rayong) If necessary, the nurse or designated person will accompany
your child to the hospital and meet you there.
Medication at School
The School Nurse must administer all medication during school hours. Please make
sure this advice comes in a written note with your name clearly stated at the bottom
including your signature. All medicines must be in their original container, clearly
labeled in English/Thai with your child’s name and dosage to be given. A few over-
the-counter medications (i.e. Panadol, Ibuprofen) are available and can be given if
parental permission is on file.
Medical Records
It is very important that the School Nurse has complete, updated medical records for
all students. Please complete and submit the medical forms with your enrolment
forms and keep us updated of any new conditions or immunisations. Also, be sure to
keep the school updated with work, home and mobile numbers of parents/guardians
and emergency contact information.
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Illnesses and Exclusion from School
St. Andrews exclusion for the following illnesses are:
Measles 7 days from the appearance of rash
German Measles 5 days from the appearance of rash
Chicken Pox 5 days from the appearance of rash
Mumps 10 days from onset of symptoms
School Sores Must be fully covered and approved by nurse
Ring Worm Must be fully covered and approved by nurse
Head Lice Until treated
Virus Above 37.5 degrees Celsius
Sun Sense
A small amount of sun can be healthy but too much can lead to painful burns and
sun-stroke. We are continually planting trees to help overcome the lack of shade on
the campus and providing artificial shade for your child to play in.
All students are encouraged to have a hat to wear outside and to carry a water
bottle from lesson to lesson and at break times. Your child may drink at anytime and
there are times when we will ask them to drink to prevent dehydration. These two
items are considered to be the major preventers of sun-stroke.
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SUPPORTIVE SCHOOL ENVIRONMENT
Student Leadership
Head Boy, Head Girl and School Prefects
Students are elected to these positions on a yearly basis. Elections take place in term
1 each year.
Student Council
The Student Council has representatives from Year 7 through to Year 13. These
students make decisions on behalf of the students in the school. Their decisions are
fed to the Management Team for notification and ratification before they are acted
upon. They also run assemblies from time to time and drive their collective initiatives.
Behaviour Management
At St. Andrews International School it is our aim to develop independent, confident
learners. We work to nurture well-balanced, mature individuals who take responsibility
for their actions and who grow into caring, respectful members of the international
community. Respect includes
• Respect for self,
• Respect for others,
• Respect for the environment,
• Respect for school rules,
• Respect for learning,
• Respect for other cultures and languages.
We believe that by asking people to be safe, caring, respectful, responsible and
honest, we are covering all elements of social cohesion and supporting the social
and emotional development of our school community
Students have the right to be safe in school. They have the responsibility to respect
others rights to safety, to treat others with the same kindness they would expect
themselves and to obey school rules.
Students have the right to learn and be free to express their opinions, feelings and
ideas. They also have to be responsible, to work hard, do their best, complete
assignments on time and respect others’ opinions, feelings and ideas.
Students have the right to be treated with understanding and respect. They also have
the responsibility to respect others and to treat them with understanding.
Students have the right to hear and be heard but should also be respectful of quiet
times for learning and studying. They have the responsibility to listen to others, to wait
their turn to speak and to be respectful of quiet times.
Students have the right to bring materials they need to school [although valuable
belongings should be kept at home]. They have the responsibility to look after their
own possessions and to be honest and respectful regarding the property of others.
Students must also demonstrate academic honesty. Cheating and plagiarism
[copying] are regarded as serious offences both within the school and IBO.
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The School should:
• Create an environment where common sense is the most important guide and
within this context all members of the community feel happy, respected and
are respectful
• Allow individual staff members to establish their own boundaries within the
learning environment they create, whilst providing consistency across the
whole School
Teachers should:
• Provide students with a simple, but effective code of behavior for their
classroom and then to apply it consistently and fairly
• Use positive reinforcement to create a positive learning environment
• Use positive examples of behaviour to set good examples
• Use rewards, sanctions and punishments to help teach correct behavior
• Use the school planner for communication with parents
• Keep the form tutor up to date on any behavior issues with a child within their
form group.
• Meet a child’s parents if a problem is specific to their subject area
The Form Tutor should:
Check and sign their form groups planner weekly
Keep a central record of any behaviour issues for members of their form group
Initiate contact with parents when behaviour issues become more frequent or
if a more serious incident occurs
Involve the Key Stage Coordinator or Head of Secondary when behaviour
issues become more frequent or if a more serious incident occurs
Students should:
Clearly understand how they are expected to behave
Treat all other members of the school community with respect and dignity
Follow the school behaviour policy
Actively encourage other students to follow the school behaviour policy.
Parents should:
Actively encourage their children to uphold the school behaviour policy
Regularly communicate with teachers through School Planners, email, phone
calls or visits.
Home School Agreements
Each year the school will send home a home school agreement for students and
parents to sign regarding behavior and ICT usage. These agreements help to make
sure that rules are clear and easy to follow.
Class Placements
Teachers’ professional judgment is sought in placing students in classes for the new
academic year. As many perspectives as possible are considered when placing
students.
Elements that are taken into account include:
EAL needs
SEN needs
Behaviour of each child
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Ethnicity
Sex
Friendship groups
Emergency Evacuation Procedures
Established procedures exist for staff and students to follow in the event of a need to
evacuate the school buildings. In such circumstances, the safety of all community
members on campus is of paramount importance.
Emergency evacuation procedures are laminated posters found in each classroom.
All members of the community are expected to follow them once the alarm bell has
been rung. Please proceed to the designated assembly points and wait for
instructions.
Students and Teachers regularly practice these procedures in case of an unlikely
event occurring.
Security
The school has four security staff. Two work at night and the other two during the day.
The Head of Security is Khun Udom. He can be found on the security desk as you walk
on the campus. He speaks basic English and will do anything he can to help you.
Cleaning and Cleaning Staff
The Head of the cleaning staff is Khun Manit. Any concerns and issues regarding
cleanliness should be sent to her directly.
Cleaners start work at 7.30am and finish at 5.00pm.
Teachers are responsible for getting students to clean obvious debris from the floors
and surfaces at the end of the school day. Students are expected to tidy up after
themselves at all times. This includes washing paint brushes and cleaning up general
spills.
Cleaners are available all day. They have breakfast at 9.30am for 30 minutes. They
have lunch after classes resume at lunch time. This is for 1 hour. There is always a
cleaner available. Most cleaning happens after school once students have left for
home.
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EXTRA CURRICULAR ACTIVITIES
The Activities Programme
A variety of activities are offered by school staff and the community. They include a
wide-range of sporting, cultural and social options for students at on Thursday
afternoons, lunchtime, after school and on the weekend.
Most teaching staff run an activity and parents are encouraged to offer their skills to
enrich the programme further.
Activities change termly, please ask for details of our current activities programme.
David Martin is the teacher responsible for organizing the activities programme and
he can be contacted at [email protected] .
Lunchtime and Interschool Sport Programmes
Sport plays an important part in our students’ lives. Many teams are organised for
internal and external competition. These competitions happen at lunch time and
after school. The PE Department will notify Parents of up-coming competitions, so that
they are fully informed.
Cultural Celebrations
St. Andrews has a diverse community and a wide range of languages and cultures
are represented within our staff, students and parents. We value this mosaic of
diversity. We believe that it is important to educate our community so that we all
understand the uniqueness of our own culture and our relationships with the culture of
others. Additionally we value the culture of Thailand as our host country. We do not
however favour one culture over another in an effort to respect all and celebrate our
cultural diversity.
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SCHOOL LIFE
The School Calendar
This is distributed in term two every school year for the next school year. The calendar
will be posted on the school website.
Timings of the school day
Monday-Wednesday
8.00 am Morning Meeting for staff, student busses begin to arrive
8.15 am Students go to lockers
8.20 am Students to form rooms for registration and tutor activities
8.40 am Lessons Begin
10.40-11.00 am Morning Break
12.20 -1.20 pm Lunch
3.20 pm Home time for students
Thursday
8.00 am Morning Meeting for staff, student busses begin to arrive
8.15 am Students go to lockers
8.20 am Students to form rooms
8.40 am Lessons Begin
10.40-11.00 am Morning Break
12.20 -1.00 pm Lunch
1pm – 3.20pm Assembly and Activities
3.20 pm Home time for students
Friday
8.00 am Student busses begin to arrive
8.15 am Students go to lockers
8.20 am Students to form rooms
8.40 am Lessons Begin
10.40-11.00 am Morning Break
12.20 -1.00 pm Lunch
3.00 pm Home time for students
School officially starts at 08.20 when it is tutor time. A teacher will be on duty from
08.00 and you are allowed into the school building at 8.15. If you arrive earlier, you
should go to the hard court area.
During morning break you should not be inside school, unless you are being
supervised by a teacher. Food is available from K. Penny in the canteen. Break time is
a time for you to be outside and playing with friends.
The school canteen provides Asian and Western food every day. Students can mix
and match between them. Form tutors will inform students of what time they should
go to the canteen.
When school finishes students should go to their locker and get all the things they
need to do their homework. If they have had PE that day, they need to remember to
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take their PE kit home to be washed! If they catch the school bus, they need to be as
quick as you can so that they are not delaying everybody else.
Take 5 Coffee Shop
IB students may use the coffee shop during the school day. Year 7 – 11 students may
use the coffee shop after school if they are not catching a school bus home or
attending a training session.
Playgrounds and break duty
Staff members have a duty of care to all students at the school. They are rostered on
duty during break time and are required to care for all students at this time.
Staff members on duty:
Monitor behaviour
Apply the school consequences for inappropriate behaviour
Report accidents/injuries to the School Nurse
Listen to students and are fair in dealing with them
Intervene early in any observed misbehaviour
Cordon off any unsafe area/equipment
School Uniform
Year 7-11
Boys
White shirt with school logo
Blue shorts or trousers
White or dark blue socks
Predominantly black shoes
Girls
White shirt with school logo
Blue Culottes, shorts or trousers
White or dark blue socks
Predominantly black shoes
Year 12 and 13
Clothing appropriate for business meetings in an office environment
PE Uniform for both Boys and Girls
Blue St Andrews shorts
White with blue St Andrews polo shirts
FOBISSEA sports uniform
White sport socks
Trainers
Uniforms (other than FOBISSEA kits) are available in the uniform shop.
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Makeup and Jewellery
School is not the place for makeup or jewellery and we expect students to present
themselves in a manner that is both smart and appropriate to a place of education.
Students should not come to school wearing obvious makeup and if they do so, they
will be asked to remove it immediately (makeup includes eye-shadow, lipstick,
coloured nail varnish etc).
Students are actively discouraged from wearing jewellery due to the fact that it can
pose a danger to both the wearer and others. In addition jewellery is often of great
sentimental or financial value and its loss or damage can be very upsetting. At the
same time we accept that some students may wish to wear items that are of religious
or sentimental importance. This is acceptable so long as it follows the following
conditions. The rules are the same for girls as for boys.
Acceptable Jewellery:
One small simple ring (that is not sharp) may be worn on each hand
One small stud/sleeper earring can be worn in each ear. (No hoops whatsoever)
One simple bracelet (that is not sharp) can be worn on each wrist
One simple chain may be worn around the neck
An inexpensive wristwatch
During classes the activities undertaken may require jewellery to be removed for
health and safety reasons. In such circumstances students are totally responsible for
their own property. If in the slightest doubt, students should not wear such items to
school.
Chewing Gum
Please do not bring chewing gum to school. It is not allowed on the school premises
or on the school bus.
Water
You should have a water bottle with you at all times. Fill up your water bottle at break
or lunch NOT between classes. If you forget your water bottle, then at break and
lunch you need to go to reception or the canteen.
Absence from School or Late Arrival
Parents are asked to telephone or send a note of explanation to the Form Tutor if a
child is absent through sickness or any other reason.
Late arrival at school – students are to report to the school receptionist at the front
office to sign in, if arriving after 8:30am and she will adjust the official school record
accordingly.
Early Departure
Occasionally, a child may need to leave school before the end of the school day.
Students can leave when prior communication has been received from a parent.
Prior to departure the parent and child are asked to see Mr McGee or Mr Emery or if
they can’t easily be found, their form tutor. This is in case of an emergency
evacuation. Students are NOT permitted to leave the campus without a parent or
nominated adult during the school day.
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Extended Absence
Parents are kindly requested to advise Form Tutors if your child will be absent from
school for an extended period of time. Whilst it is not easy to replicate the school-
learning environment when you are away, teachers may be able to provide some
guidance for the student’s continued learning whilst they are absent from school.
Field Trips
Real learning can take place when real connections are made and field trips are
therefore an integral part of learning.
St. Andrews uses recommended standard adult/child ratios when going on field trips.
Teachers may organise parental help with field trips, depending on circumstances.
Students may from time to time do local walks close to school – parent permission is
not sought for these local walks.
School Photographs
Each year photographers come to school to take photos of all the students. These
photos are then made available to parents who are interested. Thai Bytes will keep
you informed of dates and times for this event.
Student Visitors
A request can be made for a family’s guest or relative to visit our school and in
particular the classroom for one day. The following procedures should be followed:
The family should make the request, through the Head of Secondary who has the
right to decline if it will adversely affect teaching for that day;
The guest or relative should be approximately the same age as the child they are
visiting
Using the School Campus after School
Students are permitted to use school facilities outside the normal school day so long
as a supervising adult is in charge and that adult has permission from the Head of
Secondary. The school will not take any responsibility for injury via accident during
such times.
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New to the country?
Moving from one country to another to live can be chaotic and a life changing
experience. This transition, whether it be your first or one of many, is likely to create
many conflicting feelings; exhilaration at the new and different, sadness from feeling
lonely, frustration with new ways of doing and being. These feelings are completely
normal. Almost all expatriates (no matter how experienced) feel some level of
transition stress when moving to a new country. Some people move through transition
quickly, others can take up to a year or longer to feel comfortable in their new
country.
For yourself:
Try to understand that people in your family maybe transitioning at different
rates
Be kind to yourself and to those around you
Try to look after yourself; keep an eye on your diet (and alcohol intake) and
make sure you get enough sleep
Exercise - you may not feel like it, but it is one of the best solutions to feeling
stressed
Try to keep a sense of humor and look for the positives in every situation
When someone invites you to an event or suggests you give them a ring – try it
Children need special time with you during the early days in a new place:
Try and identify your child’s special space where they feel most comfortable (it
is often their bed). Set it up according to their desires (even if it doesn’t make
sense to you at the time)
Make a space in every day where you do nothing but listen to your child.
When they talk about their feelings, acknowledge them – don’t try to get them
to feel differently. If they are identifying problems don’t step in and solve them
but support them to come up with their own solutions. Children need to feel a
sense of control over their new environment too.
For your family:
Routine. Try to re-establish the positive family routines from home as soon as
possible.
Rituals. Does your family have special celebrations, ways of doing things
together or special meals together? Keep them going.
Relationships. Be kind to each other and recognize that the ups and downs
you are all experiencing are a normal part of transition and that they will pass.
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Drama and Art
Block 1
Reception
Admin
Block 2 Main
Secondary
Block
Pond
Hard Court
Bus Pick-up
point
Car Park
Sports Field
Early Years Centre
St Andrews International School
Playing Field
Playground
Play Area
Pond
Science
Art/Drama
& PE
School Teaching Areas
Thai Classes
and Admin
C.O.R.E.
Canteen
