School Routines

The School Day

• 8:35-8:45am - Homeroom
• 8:45-9:35am - Period 1
• 9:35-10:25am - Period 2
• 10:25-10:50am - Recess
• 10:50am-11:45am - Period 3
• 11:45am-12:40pm - Period 4
• 12:40-1:25pm - Lunch
• 1:35-2:20pm - Period 5
• 2:20-3:15pm - Period 6

Pastoral Care

The pastoral care of students is an important feature at UISGZ. Our programme strives to develop in each student a sense of connectedness to our community, to develop resilience in each individual to prepare them for the changes which life will bring. We also promote students' self-discipline, reflection, ownership and responsibility for their actions and encourage excellence so that students achieve satisfaction from giving their best in all that they do.

The fundamental aims of pastoral care are to:

• create a positive atmosphere of mutual respect so that effective teaching and learning takes place
• develop a consistent environment so that students are certain what is expected of them and know the consequences for their appropriate and inappropriate actions

Home Rooms

These are groups of students in each year level, which meet regularly in a designated room under the direction of a teacher. The home group teacher is responsible for the students’ overall educational development and welfare. Students discuss their progress and problems with their home room teachers, who oversee their reports and are often the point of contact between the School and their parents.

Use and Care of the Student Diary

The UISGZ Student Diary is designed for school purposes only. The function of the diary is for the recording of homework each day and for communication between teachers and parents. It is not for recording students’ personal matters.

The diary must be kept in good condition. Diaries which are badly damaged or considered unusable for school purposes will need to be replaced.

It is a serious offence if:

• pages have been torn or removed from the diary
• whiteout, erasing or crossing out of a comment made by a teacher or a parent has occurred

Students must have their diary with them when they are:

• in class
• in home group
• moving around the school, within and between lessons

The diary must be presented to the home group teacher for signing when requested each week. Parents must also sign the diary weekly. The home group teacher is responsible for monitoring the student’s progress throughout the diary and may refer the student to the deputy Head (Secondary) if the diary is lost.

Behaviour Expectations

Principle 1

Students behave in a way that ensures the personal safety of themselves and others.

What is expected of you?

You should be aware of the impact your actions can have and always act in a way that does not place yourself or others in danger.

While students are on the school property, in the care of the School or identifiable as members of the school body, the School does not permit the possession or use of:

• cigarettes, alcohol or drugs;
• weapons
• fireworks

Students who do not observe this rule render themselves liable to immediate suspension from the School.

The following are examples of unacceptable behaviour

• bullying – this can take a number of forms;
• physical assault (such as hitting, kicking, spitting, throwing stones);
• threatening gestures (such as removing and hiding belongings, threatening to hit);
• obscene gestures;
• verbal abuse (such as name calling, spreading malicious rumours, put downs, humiliation, racist comments, inappropriate language);
• extortion;
• exclusion;
• fighting;
• encouraging other students to fight;
• sexual harassment;
• excessive behaviour in the playground, such as:
• violence during ball games, such as touch football
• not following class safety rules

Principle 2

Students behave in a way that shows respect for others

What is expected of you?

You have the responsibility to ensure that your conduct towards others is marked by respect.

• Respect means treating others as you would wish to be treated.

The following are examples of unacceptable behaviour:

• Bullying;
• sexual harassment;
• racism;
• sexism;
• gossiping / spreading rumours;
• touching another person’s property without their permission;
• theft;
• vandalism;
• hiding another person’s property;
• pushing in when assembling, such as at the canteen or in preparation for class;
• not speaking courteously to:
• other students
• teachers
• volunteer helpers at the School, such as Canteen and Library helpers
• bus supervisors
• visitors to the school
• not being considerate of others when you speak
• demeaning others for their positive actions

Principle 3

Students behave in a way that contributes to a positive learning environment.

What is expected of you?

It is every student’s right to be able to make the most of the educational opportunities that the school provides.

You are expected to:

• have a positive attitude towards learning;
• participate fully in the courses of study you undertake, to complete all assignments, activities and homework required and to take every opportunity to develop your skills and knowledge;
• not behave in a way that denies other students the opportunity to learn.

The following are examples of unacceptable behaviour:

• Derogatory/negative comments (directly to, or without them knowing) about other students:
• opinions
• thoughts
• work
• attitudes
• answers
• disruptive/inappropriate behaviour:
• distracting other students from the lesson (eg. Talking)
• distracting others during examinations
• taking the teacher’s attention away from the lesson because of inappropriate behaviour
• being late to class without an adequate reason;
• failing to bring the appropriate equipment to a lesson:
• books
• homework
• specialist equipment (eg calculators)
• specialist clothing (eg PE clothes)

Principle 4

Students act in a way that shows they have school pride

What is expected of you?

When you are identifiable as a member of the School, your conduct has the potential to do either great good or great harm to the entire school community. It is expected that students will conduct themselves in a manner which reflects their pride in being identified with UISGZ when:

• using school equipment and property
• in the playground
• representing the school (eg excursions, ACAMIS)

The following are examples of unacceptable behaviour:

• not treating school equipment or property with care, such as:
• vandalism
• littering
• speaking inappropriately to:
• visitors to the school
• members of the school community.

Principle 5

Students act in a way that contributes to a positive school spirit.

What is expected of you?

School spirit refers to the joy and excitement that is felt by the school community through the shared experiences and achievements that come from being together. You should behave in a way that builds school spirit and is an encouragement to members of the school community. This will be achieved through:

• attendance at all school activities;
• support of special events (e.g. appeals for charities);
• displaying a positive and supportive attitude at all times.
• speaking positively about UISGZ.

The following are examples of unacceptable behaviour:

• disruptive behaviour;
• ridiculing students involved in school activities.

Principle 6

Students seek to contribute to the broader community in which we live.

What is expected of you?

We need to remember that the school is a community within a broader community and that we have responsibilities to contribute towards members of that community, particularly those who are in need and/or underprivileged

This will be achieved through:

• Community & Service and CAS programmes and other programmes directed by the curriculum;
• student based initiatives

These are examples of unacceptable behaviour:

• rude and/or abusive behaviour to members of the public;
• vandalism of public property.
• Dishonesty or selfishness in charity fundraising

Absenteeism

When it is necessary for a student to be absent from school for either all, or part of, a school day, parents are required to ring the school or supply a letter to the school stating the reason for absence. The letter should be clearly marked with:

1. the student’s name
2. the academic year and home room
3. the date(s) of absence
4. the reason for absence

All letters must be signed by a parent/guardian.

The letter should be presented to the Home Room Teacher on the first day after an absence. Where possible, if it is necessary for students to be absent for a prearranged appointment, the school should be notified in advance. It is hoped that these will, naturally, be kept to a minimum.

If the absence is going to be prolonged due to a serious illness, or leave, then a phone call to the Deputy Head is requested, as soon as possible. It is each student’s responsibility to ensure that class work or homework/assignments missed through absenteeism are still attempted.

Lateness To School

Any students arriving at school after 8.45am in the morning must report to the reception with their student ID card and:

1. Present a note to the receptionist signed by a Parent/Guardian explaining the late arrival,
2. A Late Note, will be issued by the Receptionist, this must be presented to the teacher of the next lesson or the Home Room Teacher.

Early Departure From School

Any student wishing to leave school early, must bring a note on that day, signed by a Parent/Guardian, indicating the date, time and reason for the early departure.

A note must be signed by the Deputy Head be shown to the class teacher and presented to Reception when the student signs out prior to leaving the school. If the student is required to leave early due to circumstances, such as illness or injury, or a special request from a Parent/Guardian, and does not have a note, the approval to leave can only be granted by the Deputy Head or Head of School.

Mobile Phones

Mobile phones should not be used for any purpose or at anytime throughout the school day. If used during this time they will be confiscated and may be collected from the Deputy Head’s office at the end of the day.

Parent/Teacher Interviews

Parents will be invited to the School for formal parent/teacher interviews in January by appointment. Parents are invited to the School at any time to discuss with teachers the progress of a student. These appointments can be made by contacting the Head of High School’s Admin Assistant.

Sickness At School

Any student feeling ill during the day should obtain a permission note from his/her teacher and go to the School Nurse.

Study Skills and Time Management

If you don’t plan to fail, then don’t fail to plan

A good formula for study success is to have GOALS:

• Goals
• Orderly programme
• Adequate conditions
• Learning skills
• Self discipline

Set yourself goals, not outcome goals.

Performance goals are SMART goals:

• Simple – nothing fancy or too long-winded
• Measurable – easy to measure when you’ve achieved them
• Achievable – don’t aim too high, give yourself the chance to succeed
• Realistic – remember, study isn’t the only thing in your life
• Time-framed – set yourself realistic deadlines and work to them

This is very important. Over performance goals, you have as much control as possible. They allow for the impact by outside factors and chance happenings while still ensuring a strong chance of successfully competing task/s. Indeed they are quite likely to result in the desired outcomes being achieved.

Performance goals focus on tasks or processes. For example:

• Listening carefully in class to the teacher will be a major priority this semester and I will increase my on-task time compared to previous semesters.
• I will write up a realistic study-revision timetable that recognises and takes into account my life commitments and trial this for one semester.
• I will spend some weekend time in semester two researching post-school study and training options.

By contrast, outcome goals set us up for failure. They make no allowance for impact by outside factors and chance happenings which, frequently, make the goal impossible to achieve.

Thinking a goal through – how can I achieve my goal? The following questions can help:

• What skills do I need to achieve this?
• What information and knowledge do I need?
• What help, assistance or collaboration do I need?
• What resources do I need?
• What can block progress?
• Am I making any assumptions?
• Is there a better way of doing things?

Organise your time effectively with a study timetable that has a BALANCE between your study and life (like rest/recreation) needs:

• Be realistic
• Allocate time for homework
• Learn to use ‘study periods’ at school
• Allocate time for sport, exercise, leisure, social-life and ‘fun’
• Never lose sight of your goals
• Constantly revise and review your studies
• Ensure you update your study programme regularly with any changes to your routine

Questions you need to answer with a ‘yes’ to achieve adequate conditions:

• Location
• Do I have a quiet spot to call my own?
• Can I keep things I use for my studies in this spot?
• Have I found a box, a bag, a suitcase to hold my study things so I can take them to my spot?
• Are there people around where I study? Do they help or hinder me?
• Comfort
• Am I more comfortable studying at a table or desk, or when I am sitting on a couch or bed?
• Which of these do I prefer when I am studying for long periods of time?
• Is my ‘study spot’ too warm, too cold or too stuffy?
• Can I change this in some way?
• What types of noise distract me?
• How long can I fully concentrate with ‘background’ music (or the TV) playing?

Psychologists say memory is a process with three parts:

• Learning or taking in new material
• Retaining what has been learnt.
• Recalling or forgetting what has been learnt.

Improving your memory is really learning how to study better. You will LEARN to remember when you:

• Learn and understand what you have to do
• Ensure you have good information and clear summaries and notes
• Always take regular, short breaks during study-time, and know when to stop
• Regularly revise your work
• Never struggle on when you don’t understand. Instead ask for help

Only you can plan your study programme/timetable. Only you can stick to your study programme. Only your choices bring you success or failure. Only your choices can turn failure into success.

Being self-disciplined is easier when you have clear goals, a comprehensive study programme, a comfortable study spot and careful study skills.

STUDY = HOMEWORK and REVISION

Homework
It is the keeping up-to-date with current class work or assessment/assignment work that requires time spent on it outside of class. Its purpose is to both consolidate and assess individual progress in learning.

It includes such activities as:

• Completion of work from a lesson
• Completion of work set by teachers
• Follow up tasks after classroom work
• Reading in preparation for work in the classroom
• Essays
• Assignment work
• Research work
• Preparation for assessment tasks
• Extension activities which are designed to stretch students beyond the basic level of knowledge and skills

Homework will need to be completed most school evenings. The times suggested for each academic year for homework each evening are:

• Years 7 & 8 1½ - 2 hours
• Year 9 2-2½ hours
• Year 10 2½-3 hours
• Years 11-12 3 hours

Revision of work already completed in class. Revision is:

• The regular review and summarising in writing or through mind-mapping of work completed in class in order to consolidate learning.
• Revision should occur regularly each week to assist in preparedness for class assessments, class tests and major exams.

Practical Issues: If possible, students, should develop the habit of retiring to the same place each night at the same time to complete homework and revision. Ideally a room with a desk and adequate lighting, which is free from distraction, should be used for this purpose.

Every student must bring their diary to school daily. It should be placed on the desk for every lesson and used to record all homework set. Teachers and parents can make comments in the diary on any issue of study completion.

Plagiarism

1. Students are respected for their individuality and giftedness. Therefore they have no need to substitute the achievements of others as their own to be recognised as valued contributors to our community.
2. Students must learn to document and acknowledge sources of their research correctly. They must process their sources and integrate them appropriately into knowledge meaningful to themselves. This rules out, then, a simple cut-and-paste approach to using the information and ideas of others.
3. Students detected plagiarising will receive a zero mark for that assessment task and they will not be permitted to redo the task.
4. IB students who submit plagiarised work to the IB will not receive their MYP Certificate or Diploma.
5. The school now subscribes to www.turnitin.com and will scan student work for plagiarism against all material on the internet, other student work (including that of students at other schools and universities) and a large volume of published material that has been converted to an electronic format to allow cross checking.