MYP Handbook
In keeping with the principles of the International Baccalaureate (IB), Somersfield aims to support young people in becoming well-informed and compassionate individuals as they prepare for adulthood. Being well-informed means having strong knowledge of mathematical and scientific processes, as well as understanding of historical and artistic perspectives. It means having exceptional skill in communication through composition, through languages and through technology, as well as a keen sense of discerning the important from the unimportant. Being compassionate means having the integrity and principles to be respectful, to have empathy and to have courage.
We encourage students to explore deeply those areas that have special meaning or importance for them, we encourage them to ask questions and to understand the how and the why, we encourage them to seek beauty and truth, but to know of pain and suffering. We encourage them to know themselves and to feel a sense of success, and we encourage them to respect the dignity of all others.
This handbook is intended to be a guide for our daily interactions with each other and to ensure that we all understand the expectations for school life. One of the joys of life is learning the differences and unique characteristics of those with whom we work and live, however in living together harmoniously we must accept certain common practices together. Should you have any questions regarding this Handbook, please speak to your teachers, your advisor or the MYP Division Head.
Attendance and school hours
School hours are 8:20 until 3:30 Monday to Friday. Attendance at school during the dates of the school calendar is essential for successful achievement of the MYP and students are expected to be in school everyday except in cases of bona fide illness or exceptional family circumstances. Students are expected to arrive on time and to remain at school until the last class is dismissed. Students can get help from subject teachers not running an extended day activity from 3:30 to 3:45 p.m. on Monday, Tuesday, Wednesday and Friday. Students are encouraged to participate in extended day activities from 3:45 to 4:45 p.m.
Arrival at School
Students should arrive at school by 8:10 in order to prepare themselves for advisory (Tuesday to Friday) which starts promptly at 8:20. Items should be placed in lockers, and required books and materials for the first two periods prior to break. Students are reminded not to spend undue time socializing around lockers. On Monday, students do not have advisory, but instead, at 8:10, will take necessary books and materials for periods 1 and 2 to their period 1 class and then proceed to assembly. After assembly, students will go to their period 1 class.
Registration
Attendance is recorded in advisory and in each period.
Advisory Programme
Each student is assigned to an advisory group led by a teacher advisor, and the group will meet Tuesday to Friday from 8:20 to 8:50.
Advisory Programme Mission Statement
The Advisory Programme at Somersfield Academy fosters students' understanding of themselves as learners and as contributing citizens of a global and diverse community; promotes respect for self, others and the environment; and celebrates the successes of the individual and the collective group in the academic and the social-emotional arena.
The goals of the advisory programme are:
- to help students learn more about themselves
- to give students guidance in their growth as a person
- to help students better understand their friends and classmates
- to help students set personal goals, make decisions and solve problems concerning school
- to make school a more caring and sharing place to be
- to develop a better relationship between students and their teachers
- to develop a feeling of belonging in our school
The advisor is a key communicator between the school and the parents of his/her advisees. Specific questions regarding the programme can be addressed to our advisory coordinator, Mrs. K. Dodd or our Counselor, Mrs. M. Judd.
Use of agendas
Students are expected to make use of their agendas as a tool for planning and organisation. Assignment due dates and daily homework should be noted. The agenda is also a tool for communication with parents, and as such, parents of M1's and M2's should check and sign the agenda each evening. Students in M3 through M5 should get their agendas signed a minimum of once a week.
Students should take their agendas to each class and to the weekly assembly in order to keep track of assigned work. Advisors will check agendas and assist in and assess the organization of students.
Preparedness
Students are expected to be prepared for every class with books, notes, pencils, paper, agenda, instruments and art supplies as needed. Being prepared involves developing organisational skills that are very important to educational success over the coming years and some examples include reading material in advance, bringing in research material, or completing assignments as required. The MYP requires a high level of commitment and students who are repeatedly unprepared will be subject to the consequences as noted in the Standards of Behaviour. Teachers will support students by assessing and assisting them in the development of good organizational and study skills and contacting parents when it is evident a student is experiencing difficulty in these areas.
Failure to complete and hand in assignments on time will result in a disciplinary letter being emailed home by the subject teacher. If the assignment is a piece of assessed work, the student will be required to work on assignment during the lunch period for work due in morning classes and assessment will be based on the work handed in at the ended of lunch period. For an assessment due in afternoon classes, the student will be required to work on the assignment after school until 4:45 p.m. and assessment will be based on the work handed in at 4:45 p.m.
If your work is on computer, keep a copy on your USB stick, e-mail it too yourself and keep a copy on your folder at school. Remember to print it off well in advance so there are no last-minute disasters and e-mail it to the teacher. This is part of being organised and prepared.
Parents will be contacted and a meeting requested if the student is repeatedly failing to hand in or complete assignments satisfactorily.
Uniform and presentation of self
Students are expected to follow the school uniform guidelines. Please ensure that all clothing has a nametag for easy identification. Students are not permitted to wear any clothing with offensive logos or with alcohol or tobacco advertising.
In addition, students should not wear revealing clothing such as bare midriffs, ultra short shorts or skirts/dresses, see-through clothes or exposed undergarments. We encourage modesty and appropriateness in clothing that is worn for school activities or events; button down shirts must be tucked in at school, polo shirts must also be tucked in. Please see the Standards of Behaviour for consequences of not following the uniform guidelines.
Students are required to wear a blazer, button down shirt and tie for MYP assembly every Monday, beginning on November 7th and ending on May 28th, and on other special occasions as noted by the school. Blazers and the school tie should be worn on all outings or field trips. Somersfield blazers or sweaters may be worn on any day throughout the cooler months. Students not in proper uniform for assembly and school outings will lose the privilege to participate in these activities.
Students are also expected to follow good personal hygiene such as bathing or showering each day, having clean and combed hair, clean fingernails, and using a deodorant. Students are not permitted to wear makeup or fingernail polish or stick-on nails to school. Jewellery is restricted to a small, discrete neck chain tucked inside the shirt; a watch; and one small stud earring in each ear lobe (no hoops for safety reasons). The school is not responsible for the loss of such items. Inappropriate jewelry will be confiscated and returned at the end of the term to parents. Students are not permitted to carry visible body tattoos or unnatural hair colours such as purple, blue, green, pink, orange, etc.
Tardiness
Students are always expected to be on time for every class. It is disrespectful to teachers and other students to arrive late. Students should move quickly between classes and they should only return to lockers at break times. Students are expected to organize for lessons 1 and 2 before school starts, for lessons 3 and 4 during break, and for lessons 5 and 6 during lunch. Students should have no need to visit lockers between or during lessons 1 and 2, between or during lessons 3 and 4, between or during lessons 5 and 6.
If the late arrival is due to an unavoidable circumstance, students should arrive at school with a note from their parents explaining the circumstances, and this note should be given to the student's advisor.
Illness
Student Illness
When a student is ill, MYP parents must call or e-mail the school at 239-3349 or acaldwell@somersfield.bm by 8:20 to let the school know. On the student's first day back in school, an absence note from the parents must be given to the advisor.
The absentee is ultimately responsible for getting caught up (copying and reading the notes on the absentee form, trying all the questions or work assigned), checking in with each teacher whose lessons they have missed on their return to school and asking for assistance if necessary. The student will be expected to catch up at home or during lunch hour or study hall at school.
Absent from an in-class assessment or examination: The student will be expected to complete the assessment on the first Monday or Wednesday at 3:30pm upon return to school. A homework club will run every Monday and Wednesday for an hour after school. This is for students who have been absent or not completed homework.
If a student becomes ill at school, the teacher will send the student to the MYP office with a note, and parents will be notified by office personnel to collect the student.
Absence from school
Regular attendance at school is essential, and families are firmly requested to schedule holidays only during the many breaks throughout the school year.
Students who are absent from school for reasons other than illness will be required to catch up on any work missed. This is considered the responsibility of the student and their family, not of the teachers. Teachers put much thought and preparation into their classes and should not be expected to develop private lesson plans.
In the event of a planned absence such as a dentist appointment or unavoidable travel, a note should be sent to the advisor in advance. Due consideration will be given for instances involving extenuating personal or family circumstances.
Students must be at school for all exams or tests. Students will not receive a grade for exams that are missed, other than absence for bona fide illness for which a doctor's certificate is required. Students who miss exams may be placed on academic probation.
Weekly schedule
The school establishes a balanced weekly schedule to be followed by students and teachers. Each student will receive this schedule at the beginning of the year and this is an important tool for students to plan and organise their time.
Students study English (Language A), French (Language B), Mathematics, Humanities, Technology (Computer & Design Technology), Sciences (Biology, Physics & Chemistry), Physical Education, Arts (Visual Art & Performing Arts: Music and Drama). M1 and M2 students are introduced to Spanish.
A Health/Life Skills class with the school counselor is scheduled once per week at levels 1, 2 and 3.
Learning skills (Approaches to Learning www.ibo.org) are integrated into the curriculum in all subject areas as well as the advisory programme.
Transition between classes
Teachers will dismiss students so as to give them enough time to gather belongings and walk in an orderly manner between classes. Students are expected to go directly to the next class rather than go to their lockers or socialize around lockers or in walkways.
Wellness break, Lunch and Recess
Students have a 15 minute wellness break to refresh themselves and have a snack at mid-morning. The 15 minutes includes transition to the next class. Students are encouraged to drink water, along with a healthy snack while they chat with classmates. No eating or drinking is allowed in any classroom without the express permission and supervision of a teacher. Exceptions may be made at the discretion of subject teachers to allow students to bring water bottles to classes other than tech and science. During recess break after lunch, students are expected to participate in some form of physical or quiet library activity. Students can simply go for a walk or engage in a field or gymnasium activity. The library will be open during recess (the second half of the lunch period) most days for quiet study or reading. As well, teachers will be offering some activities on specified days of the week.
For safety reasons and out of respect for visitors to the school, no balls, ball games or other games are allowed in the courtyard or driveway areas at any time.
Use of school materials and facilities
Students are expected to use all school materials and facilities respectfully and with care. Students and their families will be expected to compensate the school for damage to or loss of any school property including books, sports equipment, science, technology, art, or music material. Damage includes water damage, food spillage, breakage etc. Malicious damage or destruction will warrant the consequences as noted in the Standards of Behaviour, including police intervention and possible expulsion.
Students are expected to follow any directions given by teachers regarding the use and care of materials such as glue, paint, brushes, markers, paper for projects, etc. Such items must not be removed from any part of the school without the express permission of the teacher in charge of that area, and must be returned clean and in good repair. Should the school experience difficulties with this guideline, students may be required to purchase such items independently.
Computer Lab and Technology
Use of the computer lab or any computers must always be under the direct supervision of a teacher in the classroom. Students are not permitted to use the computers for games during lunch on rainy days. Please refer to the school's Acceptable Use Policy with regard to technology.
Printers are located in various areas throughout the school and due to the exceptional costs of colour printing; students should only print in black and white. Students who require a colour document for special presentations must request permission from a teacher and should always do a test print in black and white. There is only one colour printer in the school.
Students must request a permission note from a teacher to photocopy material in the school office. This note should be presented to office personnel.
Library
Students are encouraged to make use of the school library at the times posted for use. Students may wish to sign up for supervised Study Hall which will take place Monday through Friday in the library from 3:30-4:30. Students wishing to work in the library on an occasional basis will need to check with the librarian to ascertain whether there is room for them. The library is not intended for e-mails or games. Please note the library is a shared facility and may be in use for other activities at certain times.
Neither food nor drink is permitted in the library. Water is NOT an exception. Students are expected to behave in a quiet and studious manner in the library. Students not adhering to the rules for library use will have library privileges withdrawn.
Personal communication devices
Students are not permitted to use personal CD players, gameboys, cell phones, ipods, or other electronic devices on school property. Apart from safety and other issues arising from the use of these devices, the potential for damage or theft is an unnecessary problem to bring to the school. Consequences for using such devices in school are set out in the Standards of Behaviour. If these items are brought for use outside of school hours, they must be secured and turned off in the student's bag and the school assumes no responsibility for loss or damage.
Phone Use and Messages
Students may not use cell phones at school during the hours (8:10 am – 3:45pm). If students must contact parents on an urgent basis, they must request permission from MYP office personnel. The school phone lines are intended for school rather than personal business. Both parents and students are discouraged from using the school as a message centre thereby causing considerable disruption to the school day. As part of guiding students to be independent and competent individuals, we encourage them to be responsible and plan ahead. Remember to bring lunch, gym gear, homework and material for any after school activities.
General structure of each class
Students should arrive at each room ready for learning and leave the socializing until breaks.
Each lesson will have a clear objective and will be linked to something you already know. In some classes, you will be expected to make connections between subjects especially through the areas of interactions and learner profile. Lessons are scheduled in 55 minutes blocks.
Homework
Homework should:
- prepare for, relate to, build on, reinforce or enhance learning in the classroom
- encourage student responsibility and accountability as well as promote learning and study habits
As a general guideline, students in years 1 and 2 should expect to spend approximately 1 to 1.5 hr. on homework each night, and in years 3-5 approximately 1.5 to 2hr. on homework each night. Homework may include working on short or long term assignments, study, research or project work.
Homework nights by subject are specified in a Homework Schedule that will be distributed to students, including copies to be taken home.
The MYP also stresses the importance of wider reading for all students.
Plan your time, use it wisely and stick to the time recommendations. If you need a great deal more time every night for a week talk to your teacher and Advisor to find out what is going wrong. Homework assignments should always be detailed in the student agenda. If you do not have homework in a subject, please write NH beside the subject in your agenda for that day. Remember to pay particular attention to dates when homework is DUE.
Dismissal
Students will be dismissed from their last lesson at the end of the day. Classrooms and locker areas should be left in clean and tidy condition with chairs on desks, trash collected off the floors and trash bags tied up and left near the door for collection. Lockers should be closed and locked and no knapsacks or lunchbags left at the school overnight. All members of the school community are responsible for care of the facilities and are expected to pitch in to keep things in good condition.
At the end of the day, students who are not signed up for an after school club or for study hall in the library must leave the school premises by 3:45 PM.
Teachers' Office Time
Teachers are available in their teaching rooms from 3:30-3:45 p.m. each day to see students about class work, homework or other matters. Students are invited to simply drop in or they may wish to make an appointment beforehand.
Teachers may also request to speak to a student during this period or suggest that a student come for some extra help. If the student normally leaves school at 3:30, the teacher will give the student at least 24 hours notice of such a meeting, and parents will be notified usually via a note in the student's agenda.
Reporting to Parents
The academic year is divided into 2 semesters for the purposes of assessing student progress and achievement:
- Semester 1 runs from September to mid January
- Semester 2 runs from mid January to June.
The following reporting schedule is followed in the Middle Years Programme:
| Mid-November | Interim Report distributed at Parent Conference | |
| End of January | Summative Report for Semester 1 | |
| Mid-April | Interim Report distributed at Parent Conference | |
| End of June | Summative Report for Semester 2 |
Students are requested to maintain personal responsibility for completing homework and assignments, as well as for keeping their parents informed as to progress on their work. Parents are requested to maintain regular communication with students regarding academic activities. Parents should check and sign students’ agendas each day and be aware of projects that are due.
Parents may be contacted at any time through the school year should a student demonstrate difficulties.
MYP Honours
At the end of the year a number of academic awards will be presented. Students who achieve an average summative grade of 5 will gain Honours , and a grade of 6 High Honours. Students who achieve an average summative grade of 7 will gain Distinction.
The student with the highest academic standing in the programme will receive the award for High Honours. Subject Awards are presented to students who have worked consistently well throughout the year and who maintain an average summative grade of 5. Most Improved awards will recognize students who have made the greatest overall academic progress in the programme.
Differentiation and Academic Support
Some students, particularly those new to the programme may experience a period of adjustment as they learn the level of expectations for the MYP. Teachers recognize that students learn differently and may require either additional direction or support on one hand or further challenge on the other. While Somersfield includes all students without separate streaming, opportunities exist for students to receive extra help from teachers should they experience difficulties. Students are expected to ask for help and teachers will monitor situations in which students are struggling. In the event that a student may require more specialized or extensive assistance than class teachers can provide, the Learning Resource Teacher will be available for advice. In some instances Learning Resource Teachers may recommend that the students work with her in order to focus on developing key skills. In some cases a comprehensive learning assessment may be recommended, and based on these results, a modified programme in one or several subjects may be recommended. Before any action is taken, parents will always be contacted and invited in for a meeting.
Students who are achieving at a high level will be monitored to ensure they are appropriately challenged, and also that they are progressing with all subjects in a balanced way. The Learning Resource Teacher will provide support and advice to students and teachers as they focus on enriching the learning experience for all students.
Annual Course Outlines
Students are given detailed course outlines by each teacher at the beginning of the year. In addition, when assignments are set, teachers give students details of expectations, objectives and assessment criteria, as well as opportunities to reflect on the work once completed. As from 2009, course outlines and curriculum will be available on the portal.
The Curriculum
The curriculum is designed to promote academic achievement by providing students with knowledge, skills, experiences and opportunities for critical thinking. In keeping with our philosophy of education, the curriculum is organized around the following principles:
- Intercultural Awareness leads students to develop attitudes, knowledge and skills about their own and others’ cultures, societies, religions, and nationalities in order to foster tolerance and respect, as well as empathy and understanding.
- Interdisciplinary Perspective emphasizes the links between subjects and thus allows students to conceive of knowledge as an interrelated whole. Students are given a foundation for developing a more comprehensive and insightful view of the world, as well as skills for educated inquiry. Through this holistic view of education we aim to develop a well-balanced person with artistic, intellectual, physical and social skills.
- Communication skills are developed in order to foster students’ ability to express themselves and to engage in reflection in both their own language and in a foreign language. Language is viewed as both a means of cultural identity and personal development.
- Life-Long Learning skills are emphasized as students experience the depth and breadth of an intellectually rigorous curriculum.
Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
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.
Areas of Interaction
Provide connections between subjects as well as between subject content and the real world. The Areas of Interaction also serve to help students develop awareness of complex issues that affect our world, and to this end, five common themes are interwoven through all the disciplines:
Approaches to Learning is central to the programme and focuses on “learning how to learn.” This involves developing organizational and time management skills, as well as the critical thinking and problem-solving skills needed to apply their knowledge.
Community and Service requires that students become involved in a variety of service activities either in the school or in the wider community. In the classroom, the emphasis is on developing attitudes which will make them responsible citizens and lead them to make positive contributions to society.
Health and Social Education aims to prepare students to make decisions and choices which will lead to a healthy lifestyle. Students participate in physical education, health education and they have group sessions with the school counselor.
Environments aim to make students aware of their responsibility for the world in which we live. Students consider local and global environmental issues and focus on their responsibility to take action for the future.
Human Ingenuity (Man the Maker) celebrates the creativity of man, but encourages students to consider the impact of man’s creations on the world in which we live.
A student’s involvement in the Areas of Interaction culminates in a Personal Project which must be completed and presented in Year 5.
Assessment
The process of assessment in the MYP is an integral aspect of the teaching and learning processes. Assessment is used to help students “know what they know” and it is used to help teachers determine the best strategies and approaches to use in the classroom. Assessment takes place on a regular, recurring basis, with a variety of tasks to ensure that all students are progressing to the best of their ability and have opportunities to demonstrate their knowledge and understanding of the subject.
Assessment tasks vary widely across the subjects and according to the objectives. Presentations, demonstrations, performances, group assignments, discussions, essays, class tests of a variety of types, homework and process journals may be used to help students understand their own progress as measured against stated expectations or rubrics.
Students in the MYP must achieve the aims and objectives established and set forth by the IB. Assessment is based on measuring attainment against specified criteria rather than against other students. The exit criteria provided by the IB include detailed descriptors of what is expected for successful achievement
In addition to academic areas, student assessment of Approaches to Learning (ATL) will involve consideration of personal initiative, class participation, completion of regular homework and other assignments, punctuality in submitting assignments and ability to work independently as well as cooperatively with other students. These ATL skills will differ slightly depending on the year level. They will be evaluated and appear on the report using the following system: E = Exemplary, G = Good, NI = Needs Improvement.
Formative and summative assessment take place throughout the school year. Major summative assessment tends to take place at the end of each semester. Students will receive a summative grade on their report using the following global achievement scale as specified by the IB.
Grade Descriptor
- Minimal achievement in terms of the objectives
- Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support.
- Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding on the required knowledge and skills and is only able to apply them fully in normal situations with support.
- A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of skills and analysis, synthesis and evaluation.
- A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.
- A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight.
- A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of a high quality.
Probation and Promotion
Academic probation is dependent on a student’s grades and his/her ability to complete assignments on a timely basis. In addition, the school believes that a student’s positive behaviours and attitudes are contributing factors for successful academic achievement.
Students will be placed on academic probation for:
- Failing one or more courses in a term
- Consistently demonstrating negative behaviours and attitudes towards his/her work.
A recommendation for a student to be placed on probation is an indication for urgent academic improvement. We encourage students and parents to contact teachers with any concerns regarding academic performance. Please know that school personnel will make every effort to guide the student to successful academic performance by providing clear plans and expectations for him/her.
General guidelines for placing a student on probation are as follows, however, any variation of these steps may apply:
- A letter will be sent to the parents outlining the reason(s) for probation
- Parents and student will meet with the Division Head, Level Coordinator and/or Head of school, to determine what, if any, additional support resources may be needed to attend to the specific issue(s)
- A weekly progress report may be completed by student and teachers and signed by the parents.
- Implementation of a student performance contract
- Ineligibility for extra-curricular activities
- Other steps that the administration and teachers may deem necessary
While on academic probation the student’s progress will be re-assessed at each mid-term to determine if he/she can be removed from probationary status. If it is necessary for a student to remain on academic status throughout the school year, a meeting will be held with the parents to determine whether the student will be promoted to the next level. In some cases, the student may be unable to academically benefit from the Middle Years Programme in which case, and in the best interest of the student, recommendation would be made for the student to withdraw from the school.
Students placed on probation at the end of a school year will still be on probation at the beginning of the next year.
We believe that trust and respect is part of the learning process, and academic dishonesty hurts our community. The following table sets out the responsibilities of the students and staff in developing and promoting academic honesty.
All members of the school community should make sure that they are aware of the contents of this document and what academic honesty and dishonesty are.
Students should recognize that they are ultimately responsible for their own work; they should speak to their teachers about their work and show drafts at various stages in the production
process. They should ask about referencing and citing sources if in any doubt.
Parents should speak to their children about the need to be honest and why it is important in terms of academic progress.
Staff should ensure that academic honesty and dishonesty are explained to all members of the school community.
What is academic honesty?
An authentic piece of work based on the learner’s own individual and original ideas. When the ideas of other people are used, we expect that credit will be given.
What is academic dishonesty?
Academic dishonesty means that the work presented is not the learner’s own or that the student has used external or unfair sources to gain a dishonest advantage.
Definition of Plagiarism – A piece of writing (or an idea) that has been copied from someone else and is being presented as being your own work.
Academic Dishonesty – Level 1
Type of Plagiarism
¨ Omitting references and sources when instructed to include them.
¨ Forgetting to cite visual sources
Actions and Consequences
¨ The student will be given the opportunity to re-submit the work within a deadline set by
the teacher.
¨ In all cases students must read the guidelines regarding plagiarism ( to be distributed at
the start of the academic year)
¨ Teacher to note that this happened to the advisor of the student.
Academic Dishonesty – Level 2
Type of Plagiarism
¨ Paraphrasing information without citing sources
Actions and Consequences
¨ If this is the first time then the student will be given the opportunity to resubmit the
work, the time-line will be given at the discretion of the teacher.
¨ For recurring offence, no assessment levels to be given and parents and advisor to be
notified. A note to be put in the student file with a copy of the plagiarized work.
Type of Plagiarism
¨ Omitting citing sources
Actions and Consequences
¨ 2nd offence to be referred to Division Head and parent meeting.
Academic Dishonesty - Level 3
¨ Falsifying data, creating or altering data which has not been collected in a scientific
method
Actions and Consequences
¨ To be referred to the Division Head in consultation with the teacher.
Type of Plagiarism
¨ Copying work from another student, with or without his or her knowledge. This can be in
any form, power points, extended writing, examinations etc.
Actions and Consequences
¨ No assessment levels given and the student to be referred to the Division Head. Copies
of the work to be filed in the student folder. Advisor and parents to be notified.
Type of Plagiarism
¨ Repeated plagiarism through omitting sources and/or paraphrasing information without
reference.
Actions and Consequences
¨ Teacher to refer the student to the Division Head. Parents to be called in for a meeting.
Warning to the student will be given about notifying the IB, (need to check up on this)
Academic Dishonesty – Level 4
Types of Plagiarism
¨ Cheating during/before tests and assessments/examinations, including getting hold of
examination/assessment material prior to it being issued by the teacher.
Actions and Consequences
¨ Immediate referral to the Division Head. A school suspension will be given. (To be
discussed with the Head of School). Meeting with parents, record on file
Types of Plagiarism
¨ Third offence of deliberate plagiarism regarding assessments
Actions and Consequences
¨ Possible exclusion/expulsion from school (to be discussed with School Head) Parents
called in.
Bullying Policy and Procedures
Bullying, in any form, will not be tolerated at Somersfield Academy.
It is recognized that the Head, Division Head and Board of Governors have a statutory
responsibility for school behaviour and discipline, but all members of the school community accept collective responsibility for the successful implementation of this policy.
Students are encouraged to report all incidents of bullying, whether they are victims or bystanders. All staff will respond to student, staff or parental concerns seriously and support the agreed procedures.
Level of Engagement – 1
Type of Bullying and Involvement
Passive supporter seems to like the bullying, comments on it but doesn’t take part in it.
Disengaged bystander pretends he/she didn’t see/know and doesn’t do anything to stop it.
Actions Perpetrated by Bullies at School
a) Verbal Harassment - teasing, name-calling, telling tales, sarcasm and ridiculing. Verbal
abuse disturbing for the victim or victims.
b) Non-Verbal Harassment - purposefully ignoring or evading. Non-verbal harassment can
be intimidating or harmful for the victim.
c) Physical Harassment - the perpetrator physically attacks the victim, this could be taking
money or personal belongings, pushing, hitting, kicking and punching.
d) Sexist remarks and abuse. This includes unwanted physical contact or comments.
e) Racial Harassment - physical or verbal harassment because of colour or culture.
f) Cyber bullying - Online bullying, called cyber bullying, happens when young people use
the Internet, cell phones, or other devices to send or post text or images intended to
hurt or embarrass another person
Actions Taken by Somersfield Academy
If First Time Occurrence:
¨ Verbal warning (copy of date of warning kept in student file by advisor)
¨ Loss of points
¨ Notification of incident sent to parents and advisor by teacher
If Recurring:
¨ 1st Written warning by advisor (copy kept in student file)
¨ Loss of points
¨ Notification of incident sent to parents and advisor by teacher
¨ Further action may be taken at the discretion of the Division Head and Head of School
Level of Engagement – 2
Type of Bullying and Involvement
Supporter who takes part in the bullying.
Actions Perpetrated by Bullies at School
a) Verbal Harassment - teasing, name-calling, telling tales, sarcasm and ridiculing. Verbal
abuse disturbing for the victim or victims.
b) Non-Verbal Harassment - purposefully ignoring or evading. Non-verbal harassment can
be intimidating or harmful for the victim.
c) Physical Harassment - the perpetrator physically attacks the victim, this could be taking
money or personal belongings, pushing, hitting, kicking and punching.
d) Sexist remarks and abuse. This includes unwanted physical contact or comments.
e) Racial Harassment - physical or verbal harassment because of colour or culture.
f) Cyber bullying - Online bullying, called cyber bullying, happens when young people use
the Internet, cell phones, or other devices to send or post text or images intended to
hurt or embarrass another person
Actions taken by Somersfield Academy
If First Time Occurrence:
¨ Written warning by advisor (copy kept in student file)
¨ Regular meetings with counselor (length of time decided by the counselor)
¨ Parents and Division Head notified
¨ Advisor and counselor decide of a personalized restitution at school (do something for
the class, for the person that was bullied….) and/or take away school privileges
(Dances/Grub Days….)
If Recurring:
¨ 2nd written warning by advisor (copy kept in student file) Division Head notified.
¨ Regular meetings with counselor (length of time decided by counselor)
¨ Advisor, counselor and parents meet and decide on consequences and solutions
¨ Further action may be taken at the discretion of the Division Head and Head of School
Level of Engagement – 3
Type of Bullying and Involvement
Collaborators who carry out the acts for the main bully.
Actions Perpetrated by Bullies at School
a) Verbal Harassment - teasing, name-calling, telling tales, sarcasm and ridiculing. Verbal
abuse disturbing for the victim or victims.
b) Non-Verbal Harassment - purposefully ignoring or evading. Non-verbal harassment can
be intimidating or harmful for the victim.
c) Physical Harassment - the perpetrator physically attacks the victim, this could be taking
money or personal belongings, pushing, hitting, kicking and punching.
d) Sexist remarks and abuse. This includes unwanted physical contact or comments.
e) Racial Harassment - physical or verbal harassment because of colour or culture.
f) Cyber bullying - Online bullying, called cyber bullying, happens when young people use the Internet, cell phones, or other devices to send or post text or images intended to
hurt or embarrass another person
Actions taken by Somersfield Academy
If First Time Occurrence:
¨ Written warning by advisor (copy kept in student file) Division Head notified.
¨ Regular meetings with counselor (length of time decided by the counselor)
¨ Advisor, counselor and parents meet and decide on consequences and solutions
If Recurring:
¨ Warning Recorded
¨ Regular meetings with counselor (length of time decided by counselor)
¨ Division Head, advisor, counselor and parents meet and decide on consequences and
solutions - possibility of in school suspension.
¨ Further action may be taken at the discretion of the Division Head and Head of School
Level of Engagement – 4
Type of Bullying and Involvement
Main bully displays a deliberate hurtful behaviour, which may be repeated often over a period
of time. His/her bullying is premeditated or deliberate. He/she can use henchmen to carry
out the acts for them.
Actions Perpetrated by Bullies at School
a) Verbal Harassment - teasing, name-calling, telling tales, sarcasm and ridiculing. Verbal
abuse disturbing for the victim or victims.
b) Non-Verbal Harassment - purposefully ignoring or evading. Non-verbal harassment can
be intimidating or harmful for the victim.
c) Physical Harassment - the perpetrator physically attacks the victim, this could be taking
money or personal belongings, pushing, hitting, kicking and punching.
d) Sexist remarks and abuse. This includes unwanted physical contact or comments.
e) Racial Harassment - physical or verbal harassment because of colour or culture.
f) Cyber bullying - Online bullying, called cyber bullying, happens when young people use
the Internet, cell phones, or other devices to send or post text or images intended to
hurt or embarrass another person
Actions taken by Somersfield Academy
If First Time Occurrence:
¨ Written warning recorded
¨ Regular meetings with counselor (length of time decided by the counselor)
¨ Division Head, advisor, counselor and parents meet and decide on consequences and
solutions – automatic home suspension (length if time decided by Management). Risk of
expulsion explained to the parents and the student.
If Recurring:
¨ Head of School, Division Head, advisor and counselor meet with parents to inform of
immediate expulsion. (Possible Police involvement if actions are: C, D, E or F.)
¨ Further action may be taken at the discretion of the Division Head and Head of School
1. Belief Statement and Goals:
Discipline: From the Latin “discrete” meaning to learn. At Somersfield Academy, we believe that discipline in the school environment is directly related to maintaining a high standard of education for students and to establishing life-long habits of self-discipline and responsibility. Our school should be a place where students and staff feel safe, comfortable and confident, thereby creating a climate conducive to optimal learning. In order to ensure that our standards for behaviour are upheld, all members of the school community should be aware of expectations for behaviour and the consequences for misbehaviour.
While we strive to encourage positive behaviours and attitudes through pro-active character education initiatives, we must also maintain fair and consistent responses to inappropriate behaviour as necessary. Consequences for misconduct have four goals:
1. To ensure the school can function effectively and with a positive atmosphere.
2. To ensure the safety and well-being of all students and staff, and to ensure that all individuals are treated equitably and consistently.
3. To provide redirection and opportunities to learn from mistaken behaviour through counselling or other means.
4. To ensure that responses to misbehaviour are appropriate for the developmental stage of the students, as well as the severity of the behaviour.
2. Responsibilities and Expectations:
Student responsibilities and expectations include the following:
• Timely Attendance – All students are expected to be at their classes on time and ready to work. Refer to the current year’s Parent Handbook.
• Follow uniform requirements. Refer to the current year’s Parent Handbook
• Absence - All students are required to be in attendance according to the days designated on the school calendar. Parents should call the school office to advise if a child is absent due to illness.
• Leaving school property - At no time during school hours are students permitted to leave the school property unless specified by a teacher. A teacher must dismiss bus students and students walking to their place of residence. Students may only leave the school property with an adult who has signed them out at the office.
• Jewellery – Students are permitted to wear small studs in the ear lobe. For safety reasons, hoops are not allowed, and other jewellery may only include a watch and simple neck chain tucked inside the shirt. Jewellery may be confiscated.
• Makeup – Students are not permitted to wear makeup, nail polish or false nails to school. Visible tattoos are not permitted. Students may be asked to remove make up and nail polish at school.
• Obscene Language – Students are expected to be respectful and civil in their use of language. Swearing, foul language and obscenities are not acceptable.
• Gum chewing – is not allowed on school grounds.
Students are expected to:
• Respect all adults in positions of responsibility, especially those supervising areas of the school
• Respect diversity of one another and staff at the school and do not engage in rough play, bullying, ridicule, aggressive or intimidating behaviour, either physically or psychologically.
• Have no part in illegal activity on school grounds, including possession or use of drugs, alcohol, tobacco, weapons or involvement in vandalism.
• Strive to make valuable contributions to the school and demonstrate a positive attitude.
• Always do their best.
• Conduct themselves with honesty and integrity in their relationships with staff, students, and families.
3. General procedures and guidelines:
• All staff must maintain the integrity of the school by upholding standards of behaviour. Failure to apply consequences consistently can only reinforce inappropriate behaviours.
• It is imperative that all members of the staff document and record inappropriate behaviour on a consistent basis to help identify patterns of behaviour. It is recommended that each teacher maintain a logbook for this purpose.
• It is recommended that teachers record informal parent conversations regarding behavioural issues in the logbook.
• As a general guideline, parents should be advised the third time a consequence is administered for a particular behaviour. For example after 3 late slips, after 3 reminders, after 3 time outs. Parents should also be advised if behaviour is of a more serious nature and required the intervention of the Head.
• Dates of name of student, and a detailed summary of the behaviour must be documented on the appropriate form in the school office immediately following the specific incident.
The following steps should be followed when responding to inappropriate behaviour:
Step 1: Privately discuss the situation with the child and make sure they are aware of their wrongdoing. At this stage it may be necessary to remove the child from the situation, and have the child speak with the counsellor, Head or Division Head.
Step 2: Privately discuss with colleagues or coordinator how to solve on-going problems. If the problem continues, the teacher and level coordinator will involve the administration.
Step 3: Contact the parents to discuss their involvement with the issue.
Step 4: If the child’s behaviour does not improve following various consequences, the Division Head or other delegated individual will be involved to decide the most appropriate disciplinary action. In this instance, the school may recommend that the family have the child assessed or counselled and provide documentation of such to the school within a defined period.
Teacher considerations when making judgments regarding behaviour:
Teachers will take into consideration all circumstances when taking disciplinary action, including the following:
.
• Home or family circumstances
• Learning differences (diagnosed)
• Emotional and physical health
• Child’s responsiveness to the situation
• Child’s developmental stage
• The severity of the incident
• The persistence of behaviour
A variety of consequences may be implemented, depending on the situation and the judgment of the staff regarding the incident. Consequences will become more severe as the student continues to demonstrate a pattern of inappropriate behaviour.
The following is a list of consequences that may be taken for inappropriate behaviours:
• Time-out or removal from situation, including speaking with the Division Head or Head
• Apology (written or verbal)
• Detention (lunch or after school)
• Withdrawal of privileges (i.e. extra-curricular activities, school trips, lunchtime, play etc.)
• Behaviour modification contract
• Peer mediation
• Intervention of counselling services
• In-school suspension (i.e. the student receives class assignments, but is excluded from classes and other daily activities)
• Parent shadowing (Parent observes their child at school for an entire school day)
To encourage collaboration, cooperation and a positive learning environment we have developed a system of rewards and sanctions. Members of staff may give or take away points for a variety of reasons.
• Points will be checked and recorded by Friday each week by the advisors
• Top point earners will be congratulated on a monthly basis in assembly
• There will be semester and yearly individual winners of the point system
Point system at Somersfield Academy
Students start off with 50 points.
Gaining Losing
Minor plus one point
Helping a teacher
Helping a student
Minor trash cleanup
Minor deduct one point
Late
Forgetting agenda
Having to be spoken to more than twice
Improper uniform (wrong shoes, shirt etc)
Chewing gum
Not having correct equipment (eg pencil ruler etc)
Messy lockers
Intermediate plus 5 points
Demonstrating a learner profile attribute
Picking trash
Outstanding presentation, project, assessment, achievement, sportsmanship
Term subject improvement
Assembly presentation
Additional Community and Service hours
Intermediate lose 5 point
Level 1 bullying as defined in bullying procedure below.
Disrespect to a teacher
Copying homework/assignment
Inappropriate computer usage at school
Repeated unexcused tardiness
Major plus 10 points (or at discretion)
Representing the school
Outstanding work in community
Leadership skills
Winning/participating
Newspaper recognition
Positive participation in school events
Overall improvement in more than three subjects
Honours report cards
Top achiever (athletics, contribution to art production etc)
Major lose 10 points (or at discretion)
Level 2 Bullying and up.
Defiance
Intentionally copying or cheating
Blatant Plagiarism (see plagiarism policy and procedure documents)
Defacing property
Dangerous anti-social behavior
Theft
Fighting
Please see the Academic Honesty and Bullying Documents.
5. Special disciplinary issues at all levels:
The following behaviours are of a more serious nature and warrant immediate interventions and consultation with administration and parents.
1. Blatant disregard for authority of staff members: Student purposefully and blatantly ignores (resists) a teacher’s instruction to the point when it could cause conflict.
2. Inappropriate use of the Internet.
3. Academic cheating or copying work of another student.
4. Forging a signature or otherwise representing a person in authority without permission
5. Purposeful destruction of school property or vandalism
6. Excessively late or absent from school with or without knowledge or consent of parents
7. Immodest displays of affection
Disciplinary actions taken for the above behaviours:
Parents are contacted and student may be sent home for the remainder of the school day. A team which may include the teacher, level coordinator, school counsellor, Division Head, Head and parents will determine a plan of action in response to the misbehaviour. This may include the following:
• Written reflection, by the student, on why the behaviour is unacceptable. This document will be signed by the parent and kept on the student’s file.
• In school suspension for a determined length of time. During the in school suspension, the student will not be permitted to attend classes or participate in regular daily activities. Class work will be assigned for the classes that are missed, to be completed under supervision.
• The student may lose a school privilege such as not participating in school dances, school trips, school clubs, and lunchtime activities.
• A period after school detention on the following day may be imposed.
• Out of school suspension to allow for a ‘cooling off period’ should a student’s behaviour give evidence of being a danger to others. During this time, the matter will be duly investigated and appropriate measures for counselling will be recommended.
Serious Offences:
The following activities are illegal or potentially dangerous, and will result in more severe consequences:
• Physical aggression or violence (grievous bodily harm)
• Theft
• Possession or use of illegal substances on school property
• Serious repeat offences by a student
• Possession of offensive weapons
• Extreme cases of vandalism
Parents are contacted; student is sent home for the remainder of the school day and will not return until a team, which may include the teacher, Dean of Students, school counsellor, Division Head, Head and parents, determines a plan of action in response to the misbehaviour. This may include the following:
• The student is placed on immediate academic probation and depending on the outcome, passing the year or graduation may be jeopardized. A full investigation will be launched into the circumstances of the incident. In the event that counselling is recommended, the school must be kept informed as to progress on a weekly basis.
• Until the circumstances of incident are resolved, the student will experience complete loss of privileges, including school trips, school clubs, school dances, and lunchtime activities.
• Upon return to school, the student will typically be placed on in school suspension or closely monitored probation to ascertain their willingness and ability to integrate successfully into the classroom.
• Expulsion is solely determined by the Head of the school in consultation with faculty or administration staff involved. In some cases such as violent or illegal behaviour, a student can be expelled on a first offence. If expulsion is warranted, complete documentation is required and must include supporting evidence in determining the purpose for expulsion. In addition, the school will undertake appropriate investigations regarding the incident. In the case of on-going problems with behaviour, or if a student consistently demonstrates little respect for the school, the people in the environment and themselves, that student will be removed from the school indefinitely. The school may determine that it is unable to respond effectively to the behavioural needs of the student.
• In all cases of illegal activity, the police will be contacted and family counselling services recommended
Operation Redemption
“To err is human, to forgive is Divine” Alexander Pope
While it is recognised that there are consequences for both positive and negative behaviour, there should always be an opportunity afforded to students to set right their mistakes; by showing growth and providing service to the people affected and/or school community. We have created a system in which students can work off negative points or earn back the points they have lost.
M1-M3 students are encouraged to earn back point for the issuing member of staff within a week of losing the points.
M4-M5 students are encouraged to earn back points by working with House Leaders, Mr. Hammer and Ms. Watson.
Loss of Points
MINUS 10 Points
M1 –M3
• Meet with Mr. Hammer/ Mrs. Judd to discuss a strategy to gain points and not lose them
• Complete a service to the school at the discretion of the Dean of Students/Division Leader, to earn the points back
• Parents notified
M4-M5
• Two hours out of school/weekend Community and Service to be documented and recorded (such as Windreach), to earn the points to be completed within a week of being issued with 10 points
• Parents notified
MINUS 20 points
M1-M3
• Two hours out of school/weekend Community and Service to be documented and recorded (Such as Windreach), to earn the points back
• Parents notified
• Documented in student file
M4-M5
• Parents notified and a meeting to be held with student/parents/Dean of students and/or Division Leader
• Behaviour contract
• Certain privileges withheld at the discretion of the Dean of Students/Division Leader
MINUS 30 points
M1-M3
• Parents notified and a meeting to be held with student/parents/Dean of students and/or Division Leader
• Behaviour contract
• Certain privileges withheld at the discretion of the Dean of Students/Division Leader
• Documented in student
M4-M5
• Immediate meeting with student/parents/Dean of Students/Division Leader
• Possible out of school suspension
• Mandatory counselling for a designated period of time
• Documented in student file
MINUS 40
M1-M5
• Out of school suspension
• Immediate meeting with Head of School/Division Leader/Dean of Students to decide on further course of action
Conclusion:
The standards of conduct have been developed to ensure safety in the school environment, and to ensure all members are treated equitably and their rights respected at all times. It is the responsibility of all members of the school to follow the above policies, procedures, and expectations so that Somersfield can maintain an environment that supports its mission and values.
Assemblies and Student Council
MYP students and teachers come together for assembly once a week. Assembly provides an opportunity for teachers to share general information and for students to bring questions or issues to the entire group for resolution. The Student Government is comprised of elected representatives who work together with guidance from the Student Government Advisors.
The roles of the Student Government include:
- Plan brief informative talks each week for assembly
- Work with teachers to plan a schedule of student events or projects such as dances, social activities, community service, fund raisers etc. for the year
- Work with teachers to arrange details of events or request other students to volunteer in these areas
- Respond to issues raised by the student body by organizing committees to investigate issues or resolve problems.
- Student reps must be prepared to participate in school or social events
The Student Government may work with the Parent Relations Coordinator, Director of Student Life or Division Head to represent the school for various events, such as Open Houses.
Extracurricular Clubs & Social Events
Unless otherwise stated, clubs will last one hour, ending at 4:45 p.m. Many students participate in various after school or weekend activities outside of school, and we strongly recommend that all students do at least 2 hours of physical activity outside their regular PE classes. Students may also sign up for Study Hall which will take place in the library between 3:30 and 4:30 p.m. daily.
Students not participating in a club or study hall must leave the school premises by 3:45 p.m.
For safety reasons, no students may be left unsupervised while on school property, and students must be collected or leave the school premises at the end of their after school activity.
Extra-curricular activities also include dances and social events, as well as fund raisers for school trips or other projects of the MYP students.
Community and Service
All students are required to participate in Community and Service during the year. Depending on the year level, between 10 and 25 hours are required and students plan their individual commitments with their teacher/supervisor. Students work with teachers to plan their individual activities which will take place in Bermuda on a regular basis over the course of the school year. They must demonstrate that they can maintain their commitment on a consistent basis to a selfless cause which will provide a service to the local community. CS activities may be conducted at the school, for example running art classes or tutoring for younger children, or outside the school, for example volunteering at a vet clinic or environmental work. Community and Service is a fundamental component of the Middle Years Programme. Students must carefully document their work and be monitored by an adult supervisor.
Leadership and Student Recognition
Areas of responsibility in school may include positions such as School Ambassadors, Prefects and School Officers, and Library, Teaching and Coaching Assistants. Students may also help to organize clubs and activities for the younger students in the school.
Involvement in Student Government and Community and Service initiatives provide students with opportunities for developing leadership skills.
M4 and M5 students are given opportunities to become mentors in the Peer Net Programme. They receive training and support from the local Youth Net organisation. The mentees are selected from our own school community, and the mentors meet their mentees once a week at lunch time.
Student recognition is one of the themes of each advisory group, and student participation and achievements in academics, sports, clubs and other involvements both inside and outside school are recognized during weekly assemblies. A special End of Year Assembly to recognize student achievement will take place in June. At this event awards will also be presented to students to recognize their individual achievements and contributions in areas such as academics, the visual and performing arts, sports, effort and endeavour, and community and team spirit. Additionally students are recognized when they demonstrate attributes of the Learner Profile.
A house and point system was introduced in 2009-2010 please see the separate Standards of Behaviour.
Trips
MYP students may choose to apply to participate in a school trip away from Bermuda. These trips are intended to broaden the knowledge and experience of young people, offering recreation and learning experiences. Although there may not be a trip every year, 2007-08 being one of those years, the school will endeavour to provide a variety of destinations throughout a student’s time at the school. Trips are limited to those students successfully upholding the standards of behavior and previous acceptance on a school trip may be revoked for breach of the standards of behavior at the discretion of the Division Head.
Exchange Programme
When suitable opportunities arise, the school will contact families so that together we may consider participation. In 2005-2006, Somersfield participated in an exchange with Branksome Hall, Toronto, Canada.
Events
Each year students participate in both school events as well as local community events, such as essay contests and sports competitions. School events can be found on the annual school calendar and students will be advised of details as part of their assignments.
There are a great number of community and sports events and competitions on the Island, and the school participates in some of these each year. As a small school, we limit ourselves to those that particularly support our curriculum; however, we value the opportunity to make connections with students from other schools through our participation in a variety of events. Our students are also encouraged to participate independently if they wish.
Counselling Support
Our school counselor provides support services to students and teachers. In addition, students in M1 have a 55-minute session each week with the counselor and the course will focus on health and skills for living. We have a Student Assistance Program with Benedict Associates to whom we refer families when appropriate.
Learning Support
The MYP embraces the fact that all students learn in different ways. Learning Resource Teachers assist and support students and teachers in the MYP by developing strategies to help develop sound study and organizational skills, by assessing and evaluating the needs of individual students, by providing instruction to students on modified programmes and by providing information and resources used in the classroom to address the needs of both gifted and talented students and those with learning differences.
Team Building
As part of the advisory programme, students participate in team-building exercises in order to build a sense of camaraderie with their peers. M1 students participate in a trip to Paget Island to take part in one of the local Outward Bound programmes where they not only develop team-building skills but also experience personal challenge and accomplishment.