SISS Primary
Schuldorf Bergstraße
Sandstraße
64342 Seeheim-Jugenheim
Head Teacher
Ms. Uta Wetterich
Secretary
Ms. Andrea Baldauf Tel: 06257-9703-50
Tel.: +49-6257-9703-50 (answering machine available)
Fax: +49-6257-9703-54
E-mail: a.baldauf@schulen.ladadi.de
Office OpeningHours: Monday – Wednesday, 8:30 – 11.00
This guide contains information that will help you to understand some key features of the international primary school. There are references to our policies and resources as well as explanations of the curriculum and our approaches to teaching and learning. We encourage you to read through the information to gain a better understanding of school life and to refer to it throughout the school year as questions arise.
see "about us - > concepts/policies -> absences"
see "about us - > concepts/policies -> accidents"
Please inform your class teacher in writing about allergies. If necessary all class teachers will forward the information to subject teachers and staff (e.g., PE, Supervision, TAs, lunch supervisors).
Food Swapping: Food swapping for Flex children is not allowed. From Year 3 the children are old enough to be able to decide for themselves and know about any allergies they have.
In Literacy, Maths, and German the number of 45 min assessments is three per semester in upper primary.
Teachers give at least one week of written notice (date and contents - main objectives/ key points - in the child's diary) before each assessment.
In Year 3/4 all assessments are sent home for parent review and signature. All Assessment results include the class average and the grade distribution on the Assessment.
In Flex, assessments are not graded or sent home.
Grading at SISS is based on the German system.
If a child is in conflict or becoming socially isolated/ emotionally stressed, the teacher/TA will:
Ensure that children are aware of the effect of excluding others.
Help children to assert their own viewpoints in respectful ways, by resolving conflict through constructive dialogue.
Remind children of group rules and responsibilities.
Discuss concerns with the school's social pedagogue, Fr. Lehn. Her priority are Flex classes, if possible she will be available for year 3 and 4, too.
Talk to Ms. Astrid Koniarski (Supervision) if the child joins SV in the afternoon.
The school will decide when to inform parents. This decision will depend on the individual issue.
In instances of unacceptable behaviour that disturb teaching and learning or unsettle other children we will:
· Refer the child to agreed class/supervision rules
· Give warnings and if the problem persists, refer to the 'steps' that are outlined in the Hessian guidelines for managing challenging behaviour.
· Inform parents of actions taken.
For birthdays we ask that the children do not bring any treats (sweet or savoury) to school for a birthday celebration. We are aware that it might be a disappointment for some children. However, it does take into account that there are always children who are not able to bring a snack/ treat to share with the class. Birthdays are acknowledged and celebrated in special ways in the class, so that no child will feel left out. In class time the children will share ideas about special activities that can be done throughout the year to celebrate birthdays.
Each class is identified with an animal. In the Flexible Lower Primary Years the four classes are: Gentle Giraffes Happy Hedgehogs, Lucky Lions and the Terrific Tigers. The upper primary groups typically select their class name specific to their year with their new class teacher.
Your child’s class will treat their families to a small show during a morning assembly. The assembly is held once a year by each class, typically on Friday mornings from 9-9:45. Family and other guests are invited to attend. The date and time are announced by the class teacher.
Classrooms will be locked by the teachers/TAs after the last session. This can be the session before lunch break in case of PE lessons in the afternoon.
Our aim is to keep noise levels down to reasonable levels (so that we can talk to others at the table). The children calm down and line up before moving quietly to the serving area. Dining hall rules will be discussed in each class at the beginning of the year. Year groups have to agree on the rules according to their needs. Occasionally the noise traffic light in the dining hall will be switched on in order to provide a visual reminder to children about their noise level. If the red light goes on, the children will be asked to eat in silence for 3 minutes.
see "about us - > concepts/policies -> dismissal"
If your child has been diagnosed with one or both of these learning difficulties, please notify your class teachers. Parents can apply for a „Nachteilausgleich“/special compensation, that adjusts the child’s test and work achievements. The class teacher will provide guidance in the process of applying for a special compensations/ learning support and progress consultations with the parents/guardians throughout the year.
We ask you as parents to be responsible for buying your child’s exercise books.
A detailed supply list referring to the requirements of your child’s upcoming year group will be released before the summer break.
Workbooks needed throughout the year are purchased by your classroom teacher and you will be asked to reimburse the cost of these. These books are typically left in the school to prevent loss/damage (and avoid a costly replacement fee to the parents).
SISS fire drills are linked with whole Schuldorf Bergstraße fire drills. By law, schools are required to have two fire drills each year. The children will follow an agreed procedure on how to leave the building and walk to meeting points in cases of emergency.
On the first day of school, all class teachers will come and stand near their class line to allow children and parents an opportunity to say hello.
The goal of the "Förderverein Internationale Schule und Preschool am Schuldorf Bergstrasse e.V." (also known as friends of siss) is to support the international school community at the Schuldorf Bergstrasse. This community comprises the following:
• International Preschool/Kindergarten (ages 3–6)
• International Primary branch (grades 1–4)
• International Secondary branch (grades 5–12, with the IB Programme)
friends of siss helps cover the "extras" the International Preschool and International school branches need beyond what state funding provides. This ranges from playground or classroom equipment, IGCSE/IB teaching resources, training for teachers in these programs - to name a few.
This is possible through membership of parents and donations from private individuals and organisations/companies.
Feel free to browse through the friendsofsiss website to learn more about how you as a member can support the international school branches at the Schuldorf.
see " teaching and learning-> grading and reports"
see " teaching and learning-> handwriting"
“Hitzefrei” means that all lessons in SISS Primary end at 12.20 p.m. because the temperature reached a certain degree at a particular time in the morning on the Schuldorf campus.
On days of “Hitzefrei” you will be informed via e-mail from the Primary office – usually before 11 a.m.
If your child cannot be picked up at 12.20 p.m., there is no reason to worry. All children in school will be supervised as per their regular pick up arrangements. The school remains open until 6 p.m.
Although pick up time is flexible any time after 12.20 p.m., please make sure not to collect your child during his/her scheduled lunch slot.
see " teaching and learning-> homework"
Klassenkasse money is to be held by the Parent Rep or Deputy Parent Rep (not by the class teacher.) The funds are used for the benefit of the students for items such as playground toys/equipment, holiday or end of the year treats/celebrations, teachers’ gifts on behalf of the class, miscellaneous supplies for all students.
Teachers can request the purchase of items thru the Klassenkasse (prior to actually purchasing); or the teacher can go directly to the parents with a request to purchase specific, topic-related materials (i.e., requesting parents send in 2 euro per child to purchase clay for a lesson on pottery.)
Funds for the Klassenkasse come from two main sources, class fundraisers (bake sales, holiday markets) and parental contributions. During the first parents’ evening, the class PRs will ask for a contribution from each family (usually 20-30 Euro).
In case of ongoing/ severe learning difficulties in one or more subjects/ areas a learning support plan will be set up. The class teacher/subject teacher will meet the parents to discuss individual tasks for the child and to monitor and evaluate the child's progress in further meetings after a period of time. A close working relationship between parents, child and school will help to improve the child's development. (see also " teaching and learning-> learning support")
All Flex primary classes go to the bilingual library once per week, where both German and English books are available. All Year 3 and Year 4 classes will go to the bilingual library at least once every other week.
Every student is allowed to check out two books at a time for a period of two weeks. Of course if your child returns the books by the following week then they may check out new books at this time. Each student is provided with a “Library Rules” sheet at the beginning of the year to bring home and review with you and sign (parent and child). This sheet not only explains check out procedures but also reminds the families that they are responsible for replacing damaged or lost books. Your child needs to return the signed library permission slip before being allowed to take books home from the library.
We have a lost and found rack under the Primary front stairs. Please check it regularly for missing items. At the end of each school break, any unclaimed items will be donated to charity.
All classes are given 25 minutes to eat their lunch in the cafeteria.
Children receiving hot lunch will receive a dessert.
A catering company provides warm lunch to those children who have been registered in the lunch programme and have ordered food for that day. You will receive a lunch registration package when your child is admitted into SISS.
For those opting for the warm lunch service, once your online registration is completed and funds transferred, parents are responsible to order their child’s lunch (the school has no means to place orders). Typically orders may be placed up to a month in advance. If necessary (i.e. illness), cancellations for that day’s lunch may be placed until 7:45 a.m. the same morning of the absence.
Parents may of course choose to provide a packed lunch for their children. In accordance with the “Healthy School” policy Parents are encouraged to provide a healthy lunch and beverage for their children.
Year 4 students are provided access to a microwave for re-heating food. The microwave is not available for lower grades since there is not enough time (or staff to supervise use of the microwave) during the class lunch slots to allow for a long queue to warm up food.
During the morning break children have the opportunity to eat a small snack that they have brought to school. A snack box is recommended to transport food to school to avoid your child’s rucksack and supplies from being stained. Again, please do not pack pretzels, puddings, cakes or candy. We also encourage you to provide water, rather than juice, in your child’s drinking bottle.
Our staff does not have authorization to give medication to children. If a child's health constitution requires medicine the child should stay at home. In exceptional cases we request parents to either come into school to administer medicine during the day or to wait until after school for a dosage to be given.
In case of accidents and emergencies we have trained staff members in first aid who will care for your child in our first aid room. If necessary we will call an ambulance. You will then be advised on the best place to meet your child.
Should your child become ill during the school day, you will be contacted and requested to pick him/her up from school. Please be sure to keep the school up-to-date on your contact information. Usually your child will be in the first aid room located across from supervision when you arrive.
Some IPC topics contain a museum visit or trip out of school. You will be informed prior to the event by letter from your classroom teacher.
The purpose of parent evenings is to inform parents about class routines, class trips, the curriculum, to plan social events for the class, etc. A minimum of one parent evening per semester is required.
The first parent evening has to take place within the first six weeks of term. In Flex classes and Year 3, elections of the parent representatives will take place on this evening (election forms available in the office). Dates for the first parent evenings will be agreed upon in the staff meeting, and a general invitation will be send to all parents from the office.
All following parent evenings have to be arranged by the parent rep of the class in agreement with the class teacher (coordination within the year group might be useful). The parent rep will invite both the parents and the class teacher/subject teachers. Invitations and agenda of the meeting should be sent to the parents and teachers at least ten days in advance.
The school is aware of the difficult parking situation. Until long-term changes are made, we ask you to drive with care, allowing yourself enough extra time in the morning (especially during inclement weather), and to use the parking areas near the Aula, Christian-Stock-Stadium and Sandstraße.
Approaching the school from L3103 (Jugenheim side) the road is closed to private vehicles as of the small bridge after the parking area near the tennis club. Beyond this point, only public and emergency vehicles are permitted. Violators will be ticketed.
Approaching the school via the Sandstrasse (Seeheim side) the main parking lot is closed from 7:30 a.m. until shortly before 3 p.m. If you prefer to escort your child to school in the morning, please use the 3 hour parking spaces, and be sure to leave your parking meter on the dashboard to avoid being ticketed. Please leave the non-metered spaces open for teaching staff.
Between the autumn break and Christmas we offer individual parent consultations in all classes. There you will have the opportunity to discuss individual learning in each of the main subject areas.
In Flexible Lower Primary official reports will be given at the end of the school year (before the summer break starts). From Year 3 onwards two official reports of individual progress will be released (at the end of the first term and at the end of second term).
This will contain comments and achievement grades for behaviour, attitude and also for each individual subject. As is the case in the German state system, these grades will be derived from a combination of contribution to class work, homework and assessment results.
Teachers will also approach you if your child seems to be displaying exceptional talent, leading to the need for extension and further challenge. We will also inform you of significant learning difficulties if they become apparent during the term.
Please don’t hesitate to make an appointment with the classroom teacher if you have concerns or questions about your child’s progress. We value every opportunity to maintain a dialogue about this.
Assessments are usually given at the end of each main English, German, maths or science module in order to check your child’s ability to apply new skills and knowledge independently. At least one week of written notice (diary) will be given prior to every assessment, with an indication of areas to be reviewed. Children will bring marked assessment papers home for you to consult and we ask you to sign the sheet to show that you have seen it. Equally children will often be asked by their teacher to show you their class exercise book and sign to confirm this.
Test grades are set in accordance with Hesse state guidance on percentages and there is considerable monitoring of marking levels between German and English teachers. Marks are given between 1 and 6. The average score for a test marking level is 3.
Reading scheme (Literacy)
It is important that children have access to different types of reading material so that they do not become over dependent on one scheme. Texts therefore are taken from a wide range of popular core reading schemes and individual non-scheme titles. These texts are then placed in the appropriate 'colour band' alongside texts with similar characteristics and level of difficulty. This ensures that the children have access to a variety of books at the same level of difficulty.
Teachers discuss Reports with Year 3/4 children before sending the Reports home.
Flex classes will not get a half year report but they will have a parent teacher conference in February. They will get a written report before the summer break.
All other classes will get a half term and end of year report.
The overall grade in the report will take into account the Hessen percentage spread as follows:
Oral/ written contribution in class = 50%
Assessments = 25%
Presentations/Homework = 25%
Primary children are always escorted by a teacher (or TA) on campus when moving from SISS to other buildings/areas on campus.
· The exception is Year 3 students going to/ coming from (Catholic) Religion Class.
· If a child is not in school at snack time and there has been no prior communication about absence, the teacher /TA or secretary will call the parent to find out where the child is (using all parent emergency contact details.)
· For the upper primary students which are allowed to leave school unescorted by a teacher/TA at 3 p.m., parents should review their “pick up” expectations (i.e., walking home, taking public transportation, meeting a parent/caretaker at the parking lot). Please also set a maximum time (i.e. five minutes) that if your child does not see the person who is supposed to pick them up at your designated meeting place, then they should go back to school and join the Supervision session. A team member can then contact the parent if necessary.This helps avoid needless worry/confusion for your child
In Germany all state schools have 75 working days of school holidays distributed throughout the year. Please refer to the Hessen school calendar for a complete listing of official Hessen school holidays
All classes have 15 minutes for snack inside the classroom. Snacks cannot be taken to the playground as playing while eating represents a choking hazard. Additionally, during warm weather periods, the presence of food increases the risk of bee/wasp stings.
Children are allowed to drink during class and are encouraged to drink water or unsweetened tea whenever thirsty (the only exception is when a teacher is actively instructing the class.)
All parents should ensure that they pick up their children by 3:05 pm if they are not staying for supervision. At this time supervision’s ‘circle time’ begins. If children have not been picked up, they will be brought into ‘circle time’ and cannot be taken out until it ends at 3:30 pm. This is necessary since the Supervision team now becomes responsible for these children as well and must add them to their attendance register as well as ask the child if their parents should be contacted after 3:30 p.m. It is important to not have disruptions during the circle time during which afternoon activities are organized.
Please let the supervision team know if your child is going to miss a regularly scheduled visit to supervision by leaving a note in the mailbox via the Supervison e-mail: supervision@hotmail.de by noon. This allows the team time to coordinate which children must be picked up from class by a team member shortly before 3 p.m. and brought down to Supervision.
Parents will be informed in advance of books and other necessities they should buy for their children. This list will be made available before the current school year ends. In general parents provide the things found in a pencil case (pencils, rubbers/erasers, scissors, coloured pencils, felt tip markers, glue). In addition some general materials such as notebooks, papers, folders, and paints need to be provided. Please wait until you receive your official list before making any purchases.
Students also need a school bag to hold their school items and transport them to and from school. A sports bag is needed on sports day. (Your child's sport day is dependent on his/her schedule which will be made available at the start of the school year.) This should contain trainers and gymnastic shoes (Schläppchen) as well as appropriate sports clothing. Students also need house shoes with rubber soles to wear inside the school during the school day. Rubber soled shoes are necessary should there ever bea fire drill/alarm during rainy/snowy weather, as children will not have time to change into outdoor shoes.
Teachers and TAs cannot tutor children from the same year group they teach in. For similar reasons preschool children cannot be privately tutored by Flex team members.External tutors cannot use the SISS facilities unless the tutor is a student from the Schuldorf.
... Z
Bullying in schools is a challenging subject for all educational staff.
The definition of the word bullying can and has been understood in different ways in different times and different societies. In everyday language there is a wide range of behaviour covered by this word. In the school environment bullying is different to the normal rough and tumble of play.
Bullying can be single actions in which a person uses their strength or power to gain an advantage, to hurt, frighten or intimidate a weaker person (e.g. pushing past others on the stairs, using the belongings of others without asking, insulting words ...).
However not every conflict is an example of bullying.
If we translate this form of the understanding of what a bully is into German, it would be "brutaler Kerl" or "Tyran" (male or female).
Now we look at the part of the definition of bullying which has the same meaning as the German understanding of the word "mobbing".
There are five clear indications of this form of bullying which, from now on, we refer to as bullying/ mobbing. These are clearly different to other forms of violence:
However bullying/ mobbing is often not recognised because the victims, maybe out of fear or shame, are slow to communicate the problem to the adults around them.
PREVENTION
Bullying/ mobbing that occurs in school must be solved in school. Prevention methods do not just involve the victim and perpetrator but the whole school as a social network.
The basis of prevention is to make our school a safe place for all the members of our community.
Social competences must start to be learnt from the beginning of school life (especially in the earliest classes) in order to develop socially appropriate and socially acceptable behaviour.
This behaviour is based on uniform clear guidelines that apply to the whole Schuldorf and form its "Leitsätze" (Mission Statements) (www.schuldorf.de, Schulprogramm, point 3.3).
The following of these rules is continuously observed.
After the breaking of these rules there follow timely sanctions as detailed in the Schuldorf Schulordnung, which is based on the Hessische Schulgesetz (www.kultusministerium.hessen.de).
For the State International Primary School these guidelines are simplified into the Golden Rules.
SISS GOLDEN RULES
The entire Educational Team continually work on the psychological and social level to maintain and improve the respectful atmosphere in our school by the agreement of how we deal with each other and by the development of life skills such as empathy and civil courage.
Interactive sessions in small groups and whole classes in which group dynamic processes are analysed, evaluated and developed by students and professionals are a regular part of our school life. During the variety of these interactive sessions democratic skills, relationship and communication building skills with peers are improved/ rehearsed ("Stop Rule", awareness of personal spaces, verbalizing of feelings, teambuilding skills, active listening, role play, conflict management ...).
A valuable part of prevention is the building of self-perception, as a basis for empathy and self- esteem, of our children. This makes them feel confident and empowered enough to stand up for themselves (and for others) so as not to become either a perpetrator or victim.
We develop support concepts for individuals for early intervention and prevention of incidents that could lead to bullying/ mobbing.
INTERVENTION
In cases of "small violence" or minor conflicts, a clear word from a peer or an adult usually suffices. For more complicated issues, depending on the situation, small group or whole class etc. sessions (mediation, behaviour management based on effective behavioural therapy, situational approaches ...) mostly lead to a solution.
In cases of bullying/ mobbing the protection of the victim is of supreme importance (physical/ psychological protection, reinforcement of self esteem, reinforcement of social competences to build friendships...).
Depending on the situation, constructive behaviour may be supported or sanctions used to punish problematic behaviour.
A variety of anti- bullying/ mobbing strategies are feasible: meeting with victim, meeting with perpetrator, counselling of groups/ classes; rehearsing anti aggression strategies; rehearsing civil courage; recognizing, setting, defending and respecting boundaries.
The "No Blame Approach" (developed in the early 1990s by Barbara Maines and George Robinson, England) is a method used in the SISS and whole Schuldorf. With the "No Blame Approach" despite the severity of the whole area of concern it is trusted that the children and adolescents have the capability and resources to produce an effective solution. This method has shown great success. In most of the documented cases, bullying/ mobbing could be stopped swiftly (www.no-blame-approach.de).
In dealing with bullying in all its forms in the SISS, we have the professional experience of Mrs Lehn, Diplom Sozialpädagogin, Primary and Mrs Koniarski, Head of Supervision, who work in close cooperation with each other and the Educational Team. They are also the link to external specialists such as psychologists, therapists and other forms of support. The whole Schuldorf Prevention Team can be reached on the email hotline askforhelp@schuldorf.de.
If you have concerns that your child may be bullied/ mobbed (because she/ he is afraid to go to school, often complains of headaches or stomach aches, "looses money", sleeping problems) please contact the school.
If we have concerns about an individual child, that parents should be aware of, they will be informed by the class teacher or the Social Pedagogue.
Helpful Links:
For students:
askforhelp@schuldorf.de
www.schueler-mobbing.de
www.jugend-und-bildung.de
www.childline.org.uk
www.gewalt-an-schulen.de/material
Information about "visionary", a European cooperative project can be found at
www.gewalt-in-der-schule.info
Written by C. Elliott, A. Koniarski and J. Lehn, June 2011
The Flexible Lower Primary concept is designed to give the child the optimal start to his/her school life, to have the time necessary to develop academic as well as personal and social skills. The "Hessische Kultusministerium" (Hesse Ministery of Culture) HKM promotes the use of the "Flexible Lower Primary"-concept (Flex).
As an International School we have children with different educational and cultural backgrounds. Moreover, our children learn to read and write in two languages, thus facing greater challenges than children in national State Schools. To react to the different individual needs of each child, differentiation in many ways is necessary.
In Flexible Lower Primary classes children are usually aged between 6 and 8 years; they are taught together in mixed age classes. As exceptions younger children can be considered. All children have the opportunity to take 1, 2 or 3 years to complete the Curriculum required to enter Year 3. During Flexible Lower Primary Years the children will cover objectives of the British National Curriculum in Maths and Literacy for Reception, Years 1, 2 and 3. German follows the Curriculum of the State of Hesse, history, geography and science follow the International Primary Curriculum (IPC).
In some subjects, (Literacy, Maths and German) more homogenous groups are formed to give specific encouragement. In these subjects the children will be grouped by their age, which is often related to their learning year in school. All groups of the same learning year follow the same core curriculum; however, methods, materials and extensions may vary according to the groups' needs. In general, grouping will not be considered until after the second week to usually be finished by the autumn break. Currently, the first groups to be formed are for Literacy, followed by Maths and finally German.
As this is a whole day school, our children have 5 -9 more lessons per week than children in German national State schools. Homework is only given in the main subjects when the need arises to review what has already been taught. There will not be more than one piece of homework given per main subject per week. In addition to this, daily practice of subjects such as reading will be expected. The time required should not exceed 20 min per day.
The HKM provides the SISS with a "Diplom-Sozialpädagoge" (Social Pedagogue) to offer support and advice. Social Pedagogues work closely with the classroom teachers; important decisions are made together.
To understand more easily the different roles of these professionals, imagine two overlapping circles: classroom teachers are more involved with curriculum areas whereas Social Pedagogues are more involved with the emotional, social and physical development of the children. Their input is of equal relevance, each part reinforces the other.
Social Pedagogues and teachers discuss where general or individual support is needed, both within and outside school.
Within the school Social Pedagogues have a variety of roles, which includes support strategies regarding the development of the whole child as well as prevention and reduction of problems.
The work of Social Pedagogues follows many different approaches. In response to the wide range of issues, depending on urgency and time, priorities will be set by the Social Pedagogue.
Areas of Social Pedagogues' work include:
As we do respect each child's right to confidentiality we request parents not to ask the Social Pedagogue questions about the contents of group sessions. When there are concerns about an individual child, the parents will be informed by the class teacher or the Social Pedagogue.
If a sequence of one-to-one sessions is advisable, apart from situations that require immediate response, parents will receive prior notice.
The cooperation between Social Pedagogue and parents requires trust and openness for maximum benefit to the children concerned.
Where a child needs ongoing support the parents will be referred to external professionals in the area (see information received on application).
Appointments with the Social Pedagogue can be made through the School Secretary, the class teacher or directly through the Social Pedagogue's letterbox in the entrance area.
March 2012
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