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Reporting of Student Performance

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Reporting of Student Performance

For DP and MYP the following scale applies:


    1. Achievement

Achievement Grades for Grades 7-12 (MYP & DP)

7 Excellent

6 Very Good

5 Good

4 Satisfactory

3 Mediocre

2 Poor

1 Very Poor

INC Work Incomplete

Band Descriptors of 1-7 Grades and Levels of Achievement.



Level of Achievement


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. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.



A consistent and thorough understanding of the required knowledge and skills and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight.

Very good


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 good general understanding of the required knowledge and skills and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.



Limited achievement against most of the objectives or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.



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.



Minimal achievement in terms of the objectives.

Very poor

For PYP the reporting is linked to standards achieved and a rating against those standards on a 4 step scale:

1 The student exceeds grade level expectations.

2 The student meets grade level expectations. The student displays understanding of

concepts and application of skills.

3 The student approaches grade level expectations. The student needs additional

practice and support.

4 The student is below grade level expectations. The student has not yet demonstrated

understanding of concepts and acquisition of skills. This is an area of concern.

* Does not apply at this time

Reporting for each term:


Report Cards

Parent teacher conferences

End of term reports

Progress Reports

Academic monitoring reports


Records of Achievement

Unit of Inquiry Events

Parent teacher conferences

Student Portfolio

Student led conferences

Dissemination of Information on Student Performance and Expectations:

Individual Student Reports:

    • Interim reports that reflect commendable performance or performance that causes concern

    • Student At-Risk letters

    • Monitoring letters

Parent Teacher Conferences:

    • Set Parent teacher nights.

    • Individual meetings at any time with a teacher by appointment, to discuss student performance and progress.

    • Student led portfolio conferences

    • Teachers are available always via email.

Curriculum Information Evenings:

    • Open House

    • Introduction to new parents and students

    • Transition evenings

    • Grade level meetings

    • University Nights

Course Literature:

  • Curriculum Brochures/Overviews

  • Course Syllabi

  • Weekly Plans

Academic Achievement Awards:
ALS awards academic achievement certificates at the end of every semester. To qualify for these awards, students in grades 7-12 must achieve an overall grade of 6 and above. Another criterion for these awards is that students do not exceed the maximum limit of absences or tardies.

ALS recognizes that language is central to learning. We also recognize that all teachers are in practice language teachers and as such need to have the appropriate support.
ALS’s mission statement stipulates that it “encourages its students to become democratic, responsible, knowledgeable world citizens, who are capable of interacting positively and productively with others.” As a result, language becomes an integral part of that interaction.
Within the school, many languages exist side by side and students are encouraged to compare their languages and the cultures associated with them.
Providing quality education in English for children from a variety of cultural backgrounds implies from the school’s side a commitment to providing support for students that are weak in English, the recognition of the important role that teachers play in developing language acquisition and a belief in the importance of mother tongue development.
Language lessons at ALS not only provide a medium for the acquisition of language, they also promote the development of the whole child. This occurs as a result of the fact that it is not only language that is promoted but also the recognition and understanding of the culture that accompanies it. Throughout their language studies students also attempt to explore, when appropriate, the links with other subject areas.
As ALS accepts students with a wide variety of linguistic backgrounds, it is extremely important that its language policy is as flexible as possible, thus allowing the students to build up their language skills to a level at which they can then pursue English as an academic language.
Current Language Courses:
Language A indicates that the language is taught in a way appropriate to students:

· for whom that language is their mother tongue

· as one of their mother tongues

· who have reached native or near native competency in the language

English and Arabic in the DP and MYP are currently taught as Language A.
Language B indicates that the language is taught in a way appropriate for


· for whom that language is not their mother tongue

· In MYP, Language B will be in French following the appropriate phases as prescribed by the IB MYP language B guide. In DP Language B will be Spanish.

English (ESOL) indicates that the students have a limited competence in English, and thus have difficulty coping with mainstream classes in English. These students need extra support in English. In both PYP and MYP, this is done through a combination of pull out or in-class support depending on the level of the students.
Standard Forms of Language

Students should be exposed to the language and culture of different countries. No one form is considered standard. It is necessary for older students to appreciate the different forms of the English language. The type of language a teacher is likely to use depends on where that teacher is from. The teacher will however point out differences in expression or spelling where appropriate and the only guiding rule is uniformity of use within a given document.


Students also produce a variety of different forms of handwriting dependent on previous school experience. All students are taught D’Nealian handwriting in PYP. Throughout the school however, all forms of handwriting are acceptable, provided that the writing is neat and legible.

English as the Language of Instruction

English is the language of instruction within the school. To experience success in other areas, students need to have a certain level of competency within this language. English lessons have an obvious role to play in teaching and reinforcing language skills needed in other mainstream subjects. However, subject teachers are also language teachers, and should be developing students’ language skills. It is especially important to take into account those language skills required in their particular subject area(s). In addition to this, teachers are responsible for adapting their materials and teaching styles to take into account the needs of students who are not native speakers of English. Subject teachers are encouraged to correct mistakes in English as well as content of written work, and to provide missing vocabulary where appropriate.

Teachers should encourage students to speak English in class (except in

Arabic, French, or Spanish classes), but should be aware that students may benefit from help from another student in their mother tongue in which they are not only linguistically more competent, but can also think in more easily.

Languages Courses Offered by the School

English, as the language of instruction is compulsory throughout the school. The courses offered in the Diploma Years is suitable for students with a variety of English levels from native speakers to those with a basic command of English.

All students have the opportunity to learn additional languages at the school. The school currently offers Arabic, Spanish and French depending on the grade levels.

Assessment in language like all other subject areas within the school is carried out in accordance with the school’s assessment policy guidelines. These guidelines follow the general principles of the IB Primary Years, Middle Years and Diploma Programmes.

The purpose of homework at ALS is to:

• extend learning;

• reinforce new skills and concepts;

• prepare students for new tasks;

• consolidate previously learned skills and knowledge;

• enable students to revise effectively;

• establish independent habits of study.
The type of homework assigned and the length of time expected for students to spend on homework vary from grade level to grade level. Parents are encouraged to speak with the classroom teacher concerning issues related to homework.

Failure to give assigned homework on time will result in a time penalty and eventually no credit for the work. Work completed by someone other than the student will also not receive credit. No homework, projects or books will be delivered to students during school time. Students are required to bring the homework to school with them in the morning. Students will be expected to make up homework missed due to absence within a reasonable time frame determined by the teacher.

The basic standard for the amount of homework to be assigned is:

Grades 1-3: An average of 20 to 30 minutes per night

Grades 4-6: An average of 1 to 1.5 hours per night

Grades 7-10: An average of 1.5 to 2 hours per night

Grades 11&12: An average of 2 hours per night

Daily Homework

Copying a daily homework assignment is considered just as serious as cheating on an exam, and both the giver and receiver of information will be dealt with according to the consequences listed below.

Plagiarism and Cheating

Plagiarism refers to a form of cheating. To use another person’s ideas or expressions in your writing without acknowledging the source is to plagiarize. Plagiarism, then, constitutes intellectual theft.

You are plagiarizing if you

  • present ideas as your own without citing the source;

  • paraphrase without crediting the source;

  • use direct quotes with no quotation marks, footnotes, or textual citation of the source;

  • submit material written by someone else as your own;

  • submit a paper or assignment for which you have received so much help that the writing is different from your own. This will be judged by the classroom teacher and the programme coordinator;

  • are seen, by any ALS staff member, copying someone else’s work.

The Counsellor and the principal will keep records on each incident of cheating or plagiarism on homework, quiz, test, project, paper, lab, etc. The consequences are as follows:

1st Infraction – The Counsellor, Boys/Girls Coordinators and Principal are notified; a zero is given; the parents are notified by the teacher. Students can be allowed to make up the work with a maximum grade of 4 to replace the zero.
2nd Infraction - The Counsellor, Boys/Girls Coordinators and Principal are notified; a zero is given; and an after school detention is assigned. Parents will be informed in writing and a parent conference will be held with the teacher and the principal. The student will not be allowed to make up the work.
3rd Infraction – The Counsellor, Boys/Girls Coordinators and Principal are notified; a zero is given; the student receives a one day in-school suspension. Parents will be informed in writing and a parent conference will be held with the teacher and the principal. The student will not be allowed to make up the work.
Further incidents will lead to out of school suspension and academic probation. The contract the student is placed on will detail conditions of continued enrollment at ALS.


Grades 7-12

Students who pass all courses and meet the attendance requirements will be promoted to the next grade level.


  • At the end of each quarter parents of students failing any course will be informed by in writing. Students at risk of failing will meet the principal, the counsellor, and the parents. Students failing any course will receive a biweekly academic monitoring report issued by the counsellors to inform parents of the students’ standing.

  • Students whose grades are below 4 in one of the core subjects (English, Mathematics, Arabic, Science, and Social Studies) will be promoted on probation.

  • Students who have failed two non-core subjects will be promoted on academic probation.


  • Students will be retained if they fail two core subjects.

  • Students will be retained if they fail more than two subjects of any type.

  • Students will be retained if they fail the same core subject for two consecutive years.

  • Students will be retained if they fail the same two non-core subjects for two consecutive years.

  • Students may not repeat any grade level more than once.

  • Students may not repeat two consecutive grade levels.

  • Students may not repeat more than two grade levels at ALS.

  • Students will have to make up all missing required credits between grades 9 and 12 to be allowed to graduate from ALS.

Students At Risk:

During a marking period, if a student is not meeting the standards of a course or its requirements, the parents will receive an “At Risk” notification. Parents should not be surprised by report cards and at Parent-Teacher evenings with their child’s performance. Students at the risk of failing the year will meet with the principal, counsellor and parents.

For students in K-6 who are at risk, achievement is discussed with the parents throughout the year. Decisions and recommendations regarding promotion on probation, retention or change of school are communicated to parents in a timely manner based on evidence related to achievement standards.
Classroom Rules and General Behaviour

Students are expected to follow classroom rules to ensure a safe and academic environment that allows all students the opportunity to learn. Students who violate classroom rules will be subject to disciplinary measures from the teacher and/or principal.

In order for students to make the most of their educational experiences they must assume the responsibility to:

  • Report promptly to class, assemblies and other required student activities

  • Bring appropriate material and supplies to class with them

  • Not chew gum or bring food or drink (except water) in to the classroom

  • Be attentive to the teacher’s instruction, work on assigned tasks, participate in class activities and complete all assigned work to the best of their ability

  • Be respectful of the staff, other students and the learning environment

Disciplinary Consequences

Students are expected to demonstrate their maturity by complying with rules without constant monitoring. When sanctions are needed, the following consequence will apply.

1. Detention

1a. Break/Lunch detention: This will be assigned by the teachers as part of their classroom rules.
1b. After school detention: Students will be required to stay after school for one hour. Parent notification via email or direct telephone call is required.
Examples of behaviour that would result in an after school detention includes:

  • Disrespectful behavior

  • Collecting three incidents in a week as recorded by teachers on the incident sheet

  • (3) tardies to class or school, or skipping part or all of a class while on campus

  • Anti-social behaviour

  • Swearing

  • Bullying

  • Continual disruption of classroom instruction

Examples of off-task offences recorded on the incident sheet:

  1. Interruption during direct instruction

  2. Socializing/Off-task

  3. Disruptive actions to include loudness, noises, yelling, attention seeking, interrupting, exaggerated laughing, etc.

  4. Out of seat: Moving about the classroom without permission or valid reason

  5. Minimal or no effort

  6. Misusing, throwing, or destruction of materials

  7. Horseplay: Touching/Pushing/Grabbing, Hitting, Slapping, Faking Punches, Chasing, etc

  8. Unprepared for class (missing homework, research reference, workbook, project, pen, etc.)

  9. Refusing clean-up of personal area

  10. Arguing/refusing to accept “No.” for an answer. Aggressively begging an issue.

  11. Dishonesty/attempted manipulation or deception

  12. Inappropriate comments/tone to staff

  13. Inappropriate language

  14. Tardy

  15. Refusing to follow a request/directive

  16. Unkindness to peer(s) (verbal or physical)

  17. Refusing to speak in the language of instruction

  18. Refusing to identify oneself.

2. Suspension

Students will not be allowed to participate in any school activities during the period of suspension and a parent conference will be required before the student may return to regular classes.

2a. In-School Suspension:

In-school suspension will be in an office at school with teachers sending students their work from the classroom. Students who receive in-school suspension are required to bring their own lunch to school.

2b. At-Home Suspension:

Students who receive at-home suspension for the first time are allowed to make up projects and tests, but will receive an automatic 20% deduction.

The second time they receive an at-home suspension, they will lose credit for any work missed.

• Parent notification via email or direct telephone call is required

• For major misbehaviour, parent conference in person with the Principal is required.

• Restoration or payment for damaged property is also a consequence.

Examples of behaviour that would result in suspension include:

  • Repeated violations of school rules or policies

  • Use or possession of tobacco products

  • Vandalism or initiating a fire alarm (All replacement costs will be covered by the student)

  • Fighting

  • Leaving school or missing multiple classes without authorization

  • Major disruptions involving violence, defiance, force, insubordination or threats

  • Possession or use of dangerous materials

  • Forceful or unlawful entry of school premises or rooms

  • Making threats, mental or physical assault, abuse or harassment of students or staff

  • Cases of theft or forgery

  • Misbehaviour or disruption during examinations

3. Disciplinary Probation:

Students who consistently misbehave at school may be placed on Disciplinary Probation. A letter will be sent home to inform parents that their child has been placed on Disciplinary Probation. Students on Disciplinary Probation will be monitored closely by the boys/girls coordinator and the principal.

A student must earn the privilege to be removed from probation. While on probation students will be restricted from participation in any extra-curricular activities and field trips. Visits to testing centres and CAS activities may be an exception.
The student will be placed on disciplinary probation for at least a quarter and the parents will receive a letter from the Principal informing them of the reasons for their son/daughter being placed on disciplinary probation.
If a student is on disciplinary probation and his/her behaviour does not improve for the second quarter in a row, then:

  • Another letter will be sent to the parents informing them of their child’s inability to behave in a way that allows him/her to be removed from probation;

  • A meeting will take place between the Principal, Counsellor, and Parents to discuss the matters in detail, and to inform the parents that their child risks being asked to withdraw from the school.

4. Expulsion

Expulsion will be recommended when it is determined that the student is a threat to the safety and welfare of others, has continuously or seriously disrupted the education of others or when a student has been placed on a behaviour contract by the administration and has not fulfilled the requirements of this contract. Final decision needs the approval of the Board of Trustees.

ALS Behaviour Plan
In order to discourage student insubordination, frequent detentions, tardiness, and regular disruption of the learning environment, ALS will implement a progressive discipline structure toward the goal of freeing the learning environment of unwanted behaviors. A paper referral must be written by the teacher.

Unwanted Behaviour

Plan for Correction

  • 5 after school detentions resulting from incidents or a referral.

  • Being repeatedly late for a detention.

  • Refusing to serve/skipping a detention.

  • Insubordination/defiance: leaving class without permission in an angry huff, refusing to leave class when told, hitting things on the way out of class, one inappropriate word or sentence directed at the teacher, threatening a teacher, inappropriate nonverbal gesture, physical aggression, etc.

  • Racist comment to a peer

  • Bullying

  • The student shall serve one full day of In-school Suspension (ISS).

  • 3 additional after school detentions resulting from incidents or another referral (8 total).

  • The student stays home for one day of suspension. He/she must collect the homework before they leave or pick it up on the following morning.

  • 2 additional after school detentions resulting from incidents or another referral (10 total).

  • The student stays home for a second day of suspension. He/she must collect the homework before they leave or pick it up on the following morning.

  • At this point, the student’s classes are closed until a parent can come in for a meeting with the Principal regarding an Individualized Behavior Plan for 10 consecutive school days.

  • A combined accumulation of 12 days of ISS or out of school suspensions.

  • Classes are closed. Review of placement meeting with the Superintendent, the Principal, a teacher or school counselor, the parents, and the student.

Automatic Suspensions

Insubordination – 1 day

Vandalism – 1 to 10 days

Fighting – 1 to 4 days

2nd occurrence of bullying – 1 to 2 days

3rd occurrence of bullying – 1 to 4 days

***The Principal reserves the right to dispense the appropriate consequence based on the severity of the action of the student. ***
Other behaviours that result in consequences include:

  • Mobile Phones, IPods and Laptops: Mobile phones, Ipods and laptops are not allowed in class without teacher’s permission. If used during class without permission they will be confiscated. Students can use them responsibly during the breaks; however, any phone calls home can only be made from the principal’s office. Parents and students should be aware that the students are responsible for these items in school. The school will not be held responsible for the damage or loss of any items belonging to the student. If a teacher on duty feels that a student is irresponsible in the use of these items, the teacher has a right to confiscate it and the student will be banned from using it. The Parents will be notified in this event.

  • Food Delivery: The delivery of food to the school campus is not allowed. This can lead to detention on Wednesday after school.

  • Smoking: Will result in an out of school suspension and parents will be informed.

  • Out of Uniform: All teachers will send the students to the principal who will send them home to change or have their parents bring their proper uniform. Students will not be allowed to attend classes without the proper uniform. Repeated offence will result in a detention or suspension. The school uniform is available for sale at school. During cold weather students are allowed to wear a solid colour jacket over the regular school uniform. Jackets or sweatshirts worn over the uniform should have no patterns or designs on them.

Unacceptable Consequences for Students:

• Corporal punishment

• The use of group punishment for individual or small group behaviours

• The use of academic work as a disciplinary procedure to correct a behavioural concern. (i.e.assigning extra homework)

• Use of evaluation procedures as a method of discipline (i.e. – arbitrarily assigning a test)
Disciplinary procedures are progressive. When it is clear that the methods being used are not having a positive effect on the students’ behaviour, more serious consequences will be applied. If a very serious behaviour problem arises, one that cannot wait to be attended to, teachers should call the Boys/Girls coordinator before sending a student to the office. A student referral form must be completed and given to the appropriate Principal.


Academic success is directly related to attendance and behaviour/attitude.  Administrators, coordinators, counsellors, teachers, students and parents must work together to make sure students are present and on time to each class of the day and exhibit the right attitude. There must be a conscious effort by each person in our community to help students arrive at class on time and be prepared to learn.

It is expected that students will attend every class of every school day. All teachers will record attendance each period on Powerschool as well as keep an accurate record for each class. This policy will only work if each person involved participates consistently in its implementation.
Roles and Responsibilities:

Administrators – will support teachers by assigning after school detention and supporting all other interventions.


K-3, Boys and Girls Coordinator – will meet with habitually tardy or misbehaving students and make parent contact. 


Teachers – will make every effort to monitor students in between classes while greeting students at the door. They will keep the student traffic moving and be a positive adult presence showing students that teachers do want them to be on time.

 Teachers’ responsibilities include:

  • Recording attendance daily in their roll books and Powerschool.

  • Not allowing students out of class without a proper hall pass.

  • Recording the necessary information on the incident sheet located on the academic drive.

  • Being a positive role model by being prepared and on time to class.


Students – will arrive to every class on time.  They will attend all lunch/after school detentions and participate in the assigned interventions.
Minimum Attendance:

  • For grades 9-12, students are required to be in attendance for a minimum of 85% of the periods of course.

  • For grades K-8, students will risk promotion to the next level if they miss more than 30 school days.

  • All absences from class with the exception of field trips or school sponsored activities/sports are considered as absences for the minimum attendance policy.

  • Every three tardies will be counted by Powerschool as one period absence.

  • Every effort should be made by the students and parents/guardians to see that the students are in all their classes every day.

  • Extraordinary situations will be reviewed and considered by the administration.

Morning Tardy:

If students arrive at school late, they are required to go directly to the principal’s office in order to obtain late slips. The principal’s assistant will record every time a student is late for school. The school administration will take the necessary steps to modify the behavior of students who are frequently late.

Tardy to Class:

  • Students are expected to be in class on time. All students tardy to any class including homeroom and assemblies will be recorded on the incident sheets.

  • In the event a student is late for break detention or entirely misses it, he/she is required to report to the office the same day for an after school detention.

  • If a student’s lateness becomes chronic, the administration will use other measures such as assigning Thursday school.

Absence from School:

Parents are requested to call the principal’s office to inform the school if a student is absent. In case of illness, parents are requested to call principal’s assistant by 09:00 to report the absence. In the event that telephone contact is not made, the student must bring a note to the office on his/her first day back. Students absent for more than three days should bring a doctor’s note. All students following any absence will be given absence slips by the principal’s office. In order to make up the work missed during an absence, the parents must provide a letter/medical report for approval by the principal.

Disciplinary Consequences

  1. Break/Lunch detention: This will be assigned by the teachers as part of their classroom rules. Teachers can assign lunch detentions when needed or they can record the incident on the incident sheet on the academic drive.

  1. Teachers have to report students who are late to class on the incident sheet.

  1. Students who come between 0740 and 0800 will be given an after school detention on the same day.

  1. Students who come after 0800 will not be allowed into school without a written note from their parents.

  1. Three incidents (behaviour, tardiness between classes, no homework, no book, no uniform, being disrespectful, being disruptive …etc) will cause the student to serve an after school detention. Parent notification via email or direct telephone call by the respective coordinator is required. The detention is served after school during that week provided there is enough time to notify the parents. The respective coordinators will regularly check and update the incident file on the shared drive every week.

  1. Skipping class results in an after school detention. Students 20 minutes late to class will be considered skipping.

  1. If a student’s lateness becomes chronic, the administration will use other measures such as assigning school on Thursday.

Note to parents: Communication with the school is very important, please make sure you contact the school in case of inevitable delay.

All students at ALS are expected to use computers, the school network and facilities, email, and the World Wide Web in an ethical manner appropriate for a school setting. At all times, ALS students are expected to conduct themselves in a manner which is cognizant of the rights, feelings and freedoms of others as well as themselves. Due consideration must be given at all times to the effects one's actions have on other members of the ALS community and our global society in general when using technology both at home and at school.


The school operates an onsite clinic which provides emergency first aid treatment. In the event of a major emergency or disaster, the school will be evacuated. Further instructions will be given, depending upon the nature of the emergency.

We encourage parents to have their own medical insurance to cover the costs of extra medical care that may be related to any accident that occurs.


Students are encouraged to participate in after school activities (ASA). Teachers and other instructors offer a wide variety of extra-curricular activities after school from 1440-1540 on Saturdays, Sundays, Mondays and Thursdays. Activities are offered to all students from grades 1-12 over two sessions during the year. A small fee is applicable to some activities.


ALS holds several assemblies throughout the year. The assemblies provide opportunities for students to demonstrate leadership and celebrate learning and achievement. Guest speakers and parents are invited on specific occasions and/or theme assemblies.


The purpose of private tutoring is to help students develop specific skill deficiencies and should assist the students’ overall development. It should not be for homework assistance or cramming before exams. Students need to become self-reliant and be able to sit down and complete their homework. Also, students should study during class time and ask the teacher’s assistance for homework and exam review and not have to pay for additional tuition if they have been responsible during the term.

Teaching students is mainly the responsibility of the school. The school encourages students to develop independent thinking and problem-solving skills. Most often it is best to have the student work out misconceptions and non-understanding independently. However, there are cases where tutoring is a substitute for missed learning time and/or lost skills.

Intensive tutoring to complete homework assignments, projects or pass a test usually does not address the underlying weakness of a student. More often than not it offers a short-time solution to long-term problems. Effective tutoring should help remediate weaknesses of the child.

Parents are encouraged to monitor their children’s work at home and help them to complete their assignments independently.

When they have concerns about their child’s performance in a class parents are encouraged to call the school to arrange an appointment with the teacher concerned.

Advanced Learning Schools does not encourage private tutoring.

ALS teachers are not allowed to tutor the students they teach at school. In certain cases there might be a need to teach students from other grade levels. This has to be approved by the superintendent.

House System

Each student and each member of faculty is assigned to one of the four school houses designated by the colours red, blue, green and yellow. During the year, a variety of house competitions take place.

Books and Supplies

Textbooks are issued to each student. Students are asked to return the textbooks at the end of the year. Students are responsible for bringing their own supplies and for the maintenance of the supplies provided by the school and, if necessary, their replacement cost.


Students in grades 6-12 are provided with lockers and locker keys as soon as the school starts. Students have to pay 20 SR to replace a lost key the first time and 40SR the second time. All keys must be returned at the end of the year as part of the students’ check out procedure. Students will pay 40 SR at the end of the year if they are unable to return the key. A replacement cost is paid by the students in case of locker damage.


K-6 students will normally eat packed lunches in their classrooms. In an effort to help your child be prepared to learn, nutritionists advise that children should eat complex carbohydrates, fruits and vegetables and fatty fish. A nutritious snack and lunch should be made up of foods high in grains, nuts, eggs, salmon, tuna, berries, dried fruits as well as other fruits and vegetables. Refined sugars and flour are considered “brain drain” foods, so sugary cereals, cookies, cakes, juices and drinks with high fructose corn syrup and even white bread are not good choices for good brain function. A good practice is to read the ingredients list for all the processed foods bought. If sugar is one of the first three ingredients then we request this product not be sent with your children to school. This product will not benefit them in the classroom with their learning. Students in grades 4-12 have the option to bring a packed lunch or buy food from the vending machines at the school.


Students are allowed, with prior permission from the classroom teacher, to bring one (1) birthday cake which might be shared only with the whole class during the lunch break.

No birthday celebrations will take place during teaching hours. The birthday cake must be brought in the morning with the student. No birthday cakes will be delivered during school hours.


The school has limited telephone facilities, which are to be used for official calls only.

The main office phone number is 01 207 0926.

Students need written permission from a teacher before they can use the phone. Students may not use their own personal phones in school, unless under adult supervision.

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