Colegio Gran Bretaña: Cra 51 # 215 - 20, Bogotá Colombia

Diary Use

The Use of the School Diary

Preamble:

While the school diary primarily serves the function of a record of homework tasks that students must complete by a certain date, it can serve other useful functions to enhance communication between home and school.

Ways in which the school diary can enhance communication:

Teachers can use the diary to communicate with parents about routine homework issues. Teachers should check that the parent has signed against the teacher’s entry of the previous day.
It is understood though, that any sensitive or potentially contentious issue will not be raised in the diary.
Parents can write notes to the teacher with regards to; difficulties in completion of homework e.g. child did not understand task, task was excessively long, child felt ill, a domestic upset, computer / printer problems… In this way, teachers can ensure that they are dealing fairly with students that have legitimate reasons for not completing or under-completing homework.
Teachers can ask students to write reminders about school functions, trips, the need to bring in money for trips/functions, bake sales and ask students to get their parents to sign acknowledgement of the reminder, if necessary.
Notes in the homework diary can serve as a valuable record of progress/concern for both the teacher and the parent over the course of the year. Where relevant, it could be referred to and presented as part of evidence supporting comments made during parent/teacher conferences.
Teachers can ask students to place any school communications in the diary.
Parents should check the diary every day as a matter of course, both for the monitoring of homework and for the receipt of school information.

It is understood that unless both parties sign acknowledgement of the notes to and from school, assumptions cannot be made about information being successfully transmitted.

Caution: Lengthy communications should be avoided. If there appears to be a need to clarify an issue or address an issue of ongoing concern, a meeting should be requested by either the teacher or the parent.

Practical advice for teachers:

1. In order for homework diaries to function effectively, teachers must build time into lesson plans for students to copy down homework. It is most unsatisfactory, particularly for younger students, to issue homework directives when it is time for the students to leave for the next class. While the brighter or more organised students will be able to cope with verbal instructions, the very students who need the support of the diary are denied that support.

2. Students who are known to be lacking in organisational skills, should be individually monitored by teachers (of all subjects) and parents on a daily basis to ensure that the diary is brought to school, that work is recorded and duly completed.

3. It is good practice to write down the homework on the board, rather than just issue verbal instructions. Homework instructions must be clear and students asked if they understand the task set and what is required of them.

4. Tutors should check students’ diaries once a week. A rota for checking diaries can be drawn up and the checking process spread over the school week. Where notes have been sent home, checking the following day that notes have been received is desired.

5. In the case of primary teachers, the regularity of checking diaries will depend on the organisational skills of the student concerned and the frequency of communications home and back to school

6. A student, who has lost a school diary, is required to purchase a new one.

7. By Year 10, students should be managing their own diaries (to encourage self-responsibility and independence) and these should no longer be checked by teachers and students. However, if a senior student is not completing homework tasks on a regular basis, it is a good strategy to demand that the student keep a diary and that it be checked regularly by teachers and the tutor for an agreed upon time. If the student subsequently proves that s/he can manage his/her time effectively and complete his/her homework regularly, then monitoring is no longer required. If the student reverts to earlier patterns of erratic homework completion, obligatory diary checking will be reintroduced.

Homework Consequences Policy

SECONDARY HOMEWORK SANCTIONS POLICY

YEAR 7 – 11 STUDENTS

Please note that teachers are to use their discretion when excusing students from incomplete homework. Letters from parents, illness the evening before, personal setbacks or the student simply not understanding the task set could be reasons for waiving the consequence policy (please see Secondary School Homework policy for more details). The following tracking for the first, second and third offences will be subject-based.

· First offence

Lunch time detention. This will take place on the day that the offence is committed or the following day, if it should fall on the last period. The student must be in detention from 1.40 – 2.00pm. Teachers are to keep track of the number of offences for their own students.

· Second offence

As above

· Third offence (over the course of the entire year, not per term)

Students will be required to remain after school from 3 p.m. to 4 p.m. on a Wednesday in order to complete the homework or other similar work. Parents must be informed in writing at least 48 hours in advance using the school’s proforma. This notice must be returned to the respective teacher with the parent’s signature authorising the collection of the student from school.

Subject teachers are also required to inform the form teacher when this occurs.

· Fourth offence (over the course of the entire year, not per term)

The form tutor must be informed, and all other offences from the different subjects must be collated. The parents of the student will then be called in to meet with Mr Reeves, Ms Lim, the form tutor and the subject teacher.

Please note that students issued a detention must be working on the homework that was not completed or on any other academic work. Allowing students to talk to each other sends mixed messages and is not an effective strategy to remedy the issue.

After-School Detention Form

(to be sent to parents by the teacher at least 48 hours in advance)

Date: ______________________________________

Dear ___________________________________________

Your child __________________________________________ of Year ___________

has been assigned an after-school detention by _______________________________ (name of teacher) for the following reason(s):

_____________________________________________________________________

_______________________________ (name of student) will be required to remain at

school from 3.00 p.m. until 4.00 p.m. on Wednesday ___________________ (date) in order to:

_____________________________________________________________________

Please arrange to have your child collected from school at the time stated above.

Many thanks for your cooperation.

Kemmy Lim N.J. Reeves

Subject Teacher Head of Secondary Director

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POLITICAS DE SANCION DE TAREAS

ESTUDIANTES DE YEAR 7 A YEAR 11

Estas políticas se aplicarán a discreción del profesor. Si un estudiante no trae sus tareas pero presenta una carta de sus padres, se enfermó la noche anterior, tuvo algún contratiempo personal o simplemente no entendió cómo debía entregarse la tarea, podrían ser algunas razones para excusar al estudiante de una sanción (para mayor información por favor refiérase a las Políticas de Sanción de Tareas). A continuación encuentra el procedimiento a seguir en el manejo de esta política.

· Primera Falta

El alumno tendrá una detención a la hora de almuerzo, de 1.40 pm a 2.00 pm en salones asignados para tal fin y bajo supervisión del profesor. Si la falta se cometió en la última hora de clase, la detención se realizará al día siguiente. El profesor llevará un seguimiento del número de detenciones de cada alumno.

· Segunda Falta

Ver “Primera Falta”

· Tercera Falta (en todo el año, no por periodo)

El estudiante deberá permanecer en el Colegio de 3 p.m. a 4 p.m. un día miércoles. Los padres deben ser informados acerca del castigo con al menos 48 horas de anterioridad, enviándoles un formato especial. Los padres deben devolver al profesor el desprendible firmado, y confirmar la recolección de su hijo en el Colegio.

Los profesores deberán informar a los directores de curso acerca de este procedimiento.

· Cuarta Falta (en todo el año, no por periodo)

El director de curso deberá ser informado, quien recolectará las faltas del estudiante en todas las asignaturas. Los padres del estudiante deberán reunirse con Mr Reeves, Ms Lim, el director de curso y el profesor de la asignatura.

No olvide que durante el periodo de detención el estudiante deberá trabajar en la tarea que no realizó o en alguna otra actividad académica. Por favor no permita que los estudiantes detenidos charlen con sus compañeros durante este periodo ya que se perdería el mensaje y la seriedad acerca de este asunto.

Formato de Detención después de clases

(deberá ser enviado a los padres con 48 horas de anterioridad a la detención)

Fecha: ______________________________________

Apreciado(a) ___________________________________________

Su hijo(a) __________________________________________ de Year ___________

El profesor _______________________________ le ha asignado a su hijo(a) un período de detención de 3.00 pm a 4.00 pm el miércoles ___________________ (fecha) por las siguientes razones:

_____________________________________________________________________

_______________________________ y durante este periodo deberá realizar:

_____________________________________________________________________

Por favor recoja a su hijo a la hora programada.

Muchas gracias por su colaboración

Kemmy Lim N.J. Reeves

Profesor de la Asignatura Head of Secondary Director

Lockers Policy

Secondary Lockers

In order to promote organisational skills and to maintain a neat and orderly campus, secondary students are issued with their own private lockers. Students are not permitted to leave their belongings around campus and must use the lockers to store all possessions.

Lockers are located in the tunnel area. Each locker is to be formally delivered to each student by their form tutor with a written contract where the student assumes the responsibility for keeping the locker in good condition. Students who choose to have security locks must provide the Head of Secondary with a duplicate copy of the key or the code of their lock. These lockers should be left empty and open at the end of the year.

CGB respects the privacy of its students; however, senior staff may be required to search student lockers under special circumstances.

Mark Weightage in Secondary

The following table represents the breakdown weightage in secondary.

SATs

The SATs Tracking tests (English – Years 7 to 9, Mathematics – Years 7 to 9 and Science – Year 9) are merely for leveling purposes and provide us with a means of gauging the level of our students as compared to those in the UK, as well as to track their progress from term to term.

Practice : Term 1 and Term 3 (not timetabled)

Midyear Exam : Term 2 (during examination week)

End of Year Exam : Term 4 (during examination week)

At the end of the SATs examinations, teachers are to calculate the level and tabulate the results. These results must be submitted to the Head of Secondary no later than 2 weeks after the examination.

CGB and Cambridge Mark Range and Equivalent Grades

Grade	CGB Range (for all subjects from Y7-13)	Cambridge Range (for Cambridge exams/tests/mocks in Y11-13)
A	90 and above	75 and above
B	75 – 89	60 – 74
C	60 – 74	50 – 59
D	30 – 50	45 – 49
E	Below 29	Below 45

CGB Rewards and Disciplinary Sanctions Policy

This CGB Rewards and Disciplinary Sanctions Policy complements the Code of Conduct, Values and Equality of Educational Opportunity [Ref: Parent and Staff Handbooks; Appendix A] views that we hold dear in Colegio Gran Bretaña. The goal of thispolicy is to not only reinforce good behaviour, but to also prevent situations that can lead to indiscipline. These rewards should not preclude additional forms of recognition being made by staff where merited. Regular praise and encouragement help build staff – student rapport that is both productive and vital to the personalised school that we aim towards.

The School Rules exist to promote the general welfare of students, protect individuals and facilitate the staff in fulfilling their academic and pastoral responsibilities.

The Code of Conduct promotes the development of self-discipline, a sense of individual and group responsibility and a duty of care towards others.

A. Rewards

There are several categories of rewards in CGB in Primary and Secondary; behavioural awards, academic and sporting awards. The details of these awards are listed below.

1. Behavioural Awards

Good behaviour which sets an example to others, e.g. showing initiative; acts of kindness, generosity, courtesy…; being consistently well-organised, possessing a good working attitude and smartness in appearance all add up to the model student that we aim for. These behaviours and traits are to be encouraged and recognised through unostentatious rewards.

A member of staff wishing to recognise such qualities may, with discretion, give a) Merit Award(s) or b) House Point(s) to the deserving student.

The Merit Award will be presented at a Flag Raising ceremony. The form teacher of that student will also be informed of this and it will be reflected in the next academic report. The House Point(s) can be given at any time during the course of a school day.

2. Academic Awards

Academic ability is recognised by way of the Academic Award annually. The top students of each level will be presented with an award. Awards may also be presented to the top student of each subject, based on the discretion of the subject teacher.

The Commendation Certificate (KS1, KS2 and Secondary only) is presented to students, on the recommendation of the Promotions Committee, who have proven themselves in terms of a major improvement in academic effort and/or achievement.

3. Co-Curricular Awards (Secondary only)

Co-curricular Awards are presented to individuals who:

a) excel in a sport or game,

b) promote teamwork and sportsmanship in a sport or game,

c) standout in a club, society, drama production, musical performance… or

d) represent the school and excel in events or performances.

4. Colours and Honour Awards system (KS2 and Secondary)

The awards can be presented during the Flag Raising Ceremony or at the end of the year Awards Ceremony.

B. Disciplinary Sanctions

CGB Prides itself on having well-mannered students who are often able to discriminate between what's appropriate behaviour and what isn't. Very often staff presence alone, whether in the classroom, in the cafeteria, in the grounds or in attendance at sporting or entertainment events, is all that is required to maintain good discipline. However, in the event that a disciplinary action should be required, the following sanctions are provided to both guide staff as well as to inform students of the consequences that follow.

Informal Reprimand

This is the most common measure. A verbal and informal reprimand may be given on any occasion to ensure a student is punctual, properly equipped for the appropriate classes, properly dressed, paying attention, working and generally behaving appropriately, i.e. in observance of the Code of Conduct.

Persistent misbehaviour may require a verbal reprimand in isolation, i.e. after class, in the presence of the HOS, form tutor, or member of the SMT.

Formal Reprimand

A formal reprimand is given in private in the presence of the form tutor, HoS and Director / Deputy Director.

This may be followed by an additionalsanction, e.g. after school or Saturday detentions, depending on the seriousness of the offence (refer to the next step of the disciplinary sanctions).

The reprimand can also be supported by written report in the form of an explanatory note to the parents of the offender.

Detention (Secondary Only)

Academic matters, e.g. failure to submit homework, or the handing in of sub-standard assignments, tests or exams are usually referred by the subject teacher to the form tutor and, if it persists, to the HOS. The HOS may, in turn, refer the matter to the Director or Deputy Director.

An offence of this nature results in a short detention by the relevant subject teacher, and it requires that students present themselves for extra work at a designated time (usually from 1.20 – 1.40pm). The names of these students will then be submitted and recorded by the form tutor. Appropriate work will be set for these students.

Three short detentions will result in a long detention after school on a Friday from 3 – 5pm. Parents will be given at least 48 hours’ notice. It should be noted that detention takes precedence over ALL other activities, including inter-House games, rehearsals, Bake Sales…

If a student is given detention by more than one teacher on a particular day, the student may be required to stay for a long detention despite only having two short detentions. Accumulated detentions can lead to a Community Service Order.

Community Service Order (Secondary Only)

CSOs are sanctions requiring a student to undertake physical work as a service to the CGB community. CSOs are recorded on a student’s file and are set for sustained periods of 1 – 3 weeks. Each CSO is a minimum of 30 minutes per day. The tasks set can range from the collecting and disposing of litter to gardening, the arranging and sorting of library books to the washing and cleaning of specified areas of the school to the reading to or helping of younger students under the supervision of an adult. The CSO will be supervised by a responsible member of the teaching or support staff (with the approval of the Director or Deputy Director).

Students, who are unable to undertake physical work because of illness or disability must produce a current, signed Doctor’s Certificate for each day of the CSO. An alternative to the designated CSO may also be arranged where appropriate. A combination of CSOs and detentions may also be given. As with the long detention, parents will be given at least 48 hours’ notice. However, parents will also be required to meet with the teacher, Head of Secondary and either the Director or the Deputy Director.

A Ban (KS2 and Secondary Only)

A ban implies that the opportunity to attend school will not be granted to a student for a specified period of time, or for a specified event, e.g. a camp or educational visit. All bans are recorded on the student file and parents will be called in to meet with the teacher, HoS and Director or Deputy Director.

Bans are imposed for serious offences involving alcohol, tobacco, substance abuse, threats, assaults and/or acts of reckless endangerment.

A ban can also mean undertaking a full day detention or CSO during the school day or over the duration of the school event.

Exclusion

EXCLUSION IS A SANCTION OF THE LAST REPORT

CGB aims to include students in the academic, pastoral and social life of the school. However, persistent and flagrant breaches of the Code of Conduct and Values will lead to an accumulation of sanctions and written warnings. Parents will be invited to discuss the problems at a case conference attended by some or all of the following:

- teachers

- form tutor

- HOS

- DEN representative

- Director and/or Deputy Director

If, after such intervention, problems continue to the detriment of the student, student body and the school, the Director will, taking into account the nature and frequency of offences and the student’s record, recommend a period of exclusion.

Fixed Period Exclusion (A): permits exclusion for a period of 1 – 5 days. This often this takes the form of an agreement with the parents to withdraw the student for a period in order to counsel the student. This can provide a beneficial ‘cooling off’ period. Parents and student will be asked to sign a new ‘specific performance’ agreement before a student is accepted back to school. Parents can appeal line items in the specific performance agreement. The Director will inform the Advisory Board of such an appeal. The Advisory Board’s decision is final.

Fixed Period Exclusion (B) permits exclusion for 1 – 5 days even without consent of the parents and pending consultation with members of the Advisory Board. This sanction exists for various severe breaches of discipline or misconduct including:

-bullying, i.e. offensive behaviour including threats, intimidation, extortion, harassment, physical and verbal abuse; (please refer to the Policy for Counter Bullying and Harassment)
-assault;
-wounding;
-vandalism;
-sexual impropriety;
-smoking;
-consumption of alcohol;
-bringing banned items onto the premises including alcohol, tobacco products, narcotics, pornographic media, hunting knives, firearms, other weapons...
-possession, trafficking and use of narcotics;
-aiding and abetting, acting as an accomplice in any of the above without the defence of duress or necessity;
-other criminal activity

The Director may exclude a student before informing the Advisory Board, but it is usual to request the approval of the Board at the earliest opportunity. A ‘specific performance’ agreement is usually made before a student is accepted back to school.

Permanent Exclusion may be warranted for any serious offence amounting to gross misconduct, or accumulation of offences where a student’s continuing presence at CGB might be considered against the interest of the student and/or against the general interest of the school community. Students who have already been excluded for a fixed period (A) or (B) and commit a further severe breach of discipline may be excluded on a permanent basis.

The Advisory Board may consider giving a Final Warning prior to considering a permanent exclusion. The Advisory Board is the final arbiter in all cases of permanent exclusion.

Appendix A [Ref: Parent and Staff Handbooks]

e. Code of Conduct

1. We will respect ourselves, and be respectful and considerate of the rights, feelings and safety of others

2. We will be respectful and considerate of our property and of the property and belongings of others

3. We will try always to do our best, and produce work we are proud of

4. We will be in the right place at the right time

5. We will follow the rules appropriate to different rooms and areas

f. Values

Our educational programme influences and reflects the values of society, and the kind of society we want to be.

We believe that our educational programme should:

· Provide a route to moral, social, cultural, physical and mental development, and thus the well-being, of the individual

· Promote and facilitate equality of opportunity for all in a healthy and just global society

· Reaffirm a commitment to the virtues of truth, justice, honesty, trust and a sense of duty

· Enable citizens to respond to the opportunities and challenges of the rapidly changing world in which we live and work

We value:

· Ourselves as unique human beings capable of, moral, intellectual and physical growth and development

· Our responsibility, within our capabilities, for our own lives

· Others for themselves, not just who they are or what they can do for us

· Our – and others’ – beliefs and cultures

· Relationships, understanding and co-operation as fundamental to the development and fulfilment of ourselves and others, and to the good of the community

· Truth, justice, freedom, human rights, the rule of law and collective efforts for the common good

· The school family of parents, students and teachers, and our own families, as sources of love and support for all members, providing the basis of a society in which people care for and support each other

· The environment, both natural and shaped by humanity, as the basis of life and a source of wonder and inspiration

g. Equality of Educational Opportunity

No person in CGB shall be discriminated against on the basis of race, national or ethnic origin, religion, sex, age, or mental or physical disability, subject to the facilities and programmes available at the school.

The school believes in the principals of equality and educational opportunity, so that every student be given maximum opportunity for educational development. Therefore, CGB works for an educational environment that places real emphasis on individual attention and seeks to stimulate and encourage each child’s intellectual curiosity and discipline, fostering a sense of self-worth and responsibility for one’s own work.

This policy of non-discrimination shall prevail in all matters of instruction and course selection; in providing facilities and access for the handicapped; in the choice of instructional materials, preparations for examinations or the provision of counselling services; in physical education and the extra-curricular programme; and in all matters pertaining to community relations. CGB abhors and prohibits the distribution of any materials based on racial or religious prejudice, either inside the school or on school grounds.

Secondary School Homework Policy

1.       Teachers are required to keep to the homework schedule
2.       Tasks set must fit into the time guidelines provided in the handbook. Overloading students in one particular subject area of the curriculum is unsound pedagogical practice as it means students will spend too much time on one aspect of the curriculum
3.       The purpose of homework is to reinforce the work explained in the classroom. Work involving new concepts that have not been covered by the teacher, should not be set.
4.       Homework tasks should be manageable in the time suggested as appropriate for each age group. If a teacher wishes to set a research task, or task that requires more time that that recommended by the school, additional time must be given for the completion of the task. This means no other homework must be set for that subject until the task is completed.
5.       In general, materials for homework tasks should be supplied by the school. However, in the case of creative assignments, where students may wish to extend the demands of the project and the parents are willing to supply additional materials, naturally this is acceptable practice.
6.       If work is not completed on the due date without a legitimate reason, students must submit the work by the next lesson
7.       Students can be placed in secondary detention or private teacher-led detention if work is not completed in time
8.       Lunch time detentions, involving half the lunch break are acceptable for this purpose
9.       If a student has been ill or suffered some personal setback, it is expected that teachers will be reasonable in their expectations of work being turned in and appropriate allowances made
10.   If students bring in a note of explanation from a parent giving a reason as to why homework was not completed, such notes must be respected and accepted by the teacher. However, if a particular parent makes a habit of sending in such notes, a conference with the parent is in order
11.   Floppy disks, pen drives etc do not constitute homework. Teachers have the right to expect a hard copy of the work set, unless a student brings in a note from a parent stating computer/printing problems with the home computer/printer. In such a case, the student should be allowed to print off the work at break/lunch and submit the work to the teacher
12.   Poor quality or untidy work should be returned to the student without the teacher marking it and the student informed that s/he must resubmit by the next lesson OR placed in detention and asked to redo the work.
13.   Teachers must accept handwritten work. If computerised work is required for a particular reason, (although this cannot always be the case) the teacher must allow sufficient time for completion of the task at school during lunch times by students who do not have access to computers at home
14.   It is against CGB policy to subtract marks/grades from a piece of work for lateness. If a piece of work is of “A” grade value, it is pedagogically unsound to give a student a “C” for the work. Other sanctions must be imposed if work is late.
15.   Marks/grades cannot be taken away from assessed tasks because of poor behaviour or late homework
16.   Grades awarded for work are confidential and should not he read out aloud without the permission of the student concerned.
17. Criteria for how marks are being awarded must be provided to the students before work on any assessed task is begun. Students need to know how they will earn their marks. These criteria must be explained at the time the task is assigned. A breakdown of marks earned should be provided to the students when the work is returned
18.   Homework tasks provide the teacher with an excellent opportunity for differentiation. At the teacher’s discretion, extension, support and reinforcement tasks can be assigned. As the school develops its website, it is anticipated that teachers will be able to post a variety of tasks, interesting website addresses etc, for students and their families to access
19.   While work should be returned to students as soon as possible, work must be returned within one week of the teacher receiving it.
20.   All submitted work must be returned marked
21.   The teacher can decide to target a certain aspect of an assigned piece of work only, in order to address a particular weakness
22.   Students need to have guiding comments if they have failed to answer a question in the manner desired by the teacher.
23.   If a significant number of students are unable to complete a task set for a given day, the teacher needs to investigate why this is the case and not simply impose sanctions. Students have the right to expect teachers to be fair in their demands.
24.   If several students hand in poor quality homework, the teacher needs to review how the lesson on which the homework was taught and ensure students have understood the work by reviewing and then checking comprehension through rich questioning, quizzes etc.
25.   Work submitted to a teacher, must have evidence of being marked, not simply a grade awarded
26.   It is every teacher’s challenge to set tasks and approach work in a way that makes most students want to complete the tasks set and to be enthusiastic about the work they are covering