4. Curriculum

The vision of the International School of Belgrade is to develop responsible and productive citizens by offering a comprehensive and cohesive program based on academic rigor, a safe and positive learning environment, and a curriculum that is holistic, student-centered, and inquiry and performance based.

At ISB, we believe curricula should:

∙ Promote intercultural awareness

∙ Include varied approaches for teaching and learning

∙ Foster the development of critical and compassionate thinking

∙ Guide students in making connections and constructing meaning

∙ Be differentiated to meet individual learning needs

∙ Be evaluated on a regular cycle

Toward this end, we are proud to offer the International Baccalaureate Primary Years Program (PYP) as the framework for our curriculum. As part of the taught curriculum within the PYP, the Primary School uses a wide variety of curricular resources to develop the necessary skills and knowledge within specific content areas. For more information regarding the IBO and PYP, please visit the following website: http://www.ibo.org/informationfor/parents/

4.2 International Baccalaureate Program – The Primary Years Program

The PYP curriculum framework is designed for students between the ages of 3 and 12 years. It is an inquiry-based transdisciplinary programme that focuses on the whole child including the social, physical, emotional and cultural welfare as well as their academic needs.

PYP aims to develop internationally-minded students who, with encouragement, care and opportunities, can create a better and more peaceful world. The PYP (as well as the MYP and DP), describe an internationally minded-person through the attributes expressed in the IB Learner Profile. These attributes describe what we want our students to become. We want our students to be inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, caring, open-minded, balanced and reflective.

At ISB, we believe that learners construct meaning through planned, purposeful, concept-driven inquiries where skills, knowledge and understanding are embedded in authentic and meaningful contexts. We strive to develop students who take ownership over their learning. This is accomplished by providing a learning environment where students are encouraged to set learning goals, take action and explore their interests. We want to equip our students with the academic and life skills to make them responsible members of a rapidly changing global society.

4.3. World Languages

Learning an additional language is a requirement of a PYP school and this starts from G1 at ISB.

Serbian students in the Primary School further develop their skills in Serbian language and take Serbian Mother Tongue as their additional language. This programme is based on the Serbian national curriculum through the PYP teaching methodologies and adapted according to student need. Serbian students who are learning English will also receive additional English language support.

Non-Serbian children who are proficient in English can choose either French or Spanish. Children who are learning English have additional English lessons during World Languages time.

We also have a rich co-curricular actvities langage program where we offer English, Spanish, French and Serbian as additional languages as well as a range of mother tongue languages such as Russian, Chinese, Spanish, and French.

4.4. Written reports

Comprehensive written reports are given at the end of each semester of the academic school year. Parents have access to their child’s report online in Moze. If there is a concern regarding academic progress or anything that might be affecting a child’s ability to learn, the teacher will contact the parent directly to arrange a meeting.

4.5. Parent, Teacher and Student Conferences

We hold three types of conferences throughout the school year:

First week of school: Hopes and Dreams Conferences. Our goal in holding these conferences very early in the school year is to learn from you about your child. Teachers are planning to listen to you during these conferences so please do not ask about how your child is doing yet. These conferences are approximately 10-15 minutes long and the are also held throughout the year when new student/families join us. They can be done in person or online.

Mid October: Parent & Teacher Conferences. This conferences take place between parents and teachers only. The purposes of these conferences are:

to discuss children's learning progress, to learn about children's learning goals, and to gather ways parents can provide support at home. These conferences are approximately 20-25 minutes long. They can be done in person or online.

Spring: Student Led Conferences. These conferences will be a unique opportunity for students and their parents to engage in 90-minute sessions (60 in their homeroom classes and 30 in specialists classes) that will focus on celebrating progress, nurturing learner’s ownership, and setting goals for future development. These conferences are only held face to face.

There are no regular classes for students for the day (or half day) when these conferences are taking place.

Please note that parents are always welcome, and encouraged, to communicate with their child’s teacher at any time.

4.6. English as an Additional Language Program (EAL)

Primary School students who are learning English will take English as their foreign language. Assessments take place to ascertain students’ abilities in English and whether the student needs additional English language support. These students follow the same curriculum as their peers and are given differentiated tasks and learning opportunities to ensure they are achieving success.

EAL teachers are involved in planning units and designing assessment tasks and tools in collaboration with the classroom teachers.

Specialized instruction enables the full range of learners from non-English speaking backgrounds (from beginners to high intermediate levels) to receive English language instruction in EAL classes.

All teachers work together to support EAL students and to help them integrate successfully into academic and social life of the school. Students exit the program based on the following criteria:

Mainstream classroom performance and assessments
A range of EAL assessments
Teacher recommendations
Social-cultural adjustment

4.7. Mother Tongue

Whilst the language of instruction at ISB is English, it is important for parents to recognize the necessity of maintaining their child’s mother tongue. This is crucial for preserving the child’s cultural background and ensuring easier repatriation to their home country and educational system.

Through the Co-Curricular Language Program we offer a range of Mother Tongue languages.

These change each year according to need. If you are interested in finding out more about this, please contact our Mother Tongue Coordinator, Ms Divna Stakic, dstakic@isb.rs

The cost of instruction for the after-school Mother Tongue Program is not included in the tuition fee.

4.8. Measure of Academic Progress (MAP) Testing

The MAP assessment is designed by the Northwest Evaluation Association. All students from G2 -10, except EAL beginners in their first year of learning English, participate in the MAP assessments which take place twice per year in the fall and spring. An optional testing week will take place in January for new students and students who are being monitored more closely. Results are sent home to parents and information sessions for parents are held to help interpret the results. More information about MAP can be found at the ISB website under the ‘Academics’ tab.

The key purposes of testing include:

∙ providing measures of group and individual strengths and weaknesses to inform the planning of instructional programs;

∙ providing information about individuals and groups for guidance and counseling programs; ∙ providing measures of the effect of instructional programs for program evaluation;

∙ aiding in placing students in appropriate groups; and

∙ comparing school results with international norms.

4.9. Tutoring

Most learning needs of students are met within the school environment. However, in rare cases, teachers may recommend to parents that a student receive academic tutorial help outside school hours. The arrangement of this, including payment, will be the responsibility of the parents. The child's class teacher is not permitted to take on this role.

Before seeking out a tutor, we recommend making an appointment with the teacher, in order to give the opportunity to examine the concerns and determine how support can be given within the classroom environment.

Private tutoring of students must be carried out outside regular school hours. School materials or equipment may be used with prior approval from the Principal.

If requested, the teacher or Principal may recommend possible tutors. Open communication between the tutor and the teacher is expected and will be beneficial for the student.

4.10. Field Trips, Expeditions and Excursions

ISB recognizes the value of out-of-classroom experiential learning, which enhances and strengthens curriculum objectives that could not otherwise be achieved within the school context. Consideration is always based upon safety, educational value and cost.

Students in the Primary School take part in field trips related to their learning. Thoughtful consideration is given to the planning and preparation of these trips to ensure they are educationally beneficial, relevant and engaging. Because we see field trips as a valuable part of our educational programme, there is no charge to families for these trips.

The Grade 5 expedition gives students their first experience of an overnight excursion at ISB. This is a 2-night, 3-day trip, exploring and making connections to the first PYP unit of inquiry which examines the rich and diverse culture and history of Serbia. There is a balance of academic learning, social interactions, team building and adventure. This expedition sets the scene for our oldest Primary School students to develop leadership skills and a sense of responsibility. The Grade 5 expedition takes place in May. The cost of the Grade 5 expedition is approximately 300 Euros which is charged to the family.

4.11. Library/Media Center

ISB’s Primary School library is located in the main villa and has a wonderful character. There are various nooks for story times and for individual readers to enjoy our collection of books. Parents are welcome to make use of the library and are encouraged to take books out to be enjoyed at home.

Each class has scheduled library times during the week, with a balance of library instruction, research skills, and an enjoyment of literature.

The number of books a child can borrow is determined by their grade level. Books are normally checked out for a one-week period and can be renewed for two more weeks.

4.13. Library Selection Protocol

Selection of materials is based on the following criteria (as recommended by the American Library Association):

∙ Supports and enriches the curriculum and/or students’ personal interests and learning

∙ Meets high standards in literary, artistic, and aesthetic quality; technical aspects; and physical format ∙ Is appropriate for the subject area and for the age, emotional development, ability level, learning styles, and social, emotional, and intellectual development of the students for whom the materials are selected ?

∙ Incorporates accurate and authentic factual content from authoritative sources

∙ Earns favourable reviews in standard reviewing sources and/or favourable recommendations based on preview and examination of materials by professional personnel

∙ Exhibits a high degree of potential user appeal and interest

∙ Represents differing viewpoints on controversial issues

∙ Provides a global perspective and promotes diversity by including materials by authors and illustrators of all cultures

∙ Includes a variety of resources in physical and virtual formats including print and non-print such as electronic and multimedia (including subscription databases and other online products, e-books, educational games, and other forms of emerging technologies)

∙ Demonstrates physical format, appearance, and durability suitable to their intended use

∙ Balances cost with need

Materials which are no longer appropriate, out of date, or no longer reflective of the school’s curriculum or students’ interests will be removed from the collection.

Gift materials are subject to the above selection criteria and may be accepted or rejected based upon those criteria.

4.14. Reconsideration of Library Materials

Occasional objections to library materials may be made by stakeholders, despite care taken in the original selection; however, no materials will be removed from the school except upon the recommendation of a school-based review committee, comprised of the Primary School Leadership Team or the Middle School/High School Leadership Team. The library adheres to Board Policy in terms of academic freedom. Any concerns about library materials must be presented in writing after reading the material in its entirety. The challenged material will remain on the library shelves during the challenge process.

4.15. Information and Communication Technology (ICT)

ISB's Information and Communication Technology (ICT) department provides a number of services that support educational and administrative practices. ICT is expected to be used in a manner that is consistent with the school’s mission.

At ISB’s Primary School, we work to equip our students with the skills necessary to be able to adjust to an ever-changing digital world. With the assistance of our technology integration specialist, we have developed a program that focuses on collaborative, inquiry-based digital skills taught with a trans-disciplinary approach and incorporated into all subject areas.

Primary School students are taught necessary skills to enhance their learning and take part in a digital citizenship programme at all levels each year. Resources are taken from Common Sense Media. Beginning in Grade 3, students have their own email account. They also learn about safe practices when using the Internet and protocols around sharing devices and email usage. We expect students to make mistakes during this journey and we view mistakes as learning opportunities. Access to the internet and email usage is closely monitored by the teachers. It is important to cultivate a culture where students can make independent, ethical, and informed choices.

Users of ISB's ICT are required to abide by all applicable Serbian laws and policies, in addition to ISB guidelines. ISB monitors ICT usage and investigates allegations of the distribution of unlawful and pornographic material and the use of information technology for abusive, threatening or harassing communication toward any individual or group. Students found to have behaved in a manner contrary to appropriate usage face serious consequences, including suspension.

4.16. Appropriate Use of Information and Communication Technology

The school’s Information and Communication Technology (ICT) resources provide a large number of services to many aspects of educational and administrative practice. Ensuring the continuing utility and availability of these resources is the responsibility of service providers and consumers alike. These guidelines are intended to provide a framework for the protection and effective utilization of these resources.

ICT provided by the school for the use of employees, students and other members of the school community (visiting professionals, parents, etc.) is the property of the school, and is intended to be used in a manner that is consistent with the school’s mission.

These guidelines apply to all of the school’s information and communication technologies, including, hardware such as personal computers, data projectors, scanners and printing devices, as well as software and other forms of information and communication technology that exist today or may be developed in the future. The use of personally-owned equipment on the school’s networks is covered by these guidelines as this also involves the use of school resources (time, Internet access, etc).

Additionally, these guidelines address the services that are provided through the school’s ICT, including e-mail, Internet access, departmental network services, and other technologies. Moreover, as information technology protocols, applications, utilities and services are constantly changing, nothing in these guidelines restricts the authority of the relevant offices from initiating new rules or guidelines as circumstances dictate or as technology evolves.

Users of school ICT are expected to limit their use to the performance of School-related activities, although a reasonable allowance will be made for personal use (i.e. professional development and reasonable communications). Whether or not an amount of personal use would be considered reasonable would depend on the particular circumstances and the applicable laws and policies. Users of school ICT are required to abide by all applicable laws and policies in addition to these guidelines. Under no circumstance is visiting of pornographic websites, the storage or distribution of pornographic material, or the accessing, storage or distribution of unlawful or otherwise inappropriate (within the meaning of the guidelines) information, allowed.

Users should not have an expectation of complete privacy in using the school’s ICT and related services. The issue of privacy is discussed further within these guidelines.

The various academic departments within the School that provide access to ICT have the authority to implement these guidelines and to monitor the usage of their services if they so choose.

There are two fundamental principles that the School follows in determining when use of its ICT is unacceptable. One is the quantity of resources consumed; the other, the quality of the information transmitted. The former is primarily an issue of fairness – of the equitable distribution of ICT resources; the latter is an issue of the legality and potential harmfulness of the information content, which is assessed according to the policies, codes and external laws that govern behavior within the school.

It is recognized that some individuals using the school’s ICT are extended members of our community and may not be involved in the performance of school-related activities. For example, visiting professionals, consultants, or guests using public access terminals, will not necessarily be performing school-related activities. The principles of fair and appropriate use as discussed in these guidelines are still applicable to the extent that they are relevant to specific ICT uses. For example, the use of public access terminals for extended periods of time thereby preventing students from accessing computing services, or excessive downloading through the school’s Internet connection without appropriate authorization, would be considered an inappropriate use of resources.

Fair Allocation of Resources

The International School of Belgrade has many facilities and services that provide ICT to users. Since the capacity of the resources is finite, there are limitations that may be imposed upon the use of specific services. Those responsible for each facility or service may establish rules governing their users; such rules can address issues peculiar to the technology involved, and may constrain the use of any resource by any user, should such constraint be deemed necessary to provide equitable sharing of the resource among all eligible users.

When a faculty (e.g., DT Department, Humanities Department, Grade 5...) establishes rules for its users, the following principles shall be observed.

The use of institutionally provided ICT resources must be consistent with the academic mission of the School.

The faculty has a responsibility to make users aware of all such rules, preferably at the time that access to the facility or service is granted. Where feasible, users should be required to acknowledge their agreement to abide by these rules.

All such rules must be applied fairly and consistently to all the users governed by them.

The providers of services have the authority to implement, monitor and apply the rules and guidelines.

Allocation of consumables such as printing paper, ink cartridges, and rewritable CD’s and DVD’s fall under the auspices of the Technology Department.

Appropriate Use of Resources

While quantitative limits on resource consumption are best set by those who manage the particular facility or service, qualitative constraints should be common across the School community and arise out of a variety of sources that are not necessarily specific to ICT. For example, a complaint about discrimination or harassment in which information technology was used as a vehicle should be dealt with as any other case of discrimination or harassment would be; the involvement of ICT does not of itself make the problem special. In this regard, these guidelines simply serve as reference to some of the relevant laws, policies and codes that should be used to determine whether usage is appropriate, what action to take when inappropriate use is alleged or suspected, and what penalties may apply for misuse.

ICT Privileges

The International School of Belgrade will monitor ICT use and act on allegations of; the distribution of unlawful material; the use of its information technology to direct abusive, threatening or harassing communication toward any individual or group; other inappropriate use. There is further discussion in the “Inappropriate Use of ICT” section below.

When students publish material to the public domain including online interest groups, associations, and social networks…, identifying information such as full name (first name is permissible), school, telephone number, and address is forbidden to be included. This also includes the publishing of digital images and video of students and staff, etc. (please refer to Inappropriate Use of Information and Communication Technology below).

Students are required to keep their passwords private and not share them with others.

In the interests of internet safety, students and parents are strongly encouraged to comply with these conditions outside school time.

Privacy

The school respects the reasonable privacy of electronic files stored or distributed on its servers and networks. However, users cannot have an expectation of complete privacy when using the school’s ICT. ICT resources remain the school’s property, and are provided to advance the school’s mission. Accordingly, the school reserves the right to examine any electronic files where the school, in its sole discretion, determines that it has reason to do so.

Upon the need to exercise this right, a member of administration may direct ICT staff to extract data that reveals the quantity and quality of ICT usage.

It should be noted, that files stored electronically have an existence that differs from paper files. While paper documents may be shredded, electronic documents may exist in multiple locations—on multiple servers and disk drives. The act of deletion from one’s own hardware does not assure permanent erasure. Users of ICT should be aware of the continuing existence of their files.

Although the School makes every effort to ensure the integrity and backup of data held, users are advised and required to ensure they have a second copy (backup) of all their academic data (including material residing within Moodlic VLE courses). For those who wish to backup data electronically there are a number of new internet services available (currently free of charge or for nominal once off payments) for this purpose.

Inappropriate Use of Information and Communication Technology

Users of information and communication technology may enjoy relatively unencumbered use of these services but in return they have an obligation to act responsibly and respect the rights of others. An obvious requirement is to obey the laws of Serbia, including GDPR, and where relevant, the laws of other nations, and to abide by the policies and codes of the School. These provisions deal with issues such as harassment, threatening behavior, hate crimes, libel and defamation, discrimination, theft, fraud and plagiarism, whether ICT is involved or otherwise. Particular faculties and services may impose additional conditions on their users. Some specific examples of inappropriate use that might arise from the violation of laws or school policies are set out below. The list is not exhaustive.

Unauthorized Use

The School is entitled to determine whether an activity is a legitimate use of the user’s time and is consistent with the user’s other obligations. If an ICT user is making personal use of a facility or service, the School has the discretion to require that this activity cease, and in some cases may impose disciplinary action.

Other members of the school community (alumni, visiting professionals, consultants, etc) who are granted access to our systems also have an obligation to use ICT resources in a way that does not conflict with the interests of the school, which is providing the resources.

Authorization Of Access

Access to ICT resources at International School of Belgrade may only be provided by the personnel who are responsible for those systems. A person who has been given such access does not have the authority to extend that privilege to anyone else.

Individuals who have been assigned a computer or report-card account have a responsibility not to share their access with anyone else, even for the sake of convenience. Users should never share their passwords, nor should they permit other people, either internal or external to the organizational unit, to access or use their account by any other means.

Individuals are responsible for the actions taken under their identity. Any person who has reason to suspect that access to his or her account may have been compromised has an obligation to bring the situation promptly to the attention of the IT Director.

Discrimination and Harassment

Although digital photography and videography are often integral tools for content creation and documentation, it is understood that the online or offline publication of images (manipulated or not) of students and staff (however tasteful) is considered offensive unless prior written permission is received. The use and publication of student images will require parental permission. Waivers are issued for parent signature at the beginning of each academic year.

The use of ICT by ISB students inside and outside the school to discriminate or harass members of the school community or members of the general public (local or global) will be subject to disciplinary procedures in accordance with school policy.

Pornography

Using ICT resources to visit pornographic sites, or for the storage, or dissemination of pornographic material is illegal in Serbia.

Unauthorized Disclosure of Information

The disclosure of certain types of information is prohibited by law and/or policy, which are applicable whether or not ICT is involved.

Copyright, Trademark and Intellectual Property Rights Violations

Unauthorized copying of software is covered by copyright law in Serbia and constitutes a criminal offence.

The use of commercial software for which a license fee is required, or the downloading and/or distribution of music or video files, for which license fees and distribution rights have not been paid or agreed upon, constitutes an infringement of copyright, trademark and intellectual property rights, and is illegal.

Registered trademarks and letterheads of the school may be used only with the agreement of the School Director.

In other situations where an individual photographs, audiotapes or otherwise records activities in which she or he is taking part, without the permission of other participants, the nature of the activities must be examined. Where participants have a reasonable expectation of privacy, unauthorised recording of their activities may be unlawful.

Plagiarism

Issues of plagiarism and misrepresentation are covered by the student Code of Conduct whether or not ICT is involved.

Criminal Activity

Issues of possible criminal activity, such as theft or criminal harassment or threats, are covered by internal policies.\

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