Use the Skola24 app to register student absence. Absence must be reported by 8:10 if a student will not be attending school that day. 

All students are expected to attend school each day of the school year unless they are ill.

Absence due to illness
Use the Skola24 app to report absence due to illness. Alternatively you can call 0515-869 46 (English) or 0515-777 604 (Swedish). 

Absence for part of day
Use the Skola24 app to register if your child needs to be absent for part of the day, e.g. for a dentist’s or doctor’s appointment. Alternatively you can email ish@helsingborg.se.

Request for absence
A student has the possibility – but not the right – to be granted leave for personal matters.

To request planned leave for a student, complete the form ‘Request for Absence’,  which can be found in the Forms section of the app.

The completed form should be handed in no less than two weeks prior to the start date of the requested absence. Forms must be signed by the principal before the time off can start. A copy of the form will be returned to the parent(s)/guardian(s) and the original kept on file at ISH. 

When should a student stay at home due to illness, and for how long?

Students must stay at home if they are ill and not well enough to take part in the full school day and its activities. Students can attend school with minor symptoms, such as a slightly runny nose or light cough, as long as they are generally well enough to be at school.

Fever: Students should be fever-free for 24 hours before returning to school.

Stomach problems:  Students should stay child at home for ideally two days (48 hours) after the last episode of vomiting/diarrhoea. If there is a widespread and hard-to-eradicate outbreak of the stomach flu virus at the school, it may also be necessary to keep all of your children at home.

Eye infections: Eye infections are highly contagious. The child must stay at home until the infection has cleared.

Head Lice: Head lice are found in the hair and on the scalp and usually cause itching. Anyone can get head lice. They are found in both washed and unwashed hair. They are caught as a result of close head-to-head contact lasting one minute or longer. Lice rarely spread via objects, as they can only survive a few days away from the scalp. It is important to check your child's hair regularly for lice.

If your child comes to school with signs of lice, he/she will be sent home. Over the counter remedies (Paranix, Hedin, Linicin) can be bought at pharmacies/ “apoteket” and it is important that all the instructions are followed. Comb the child’s hair thoroughly each day, using a lice comb for two weeks to check that the treatment has helped. Check everyone in the family and treat if needed.

Once treatment has been completed, your child can go back to school. It is highly recommended you continue to check your child’s hair a few times a week for lice.

Pinworms: Pinworms are 10mm long and as thin as a needle, they are a common and harmless complaint. Infection begins with severe itching, primarily in the evenings or night, when the worm emerges to lay its eggs around the anus. Children often have repeated infections from the eggs. Itching may start up to 3-7 weeks from infection. Treat using over-the-counter medication – ask at the pharmacy. Make sure your child has clean hands with trimmed nails, put on clean underwear every day and change the bedding frequently.

Information can be found at www.1177.se or you can telephone 1177 for information about children’s health in Swedish or English.

Birthday Treats at School  

Due to the complexity of our schedules and the challenges presented by allergies and other dietary restrictions, students MAY NOT bring treats to school to share for their birthdays.  The class teacher will see to it to acknowledge a child's birthday appropriately during the school day.  

Party Invitations

If students are giving out invitations at school, they must have an invitation for all students in the class.  In such cases, students may bring invitations in labeled, sealed envelopes to be handed out by the teacher at the end of the school day.  

General Dress: Students should dress in an appropriate manner with attention given to neatness and cleanliness. T-shirts or sweatshirts should not display offensive slogans or promote drugs, alcohol or tobacco.  A change of clothes should be available in school at all times.

Clothes for the outdoors: Students will be sent out to break twice each day, regardless of weather, and therefore are expected to have clothing appropriate to the weather/season at all times. It is recommended to leave a full set of either rain clothes or winter clothes (appropriate to the season) on your child's hook at all times.

Rain:  Rain jacket, rain pants/overall, rain boots/wellies.

Winter: Winter/snow boots, winter/snow jacket, snow pants/overall, winter hat, mittens, snow gloves.

Summer: Sun hat; light jacket in case of cooler temperatures or wind.

Indoor Shoes:  All students in PYP are required to wear indoor shoes at all times.  THis is to keep the school floor clean and to protect feet.

Physical Education (PE): lessons occur two times a week . They are a part of the PYP curriculum and of equal importance to all other lessons. A doctor's note by email or paper is required for exemption from any full lesson or part of a lesson.

The PE lessons will take place indoor and outdoor, regardless of weather. Students are required to wear appropriate sport shoes for PE lessons outdoor and indoor.

Items to be included in the students' PE kit:

• Sports shoes (indoor and outdoor)

• Training t-shirt and/or sweater

• Training shorts or pants

• Socks – be mindful that tights are not suitable for sports practice

• Extra clothes (Shirt, pants, underwear, socks and sweater)

• Water bottle

• Hygiene products (see below)

• Band/clip for long hair

Please be aware that jewellery of any kind is not to be worn during PE. Earrings must be removed or covered with tape which you need to provide.

As a part of the curriculum relating to proper hygiene, students in PYP5-PYP6 have the option of shower after the lessons. In addition to the clothing requirements, these students must bring appropriate hygiene products such as towel, soap and deodorant as needed. Students DO NOT wash their hair. All products should be unscented to prevent allergic reactions.

At ISH we have a behavior policy in all programmes. A behaviour contract will be sent home at the start of the school year for all parents and students to sign. Bullying, physical fighting, stealing, swearing (in any language) is not accepted in school.

• Expected School Behaviour

• Respect yourself (listen, be responsible for belongings, be on time etc.)

• Respect others (walk in hall, avoid name-calling & fighting, be polite, wait your turn, etc.)

• Respect the environment (use equipment safely, clean up after yourself both inside and outside, etc)

For more information, please read our policy/procedure in the Policies section.

Parent and Student Information website: This website is the school's primary tool for information for parents for term dates, closures, events, student schedules, and other important information. Parents are expected to check this website regularly for updates on their child's schooling and important events.

Weekly Newsletters: Weekly newsletters are posted by classes, administration and Fritids via ManageBac to keep you informed of what is happening in your child’s class as well as whole school information. It is vital that you read this information as it is the main source of communication from the school.

Seesaw Digital Portfolio: Seesaw is a digital portfolio system that is also used as a tool to share students' learning and other information with parents.

ManageBac: ManageBac is a web based application that the school uses for  planning the curriculum as well as reporting student progress to parents. At progress report time, families and students who are new to the school will get an  email from ManageBac with a password and directions  on how to access the student’s  report. Parents and students simply log on to the website with the link and secure password to view the report.

Meet the Teacher Evening (Autumn Term): Our Meet the Teacher Evening is held at the beginning of the first term of the school year. This is an opportunity to visit your child’s classroom, meet the teachers and hear in more detail about the curriculum and procedures in your child’s class.  These meetings are for parents only.

Parent/Student/Teacher Conferences (Autumn Term):  Guardians will be invited to a student led conference to discuss progress and goal setting.

Learning Celebrations (Spring Term): Each spring term, parents will be invited in to take part in their child’s learning celebration. This will be a time for you to spend some time with your child in the classroom. Your child will guide you through a few learning activities demonstrating their learning. Please keep in mind, this is the time for your child to shine. Siblings who attend the celebration must be supervised by the parent and must have something from home to occupy their time. If there is disruptive behaviour, the teacher will ask the family to return at another time without siblings.

Individual Meetings with Teachers: Parents are welcome to request a meeting with their child's teacher to discuss any pertinent issues or concerns. These meetings must be scheduled in advance with the relevant teacher so that classes are not disrupted. Parents will not be allowed to enter the school to meet with the teacher without an appointment.

ENGLISH LANGUAGE LEARNING: Language is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts.

Listening and Speaking

Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses.

Conceptual understandings: The sounds of language are a symbolic way of representing ideas and objects.

People communicate using different languages.

Everyone has the right to speak and be listened to.

Viewing and presenting

Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes.

Conceptual understandings:

People use static and moving images to communicate ideas and information.

Visual texts can immediately gain our attention.

Viewing and talking about the images others have created helps us to understand and create our own presentations.

Reading

Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning.

Conceptual understandings:

The sounds of spoken language can be represented visually.

Written language works differently from spoken language.

Consistent ways of recording words or ideas enable members of a language community to communicate.

People read to learn.

The words we see and hear enable us to create pictures in our minds.

Writing

Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual or the imagined world.

Conceptual understandings:

People write to communicate.

The sounds of spoken language can be represented visually (letters, symbols, characters).

Consistent ways of recording words or ideas enable members of a language community to understand each other’s writing.

Written language works differently from spoken language

MATHEMATICS: The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions.

Data Handling

Learners will understand how information can be expressed as organized and structured data and that this can occur in a range of ways. They will collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering questions. The learners will develop an understanding that some events in daily life are more likely to happen than others and they will identify and describe likelihood using appropriate vocabulary.

Conceptual Understandings:

Information can be expressed as organized and structured data.

Objects and events can be organized in different ways.

Some events in daily life are more likely to happen than others.

Measurement

Learners will understand that standard units allow us to have a common language to measure and describe objects and events, and that while estimation is a strategy that can be applied for approximate measurements, particular tools allow us to measure and describe attributes of objects and events with more accuracy. Learners will develop these understandings in relation to measurement involving length, mass, capacity, money, temperature and time.

Conceptual understandings

Standard units allow us to have a common language to identify, compare, order and sequence objects and events.

We use tools to measure the attributes of objects and events.

Estimation allows us to measure with different levels of accuracy.

Shape and Space

Learners will continue to work with 2D and 3D shapes, developing the understanding that shapes are classified and named according to their properties. They will understand that examples of symmetry and transformations can be found in their immediate environment. Learners will interpret, create and use simple directions and specific vocabulary to describe paths, regions, positions and boundaries of their immediate environment.

Conceptual understandings:

Shapes are classified and named according to their properties.

Some shapes are made up of parts that repeat in some way.

Specific vocabulary can be used to describe an object’s position in space.

Pattern and Function

Learners will understand that whole numbers exhibit patterns and relationships that can be observed and described, and that the patterns can be represented using numbers and other symbols. As a result, learners will understand the inverse relationship between addition and subtraction, and the associative and commutative properties of addition. They will be able to use their understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving addition and subtraction.

Conceptual understandings:

Whole numbers exhibit patterns and relationships that can be observed and described.

Patterns can be represented using numbers and other symbols.

Number

Learners will develop their understanding of the base 10 place value system and will model, read, write, estimate, compare and order numbers to hundreds or beyond. They will have automatic recall of addition and subtraction facts and be able to model addition and subtraction of whole numbers using the appropriate mathematical language to describe their mental and written strategies. Learners will have an understanding of fractions as representations of whole-part relationships and will be able to model fractions and use fraction names in real-life situations.

Conceptual understandings:

The base 10 place value system is used to represent numbers and number relationships.

Fractions are ways of representing whole-part relationships.

The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems.

Number operations can be modelled in a variety of ways.

There are many mental methods that can be applied for exact and approximate computations.

PSPE (PERSONAL, SOCIAL and PHYSICAL EDUCATION): PSPE is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle.

Identity

Learners understand that there are many factors that contribute to a person’s identity and they have an awareness of the qualities, abilities, character and characteristics that make up their own identity. They are able to identify and understand their emotions in order to regulate their emotional responses and behaviour. Learners explore and apply different strategies that help them approach challenges and new situations with confidence.

Conceptual understandings:

There are many factors that contribute to a person’s individual identity.

Understanding and respecting other people's’ perspectives helps us to develop empathy.

Identifying and understanding our emotions helps us to regulate our behaviour.

A positive attitude helps us to overcome challenges and approach problems.

A person’s self-concept² can change and grow with experience.

Using self-knowledge³ allows us to embrace new situations with confidence.

Different challenges and situations require different strategies.

Active Living

Learners recognize the importance of being physically active, making healthy food choices, and maintaining good hygiene in the development of well-being. They explore, use and adapt a range of fundamental movement skills in different physical activities and are aware of how the body’s capacity for movement develops as it grows. Learners understand how movements can be linked to create sequences and that these sequences can be created to convey meaning. They understand their personal responsibilities to themselves and others in relation to safety practices.

Conceptual understandings:

Regular exercise, hydration, nutrition and Regular exercise is part of a healthy lifestyle.

Food choices can affect our health.

Maintaining good hygiene can help to prevent illness.

Growth can be measured through changes in capability as well as through physical changes.

We can apply a range of fundamental movement skills to a variety of activities.

Movements can be used to convey feelings, attitudes, ideas or emotions.

The use of responsible practices in physical environments can contribute to our personal safety and the safety of others.

Interactions

Learners recognize the value of interacting, playing and learning with others. They understand that participation in a group can require them to assume different roles and responsibilities and they show a willingness to cooperate. They nurture relationships with others, sharing ideas, celebrating successes and offering and seeking support as needed. Learners understand that responsible citizenship involves conservation and preservation of the environment.

Conceptual understandings:

Participation in a group can require group members to take on different roles and responsibilities.

There are norms of behaviour that guide the interactions within different groups, and people adapt to these norms.

Accepting others into a group builds open-mindedness.

Relationships require nurturing.

Our actions towards others influence their actions towards us.

Responsible citizenship involves conservation and preservation of the local environment and global environments.

SCIENCE - PYP1&2: Science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. Science leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world.

Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of cause and effect relationships. Students will examine change over varying time periods, and will recognize that more than one variable may affect change. They will be aware of different perspectives and ways of organizing the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific   experience.

Science Skills

Observe carefully in order to gather data

Use a variety of instruments and tools to measure data accurately

Use scientific vocabulary to explain their observations and experiences

Identify or generate a question or problem to be explored

Plan and carry out systematic investigations, manipulating variables as necessary

Make and test predictions

Interpret and evaluate data gathered in order to draw conclusions

Consider scientific models and applications of these models (including their limitations)

Social Studies

Conceptual Understandings:

Interdependence

Interactions

Transformations

Force

Patterns

Relationships

Origins

Change

System

Balance

Structure/function

Design

S.T.E.A.M. (Science, Technology, Engineering, Arts and Math): Our S.T.E.A.M. program is designed to connect the the approachess to learning skills the students are learning during their regular unit and class work as well as extend understanding of concepts. During S.T.E.A.M. lessons, students will participate in exciting challenges where they will interact with a variety of materials, utilize tools as well as concepts and skills which are connected to science, technology, engineering art and mathematics.  S.T.E.A.M. challenges in the PYP will include the use of the Engineering Design Process, as well as the Scientific Method to guide students through their challenge, record data and reflect upon the challenge.

SOCIAL STUDIES - PYP1&2: Social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning.

Students will increase their understanding of their world, focusing on themselves, their friends and families and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfil and the different ways that people interact within groups. They will recognize connections within and between systems by which people organize themselves. They will broaden their sense of place and the reasons why particular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognizing important events in their own lives, and how time and change affect people. They will become increasingly aware of how advances in technology affect individuals and the environment.

Social Studies Skills

Formulate and ask questions about the past, the future, places and society

Use and analyse evidence from a variety of historical, geographical and societal sources

Orientate in relation to place and time

Identify roles, rights and responsibilities in society

Conceptual Understandings:

Students will increase their understanding of their world, focusing on themselves, their friends and families and their environment.

They will appreciate the reasons why people belong to groups, the roles they fulfill and the different ways that people interact within groups.

They will recognize connections within and between systems by which people organize themselves.

They will broaden their sense of place and the reasons why particular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment.

Students will start to develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognizing important events in their own lives, and how time and change affect people.

They will become increasingly aware of how advances in technology affect individuals and the environment.

VISUAL ARTS: The arts are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. Arts support the acquisition of essential knowledge and skills, the development of conceptual understanding, the demonstration of positive attitudes, and the taking of action. The arts include the strands of Dance, Drama, Music and Visual Art.

Responding and Creating

Learners show an understanding that ideas, feelings and experiences can be communicated through arts. They recognize that their own art practices and artwork may be different from others. They are beginning to reflect on and learn from their own stages of creating arts. They are aware that artworks may be created with a specific audience in mind.

Learners show an understanding that they can use arts to communicate their ideas, feelings and experiences. They use strategies in their work to enhance the meaning conveyed and to make it more enjoyable for others. They are aware that their work can provoke different responses from others. They understand the value of working individually and collaboratively when creating different art forms.

Conceptual understandings:

We are receptive to art practices and artworks from different cultures, places and times (including our own).

People communicate ideas, feelings and experiences through the arts.

We can reflect on and learn from the different stages of creating.

There is a relationship between the artist and the audience.

We can communicate our ideas, feelings and experiences through our artwork.

We solve problems during the creative process by thinking critically and imaginatively.

Applying a range of strategies helps us to express ourselves.

We are receptive to the value of working individually and collaboratively to create art.

DRAMATIC ARTS: The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of drama including using specialized language. Students consider their own and other performers’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes.

Responding

The responding strand is not simply about reflecting; responding may include creative acts and encompasses presenting, sharing and communicating one’s own understanding. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.

Conceptual understandings:

We are receptive to drama practices and performances from different cultures, places and times (including our own).

People communicate ideas, feelings and experiences through the arts.

We can reflect on and learn from the different stages of creating.

There is a relationship between the artist and the audience.

Creating

The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which they can communicate ideas and express feelings. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey.

Conceptual understandings:

We can communicate our ideas, feelings and experiences through our artwork

We solve problems during the creative process by thinking critically and imaginatively.

Applying a range of strategies helps us to express ourselves.

MUSIC ARTS: Students across all years participate in musical activities which are focused on developing student’s understanding of beat, pitch, duration, dynamics, tempo and form. Basic musical skills are taught through fun games, songs and learning activities using percussion instruments, recorders, ukuleles and voices. Students are given the opportunity to apply these skills in a range of performances through singing, composing, creating, performing and responding.

SWEDISH LANGUAGE & CURRICULUM: Students have three hours of Swedish language learning in  PYP1. The learning focuses on all aspects of language curriculum; speaking and listening, viewing and presenting, reading and writing. Links are made between Swedish language and culture and the units of inquiry. Students are assessed and grouped according to their language skill into mother tongue, intermediate or beginner levels and the curriculum is adapted to ensure all students develop their Swedish language proficiency.

Our Swedish curriculum is adapted from the Swedish National Curriculum for Swedish language learning. However, because of a legal designation as an international school, the students do not participate in all aspects of the national curriculum including some national testing mandates as well as certain aspects of the Swedish curriculum including receiving Swedish grades.

ICT (Information and Communications Technologies): The ever-increasing impact of information and communications technology (ICT) on learning is an important consideration in education. Through ICT, there are greater opportunities for interactive communication and exchange of information through global collaboration, authentic learning, expansion of the learning community and empowerment for all learners.

The following six ICT skills are relevant to all learners:

Investigating

Creating

Communicating

Collaborating

Organizing

Becoming responsible digital citizens.

Each skill is transdisciplinary and will support learning both within the transdisciplinary programme of inquiry and within the subject areas. These skills interact with each other to support the development of learners.

ENGLISH LANGUAGE LEARNING: Language is involved in all learning that goes on in a school, in both the affective and    effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts.

Listening and Speaking

Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.

Conceptual understandings:

Spoken language varies according to the purpose and audience.

People interpret messages according to their unique experiences and ways of understanding.

Spoken communication is different from written communication—it has its own set of rules.

Viewing and presenting

Learners show an understanding that visual text may represent reality or fantasy. They  recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.

Conceptual understandings:

Visual texts can expand our database of sources of information.

Visual texts provide alternative means to develop new levels of understanding.

Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.

Different visual techniques produce different effects and are used to present different types of information.

Reading

Learners show an understanding that text is used to convey meaning in different ways and for different purposes—they are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning.

Conceptual understandings:

Different types of texts serve different purposes.

What we already know enables us to understand what we read.

Applying a range of strategies helps us to read and understand new texts.

Wondering about texts and asking questions helps us to understand the meaning.

The structure and organization of written language influences and conveys meaning.

Writing

Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.

Conceptual understandings:

We write in different ways for different purposes.

The structure of different types of texts includes identifiable features.

Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.

Thinking about storybook characters and people in real life helps us to develop characters in our own stories.

When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.

MATHEMATICS: The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions.

Data Handling

Learners will continue to collect, organize, display and analyse data, developing an understanding of how different graphs highlight different aspects of data more efficiently. They will understand that scale can represent different quantities in graphs and that mode can be used to summarize a set of data. The learners will make the connection that probability is based on experimental events and can be expressed numerically.

Conceptual Understandings:

Data can be collected, organized, displayed and analysed in different ways.

Different graph forms highlight different aspects of data more efficiently.

Probability can be based on experimental events in daily life.

Probability can be expressed in numerical notations.

Measurement

Learners will continue to use standard units to measure objects, in particular developing their understanding of measuring perimeter, area and volume. They will select and use appropriate tools and units of measurement, and will be able to describe measures that fall between two numbers on a scale. The learners will be given the opportunity to construct meaning about the concept of an angle as a measure of rotation.

Conceptual understandings:

Objects and events have attributes that can be measured using appropriate tools.

Relationships exist between standard units that measure the same attributes.

Shape and Space

Learners will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will be able to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of symmetry, in particular reflective and rotational symmetry.

They will understand how geometric shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations.

Conceptual understandings:

Changing the position of a shape does not alter its properties.

Shapes can be transformed in different ways.

Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations.

Pattern and Function

Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set. They will  understand the inverse relationship between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations.

Conceptual understandings:

Functions are relationships or rules that uniquely associate members of one set with members of another set.

By analysing patterns and identifying rules for patterns it is possible to make predictions.

Number

Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will demonstrate this understanding by modelling equivalent fractions and decimal fractions to hundredths or beyond. They will be able to model, read, write, compare and order fractions, and use them in real-life situations. Learners will have automatic recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers.

Conceptual understandings:

The base 10 place value system can be extended to represent magnitude.

Fractions and decimals are ways of representing whole-part relationships.

The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems.

Even complex operations can be modelled in a variety of ways, for example, an algorithm is a way to represent an operation.

PSPE (PERSONAL, SOCIAL AND PHYSICAL EDUCATION): PSPE is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle.

Identity

Learners understand that a person’s identity is shaped by a range of factors and that this identity evolves over time. They explore and reflect on the strategies they use to manage change, approach new challenges and overcome adversity. They analyse how they are connected to the wider community and are open to learning about others. Learners use their understanding of their own emotions to interact positively with others. They are aware that developing self-reliance and persisting with tasks independently will support their efforts to be more autonomous learners.

Conceptual understandings:

A person’s identity evolves as a result of many cultural influences.

A person’s self-concept is influenced by how others regard and treat him or her.

Embracing and developing optimism helps us to have confidence in ourselves and our future.

Understanding ourselves helps us to understand and empathize with others.

Self-efficacy influences the way people feel, think and motivate themselves, and behave.

Reflecting on the strategies we use to manage change and face challenges helps us to develop new strategies to cope with adversity.

Increasing our self-reliance and persisting with tasks independently supports our efforts to be more autonomous.

Active Living

Learners understand the factors that contribute to a healthy lifestyle. They understand that they can enhance their participation in physical activities through developing and maintaining physical fitness, refining movement skills, and reflecting on technique and performance. Learners are able to identify different stages of life and understand that rates of development are different for everyone. Learners understand that there are potential positive and negative outcomes for risk-taking behaviours and are able to identify these risks in order to maximize enjoyment and promote safety.

Conceptual understandings:

Regular exercise, hydration, nutrition and rest are all important in a healthy lifestyle.

We can develop and maintain physical fitness by applying basic training principles.

People go through different life stages, developing at different rates from one another.

Attention to technique and regular practice can improve the effectiveness of our movements.

A dynamic cycle of plan, perform and reflect can influence a creative movement composition.

There are positive and negative outcomes for taking personal and group risks that can be evaluated in order to maximize enjoyment and promote safety.

Interactions

Learners understand that group work can be enhanced through the development of a plan of action and through identifying and utilizing the strengths of individual group members. Learners reflect on the perspectives and ideas of others. They understand that healthy relationships are supported by the development and demonstration of constructive attitudes towards other people and the environment.

Conceptual understandings:

A plan of action is a necessary strategy for a group to achieve its goal.

An effective group capitalizes on the strengths of its individual members.

Healthy relationships are supported by the development and demonstration of constructive attitudes such as respect, empathy and compassion.

Behaviour can be modified by applying deliberate strategies.

Communities and societies have their own norms, rules and regulations.

Communities and their citizens have a collective responsibility to care for local and global environments.

Our actions towards others influence their actions towards us.

Responsible citizenship involves conservation and preservation of the local environment and global environments.

SCIENCE - PYP3&4: Science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. Science leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world.

Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts.

They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.

Science Skills

Observe carefully in order to gather data.

Use a variety of instruments and tools to measure data accurately.

Use scientific vocabulary to explain their observations and experiences.

Identify or generate a question or problem to be explored.

Plan and carry out systematic investigations, manipulating variables as necessary.

Make and test predictions.

Interpret and evaluate data gathered in order to draw conclusions.

Consider scientific models and applications of these models (including their limitations).

Conceptual Understandings:

Interdependence

Interactions

Transformations

Force

Patterns

Relationships

Origins

Change

System

Balance

Structure/function

Design

S.T.E.A.M. (Science, Technology, Engineering, Arts and Math): Our S.T.E.A.M. program is designed to connect the the approachess to learning skills the students are learning during their regular unit and class work as well as extend understanding of concepts. During S.T.E.A.M. lessons, students will participate in exciting challenges where they will interact with a variety of materials, utilize tools as well as concepts and skills which are connected to science, technology, engineering art and mathematics.  S.T.E.A.M. challenges in the PYP will include the use of the Engineering Design Process, as well as the Scientific Method to guide students through their challenge, record data and reflect upon the challenge.

SOCIAL STUDIES - PYP3&4: Social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning.

Students will extend their understanding of human society, focusing on themselves and others within their own community as well as other communities that are distant in time and place. They will investigate how and why groups are organized within communities, and the ways in which communities reflect the cultures and customs of their people. They will recognize the interdependency of systems and their function within local and national communities. They will increase their awareness of how people influence, and are influenced by, the places in their environment. Students will explore the relationship between valuing the environment and protecting it. They will extend their understanding of time, recognizing important events in people’s lives, and how the past is recorded and remembered in different ways. They will broaden their understanding of the impact of advances in technology over time, on individuals, society and the environment.

Social Studies Skills

Formulate and ask questions about the past, the future, places and society.

Use and analyse evidence from a variety of historical, geographical and societal sources.

Orientate in relation to place and time.

Identify roles, rights and responsibilities in society.

Assess the accuracy, validity and possible bias of sources.

Conceptual Understandings:

Students will extend their understanding of human society, focusing on themselves and others within their own community as well as other communities that are distant in time and place.

They will investigate how and why groups are organized within communities, and the ways in which communities reflect the cultures and customs of their people.

They will recognize the interdependency of systems and their function within local and national communities.

They will increase their awareness of how people influence, and are influenced by, the places in their environment. Students will explore the relationship between valuing the environment and protecting it.

They will extend their understanding of time, recognizing important events in people’s lives, and how the past is recorded and remembered in different ways.

They will broaden their understanding of the impact of advances in technology over time, on individuals, society and the environment.

VISUAL ARTS: The arts are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. Arts support the acquisition of essential knowledge and skills, the development of conceptual understanding, the demonstration of positive attitudes, and the taking of action. The arts include the strands of Dance, Drama, Music and Visual Art.

Responding and Creating

Learners show an understanding that ideas, feelings and experiences can be communicated through arts. They recognize that their own art practices and artwork may be different from others. They are beginning to reflect on and learn from their own stages of creating arts. They are aware that artworks may be created with a specific audience in mind.

Learners show an understanding that they can use arts to communicate their ideas, feelings and experiences. They use strategies in their work to enhance the meaning conveyed and to make it more enjoyable for others. They are aware that their work can provoke different responses from others. They understand the value of working individually and collaboratively when creating different art forms.

Conceptual understandings:

We are receptive to art practices and artworks from different cultures, places and times (including our own).

People communicate ideas, feelings and experiences through the arts.

We can reflect on and learn from the different stages of creating.

There is a relationship between the artist and the audience.

We can communicate our ideas, feelings and experiences through our artwork.

We solve problems during the creative process by thinking critically and imaginatively.

Applying a range of strategies helps us to express ourselves.

We are receptive to the value of working individually and collaboratively to create art.

DRAMATIC ARTS: The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of drama including using specialized language. Students consider their own and other performers’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes.

Responding

The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of drama including using specialized language. Students consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes.

The responding strand is not simply about reflecting; responding may include creative acts and encompasses presenting, sharing and communicating one’s own understanding. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.

Conceptual understandings:

When experiencing drama, we make connections between different cultures, places and times.

People explore issues, beliefs and values through drama.

There are different kinds of audiences responding to different dramatic forms.

We use what we know to interpret arts and deepen our understanding of ourselves and the world around us.

Drama has the power to influence thinking and behaviour.

We make connections between our dramatic performance and that of others to extend our thinking.

Creating

The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which they can communicate ideas and express feelings. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey.

Conceptual understandings:

We can explore our personal interests, beliefs and values through drama.

MUSIC ARTS: Students across all years participate in musical activities which are focused on developing student’s understanding of beat, pitch, duration, dynamics, tempo and form. Basic musical skills are taught through fun games, songs and learning activities using percussion instruments, recorders, ukuleles and voices. Students are given the opportunity to apply these skills in a range of performances through singing, composing, creating, performing and responding.

SWEDISH LANGUAGE: Students have three hours of Swedish language learning in  PYP1. The learning focuses on all aspects of language curriculum; speaking and listening, viewing and presenting, reading and writing. Links are made between Swedish language and culture and the units of inquiry. Students are assessed and grouped according to their language skill into mother tongue, intermediate or beginner levels and the curriculum is adapted to ensure all students develop their Swedish language proficiency.

Our Swedish curriculum is adapted from the Swedish National Curriculum for Swedish language learning. However, as an international school, the students do not participate in all aspects of the national curriculum including some national testing mandates as well as certain aspects of the Swedish curriculum including Swedish grades.

ICT (Information and Communications Technologies): The ever-increasing impact of information and communications technology (ICT) on learning is an important consideration in education. Through ICT, there are greater opportunities for interactive communication and exchange of information through global collaboration, authentic learning, expansion of the learning community and empowerment for all learners.

The following six ICT skills are relevant to all learners:

Investigating

Creating

Communicating

Collaborating

Organizing

Becoming responsible digital citizens.

Each skill is transdisciplinary and will support learning both within the transdisciplinary programme of inquiry and within the subject areas. These skills interact with each other to support the development of learners.

ENGLISH LANGUAGE LEARNING: Language is involved in all learning that goes on in a school, in both the affective and effective domains. Learners listen, talk, read and write their way to negotiating new meanings and understanding new concepts.

Listening and Speaking

Learners show an understanding of the wide range of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language.

Conceptual understandings:

Spoken language varies according to the purpose and audience.

People interpret messages according to their unique experiences and ways of understanding.

Spoken communication is different from written communication—it has its own set of rules.

Viewing and presenting

Learners show an understanding that visual text may represent reality or fantasy. They  recognize that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organize and represent information.

Conceptual understandings:

Visual texts can expand our database of sources of information.

Visual texts provide alternative means to develop new levels of understanding.

Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.

Different visual techniques produce different effects and are used to present different types of information.

Reading

Learners show an understanding that text is used to convey meaning in different ways and for different purposes—they are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning.

Conceptual understandings:

Different types of texts serve different purposes.

What we already know enables us to understand what we read.

Applying a range of strategies helps us to read and understand new texts.

Wondering about texts and asking questions helps us to understand the meaning.

The structure and organization of written language influences and conveys meaning.

Writing

Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.

Conceptual understandings:

We write in different ways for different purposes.

The structure of different types of texts includes identifiable features.

Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.

Thinking about storybook characters and people in real life helps us to develop characters in our own stories.

When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas.

MATHEMATICS: The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions.

Data Handling

Learners will continue to collect, organize, display and analyse data, developing an understanding of how different graphs highlight different aspects of data more efficiently. They will understand that scale can represent different quantities in graphs and that mode can be used to summarize a set of data. The learners will make the connection that probability is based on experimental events and can be expressed numerically.

Conceptual Understandings:

Data can be collected, organized, displayed and analysed in different ways.

Different graph forms highlight different aspects of data more efficiently.

Probability can be based on experimental events in daily life.

Probability can be expressed in numerical notations.

Measurement

Learners will continue to use standard units to measure objects, in particular developing their understanding of measuring perimeter, area and volume. They will select and use appropriate tools and units of measurement, and will be able to describe measures that fall between two numbers on a scale. The learners will be given the opportunity to construct meaning about the concept of an angle as a measure of rotation.

Conceptual understandings:

Objects and events have attributes that can be measured using appropriate tools.

Relationships exist between standard units that measure the same attributes.

Shape and Space

Learners will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will be able to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of symmetry, in particular reflective and rotational symmetry.

They will understand how geometric shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations.

Conceptual understandings:

Changing the position of a shape does not alter its properties.

Shapes can be transformed in different ways.

Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations.

Pattern and Function

Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set. They will  understand the inverse relationship between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations.

Conceptual understandings:

Functions are relationships or rules that uniquely associate members of one set with members of another set.

By analysing patterns and identifying rules for patterns it is possible to make predictions.

Number

Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will demonstrate this understanding by modelling equivalent fractions and decimal fractions to hundredths or beyond. They will be able to model, read, write, compare and order fractions, and use them in real-life situations. Learners will have automatic recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers.

Conceptual understandings:

The base 10 place value system can be extended to represent magnitude.

Fractions and decimals are ways of representing whole-part relationships.

The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems.

Even complex operations can be modelled in a variety of ways, for example, an algorithm is a way to represent an operation.

PSPE (PERSONAL, SOCIAL AND PHYSICAL EDUCATION): PSPE is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle.

Identity

Learners understand that a person’s identity is shaped by a range of factors and that this identity evolves over time. They explore and reflect on the strategies they use to manage change, approach new challenges and overcome adversity. They analyse how they are connected to the wider community and are open to learning about others. Learners use their understanding of their own emotions to interact positively with others. They are aware that developing self-reliance and persisting with tasks independently will support their efforts to be more autonomous learners.

Conceptual understandings:

A person’s identity evolves as a result of many cultural influences.

A person’s self-concept is influenced by how others regard and treat him or her.

Embracing and developing optimism helps us to have confidence in ourselves and our future.

Understanding ourselves helps us to understand and empathize with others.

Self-efficacy influences the way people feel, think and motivate themselves, and behave.

Reflecting on the strategies we use to manage change and face challenges helps us to develop new strategies to cope with adversity.

Increasing our self-reliance and persisting with tasks independently supports our efforts to be more autonomous.

Active Living

Learners understand the factors that contribute to a healthy lifestyle. They understand that they can enhance their participation in physical activities through developing and maintaining physical fitness, refining movement skills, and reflecting on technique and performance. Learners are able to identify different stages of life and understand that rates of development are different for everyone. Learners understand that there are potential positive and negative outcomes for risk-taking behaviours and are able to identify these risks in order to maximize enjoyment and promote safety.

Conceptual understandings:

Regular exercise, hydration, nutrition and rest are all important in a healthy lifestyle.

We can develop and maintain physical fitness by applying basic training principles.

People go through different life stages, developing at different rates from one another.

Attention to technique and regular practice can improve the effectiveness of our movements.

A dynamic cycle of plan, perform and reflect can influence a creative movement composition.

There are positive and negative outcomes for taking personal and group risks that can be evaluated in order to maximize enjoyment and promote safety.

Interactions

Learners understand that group work can be enhanced through the development of a plan of action and through identifying and utilizing the strengths of individual group members. Learners reflect on the perspectives and ideas of others. They understand that healthy relationships are supported by the development and demonstration of constructive attitudes towards other people and the environment.

Conceptual understandings:

A plan of action is a necessary strategy for a group to achieve its goal.

An effective group capitalizes on the strengths of its individual members.

Healthy relationships are supported by the development and demonstration of constructive attitudes such as respect, empathy and compassion.

Behaviour can be modified by applying deliberate strategies.

Communities and societies have their own norms, rules and regulations.

Communities and their citizens have a collective responsibility to care for local and global environments.

Our actions towards others influence their actions towards us.

Responsible citizenship involves conservation and preservation of the local environment and global environments.

SCIENCE PYP5-6: Science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. Science leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world.

Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts.

They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.

Conceptual understandings:

Interdependence

Interactions

Transformations

Force

Patterns

Relationships

Origins

Change

Systems

Balance

Structure/function

Design

Science Skills

Observe carefully in order to gather data.

Use a variety of instruments and tools to measure data accurately.

Use scientific vocabulary to explain their observations and experiences.

Identify or generate a question or problem to be explored.

Plan and carry out systematic investigations, manipulating variables as necessary.

Make and test predictions.

Interpret and evaluate data gathered in order to draw conclusions.

Consider scientific models and applications of these models (including their limitations).

S.T.E.A.M. (Science, Technology, Engineering, Arts and Math): Our S.T.E.A.M. program is designed to connect the the approachess to learning skills the students are learning during their regular unit and class work as well as extend understanding of concepts. During S.T.E.A.M. lessons, students will participate in exciting challenges where they will interact with a variety of materials, utilize tools as well as concepts and skills which are connected to science, technology, engineering art and mathematics.  S.T.E.A.M. challenges in the PYP will include the use of the Engineering Design Process, as well as the Scientific Method to guide students through their challenge, record data and reflect upon the challenge.

SOCIAL STUDIES PYP5-6: Social studies learning guides students towards a deeper understanding of themselves and others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors to key questions about life and learning.

Students will recognize different aspects of human society, focusing on themselves and others within their own community as well as groups of people that are distant in time and place. They will extend their understanding of how and why groups are organized within communities, and how participation within groups involves both rights and responsibilities. They will understand the interdependency of systems and their function within local and national communities. Students will gain an appreciation of how cultural groups may vary in their customs and practices but reflect similar purposes. They will deepen their awareness of how people influence, and are influenced by, places in the environment. They will realize the significance of developing a sense of belonging and stewardship towards the environment, valuing and caring for it, in the interests of themselves and future generations.

Students will consolidate their understanding of time, recognizing how ideas and actions of people in the past have changed the lives of others, and appreciating how the past is recorded and remembered in different ways. They will gain an understanding of how and why people manage resources. They will understand the impact of technological advances on their own lives, on society and on the world, and will reflect on the need to make responsible decisions concerning the use of technologies.

Conceptual understandings:

Students will recognize different aspects of human society, focusing on themselves and others within their own community as well as groups of people that are distant in time and place.

They will extend their understanding of how and why groups are organized within communities, and how participation within groups involves both rights and responsibilities.

They will understand the interdependency of systems and their function within local and national communities. Students will gain an appreciation of how cultural groups may vary in their customs and practices but reflect similar purposes.

They will deepen their awareness of how people influence, and are influenced by, places in the environment. They will realize the significance of developing a sense of belonging and stewardship towards the environment, valuing and caring for it, in the interests of themselves and future generations.

Students will consolidate their understanding of time, recognizing how ideas and actions of people in the past have changed the lives of others, and appreciating how the past is recorded and remembered in different ways. They will gain an understanding of how and why people manage resources.

They will understand the impact of technological advances on their own lives, on society and on the world, and will reflect on the need to make responsible decisions concerning the use of technologies.

Social Studies Skills

Formulate and ask questions about the past, the future, places and society.

Use and analyse evidence from a variety of historical, geographical and societal sources.

Orientate in relation to place and time.

Identify roles, rights and responsibilities in society.

Assess the accuracy, validity and possible bias of sources.

VISUAL ARTS: The arts are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. Arts support the acquisition of essential knowledge and skills, the development of conceptual understanding, the demonstration of positive attitudes, and the taking of action. The arts include the strands of Dance, Drama, Music and Visual Art.

Responding

The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of visual arts, including using specialized language. Students consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes.

The responding strand is not simply about reflecting; responding may include creative acts and encompasses presenting, sharing and communicating one’s own understanding. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.

Conceptual understandings:

Through exploring arts across cultures, places and times we can appreciate that people innovate.

People communicate across cultures, places and times through arts.

The arts provide us with multiple perspectives.

We reflect and act on the responses to our creative work.

Creating

The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which they can communicate ideas and express feelings. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey.

Conceptual understandings:

We act on the responses to our artwork to inform and challenge our artistic development.

We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.

Arts provide opportunities to explore our creative potential and engage in a personal artistic journey.

DRAMATIC ARTS: The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of drama including using specialized language. Students consider their own and other performers’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes.

Responding

The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of drama including using specialized language. Students consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes.

The responding strand is not simply about reflecting; responding may include creative acts and encompasses presenting, sharing and communicating one’s own understanding. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.

Conceptual understandings:

Through exploring drama across cultures, places and times we can appreciate that people innovate.

People communicate across cultures, places and times through drama.

Drama provide us with multiple perspectives.

We reflect and act on the responses to our creative work.

Creating

The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which they can communicate ideas and express feelings. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey.

Conceptual understandings:

We act on the responses to our drama to inform and challenge our artistic development.

We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.

Drama provides opportunities to explore our creative potential and engage in a personal artistic journey.

MUSIC ARTS: Students across all years participate in musical activities which are focused on developing student’s understanding of beat, pitch, duration, dynamics, tempo and form. Basic musical skills are taught through fun games, songs and learning activities using percussion instruments, recorders, ukuleles and voices. Students are given the opportunity to apply these skills in a range of performances through singing, composing, creating, performing and responding.

SWEDISH LANGUAGE: Students have three hours of Swedish language learning in  PYP1. The learning focuses on all aspects of language curriculum; speaking and listening, viewing and presenting, reading and writing. Links are made between Swedish language and culture and the units of inquiry. Students are assessed and grouped according to their language skill into mother tongue, intermediate or beginner levels and the curriculum is adapted to ensure all students develop their Swedish language proficiency.

Our Swedish curriculum is adapted from the Swedish National Curriculum for Swedish language learning. However, as an international school, the students do not participate in all aspects of the national curriculum including some national testing mandates as well as certain aspects of the Swedish curriculum including Swedish grades.

ICT (Information and Communications Technologies): The ever-increasing impact of information and communications technology (ICT) on learning is an important consideration in education. Through ICT, there are greater opportunities for interactive communication and exchange of information through global collaboration, authentic learning, expansion of the learning community and empowerment for all learners.

The following six ICT skills are relevant to all learners:

Investigating

Creating

Communicating

Collaborating

Organizing

Becoming responsible digital citizens.

Each skill is transdisciplinary and will support learning both within the transdisciplinary programme of inquiry and within the subject areas. These skills interact with each other to support the development of learners.

General Routines -

• All classes begin promptly at 8:10 each day. A whistle will be blown for line-up at 8:05.   Students should be present for line-up to allow time to get ready for the start of class.

• Mondays, Wednesdays and Thursdays school finishes at 14:45;  Tuesdays at 13:30;  Fridays at 13:45

• To maintain a safe environment for the students, parents may only enter the school building with an appointment.

Breaks

• All classes have two 30 minute breaks each day. Students are expected to come prepared for all weather as they will go outside for all breaks regardless of weather.

School Lunch

• All students also have a 25-35 minute time allocated in the lunchroom to eat a hot lunch provided by the City of Helsingborg.

• All students must eat a well-balanced meal from the nutritious selections provided by the cafeteria staff.

• Students with allergies or special dietary needs must provide the school with information requested on the dietary needs form that will be sent within the first days of the student starting school. If a child has any allergies or restrictions on particular food items for other reasons, a doctor's note must be provided.

Drop-Off and Pick-Up Routines

• Refer to the Drop-Off and Pick-Up Routines  section of the Handbook

After School Hours

• Students are not allowed to remain in any part of the school building, including the playground, unless they are participating in a school sponsored activities.

• Parents are requested to meet other parents and play in the park opposite the school once the morning preschool session is finished.

• Students participating in Mother Tongue Lessons must be supervised by a parent, the mother tongue teacher, or be signed into our Fritids Program before and/or after lessons.  They are not to wait inside the school building or grounds.

• School personnel do not supervise the playground before or after school hours.

How we process your own or your child’s personal data
This is information for you as a parent or student about how we work in our activities with personal data such as name, image, film and sound.

Our processing of personal data
We process personal data about children, students and guardians in accordance with the General Data Protection Regulation (GDPR) and other legislation relating to data protection. By “processing” we mean that we, for example, collect and store personal data. We only process the personal data that we need and we take necessary action to protect access to the personal data.

Pedagogical documentation
As part of our undertaking, we document the learning and development of children and pupils. In order that we can comply with the Swedish Schools Act, we process your child’s/children’s personal data when we, for example, set grades, record attendance and absence, contact guardians and document the learning and development of children and pupils by means of image, film and sound.

Informing about our activities
We publish images and films on our website and social media in order to inform about our activities. These images and films sometimes depict children and students. We use these images and films with care and always with consideration of your own or your child’s privacy.

Consent for publication of images and film when we market ourselves
When we want to use an image or film of you or your child for marketing purposes, we ask for consent for this on a special form.
If images and films of you or your child appear in places where you do not wish to be involved, please contact us.

Find out more about our processing of personal data
You can find more information about how we process personal data at https://helsingborg.se/om-webbplatsen/sa-har-behandlar-vi-dina-personuppgifter/

At the PYP Campus, we have a strict drop-off and pick-up routines to alleviate congestion and increase safety for our students, staff and parents.  It is ESSENTIAL that all parents respect the following: 

From 7:55 - 8:10, parents are requested to pull up along the curb outside of the school on  Östra Vallgatan. Staff will be in place to open the door and greet your child. If you wish to escort your child to the school gate yourself, you must park along any of the surrounding streets or at the Nicolai parking lot just across Bergaliden. 

NO  PARKING or STANDING is allowed in front of the school facilities during the following times:

• Mornings: 7:55-8:15

• Afternoons: 14:30-15:00 Mondays, Wednesdays, Thursdays

• Afternoons: 13:15-14:00 Tuesdays and Fridays

If you wish to park, please find alternative parking and walk with your child to the building. Parents with older children are asked to set a meeting point away from the school property.

Students will enter the building and be dismissed from the following locations:

• PYP1, PYP2, PYP3 - Lower Playground Entrance

• PYP4, PYP5, PYP6 - Main Entrance

We have staff members outside in the mornings from 8:05-8:15 greeting and supervising the students.  Parents are requested to be prompt and avoid lingering on the school premises both before and after school.

Afternoon Pick-Up Routines
At the end of the day, students are dismissed from the areas of the building indicated above to improve safety and relieve congestion by the front entrance. Please find your child at his or her dismissal point and disperse promptly.  Those families with dismissal points away from the main entrance should find alternative parking in order to collect students without congesting traffic.

Education in Sweden presentation - What you need to know as an international school student and why it is so important to plan ahead.

High school/Gymnasiet information evening presentation - What is the best education path for my child? 

Only students and school personnel are permitted to enter the school building without an appointment. All parents and guests must have a prearranged appointment with a staff member in order to enter the building. In addition to this, there will be set events when parents are invited into the school to visit their children's classrooms.

Entrance for parents of students attending Fritids
Fritids parents will still be permitted to enter the building through the Fritids entrance whilst dropping off and collecting their children from these services. Parents are not permitted to use this as an access point for entering the building and taking PYP  children to class or visiting PYP class teachers. 

Students attending morning Fritids must arrive before 7:55. If they arrive after 7:55, they are must wait at the front entrance with the rest of the PYP community as Fritids is cleaning up and closing at this time.

Security cameras
There are security cameras inside the PYP campus, recording 24 hrs a day.
The recorded material may only be viewed by authorised staff upon approval by the Head of School.

Exhibition is the culmination of PYP experience. It is an opportunity for students to demonstrate their international mindedness, respond to deep learning through action and  apply what they have learned and who they have become throughout their journey in the PYP. It is a rite of passage as from the PYP to the MYP and is a celebration of student directed and centered  learning.  Absences during this unit should be avoided. 

As part of the curriculum, students at ISH often go on short distance field trips throughout the year. These are trips that are within the local area of Helsingborg and can be within walking distance or on local buses. In such cases, information about the date, time, and destination as well as any other pertinent details will be shared with you through the class newsletters.

For any longer or overnight trips a separate permission form will be sent out to parents.

Packed lunches
Students are sometimes required to bring a packed lunch to school if they are going out on a school trip. Packed lunches should be healthy and nutritious. They should not include nuts, candy, chips, chocolate biscuits or fizzy drink.

Student Identification
Occasionally classes will journey to Denmark for a field trip. All students will need a valid passport or Swedish ID card for such instances.

It is recommended that all students, but especially students in PYP4-6, have a City of Helsingborg Library card. This provides students with the  opportunity to borrow books from the community library. Students in PYP4-6 sometimes take small field trips to the library with their class. 

ISH observes all Swedish national holidays within the approved school calendar. In addition to national holidays, there is an Autumn Break, Winter Break, Sports Break and Spring Break.

A list of important dates are available in weekly newsletters and the PYP calendar.

The International School of Helsingborg’s Homework Policy aims to help students establish a healthy balance between commitments in school, after school and at home. Homework benefits your child by complementing classroom learning, fostering good study habits, and providing an opportunity for children to be responsible for their own learning. In addition, it serves as a means of communication between home and school about what your child is learning. As such, we appreciate your effort in providing a suitable homework space and encouraging your child to complete homework tasks to the best of their ability. If the tasks are too challenging to be completed in the allocated time, please contact your child's teacher.

Homework in PYP should focus on enhancing the units of inquiry and reinforcing the key skills and concepts that have been taught at school. Homework will vary from week to week and will be differentiated within the class. We make every effort to balance homework from class teachers and specialist teachers so all assignments can be completed within a reasonable amount of time. Homework may also take the form of longer projects, so students may have multiple weeks to complete the tasks. Feedback will be provided in a variety of forms with links made to their current learning.

Below is the approximate amount of time a student who is focused on the task should be expected to spend on homework each day:

PYP 1

5-10 minutes spent on homework tasks per day (Mon-Thur)

5-15 minutes spent reading per day*

PYP 2

10-15 minutes spent on homework tasks per day (Mon-Thur)

10-15 minutes spent reading per day*

PYP 3

10-15 minutes spent on homework tasks per day (Mon-Thur)

15-20 minutes spent reading per day*

PYP 4

15-20 minutes spent on homework tasks per day (Mon-Thur)

15-20 minutes spent reading per day*

PYP 5

20-25 minutes spent on homework tasks per day (Mon-Thur)

15-30 minutes spent reading per day*

PYP 6

25-30 minutes spent on homework tasks per day (Mon-Thur)

20-30 minutes spent reading per day*

* Includes reading in English, Swedish and mother tongue.

If a student has noticeable difficulty with the homework, time for review will be given. If parents inform you that their child is spending more time than the maximum amount, further differentiation is required and parents must be informed that you have made this adjustment.

If your child is absent from school, please contact your child’s teacher regarding work that may have been assigned during their absence.

In addition to this, we highly recommend that parents read with and read to their children to engage in discussion about what they are reading. Parents who need assistance with book selections can speak to the librarian and or their child’s class or specialists teacher.

Students are expected to arrive at school healthy and displaying good hygiene habits.
Hair: All students should have clean, tidy hair that is tied back away from the face. Parents should check their child's hair weekly for signs of head lice.

Body: All students should be clean and fresh each day. Older students should begin to apply unscented deoderant as needed.

Clothing: Students' clothing should be clean and free from heavy scents.

Physical Education: As a part of the curriculum relating to proper hygeine, students in PYP4-PYP6 are expected to shower after lessons. In addition to the clothing requirements, these students must bring towels and appropriete hygiene products such as soap and deoderant as needed. Students DO NOT wash their hair. All products should be unscented to prevent allergic reactions.

We strongly recommend that students do not bring items of value to school. Neither the school nor its personnel can take any responsibility for loss or damage of valuable property.

Jewellry:  It is strongly advised that children do not wear expensive jewellery at school. Its loss can cause upset to students, and families and  it is not the responsibility of the school or staff  to search for the missing items.

Please be aware that jewellery of any kind is not to be worn during PE. Earrings must be removed or covered with tape which you need to provide.

Mobile Phones:  Students in the PYP are not able to use their phones during the school day, including Fritids. If a parent needs to contact their child during the day they are to ring the main office and leave a message or email the child's teacher. Mobile phones that are brought to school need to be turned off and stored appropriately. Phones that repeatedly cause a disruption will result in possible confiscation and parent contact.  ISH does not take responsibility for loss or damage of mobile phones.

Money:  In the event of something taking place at school where you child would need money - it should be sent in a sealed envelope with your child’s name on the front. Your child should bring the envelope into the classroom, and give it immediately to their class teacher. Where possible, please bring the exact amount of money. It is not recommended that your child leave the money in their school bag.

Toys & Sports Equipment: are only allowed to be brought to school if specifically agreed upon with the teacher for a particular learning activity. If a toy is brought for an arranged learning activity, it must be safely stored in the child’s bag at all other times. This is because toys can be easily lost or broken, causing distress for the owner and also cause discord among the other students. The school cannot accept responsibility for the personal property of children.

The library is a quiet place for the school community to read, study or do research. The library is open during school hours. If a child misplaces/damages a PYP library book, the cost of the book will be invoiced to the family. All PYP classes have a session in the library with a librarian on a weekly basis. Students also have the opportunity to visit the library, to exchange books, during break or directly after school.

Library hours:

Mon / Wed / Thur 8:15—15:00

Tuesday and Friday 8:15—14:00

There is a lost and found area outside the lunchroom on the main entrance level of the school.  Parents and students should check for missing items regularly.  During school breaks, unclaimed articles are donated to charity.  Clearly labelled items are returned to their owners.

Meet the Principal and SWT presentation

We model action to inspire action - The school community at ISH will strive to become engaged global learners who demonstrate these attributes through the actions they choose to take both now and in the future.

At ISH students and staff enjoy learning together in a safe and secure environment.
We recognize, acknowledge, understand and celebrate diversity. 

We provide opportunities to inquire, to think and to reflect, so that we may learn from our experiences. Partnerships in learning are developed within the school community, which then expand to both the local and global community. Continued development of mother tongue languages and the learning of new languages strengthen our ability to fulfil our mission. 

The ISH community acknowledges our host country by appreciating and learning the language and culture of Sweden. 

Students are empowered to be able to make responsible choices as global citizens through learning engagements which bring knowledge, skills and attitudes together. In our school community we use communication and information technologies to enhance and expand the traditional role of education.

ISH is a non-smoking environment. Smoking is by law prohibited in or around the school building. 

Students in PYP6 participate in overnight camp stays as a learning experience for enrichment of the curriculum.

PYP6

In the autumn term, the teachers of PYP 6 apply to the Helsingborg Naturskola for a free 2 night nature camp in the spring. As this is a kommune provided experience we are not guaranteed a place. However, if we do get a place, this s part of the students learning experience in PYP 6 and is not an optional activity.

Expectations for Parents: We strive to ensure your child has the best  opportunity to become caring, responsible, and independent individuals. The only way this works is by having the school and home work closely together.  At ISH, we have a very involved parent community and this is one of the factors that makes the school so successful.  

In order for things to run smoothly, parents/guardians need to:

• Keep up to date with school news by reading the weekly PYP Campus News and class newsletter. 

• Volunteer for a class or school event: field trips, spring/winter fair, class assistance, Parent Teacher Association (PTA)

• Keep the main office, class teacher and Fritids informed if emails, addresses or phone numbers change

• Inform the class teacher, the main office and Fritids if the schedule will change

• Ensure your child is dropped off and picked up according to schedule

• Maintain close contact with your child’s teacher

• For Fritids/preschool students: inform if there is a change in employment

Information to parents/guardians about observing their obligations under the Education Act (2010: 800) 

The school has put in place measures to meet your child's right to education according to the Swedish law. In order to fulfil all aspects of the law, students must be in school.

Parents’/guardians’ obligations

The Government Form (1974:152) and the Education Act (2010:800) state an unconditional right for all children with compulsory schooling to have access to free education.

According to the Education Act (Chapter 7, Section 20), the person who has the custody of a child in compulsory schooling shall ensure that the child fulfils their schooling.

This means that you as a parent/guardian must ensure that your child comes to school and attends all classes. If you as a parent/guardian do not fulfil your obligations under the Education Act, the Child and Education Board may instruct you to do so with an injunction.

An injunction may be combined with a fine, which is a form of monetary fine. If the injunction is not complied with, the Child and Education Board may apply to the General Administrative Court to have the penalty sentenced.

Information on injunction and penalty

If you, as the parent/guardian, receive a letter of information about the requirements that are placed on you as the parent/guardian, this means that you are encouraged to ensure that your child comes to school and attends all lessons during the school year. If you, as the parent/guardian of this letter, do not fulfill your obligations, the Board of Children and Education will instruct you to do so. The injunction may be combined with a penalty.

Link to the Education Act (2010:800)
https://www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/skollag-2010800_sfs-2010-800

The following are translations of relevant texts from the Education Act.

Participation in education

Attendance

Ch 7, Section 17   A pupil in the compulsory school shall participate in the activities organized to give the intended education, if the student does not have a valid reason to fail.

The compulsory activity may include a maximum of 190 days per academic year and eight hours or, in …the two lowest grades, six hours per day. Such activities may not be held on Saturdays, Sundays or other holidays.

The government or the authority that the government decides may issue regulations on deviations from the second paragraph for pupils in the compulsory school and the special school.

If a pupil in the compulsory school is absent from the compulsory activity without a valid reason, the principal shall ensure that the pupil's guardian on the same day is informed that the pupil has been absent. If there are special reasons, the pupil's guardian need not be informed the same day.
Lag (2017: 1115) 

Leave

Ch 7, Section 18   A student in a school form referred to in section 17 may be granted shorter leave for individual matters. If there are exceptional reasons, longer leave may be granted.

The Principal and/or Head of School decide on leave. The Head of School may not instruct anyone else to make a decision on leave that is longer than ten days.

Exemption

Ch 7, Section 19   A student in a school form referred to in section 17 may, at the request of the pupil's guardian, be exempted from the obligation to participate in compulsory elements of the teaching if there are exceptional reasons. Such a decision may only relate to occasional instances during a school year.

The Principal and/or Head of School decides on exemption. The Head of School may not instruct anyone else to make such decisions.

Investigation of absence

Ch 7, section 19 a   If a student has repeated or longer absence from the activities referred to in section 17, the Principal and/or Head of School, regardless of whether it is a valid or invalid absence, shall ensure that the absence is investigated promptly if it is not unnecessary. The investigation shall be conducted in consultation with the pupil and the pupil's guardian and with the student health authorities.

If the prerequisites for an investigation into the need for special support under Chapter 3 Section 8 are fulfilled, such an investigation must also be initiated.

When an investigation into a student's absence has begun, the Principal must ensure that the absence is reported to the Divisional School Director as soon as possible. Lag (2018: 608)

Responsibility for fulfilling school duties

Guardian's responsibility

Ch 7, Section 20   The person who has the custody of a school-obliged child shall ensure that the child fulfills his or her school duties.

Injunction and penalty

Ch 7, Section 23   If a school-obliged pupil does not fulfill his or her schooling and this is because the pupil's guardian has not done what he / she is obliged to do in order to do so, the home municipality may order the pupil's guardian to fulfill his / her obligations. 

An injunction according to the first paragraph may be combined with a fine.

A decision on injunction applies immediately unless otherwise decided. Lag (2017: 1115)

This association consists of parents, staff and principals. The PTA Board is elected annually and is led by the PTA Chair. In addition to this board, there are also parent representatives from each class who volunteer at the beginning of each school year. If you are interested in volunteering as a class parent, please speak to your child’s teacher.

The PTA requests a voluntary annual donation depending on the number of children in the family. This money and all other funds raised by the PTA are invested back into the school. Investments that are made are to benefit all within the school.

In addition to the annual donation, each family is asked to volunteer throughout the school year. This may be done in a variety of ways, such as helping with school activities, assisting with PTA activities, or donating items.

Please keep in mind how important it is for students, parents and teachers to be involved together in a child’s education. All new families moving to the area receive a helpful booklet with practical information from the PTA.

The PTA has their own website where current information is published: https://www.ishpta.se/

Reading is a fundamental lifelong skill. To support the development of your child’s reading skills at all stages of the PYP program youcan make a regular time at home to read together and talk about the book. Some ideas for discussing the read text are:

• asking your child questions about the text to check they understand what your or they have read.

• sharing reading materials that are of interest to your child and your family.

• read old favourites again and again to promote familiarity and confidence.

• discuss the parts of the book ‘Show me the cover, where is the title.

• read aloud together and look for the clues to tell you how to say what is written, e.g. “quotation marks”, bold print , italic or (brackets).

In addition you can display an interest in reading by letting your child see you reading e.g. newspapers, phone books, magazines, novels. Show your child that reading should make sense and share with them what you do when the meaning isn’t clear.

• Re-read a tricky section.

• Look for information in the pictures.

• Sound out unknown words.

• Ask them to say the beginning sound and slide their finger under the word.

Most important of all, enjoy reading together

Snacks: Healthy, nut free snacks, such as fresh or dried fruit, vegetable pieces, rice crackers, yogurt or sandwiches make a good choice at snack time. It re-energises your child and gives them the nutrition they need to fully participate in learning and positive social play. Sweets, candy, chips or chocolate are not appropriate snacks for school.

Drinks: Students should not bring sweet drinks for snack, only water. The students are asked to have a sealed, labelled, re-fillable water bottle to keep in the classroom for keeping hydrated.

Swedish National Tests - Swedish Language - PYP4: Mother tongue and some intermediate students in PYP4 complete Swedish national tests in the spring term. Assessments are made in order to decide who will be able to take the tests. Parents can find information about the national tests from Skolverket through this link:

https://www.skolverket.se/download/18.49f081e1610d887500aa7/1516719481562/information-np-ak3-engelska.pdf

The Swedish team prepare and support students for and during this test.

To help with the transition from PYP to MYP, students in PYP6 will have the opportunity to take part in a variety of experiences designed to help them feel more comfortable with the progression.

MYP Language Experiences

During the Spring term, PYP6 students will be given the opportunity to experience the languages offered in the Middle Years Program (MYP). This is to help them decide which additional language they would like to learn when they enter the MYP.

MYP Shadow Day

Students in PYP 6 also have the opportunity to shadow an MYP1 student for a day. This gives them the chance to experience how the MYP day is structured, meet the MYP teachers and ask questions of current MYP students about their transition between the PYP and MYP.

PYP6-MYP1 Information Evening

An information meeting is scheduled toward the end of the Spring term to inform parents and students about some of the MYP curriculum and program.

It is essential that we have up-to-date contact information for ISH families at all times. The information you provide is used when the school needs to contact you, e.g  if your child is sick, regarding progress talks and reporting, as well as when teachers need to contact parents.

You can check and update your contact details in Open Apply using the same log-in details as for ManageBac.

If you have moved, please remember to register this with the Swedish Tax Authority (Skatteverket) as well.

Children will not be allowed to go home with another adult unless we have written permission. In order to avoid misunderstanding the office should be notified when someone else is going to pick up the child and the administration will inform the teacher. Emails at the end of the day may be missed.

Fritids: There are forms at the Fritids desk to complete if you know ahead of time. A text message to this number 073 2311 045 is also acceptable.