School Policies

Crescendo-HELP International School Vision Statement

Providing excellence in preparing students to meet the challenges of tomorrow.

Our Mission Statement

To create a caring, challenging environment in which each student is encouraged to flourish and fulfil their potential.

To provide each student opportunities to grow, through their learning, across a wide variety of curricular and co-curricular activities.

To create the environment where young people are educated to be tolerant, respectful, socially responsible and independent of mind, equipping them for our changing world.

To challenge each student to discover his/her strengths and to develop and to excel socially.

To nurture pupils as global citizens with character, passion, and integrity so that they are equipped to overcome future challenges and make a difference to their community and country.

At CRESCENDO-HELP INTERNATIONAL SCHOOL

Our aim at Crescendo-HELP International School is to ensure that all students are given the opportunity and environment to help them learn to their full potential. The school offers a broad based learning focussed curriculum within a friendly, international and caring community, striving to fulfil the academic, linguistic, physical and social potential of each child.

The students come to CHIS to learn. We believe that learning is a lifelong process which:
furthers knowledge
develops skills
deepens understanding
and is best promoted in a nurturing, supportive yet challenging international environment.

DEFINITION OF LEARNING

Learning is a life long journey to build knowledge, skills and deepen understanding.

QUALITY LEARNING

Quality learning is when students achieve the core learning outcomes. On a day-to-day basis, quality learning is seen when students:

  • are stimulated, interested and motivated to learn
  • are engaged and challenged
  • are developing their multiple intelligences
  • access information in a way which is appropriate to them (learning styles)
  • can see the big picture and can make links between their learning
  • are clear about what they have to do, and how to do it, and have time to think
  • can take responsibility for their learning –reflecting on learning see how to improve
  • make better progress than may be expected
  • feel safe, secure and are physically fit for learning
  • are in a state of relaxed alertness
  • work in a variety of ways with a variety of students; and
  • communicate their learning effectively

QUALITY TEACHING

Quality teaching is when teachers set high expectations and give every learner the confidence that they can succeed. This includes:

  • demonstrating commitment to every learner's success, feeling included, valued and secure;
  • raising learners' aspirations and the effort they put into learning by engaging them and, where appropriate, through the active support of parents or carers.

Establish what learners already know and build on it. This includes:

  • setting clear and appropriate learning goals, explaining them, and making every learning experience count;
  • creating secure foundations for subsequent learning.
  • displaying an international understanding through appropriate adaptation to home and host location.

Structure and pace the learning experience to make it challenging and enjoyable. This includes:

  • using teaching methods that reflect the material to be learned, matching the maturity of the learners and their learning preferences, and involving high levels of engaging learning;
  • making creative use of the range of learning opportunities available, within and beyond the classroom, including ICT.

Inspire learning through passion for the subject; This includes:

  • bringing the subject alive;
  • making it relevant to learners' wider goals and concerns.

Make individuals active partners in their learning. This includes:

  • building positive teacher–pupil relationships that take learners' views and experience fully into account
  • using assessment for learning to help learners assess their work, reflect on how they learn, and inform subsequent planning and practice.

Develop learning skills and personal qualities. This includes:

  • developing the ability to think systematically, manage information, learn from others and help others learn;
  • developing the ability to take responsibility for their behaviour, guided by staff and peers
  • developing confidence, self-discipline and an understanding of the learning process.

THE PRACTICE

How we help children reach their full potential. 

There are common elements to each lesson which help to support student's learning and develop our core values. All lessons should contain:

  • Learning objectives which are shared with the students and also what the teacher expects in terms of outcomes. Objectives should be phrased using the following terms:

    Learning Objectives,

    WALT (We Are Learning To..) followed by WILF (What I am Looking For…) or

    SC (Success Criteria)
  • Links which are made with previous learning and the big picture are shared
  • Tasks which help to develop new learning or consolidate learning
  • Differentiation to enable all learners to succeed. Differentiation could be through task, resource, response, outcome, group and/or support.
  • Time to reflect on the learning and progress towards the WALT. This will include some form of self-assessment and may include peer assessment.

PLANNING

Long term planning covers the topics/areas the teacher will cover over the year: this can be considered an overview.
Medium term planning covers a breakdown of the half term's learning, week-by-week or block. Elements that will need including are the end of unit outcomes/learning outcomes, a brief overview of content covered and the timing and focus for any assessments (APP links, IPC core outcome links, NC level links).

Short term planning includes the activities the students will undertake, resources necessary and differentiation and assessment for learning on a daily basis.

EVALUATING THE POLICY

The policy will be evaluated through formal and informal monitoring systems which are already in place. These consist of lesson visits, discussions on learning, planning and book looks, data analysis and Learning Walks.

However, the ultimate evaluation of this policy will be the embodiment of our Mission for all our learners.