parent and student handbook 2013-2014

Transcription

PARENT AND STUDENT HANDBOOK
2013-2014
Context for this Handbook: A climate of innovation
St. Gilgen International School is a growing, dynamic and innovative
learning community that is committed to continuous improvement. This
means that very little remains static at our school as we continue with
our drive towards excellence.
The content of this Handbook was correct at the time it was written,
but we reserve the right to change published procedures as
circumstances or improvements dictate.
A current and accurate version will be placed on the School Website
(www.stgis.at) and will remain updated throughout the Academic Year.
Equally, it is essential for students, parents and staff to consult the
comprehensive information on the website at every relevant
opportunity. This Handbook covers basic routines and policies,
however, there is so much more to St. Gilgen International School
than this.
August 2013
2
HEADMASTER’S INTRODUCTION
Dear Parents and Students
An education of the highest quality is the greatest gift that
parents can give to their children. The next global generation
will need exceptional academic and intellectual creativity to
take on positions of leadership and address the many
challenges that face our world. Given this, it is vitally
important that the leading schools in the 21st Century provide
a genuinely holistic international education to prepare
learners for the responsibilities they will face in their lives.
St. Gilgen is such a school and we will not shirk this challenge. We are dedicated to blending
academic excellence with a richness of opportunity beyond the classroom. As a boarding and
day school for boys and girls aged 10 to 18, we are committed to providing an outstanding
learning experience.
Academic study lies at the heart of St. Gilgen International School. We are determined to
give our students every opportunity to make the most of their abilities through a
combination of excellent teaching, an inspirational learning environment and by enabling
students to take significant responsibility. Through our values of ‘Respect, Courage and
Discipline’ we expect excellence and nothing less.
High standards in the classroom combine with opportunities for independent study to create
an intellectual curiosity in St. Gilgen students that stays with them for life. Our diverse and
rigorous curriculum means we are constantly able to help our learners to fulfill, if not
exceed, their academic and intellectual potential.
The enormous range of activities away from the classroom ensures that each learner can
grow and develop wherever their interests and talents may lie. Our wonderful learning
environment inspires students to a level of remarkable creativity. We provide a plethora of
opportunities in a community that rewards ambition, enthusiasm and hard work and where,
without doubt, everyone enjoys themselves. Even more important, it is where honesty and
mutual respect are expected.
As Vincent Lombardi wisely said, ‘The quality of a person’s life is in direct proportion to their
commitment to excellence, regardless of their chosen field of endeavour’. At St. Gilgen
International School excellence is indeed a habit.
Michael J Chapman
Headmaster
3
Mission
The mission of St. Gilgen International School is to offer motivated and talented
boarding and day students a balanced and challenging international education in a
modern learning environment. Fundamental to our beliefs is Healthy Mind, Healthy
Body and Healthy Spirit. These are three key dimensions of human development and a
person is not truly ‘educated’ without all three of these dimensions. At St. Gilgen
International School our learners enter the world as educated young adults and not just
qualified.
Values and Ethos
At the heart of our school values lie the ‘Cardinal Virtues” as outlined by Plato in The
Republic. Plato defines cardinal virtues, which he believes should be practised by
everyone and as representing the basis of ‘natural morality’, as follows:
Prudence : (lat. sapientia) – the ability to judge between actions, with regard to
appropriate actions at a given time. We expect all our students to exemplify
prudence and respect, making wise choices in all they say, do and think.
Justice (lat. justitia) – the proper moderation between self-interest and the rights
and needs of others. We expect all our students to be principled and to value
justice, equity and considerate, responsible behaviour within the context of peaceful
co-existence in an international community.
Temperance (lat. temperantia) – the practicing of self-control and moderation in
words, actions and thoughts. We expect all our students to choose the right path
rather than the easy path, showing inner strength and self discipline.
Fortitude (lat. fortitudo) - forbearance, endurance and ability to confront fear
and uncertainty. We expect all our students to show courage and to have the spirit
to persevere, even when the going gets tough.
These four Cardinal Values underpin our core ethos at St. Gilgen International School.
We are passionate about excellence and for our students to be educated to the highest
standard. To achieve this means hard work, climbing mountains (physical and
metaphorical) and developing inner spirit. Many of our learners will go on to great
positions of influence around the world, such is their talent. We want to help them to use
this influence wisely, never forget global compassion and choose the right path through
life, not the easy one.
Our students are fortunate that they have been blessed with being able to attend such a
remarkable school. They must understand that with such privilege comes significant
responsibility.
“Any person that has been given much will be responsible for much. Much more will be
expected from the person that has been given more.” Luke 12:48.
Above all else, we expect our students to behave like educated, socially aware young
adults with an internationalist perspective. We urge them to aim for excellence, all of
the time and with humility.
4
Table of Contents
HEADMASTER’S INTRODUCTION .....................................................................................................................................3
ADMINISTRATION............................................................................................................................................7
INTRODUCTION ..................................................................................................................................................................7
POLICIES ..............................................................................................................................................................................7
REGISTRATION CHECKLIST ..............................................................................................................................................8
CONTACT DETAILS ............................................................................................................................................................9
STAFF LIST .......................................................................................................................................................................10
ACADEMIC YEAR 2013-2014 TERM DATES ............................................................................................................13
SCHOOL CALENDAR ........................................................................................................................................................14
THE DAILY SCHOOL ROUTINE ......................................................................................................................................16
GUARDIANSHIP FOR STUDENTS ...................................................................................................................................17
VISA REQUIREMENTS .....................................................................................................................................................17
SCHOOL ATTENDANCE AND LEAVE OF ABSENCE ......................................................................................................18
HEALTHCARE POLICY ....................................................................................................................................................19
MEDICINES POLICY.........................................................................................................................................................23
FOOD AND NUTRITION...................................................................................................................................................27
SCHOOL UNIFORM, DRESS CODE AND UNIFORM SHOP ............................................................................................28
FIRE AND EMERGENCY ARRANGEMENTS ...................................................................................................................32
PHOTOGRAPHS AND SCHOOL PUBLICATIONS ............................................................................................................33
COMMUNICATIONS .........................................................................................................................................................33
MENTOR TUTORING .......................................................................................................................................................34
HOUSES.............................................................................................................................................................................34
SCHOOL EXPECTATIONS FROM STUDENTS.................................................................................................................35
STUDENT LEADERSHIP ..................................................................................................................................................36
DRUGS POLICY.................................................................................................................................................................41
ANTI-BULLYING ..............................................................................................................................................................44
POSITIVE BEHAVIOUR FOR LEARNING POLICY ..........................................................................................................45
CONSEQUENCES FOR INAPPROPRIATE BEHAVIOUR ..................................................................................................46
CYCLING AND VEHICLES ................................................................................................................................................48
RELIGIOUS OBSERVANCE...............................................................................................................................................49
CURRICULUM .................................................................................................................................................. 50
INTRODUCTION ...............................................................................................................................................................50
CURRICULUM BREAKDOWN AND THE SUBJECTS TAUGHT/OFFERED .....................................................................50
HOMEWORK.....................................................................................................................................................................54
ASSESSMENT....................................................................................................................................................................55
RECORDING AND REPORTING .......................................................................................................................................62
CURRICULUM BASED SCHOOL TRIPS ...........................................................................................................................63
ACADEMIC HONESTY......................................................................................................................................................64
LIBRARY AND MEDIA CENTRE .....................................................................................................................................66
USE OF THE SCHOOL LIBRARY AND MEDIA CENTRE ..............................................................................................66
ACCEPTABLE USE OF COMPUTERS ..............................................................................................................................67
5
BOARDING ....................................................................................................................................................... 70
INTRODUCTION ...............................................................................................................................................................70
NEW BOARDERS .............................................................................................................................................................70
HOUSE STAFF AND CONTACT DETAILS .......................................................................................................................71
PERSONAL ITEMS AND WHAT TO BRING ...................................................................................................................72
BOARDING AIMS AND OBJECTIVES ..............................................................................................................................75
THE BOARDING RESIDENCES – POLICIES AND PROCEDURES .................................................................................76
HEALTH AND SAFETY.....................................................................................................................................................83
WEEKEND PLANNING ....................................................................................................................................................85
PASTORAL CARE .............................................................................................................................................................86
BULLYING .........................................................................................................................................................................87
HOMESICKNESS ...............................................................................................................................................................88
SPECIAL CIRCUMSTANCES .............................................................................................................................................88
TRAVEL ARRANGEMENTS..............................................................................................................................................89
COMMUNICATION ...........................................................................................................................................................89
CONCERNS AND SUGGESTIONS .....................................................................................................................................89
THE BOARDING ROUTINE .............................................................................................................................................90
WEEKEND TIMINGS........................................................................................................................................................91
6
ADMINISTRATION
INTRODUCTION
The Administration pages have been designed to introduce you to St. Gilgen
International School and make sure that you have all the information you require before
you start at the school. Please read each section carefully. If you have any questions
regarding the admissions process, please contact Vivienne Hambleton,
[email protected]
POLICIES
Numerous policies have been either referred to or shown in part in this handbook.
Should you have any questions regarding the school policies and details outlined in this
section, please contact us.
The full list of updated school policies are available and will be published on the new
school website.
7
REGISTRATION CHECKLIST
At the beginning of term, we will have a Registration in the main school administration
buildings for all new boarders. The timings for students are as follows:
New Boarders
Saturday 31 August 2013 from 14h00
Returning Boarders
Sunday 1st September 2013 from 14h00
All forms must be completed and handed in before students may be left by parents.
Registration documents to be submitted to the school:
Document
Done(
)
Signed contract
Completed medical consent form
Copy of current health insurance policy which is valid in Austria
Copy of passport
Copy of visa (where appropriate)
Raiffeisen bank pocket money account
Euro 2,000 expenses account (for non Austrian/German bank a/c holders)
Language options form
Private musical instrument lessons form
8
CONTACT DETAILS
School Reception
Anita Schleifer
+43 (0)6227 202 59
[email protected]
Business Administration
Elli Pressinger
+43 (0)6227 202 59
[email protected]
Admissions
Vivienne Hambleton
BOARDING RESIDENCES
+43 (0)6227 202 59
[email protected]
Boys’ Residence (Traube)
Warrick Bottrall and Trish Gray
+43 (0)664 88659634
[email protected]
Girls’ Residence (Bachwirt)
Linda Raabe-Marjot and John Marjot
+43 (0)664 88659682
[email protected]
Boys’ Residence (Kendler)
Valerie Cicero
Girls’ Residence (Haus Tirol)
Jeremy and Aleisha House
+43 (0)664 88659635
[email protected]
SCHOOL NURSE
+43 (0)664 88659631
[email protected]
To be confirmed
+43 (0)6227 20259
Dr. Peter Kowatsch
Salzburgerstr. 4, A-5340 St. Gilgen
+43 (0)6227 2307
Dr. med. dent. Lorenz Kohnhauser Schwarzenbrunner Str.3 A-5340 St Gilgen
E-Mail: [email protected]
+43 6227 2 70 63 SCHOOL DOCTOR
SCHOOL RECOMMENDED DENTISTS
Dr. Med. Univ. Bernhard Ritzberger
Aberseestr. 11 a, A-5340 St. Gilgen
Med. Dent.
9
+43 (0)6227 22820
STAFF LIST
Chapman
Michael
Calland-Scoble Steve
Deputy Head
Bennett
Peter
English / Economics
Bold
Paul
Chemistry
Bold
Anne
Headmaster
French
Bottrall
Warwick
Houseparent / Movement and Wellbeing
Bradley
Neil
Head of Mathematics
Campbell
Gordon
Physics
Chang
Wei Wei
Music
Valerie
Houseparent / TOK
Borrero
Bristol
Castillo
Christine
Maia
Maribel
English / Humanities
Librarian
Head of Languages/Spanish
Chumbley
Bart
Davey
Abby
Head of English
Earwood
James
History
Cicero
Disney
Fitzgerald
Thom
Max
Academic Tutor
Theatre Arts/English
Activities Support
Flemming
Declan
Chemistry
Göbel
Ingo
German
Gingl
Gray
Irena
Trish
German
Boarding Support/PE
Gwynne
Neal
Head of Science / Head of Outdoor Education
House
Jeremy
Houseparent / Movement and Wellbeing
House
Hussein
Iwanska
Aleisha
Sarah
Anna
Houseparent / Grade 5
Textiles and Graphic Design
German
10
Keen
Roger
Mathematics
Lamont
Kirsty
Art
Manrai
Kim
English as an Additional Language Coordinator
Marshall
Jim
English
Leo
Marjot
Flora
John
Music
Houseparent / Geography
May
Leaza
Economics
Mendez
Begona
Spanish
Laurence
Activities Coordinator
May
Neil
Neiman
Amanda
Morgan
David
Norfolk
CAS Coordinator
Mathematics
Physics/University Counsellor/Careers
O’Donnell
Krista
Grade 4
Preissler
Eva Maria
German
Patton
Porter
John
Julie
Biology
Movement and Wellbeing
Raabe-Marjot
Linda
Houseparent / German
Seaman
Valerie
History
Toalster
Gwen
Senior Laboratory Technician
Saunders
Taylor
Ben
Diana
Senior Residential Boarding Assistant
Geography
Waitkevich
Kate
Mathematics
Wilson
Caroline
Assistant Librarian
Wildridge
Justin
Head of Creative Arts / Music
Willey
Clare
Grade 6
Albert
Alice
Lab Technician
Woodman
Aspoeck
11
Andrew
Birgit
Head of World Studies / Geography
School Nurse
Hambleton
Vivienne
Headmaster’s Office/Admissions
Schleifer
Anita
Reception
Hirschegger
Eleonore
Steinweisser
Tanja
Weil
Ulrike
Koeck
Manfred
Caretaker
Begovic
Suvad
Facilities
Tischler
Karl
Trimborn
Beinsteiner
Begovic
Arnulf
Peter
IT
Facilities
Emina
Facilities
Weiss
Freidelhelm
Facilities
Stadlmann
Anni
Head of Housekeeping
Hőrack
Andrea
Housekeeping
Eisl
Hőrack
Kuhar
Claudia
Elisabeth
Andrea
Facilities
Housekeeping
Housekeeping
Housekeeping
Mittmannsgruber Heidi
Housekeeping
Paulitsch-Gruenwald Anita
Housekeeping
Schreiner
Housekeeping
Moesenbichler Corinna
Sams
Brigitte
Hannelore
Housekeeping
Housekeeping
12
ACADEMIC YEAR 2013-2014 TERM DATES
Autumn Term 2013
New staff induction – Monday 26 August and Tuesday 27 August 2013
INSET – Middle Leaders Wednesday 28 August 2013
INSET – All Staff Thursday 29 August 2013
INSET- Departmental meetings Friday 30 August 2013
New Boarders – Saturday 31 August 2013 (arrival time 1400-1700hrs)
Returning Boarders – Sunday 1 September 2013 (arrival time 1500-1700hrs)
First day of Autumn Term – Monday 2 September 2013
Autumn Half Term - Commencing Saturday 26 October 2013, returning on Sunday 3 November 2013
Last day of Autumn Term – Lunchtime, Friday 13 December 2013
Winter Term 2014
Monday 6 January 2014 boarders’ arrival time 1500-1700hrs
Tuesday 7 January 2014 First day of Winter Term
Winter Half Term - Commencing Saturday 8 February 2014, returning on Sunday 16 February 2014
Last Day of Winter Term – Thursday 27 March 2014
Summer Term 2014
Monday 21 April boarders’ arrival time 1500-1700hrs
Tuesday 22 April First day of Summer Term
International Day – Thursday 1 May 2014
Public Holiday Thursday 29 May Christi Himmelfahrt
Long EXEAT – Saturday 7 June 2014 – Monday 9 June 2014 (Pfingsten 3 day weekend)
Long EXEAT – Thursday 19 June – Sunday 22 June 2014
Annual Prize Giving – Friday 27 June 2014. A whole school event, attendance is compulsory.
Start of Summer Holidays. All boarders depart.
13
SCHOOL CALENDAR
Please refer to the School Calendar shown on the following page. Any additions to this
will appear on the webpage. The details of the calendar events will be distributed in due
course through the mediums of emails and the webpage. Details of curriculum trips that
involve specific groups of students will be relayed directly to the relevant students and
parents.
Whole School Events (shown in purple on the calendar)
These events are compulsory for all students. Even if students are not involved directly,
there is an expectation that support is given as attendance is mandatory.
Exeat Weekends (shown in yellow on the calendar)
These will be organised and supervised by the Boarding Team. Students are strongly
encouraged to go home if they can but those who stay at school over an Exeat will have a
range of activities available to them. Exeat weekends start at the end of the activity
afternoon.
14
15
1111
1212
13
11 11
12 12
13
18
19
20
18
19
20
30
29
School Event
Exeat
School Event
30
28 29
Exeat
Exeat
31
30
31
29
30
2829
2728
2627 Public Holiday
26 27
27 28
2526
25 26
Exeat
23
24
22
23
21
22
20
21
20
19
19
18
18
17
17
16
16
15
30
29
30
29
28
28
27
27
26
Exeat Weekend
Exeat Weekend
Exeat
31
30
29
31
30
29
28
28
27
27
26
24
25
2425
24 25
23
24
14
15
14
13
13
12
12
11
11
10
10
9
8
7
6
6
5
5
4
4
3
3
2
2
1
1
25
26
2324
23 24
22
23
Exeat
Exeat
Exeat
Exeat
Public Holiday
Public Holiday
14
24
25
23
24
22
23
21
22
20
21
20
19
19
18
18
17
17
16
16
15
15
14
13
13
12
12
11
11
10
10
99
88
77
66
55
44
3
3
2
2
1
1
31
30
29
31
30
29
28
28
27
Public Holiday 27
26
PublicHoliday
Holiday 26
Public
25
Public Holiday
End of Term
End of Term
Public
PublicHoliday
Holiday
Exeat
Exeat
December
December
24
25
2223
22 23
21
22
21
20
20
19
19
18
18
17
17
16
16
15
15
14
14
13
13
12
12
11
11
10
10
99
88
77
66
55
44
33
2
2
1
1
November
November
Half Term
Public
Holiday 25
26
2122
Half Term
Service Day
Service Day
21 22
20
19
18
21
Exeat
17
17
16
17
15
15
14
16
Exeat
16
15
14
Exeat
Exeat
Exeat
Exeat
21
20
19
18
17
16
15
14
Exeat
1010
10 10
Exeat
99
9 9
14
88
8 8
13
77
7 7
Exeat
66
6 6
13
55
5 5
2
44
2
1
4 4
Term Starts
Term Starts
1
33
2
1
October
October
3 3
2
1
September
September
School Calendar 2013-14
School Calendar 2013-14
2
1
School Holiday
School Holiday
Exeat
Exeat
Exeat
Exeat
Term Starts
Term
Starts
14
28
2827
2726
2625
2524
2423
2322
2221
20
21
20
19
19
18
18
17
17
16
16
15
15
14
13
13
1212
1111
1010
9 9
8 8
7 7
20
19
18
17
16
15
14
13
20
19
18
31
30
Public Holiday
Public Holiday
31
30
29
29 28
30
30
29
29 28
Term Ends 28 27
27 26
27 26 Term Ends
28 27
26 25
25 24
24 23
23 22
31
30
Exeat
Exeat
Exeat
Exeat
9
8
7
6
5
4
3
2
31
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
30
Public Holiday
Term Start/ End
Term Start/ End
30
29
1
The Dare
The Dare10
28
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
Public Holiday
1
Public
Holiday
May May
28 27
Public Holiday
29
27
26
25
24
23
22
Term Starts
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Public Holiday
Public Holiday
17
16
15
14
13
22 21 Term Starts
21
20
19
18
17
16
15
14
13
12 12
11 11
10 10
9
8
7
6
5
4
3
2
1
April
April
26 25
25 24
24 23
23 22
22 21
21
20
19
18
17
16
15
14
13
12 12
11 11
8
9
Exeat
Exeat
7
6
5
4
3
2
1
Exeat
Exeat
March
March
10 10
9 9
8 8
7 7
6 6
4 4
5 5
Term
HalfHalf Term
2
1
3
3
2
1
5 5
4 4
3
3
2
1
February
February
PublicHoliday
Holiday
Public
6 6
Public Holiday
Public Holiday
January
January
June
Exeat
30
29
28
27
Prize Giving
Prize Giving
26
25
24
23
22
21 Exeat Exeat
20 Exeat Exeat
Public Holiday
19 Exeat
18
Public Holiday
17
16
15
14
13
12
11
10
9 Exeat Exeat
Public
Holiday
Public Holiday
8
7 Exeat Exeat
6
5
4
3
2
1
June
Sunday 1st September: Returning Boarders
Sunday 1st September: Returning Boarders
Saturday 31st August: New Boarders Arrive.
Saturday 31st August: New Boarders Arrive.
ANNUAL SCHOOL CALENDAR 2013 / 2014
THE DAILY SCHOOL ROUTINE
Period 1
08:10
09:05
Morning break
10:05
10:25
Period 4
11:25
12:20
Period 2
Period 3
09:10
10:25
10:05
11:20
Lunch* / Period 5
12:20
13:20
Period 7
14:20
15:15
Lunch* / Period 6
Period 8
Afternoon break
Activities Programme
13:20
15:20
16:15
16:45
14:15
16:15
16:45
18:00
*Lunch
Grades 4 – 9 have lunch during Period 5.
Grades 10 – 12 have lunch during Period 6.
On Friday the formal timetable finishes as follows :
Grades 4 – 9 : finish at 12:20 (Period 4)
Grades 10, 11 and 12 : finish at 13:20 (Period 5)
The afternoon activity programme starts after lunch.
On Tuesday there is scheduled mentor tutor time in place of period 1. This time will also
be used for Assembly.
16
GUARDIANSHIP FOR STUDENTS
Parents who do not reside in Austria, or who may be abroad for a period of time on
business or holiday and who have children in boarding schools, are legally required to
appoint a guardian. This person must be available at all times to act on their behalf and
respond to the needs of both the child and of the school. This is someone with whom the
student can stay during certain Exeat weekends, half term holidays and similar events
and provide the necessary support, and who would be able to act in case of an
emergency.
Some students have relatives/family friends in Austria to take on this responsibility.
However, other overseas students will have no suitable contacts in Austria and will need
to nominate a local guardian.
VISA REQUIREMENTS
Parents of students without an E.U. passport are responsible for arranging their own
educational visa through their nearest Austrian Embassy. Please consider that this
process may take in excess of two months – depending on nationality.
You will need to be in possession of the following documents:
signed contract and power of attorney
proof that the fees are paid
copy of a valid health insurance policy in Austria
valid passport
birth certificate
Photographs according to EU guidelines
17
SCHOOL ATTENDANCE AND LEAVE OF ABSENCE
Expectation
The school expects students to maintain a high attendance level throughout the year;
above 97% is considered good attendance. There is a direct correlation between lower
attendance and lower attainment. In cases where attendance drops below 95%, parents
will be notified. Where attendance drops below 90% (the equivalent of nearly 20 school
days missed), the school may ask to meet with parents to identify the reasons why so
much time has been missed.
Leave of absence
As a boarding school, we have extended holidays to allow students to spend time away
from school and catch up with family and friends. These dates are published to the
school community by October a year in advance. It is the expectation of the school that
during school days, all students are at school. The school recognises that it is difficult to
schedule all out of school commitments during holiday time, but requests that parents
make every effort to avoid planning events during term time to avoid the disruption to
learning. A formal request to the relevant Mentor Tutor and House Parent should be
made for absences that impact on formal school days.
Permission will be granted in truly exceptional and pre-authorised circumstances only.
18
HEALTHCARE POLICY
This policy describes the provision of Healthcare available for students at St. Gilgen
International School.
StGIS recognises that pupils may suffer from medical conditions that may affect their
schooling and encourages and supports all students to achieve their full potential in all
aspects of school life regardless of illness or disability.
Parents are encouraged to contact the School Nurse to discuss their child’s health.
This policy is underpinned by best practice standards of the National Minimum
Standards for Boarding Schools (UK Department of Health 2002), The Code: Standards
of conduct, performance and ethics for nurses and midwives (UK Nursing and Midwifery
Council (2008) and Seeking consent: working with children (UK Department of Health
2001) .
Application
This policy applies to all members of the StGIS school community; staff, students and
parents.
Documentation required prior to entry
Parents are expected to provide detailed information regarding their child’s health.
Prior to commencing at StGIS the following documents must be returned completed:
Medical Forms
Part 1: Medical History and Part 2: Consent for Treatment
Parents have the prime responsibility regarding their child’s health and must provide a
full medical history including past and current medical problems, treatment,
vaccinations and allergies.
Vaccination cards
It is expected that students are up to date with usual childhood vaccination as per the
home country’s requirements or international best practice. Where this differs from the
schedule issued by the Bundesministerium für Gesundheit advice from the School
Doctor will be sought. Please provide the original or full copy.
Medical Room/School Nurse
The School Medical Room is run by two qualified Nurses.
Opening hours
The School Nurses are available Monday – Friday 0800-1200. The School Nurses live
locally and can also be contacted outside of these hours by House staff.
19
Referral to School Nurse
Students may self-refer to the School Nurse but must always make Reception aware of
their whereabouts.
Boarding Students
Boarding students that feel unwell are referred to the School Nurse in the morning for
assessment and advice. This usually takes place in the Medical Room but a visit to the
Boarding House can be made if required. During afternoons students who are unwell
must report to Reception who will contact a member of the Senior Leadership Team for
advice. Boarding students who feel unwell between the hours of 1700 and 0800 are the
responsibility of the House Staff (who are first aid qualified).
Day Students
Day students that are unwell in the morning should not be brought into school. If a day
student becomes unwell during the day the School Nurse will assess and advise. Parents
will be contacted to collect their child if required.
School Doctor and other Healthcare providers
School Doctor
All boarders are registered with the School Doctor, Dr P. Kowatsch for the provision of
general medical care. Female students may see a female doctor upon request though
this may not be possible if an urgent appointment is required. Dr Kowatsch is available
for ‘home’ visits to the Boarding Houses. There is provision for ‘out of hours’ Doctor
cover and Dr Stangl, a local Doctor, is contacted when Dr Kowatsch is unavailable.
The School Nurse meets regularly with the School Doctor to review specific students and
for professional guidance.
Dentist
If dental treatment is required students are referred to the local dentist Dr A. Steinmetz.
It is expected that routine treatment be carried out during school holidays or exeats so
as not to interfere with lessons wherever possible.
Hospitals
Three main hospitals are used for urgent or emergency care: the Landeskrankenhaus
Bad Ischl, the Landeskrankenhaus Salzburg, and the Unfall Krankenhaus Salzburg. The
decision to attend which hospital is made by the referrer (School Nurse, School Doctor
or other member of staff responsible for the student).
20
Counselling or other emotional/ psychological support
Students may be referred for counselling or other therapy following an assessment by
the School Nurse or School Doctor. The School has an established link with the
Hildegardzentrum in Winkl but other specialists will be referred to depending on need
and expertise. The School can also access Educational Psychologists if required. It is
usual but not a requirement that parents’ consent to this type of assessment and any
subsequent treatment. Parents are expected to pay for treatment.
Appointments
Students will be escorted to medical or dental appointments by a member of staff of the
same sex. If a taxi is required, a trusted local firm is used and fees will usually be charged
to the parents. It is usual, especially for younger students, for the member of staff to
accompany the students during their assessment and treatment, unless the student
expresses otherwise. Senior students may be unaccompanied depending on the nature
of their health need and their level of maturity; this will be decided on an individual
basis.
Pharmacy
The pharmacy in St. Gilgen is used for obtaining prescribed medicines and the School’s
Homely Remedy stock. The pharmacy will not dispense medication unless a member of
staff is present to ensure the instructions are understood. Senior students may be able to
attend independently, depending on level of maturity and nature of healthcare problem.
Consent
Consent is the agreement for a healthcare professional to provide treatment or care and
may be indicated non-verbally, orally or in a written format. A student has the right to
consent to or to refuse medical/dental or nursing treatment. This is based on
‘competency’ and not age. The student must be competent to take the particular
decision about treatment; have received sufficient information to take the decision,
understand the nature of the treatment as well as the consequences of refusal and not be
acting under duress. Parental consent is required where students are deemed ‘not
competent’, unless it is an emergency. It is the School’s practice to involve the parents
unless the student asks specifically not to involve them (see below on Confidentiality). It
is beyond the context of this policy to describe the complex medico-legal situations
where refusal to consent may be overruled.
Part 2 of the Medical form requires written Parent Consent for the provision of
healthcare (including School Nurse care, General medical Care, Emergency Dental,
Administering First Aid), and Administering Homely remedies and Emergency Care
(including anaesthetic in the absence of parent). This serves as a record and is taken on
overseas trips and visits where parent contact in an emergency may be more difficult.
21
Confidentiality
In accordance with professional obligations, medical information about students,
regardless of their age, will remain confidential. However, in providing medical and
nursing care for a student, it is recognised that on occasions the doctor or nurse may
liaise with the Headmaster, other staff, House staff and parents/guardians, and that
information [with the student’s prior consent] may be passed on as necessary. With all
medical and nursing matters, the doctor and nurse will respect a student’s confidence
except on the very rare occasions when, having failed to persuade that student, or his or
her authorised representative, to give consent to divulgence, the doctor or nurse
considers that it is in the student’s better interests or necessary for the protection of the
wider school community, to breach confidence and pass information to a relevant
person or body (Boarding Schools Association 2005).
Payment for Healthcare/medical care
Students from Austria can use their E card, whilst students from within the EU may use
their European Health Insurance Card (EHIC) for obtaining medical care (some services
require payment, parents are advised to check the detail from the issuing country).
Students from outside the EU must have private medical and dental insurance. All
students must have travel insurance if expecting to attend school trips.
Records and Documentation
Student medical records are stored securely in the Medical Room, which remains locked
when not in use. Electronic information is stored on the appropriate School networks
where access is limited. Boarding House Staff securely store relevant medical
information regarding their students in each House. The Medicines Policy details the
various documents that are required to ensure the safe management of medicines.
Tick Borne Encephalitis (TBE/ FSME)
It is advised that students are vaccinated against the rare disease transmitted by ticks
(Zecken) – Tick Borne Encephalitis. Consent is asked in Part 2 of the Medical Form
Consent for Treatment. Further information can be found at www.tbe-info.com and
www.zecken.at.
Infection Control
Parents will be contacted if advice from the School Doctor, the Austrian
Bundesministerium fur Gesundheit or the World Health Organisation recommends
vaccinations (e.g. pandemic flu).
Management of more common outbreaks, such as diarrhoea and vomiting will follow
best practice procedures in terms of isolating boarding students.
Students with
diarrhoea and/or vomiting must be symptom free for 48 hours before returning to
School. Please refer to Infection Control policy for further information.
22
Educational Trips and Visits (and Activities)
The School Nurse issues the Trip Leader with relevant medical information (including
insurance and emergency contact details). Students will not be able to participate in
Trips and Visits (or Activities) if Part 1 and 2 of the Medical Forms are not completed.
The School Doctor will advise as necessary on travel health requirements for overseas
visits; it is mandatory that tetanus, diphtheria and polio vaccinations are up to date.
MEDICINES POLICY
(Please note internal StGIS forms are referred to; they are contained within the full Policy
and are not included this handbook)
Policy Purpose
This policy is intended to ensure that all students attending StGIS experience a
consistent safe approach in medicines management. Underpinning this policy is a
commitment to the right of the student having their privacy and dignity protected at all
times.
Students attending StGIS may have previously been diagnosed with a particular illness
or condition that requires medication, or may be diagnosed during their time at the
School. Students may also require the administration of over the counter medicines
when suffering from more common complaints.
Roles and responsibilities
Over-the-counter medicines
These are medicines which do not require a prescription from the doctor.
Supply - The School Nurse will arrange the purchase of any such medicines from the
local pharmacy and issue to the Boarding Houses, together with relevant paperwork.
Appendix 3 shows issued stock levels. House Parents are responsible for informing the
School Nurse when re-ordering of stock is necessary.
Storage - The Homely Remedy pack will be kept in a locked cupboard in each House and
access is by the House Parent. A pack will be kept in the Medical Room for use by the
School Nurse and delegated others during the School Day. The Trip / Activity packs will
be held in the Medical Room and signed out to leaders as required.
Administration - House Parents will refer to the Homely Remedy Guidance (Appendix
4) and subsequent Reports showing consent status for Homely Remedies and
Allergies/Condition (Appendices 5 and 6) prior to administering a medicine.
Administration to students will be private.
Cost - Homely Remedies will be provided free for 24 hours, if they are still required after
this period students will be charged by the School for the cost of the medication.
23
Record Keeping - Actions will be documented on the Administration of Homely
Remedies form (Appendix 7)
Disposal - The School Nurse will dispose of expired homely remedies by returning to
the pharmacy.
Prescribed Medication
Supply - Prescribed Medicines enter the school via two routes: Student/Parent from
home or the School Doctor and onward medical referrals. Students must make House
Parent/ School Nurse aware of medications. Upon receipt or knowledge of medicines
the Medication Record (Appendix 8) is completed.
Storage - All medicines must be in their original container, labeled for the student, with
full instructions and patient information leaflet.
A self medication risk assessment will be undertaken by the School Nurse. Prescribed
medicines such as asthma inhalers, epi-pen, other immediate relievers, and those for
chronic disease management remain with student at all times. The assessment will
ensure the student has the skills to safely manage their own medication (Appendix 9).
For other prescribed medicines, the assessment will determine the storage and
administration practice. Students are encouraged to take responsibility for their own
medicines and will be supported to this end. It is usual that changes in medication
regimes are confirmed by the prescribing doctor in writing.
Students have facilities in their rooms to safely store medicines. For younger students,
House Parents may adopt a practice that all temporary prescribed medications (e.g.
antibiotics) are stored and administered by the House Parents. Medicines will be kept
in a locked cupboard in each House and access is by the House Parent. The Medical
Room has facilities to safely store medicines if appropriate.
Individual consideration will be given when medicines that require more specialised
management e.g. storage within a limited temperature range; a process of management
that is satisfactory to student, parent and School will be achieved. This will include
management on school trips.
Spares of emergency medication such as asthma inhalers and epi-pens will be requested
from parents and stored in the Medical Room for day students and Boarding Houses for
Boarders or in possession of Trip Leaders.
Administration - Administration of medicines will be private. Tablets must be
swallowed in front of the administering staff. StGIS will train identified staff to deliver
emergency medication such as epi-pens.
Record Keeping - Medications administered will be recorded on the Medication
Administration form (Appendix 10).
24
Controlled Drugs
Management of Controlled Drugs will be the same as for Prescribed Medication but with
the following additional elements.
Self-administration of controlled drugs is not appropriate for several reasons:
Students who require controlled drugs often require them for disabilities that affect
their learning, memory and organisational skills. These medicines have a value related
to their ‘recreational’ use making them high risk for misuse, sale to others and theft.
Controlled drugs have serious side effects, both physical and psychiatric.
(Schwab & Gelfman, 2005)
It may be appropriate for a second member of staff to witness the administration; this
will be decided on an individual basis. Students will be expected to meet regularly with
the School Nurse to discuss on-going management.
Students’ own non-prescribed medicines
Students are not allowed to bring in non-prescribed ‘over the counter’ medicines to
school; it compromises the ability of StGIS staff to safely care for students, particularly
limiting the administration of homely remedies. It represents a risk to all students if
quantities of medicines are stored in bedrooms.
Laws regarding medicines that are available to buy without a prescription differ in
individual countries. StGIS and its staff are bound by Austrian Law and this extends to
the safe management of medicines. Medicines that have been obtained over the internet
without a valid prescription are not to be brought into school.
In the unlikely event of the School Nurse or School Doctor advising a medicine is unsafe;
the Headmaster reserves the right to remove medication from a student. Medicines
remain the property of the student and will be, subject to parental consent, either
returned to the student / parent at the end of term or disposed of.
Complementary and alternative therapies
Qualified Healthcare professionals must have successfully undertaken training and be
competent to practice the administration of complementary and alternative therapies
(NMC 2010).
Without this, knowledge of the safe range of dosage in children,
indications, contraindications, and potential side effects is not known. All medicines –
herbal or otherwise have the potential to have adverse effects and can also interact with
other types of medicinal products and laboratory tests (MHRA 2010). Laws in some
countries limit prescribing of these types of therapies or medicines to qualified medical
doctors, but in other countries they are more freely available (Homeopathy Europe
2010). Requirements differ across countries regarding the labelling and packaging of
complementary and alternative therapies.
25
For the reasons stated above it is in the interest of student wellbeing that students are
prohibited from bringing complementary and alternative therapies (including
homeopathic medicines) to school unless prescribed by a medical doctor. A copy of the
prescription must accompany the medicine.
Students administering their own complementary medicines will not be administered
any homely remedies until further advice is sought from School Nurse or School Doctor.
StGIS will request parents take their child home if they cannot be cared for in the
manner advised by the School Nurse or School Doctor; for example if a student / parent
does not accept conventional medical treatment such as fever lowering medication, or
antibiotics.
Student participation in activities or trips will be reviewed if the use of ‘conventional’
medicine and homely remedies is limited.
26
FOOD AND NUTRITION
All students are expected to attend meals. All students eat lunch in local village
restaurants. Food is both nutritious and seasonal, and ingredients are locally sourced
where possible. Boarders have breakfast and evening meals in the Residences.
If students require a vegetarian (or other special diet) the school should be
informed in writing by parents.
A typical weekly meal plan is shown below:
Meal lan for forPWeek
30 Week 30
Meal Plan
Monday66th
Monday th PPost
ost
B
r
e
a
k
f
a
s
t
L
u
n
c
h
D
i
n
n
e
r
Tuesday
7th7Post
8th WAG
Thursday
9th WAG 9Friday
10th WAG
Saturday
Sunday11th 12thW
WAG
Wednesday
Tuesday th Post
Wednesday 8th WAG Thursday th WAG
Friday 10th W11th
AG WAG
Saturday AG
B
r
e
a
k
f
a
s
t
Ham, cheese,
Pancakes, jam,
Bread rolls,
bread, jam,
Porridge,
Cereals,
Bread rolls,
Pancakes,
jam,
yoghurt,
eggs,
cheese,
yoghurt,
cereals, freshPorridge,
muesli,Cereals,
jam,
Rolls, ham,
Cereal, milk,
yoghurt,
cereal,
bread,eggs,
jam, cheese,
Cereal,
milk, cheese,
Rolls,juice,
ham, yogurt,
muesli,
cereal,
fruit, hotcereals, fresh
fruit, jam,
hot chocolate,
hot chocolate, cereal,
fresh fruit,
bread,chocolate
jam,
hot chocolate,
andfruit, hot
hot
chocolate
yogurt
hotfruit,
chocolate,
cheese,
juice,hot chocolate,
yogurt, fruit,juice, hot
juice, fruit hot chocolate,
fresh
fruit,
juice, fruit
fruit juice
juicechocolate,
fruit, yogurt
hot chocolate hot
chocolate and
chocolate
L
u
n
c
h
Soup with
Profiteroles
Vegetable
Mushroom
soup
*** with Garlic Soup
Broccoli soup
Soup
Zuchinisoup
soup
Veal
meat
***
***
***
Profiteroles
Vegetable
***
***
Mushroom
patties with Chickenbreast Pork stake with Fish with root
Baked fish with
Tortelloni with Noodles with a
***
Garlic
Soup
Broccoli
soup
soup
mashed
potatoes and a vegtable rice vegetables and
soup
rice
and
tomato
souce Zuchinisoup
pesto
***
*** risotto
***
Veal meat
potatoes
and
vegetables
***
***
***
vegetables
***
Pork
patties
Chickenbreast
peas with
Jogurt
withstake with
***
*** Fish with root
chocolate cake
*** with
Baked fish
Tortelloni with
Cake
***
a vegtableSchokolate
rice vegetables and
mashed
potatoes
and Fruit
Jogurt
cream
rice and
tomato souce
dessert
Kaiserschamrr'
vegetables
***
potatoes and
risotto
***
vegetables
n
D
i
n
n
e
r
juice, hot
chocolate
juice
fruit juice
***
peas
Jogurt with
***
***
Fruit
Cake
Schokolate
dessert
Kaiserschamrr'
Chicken wings, Asianoodles,
n
Spaghetti Aiolo Fried rice with Gnocci with
***
Jogurt cream
and Cabonara
vegetables
pesto
wedges and
vegetables
tufo and
vegetables
M-Place
juice, fruit
Spaghetti Aiolo Fried rice with
and Cabonara
vegetables
Gnocci with
pesto
Ham, cheese,
bread, jam,
yoghurt,
cereal,
hot chocolate,
juice, fruit
Noodles with a
pesto
Vegetable
chocolate
cake
cream soup
***
Veal with a
cream souce,
rosti and
broccoli
***
Chicken wings, Asianoodles,
wedges and
tufo and
vegetables
vegetables
Sunday 12th WAG
Chocolate
mousse
M-Place
Vegetable
cream soup
***
Veal with a
cream souce,
rosti and
broccoli
***
Chocolate
mousse
27
SCHOOL UNIFORM, DRESS CODE AND UNIFORM SHOP
At StGIS we believe in the importance of high standards of school uniform as a means of
encouraging students to feel a sense of pride and purpose. High standards of uniform
contribute to the ethos of the school and it is the responsibility of all students and
members of staff to ensure that students are correctly dressed and look smart and
formal at all times. Full details of school uniform are sent to all parents/guardians when
their child is admitted to the school.
The School’s own uniform shop is located within the village. Students will be able to
purchase ALL items of school uniform; Summer, Winter and Sports, including overcoats,
scarves, tights, socks and even shoes. Uniform fitting and purchase is a simple process
that can be fully undertaken at the school.
The only school uniform items of clothing to be worn by students are those which are
purchased from the uniform shop. This will ensure that every student is wearing similar
clothing, that the appearance of the students is ‘uniform’ and that replacement items
will always be available. Students will not be permitted to wear non school issued
uniform clothing for this reason.
The school uniform shop is open by arrangement before the start of each term for new
boarders and day students joining the school. Parents wishing to visit the shop should
contact the school in advance of their visit to arrange a mutually convenient
appointment.
The school uniform shop will also be open during school term to enable students to
purchase additional items if they wish.
28
The basic uniform is as follows, including required quantities of each uniform item:
GIRLS
(ALL ITEMS ARE SCHOOL-SUPPLIED VIA THE UNIFROM SHOP)
1
2
2
6
2
1
1
School blazer
Summer skirt
Winter skirt (long lined)
White school shirt (long sleeved)
School navy blue v-neck jersey
Dirndl (optional - summer)
Dirndl blouse(optional - summer)
3
3
Pairs navy blue tights (winter)
Pairs navy blue tights (summer)
1
1
1
1
Pair school shoes (brown – school selected)
Pair navy school gloves
School winter scarf (school colours)
School overcoat (school selected)
Sport:
(ALL SPORT ITEMS ARE SCHOOL BRANDED AND SUPPLIED VIA THE UNIFORM SHOP)
1
1
1
3
2
2
2
2
1
School stadium trousers
School smock top jacket
School fleece
School performance T-Shirt
School shorts
School ‘Scort’ (combined skirt with short lining) (optional)
Pairs school short sport socks
Pairs school long sport socks
Pair indoor trainers (student supplied)
MAKE UP AND JEWELLERY
Excessive make up and coloured nail varnish are not allowed. Jewellery should be
minimal and tasteful: earrings should be studs only; rings, necklaces or bracelets which
are discrete are permissible, but only one item of each at a time.
29
BOYS
(ALL ITEMS SCHOOL-SUPPLIED VIA THE UNIFORM SHOP)
1
2
2
6
2
2
2
1
1
School blazer
School trousers
School shorts
White school shirt (long sleeved – double cuff)
School cuff links
School tie
School navy blue sweater vest
School brown belt
Lederhosen (traditional shorts)(optional - summer)
4
4
Pairs navy blue socks (winter)
Pairs navy blue socks (summer)
1
1
1
1
Pair school shoes (brown – school selected)
Pair navy school gloves
School winter scarf (school colours)
School overcoat (school selected)
Sport:
(ALL SPORT ITEMS ARE SCHOOL BRANDED AND SUPPLIED VIA THE UNIFORM SHOP)
1
1
1
3
2
2
2
1
School stadium trousers
School smock top jacket
School fleece
School performance T-Shirt
School shorts
Pairs school short sport socks
Pairs school long sport socks
Pair indoor trainers (student supplied)
Note: Extremes of hairstyle are not permitted.
30
All Students:
Plain black boots and other forms of outdoor footwear are allowed to be worn to and
from school in the wet/snow, but the expectations are that these are changed into
indoor shoes upon arrival at school. Indoor shoes are kept at school.
The official school overcoat, scarf and gloves are allowed to be worn to and from school
in cold weather.
Please note the following:
•
•
•
•
•
•
•
School uniform is required to be worn until the day’s activities are completed
(18h00). Students may change into their PE kit or any item of school clothing if
they wish after formal teaching has ended. Clothing should not be a mixture of
informal and formal . “Specialist” clothing for activities such as skiing is
permissible.
Students may wear their own clothes during their free afternoons, in the
evenings and on the weekends unless the school specifies a special event.
Blazers are a compulsory item of school uniform and should be worn to school
every day.
Loden jackets and cardigans are not part of the school uniform; the school blazer
is to be worn with lederhosen and dirndls.
Where conditions are hot in classrooms, ask your teachers for permission to
loosen or remove your ties; once class is over, please put your ties back on / retighten your ties. You do not need to ask permission to remove your blazers.
You may also remove your blazer in the classroom whilst retaining a jersey or
pullover; however, after class, please put your blazer back on or remove your
pullover or jersey.
Shoes not sandals need to be worn over the summer months. Sandals are not part
of the school uniform.
SCHOOL COATS
A formal winter overcoat in navy with the school crest will be available for purchase
from the school uniform shop prior to winter. No other overcoats will be permitted to
be worn by students when they are wearing their formal school uniform – no ski jackets
or other coats please.
Skiing:
During the winter term you will also need:
•
•
•
•
•
Warm skiing clothing, to include ski jacket and trousers
Warm ski gloves
Ski socks
Goggles
Ski helmet
You will also require skis, poles and boots, but there is the option to rent these items
from a local supplier in St. Gilgen.
31
FIRE AND EMERGENCY ARRANGEMENTS
Every Classroom and Residence has a detailed evacuation plan. Students must
familiarise themselves with all procedures. In addition, they should always be sensible
when using electrical appliances and remember to switch off as many appliances as
possible during the day and at night. Regular practice drills will take place.
FIRE INSTRUCTIONS
Anyone discovering a fire will:
a.
SHOUT “FIRE, FIRE, FIRE”
c.
TELL THE NEAREST TEACHER OR ADULT
b.
PRESS THE ALARM BELL – if fitted in the building
THE NEAREST TEACHER OR STAFF MEMBER WILL:
a.
b.
Instruct all students and staff to leave the building, on way out check all rooms
are clear and close doors. Follow students from the building to the Assembly
Point.
If the Alarm has been triggered, the Fire Brigade is already notified. If the Alarm
has not been set off dial 122 and inform Reception.
ON HEARING THE ALARM STUDENTS SHOULD:
a.
b.
c.
d.
e.
EVACUATE THE BUILDING VIA THE NEAREST MARKED ESCAPE ROUTE,
QUIETLY AT WALKING PACE, CLOSING DOORS BEHIND YOU
NOT STOP TO COLLECT PERSONAL POSSESSIONS
ASSEMBLE AS INSTRUCTED AT THE DESIGNATED ASSEMBLY POINT
AWAIT ROLL CALL BY A MEMBER OF STAFF
NOT DISPERSE UNTIL INSTRUCTED TO DO SO.
ASSEMBLY POINT
Campus Assembly Point is by the Boathouse Gate. Students and Teachers assemble by
Mentor Tutor Group. For evacuation of the Ratz Residence the Assembly Point is in
front of the Swimming Pool entrance.
At the Assembly Point a roll call of all students and staff will be made and any
unaccounted names will be sent by the person responsible via mobile or in person to the
Headmaster. Staff should not allow anyone to disperse until instructed by the
Headmaster.
32
PHOTOGRAPHS AND SCHOOL PUBLICATIONS
It is the policy of St. Gilgen International School to celebrate the multiple achievements
of our students, both within the classroom and within the wider range of activities of the
school. A key component of this is taking photographs of students and celebrating their
success on the school website, in newsletters and other school publications. We
produce a termly publication entitled ‘Lakeside’ that captures many of the wonderful
events happening in and around the School.
Our assumption is that this strategy is supported by parents unless we are expressly
informed to the contrary. Any parents who do not wish photographs of their child
to be used in this way are asked to write to the Headmaster expressing this view
before the start of each new Academic Year.
COMMUNICATIONS
We use the following systems to relay information to parents:
Email from Administration, Teacher, Mentor Tutor, House parent - When a quick
response is required or information is needed by parents within a few days.
Website – to inform of forthcoming events with an up to date home page reporting on
current events that have taken place (launching our new website in September 2013).
The website also shows the school policies and general information.
Newsletter ‘Lakeside’ - summary of termly activities.
Information Management System – this has a parent portal that can be used by
parents to access school related information.
Please see section on Recording and Reporting in Curriculum pages for detailed
explanations on academic progress and reports.
33
MENTOR TUTORING
Each student is assigned to a tutor, a faculty member, who meets regularly with their
group of up to ten students. Tutors get to know their tutees very well, monitoring their
academic, co-curricular, social and physical development – usually throughout their
schooling.
Tutors also meet their tutees each Tuesday morning at 08h10. A tutor group will
include students from a variety of Grades.
Most importantly, students and their Mentor Tutor agree and set regular targets
ensuring that students get the best from the many opportunities provided by the school.
Mentor Tutors are always available to parents by email.
HOUSES
Our Boarding Houses are aligned vertically, in order to create four equal sized
residences; two for boys and two for girls, all housing students from Grade 4 through to
Grade 12.
All students, be they a boarder or day student, belong to a House, as does every member
of staff.
This vertical system creates a remarkable environment and allows every boarder the
best opportunity to grow and develop. It will provide each boarding student with the
highest quality boarding experience possible. Younger students will learn from and
aspire to be like the older students that they live with and, in return, older students will
gain genuine responsibility for all of the boarders in their House, especially the younger
ones. House values will be based on traditional family values, where everyone shares a
common goal and everyone looks after each other. Also, when a boarding student joins
the school, they will know where they will live for the rest of their time at St. Gilgen,
providing each student with security and stability.
Friendly competition between houses will be important in the development of the
individual identities and characters of each House. Inter House competitions are wideranging and are spread throughout the academic year. They will give every student the
opportunity to take part and represent their House.
34
SCHOOL EXPECTATIONS FROM STUDENTS
An important part of education is to lead students to take personal responsibility.
Students and Faculty live together in a small community and the school needs to be a
safe place in which consideration, respect for others and an awareness of the effects of
our actions guide essential agreements and rules. These Essential Agreements are
reviewed annually, but are set by the Headmaster:
APPEARANCE
ATTENDANCE
BOUNDS
CONDUCT
DRESS
GENERAL
PERSONAL
PROPERTY
SPORT
Students should always act as school ambassadors, with their
appearance reflecting this role.
Students should be punctual and must attend all lessons and other
school events. Unforeseen absence must be satisfactorily explained
by a student’s parents, the boarding Housemaster/mistress or
doctor. Requests for special absence (an Exceptional Exeat) should
be made in advance to the Headmaster.
The Bundesstraße, the lake shore and the St. Gilgen village
boundary mark the bounds of the ‘school campus’.
Students are expected to show tolerance and respect at all times.
Students must behave in an orderly manner in St. Gilgen, during
school activities and when travelling to and from the school.
Inappropriate contact between students is not allowed.
School uniform, in its entirety, must be worn by all students during
school hours and at designated events (guidance issued
previously).
Any action which offends against common sense or good manners
is a breach of School Expectations.
All possessions should be clearly marked with the owner’s name.
Mobile phones may be brought to school, but must be switched off
during all formal school commitments. Students must safeguard
their personal possessions; the school is not responsible for the loss
of valuables. Items deemed to be offensive or dangerous, such as
guns, knives and laser pens, must not be brought to school.
The published regulations concerning safety on the games field,
around the lake, and in the Sports Hall, must be observed at all
times. When at school, students may only swim in the lake with
Staff supervision.
SUBSTANCE ABUSE Students are not allowed to be in possession of illegal drugs,
cigarettes or alcoholic drinks (see policy for further guidance).
35
STUDENT LEADERSHIP
A. Head and Deputy Head Prefect and School Prefects
St Gilgen International School aims to develop young people with healthy minds, bodies
and spirits who live out Plato’s Cardinal Virtues of Prudence, Justice, Temperance and
Fortitude. The school is passionate about excellence in every respect, including
academic excellence. It believes strongly that with great privilege (and it is indeed a
privilege to attend this remarkable school) comes significant responsibility.
St Gilgen International School therefore has the highest expectations of its senior
students, who serve as crucial role models for the whole student body. The School
recognises the importance of Student Leadership and Student Voice and is committed to
developing these as fully as possible.
The roles of appointed Head and Deputy Head Student Prefect and School Prefects, as
well as appointed Heads and Deputy Heads of Houses and House Prefects will enable the
very best senior students at StGIS to lead the way in terms of Student Leadership. The
School Student Council will lead the way in terms of Student Voice.
School Prefects – who should they be?
•
Senior students (Grade 12 and Grade 11) who represent the very best of StGIS
•
Students as set out above. They should be:-
•
outside of school.
•
Excellent role models in their work, attitude, presentation and behaviour in and
Responsible and reliable and able to take on specific tasks assigned.
The number may vary from 6 +
36
Examples of what School Prefects might be expected to do :
•
To assist the teaching staff in some tasks such as break duty, lunch duty, library
•
duty, Study Hall supervision, and other duties.
•
days and to show initiative and leadership in fundraising events.
•
To take the lead with important school events including assemblies and service
To make announcements at assemblies.
•
To liaise with the Headmaster and SLT in matters concerning the student body.
•
St Gilgen
•
•
To represent the school at conferences and events away from school as well as at
To meet visitors and tour them around the school/village.
To inspire the younger students as to what a StGIS students should be.
Certain privileges should be associated with this role.
Head Prefect and Deputy Head Prefect
•
•
The Head and Deputy Head Prefect should be the very best of the School Prefects
(in the opinion of the Headmaster, SLT, staff and students)
They will have an especially close relationship with the Headmaster and SLT and
will have the highest profile in the above areas
B. House Prefects and Head/Deputy Head of House
House Prefects are appointed to serve their boarding community.
The role of the Prefects is to:-
1. Set the example to the rest of the House of what mature, senior students at StGIS
should be and so they themselves must be:a. responsible and reliable
b. honest at all times
c. hardworking and prepared to serve the House community
d. organised
e. supportive of the school / House rules (including uniform, smoking,
drinking etc)
37
f. caring about others in the House and school community
g. proactive and showing initiative – can do attitude with a real sense of
House identity and House pride
h. positive and enthusiastic ambassadors for the House
2. Assist the House Parents and tutor team in organising and running the House.
They should be able to:-
a. do jobs asked of them by staff – may take specific roles within the House
b. have good ideas about boarding life and help organise events
c. come up with solutions to House problems
d. advise staff about things going on in the House that staff need to be aware
of (but may not be aware of)
e. canvass house opinion on issues and effectively communicate the House
view
The Head and Deputy Head of House are appointed to serve their boarding
community and to lead them.
The role of the Head of House is to:
1. Be/do all of the above relating to House Prefects.
2. To work closely with the House Parents/ Tutors.
In addition to the above Prefect requirements/roles they will...
a. be able to keep confidences re. information shared with them by
HPs/tutors
b. be wise and impartial
c. be prepared to meet frequently with the HPs
3. To lead the Prefect team effectively. The HOH and DHOH must...
a. Have the trust and respect of the House Prefect team
b. Be able to bring out the relative strengths of the House Prefect team
c. Be able to chair Prefect / House meetings effectively
d. Be able to be deal with a House Prefect who needs support
38
4. To lead and represent the House at all times. The HOH will...
a. have the respect and trust of the whole House
b. lead and speak at House meetings
c. motivate the House
d. speak at public/school meetings on behalf of the House.
e. meet and welcome visitors to the House
f. be prepared at short notice to assist with any House matter.
C. School Student Councilors
What is the School Student Council?
A student council takes on the responsibility of representing the whole student body.
The student council voices the needs, wants and concerns of the student body to the
administration (i.e. principals and teachers). They are also responsible for encouraging
school spirit through initiating events such as a School Carnival or Spirit Week.
How is a Student Council Formed?
The StGIS Student Council is an appointed group of students. Each student from every
year group has the opportunity annually express a preference for their representatives
on the Student Council. The Headmaster/SLT in consultation with the Staff reserve the
right to veto unsuitable candidates.
What are the aims of Student Council?
•
•
•
•
•
39
To develop positive attitudes and to practice good citizenship
To promote harmonious relations throughout the entire school community
To improve student/faculty relationships
To improve school morale and general welfare
To plan special events or projects that enhance the student experience at StGIS
What is the term of a Student Council Representative?
6 students from grades 10 and11 (and a Junior Representative) apply for a position on
the school council and will serve for one calendar year.
What are the specific roles in the Student Council?
•
President
•
Vice President
•
Secretary
•
Treasurer
•
Day Student Representative
•
Boarding Student Representative
•
Junior Representative
Please note that the SCHOOL positions should be applied for and decided BEFORE the
House positions. School and House positions will last for one calendar year.
Heads of Houses may also be School Prefects – the students will be made aware of this
(so that if they have HoH aspirations in their boarding Houses they will also apply for
School Prefect status).
40
DRUGS POLICY
Introduction:
It is easy to think that we are part of a safe enclave here in St. Gilgen, free from the
potential dangers of illegal drugs. Of equal concern is the impact and effect of socially
acceptable drugs such as tobacco and alcohol on our students. With this in mind, the
School Drugs Policy is set out below:
Drugs:
In Austria, it is illegal to possess or supply drugs, other than drugs prescribed for
personal medical use. It is illegal for anyone to supply or offer to supply an illegal
substance.
Aims:
•
•
•
•
•
•
•
To ensure that StGIS is free from illegal drugs
To educate students on the effects of drugs and solvents on the mind and body
To provide opportunities for students to practice the personal and social skills
and the strategies needed to deal with situations involving drugs
To promote the individual’s self-confidence, self-esteem and self-worth
To explain the legal situation with regard to the use and misuse of drugs
To enable young people to identify sources of appropriate personal support
To enable parents to acquire knowledge and support
Any student involved in illegal drugs when they are under the School’s authority can
expect to be expelled from school: the police will be informed immediately under
Austrian law. Being under the School’s authority means:
•
•
•
•
Throughout the School day, whether on or off the premises
Whenever the student is involved in any activity organised by the School
Whenever the student is identifiable as a member of the School
For a boarder, whenever they are under the direct responsibility of their House
parent.
In addition, where it has been brought to the attention of the Headmaster that a student
has been formally cautioned by the police for the possession of an illegal drug the school
reserves the right to exclude.
41
Tobacco:
Smoking is the single most preventable cause of premature death and ill-health in our
society. The school policy on smoking aims to give pupils the message that the habit
creates health problems for smokers and non-smokers alike, that non-smoking
represents the norm in society and that it receives support from the School and staff.
Legislation makes it an offence for children under 18 years to be sold tobacco products.
Aims:
•
•
•
To ensure a culture of intolerance of cigarette smoking at the school
To educate students as to the immediate dangers of smoking
To encourage those students who do smoke to break free from the habit
Smoking, or being in possession of cigarettes or tobacco, is prohibited when a student is
under the School’s authority. . Students found smoking or in possession of cigarettes or
tobacco can expect their parents to be informed and appropriate sanctions
applied. Subsequent offences and any instances taking place in or around school
grounds may result in suspension. For a persistent offender, the Headmaster reserves
the right to review the student’s membership of the School community.
Alcohol:
Alcohol is a depressant drug, particularly when taken in large quantities. Even at low
levels, the potential for serious accidents arises. Legislation makes it illegal for alcohol to
be sold to anyone under the age of 16, or for a person under 16 to buy alcohol.
Aims:
•
•
•
•
To develop knowledge and understanding about alcohol as a drug and its effects
on the body
To encourage sensible, appropriate and safe drinking behaviour
To practice personal and social skills and the strategies needed to deal with
situations where alcohol is present
To educate the student as to the place of alcohol in the political, social and
economic environment in which it exists.
Drinking, or being in possession of alcohol is prohibited:
•
•
•
In school buildings or grounds (except for formal occasions sanctioned by the
Headmaster)
When under the authority of the school, in restaurants and other licensed
premises and whenever prohibited by law (except for formal occasions
sanctioned by the Headmaster)
Whilst on school outings and trips (except for formal occasions sanctioned by the
Headmaster)
Students found in possession of alcohol or using it, whilst under the authority of the
School (as outlined in the policy on drugs) can expect to be suspended.
42
Educational programme:
The School has a proactive policy concerning the use of illegal drugs and substances,
alcohol and tobacco. This is expressed in assemblies, Mentor Tutor periods, Science
lessons and Health and Wellbeing lessons.
In Science lessons, the Drug Education is as follows:
•
•
How smoking affects lung structure and gas exchange
How abuse of alcohol, solvents and other drugs affect health
In Health and Wellbeing and through Tutor groups and assemblies, the following issues
are addressed:
•
•
•
•
•
•
•
•
•
Recognising personal responsibility for decisions about substance use
Knowing about the basic facts concerning substances including their effects and
relevant legislation
Being aware of myths, misconceptions and stereotypes linked with substance
abuse
Developing appropriate techniques for coping with situations in which substance
abuse occurs
Understanding that Austria is a drug-using society and recognising different
patterns of use and their effect
Recognising the impact of peer-group pressure on drug habits
Understanding that individuals are responsible for the choices they make about
drug use
Being able to analyse safe levels of intake; e.g. tobacco is never safe, limited use of
alcohol may be safe
Discussing the role of the media in influencing attitudes towards drugs,
particularly smoking and alcohol
Possession of an illegal drug:
If any student is found in possession of a suspicious substance, it will be taken from
them. The substance will then be taken immediately to the Administration Team. The
Headmaster will be informed straightaway. The student will then be interviewed by a
member of the leadership team. The police will be consulted concerning the nature of
the substance. If it is an illegal drug, the student will be isolated immediately and their
parents called to the school. The Headmaster will speak with them and the student can
expect to be expelled. The illegal drug will be handed over to the police who may
prosecute the student.
Drug Testing
Where there is concern about a student regarding the misuse of drugs, it is possible,
with the consent of the relevant student and parents, for drug testing to take place.
43
ANTI-BULLYING
St. Gilgen International School is committed to providing a caring, friendly, safe and
secure environment for all our students. Bullying of any kind is unacceptable. We take
responsibility for helping students to understand the different forms that bullying can
take and the harm it can do. All incidents of alleged bullying will be investigated and
dealt with appropriately.
Anyone who believes that bullying is happening is encouraged to tell a member of staff.
What Is Bullying?
•
•
•
•
•
Bullying has been defined as the conscious desire to hurt, threaten or frighten
another person.
Bullying is usually deliberately hurtful, repeated and makes it difficult for the
victims to defend themselves.
Bullying can be physical, verbal, emotional, racist, and/or sexual.
Verbal abuse includes name calling, being “picked on” and offensive or prejudicial
remarks or actions.
Bullying may involve students, staff or visitors and may occur outside the School
Campus.
Signs and Symptoms
A student may indicate by signs or behaviour that they are being bullied. Adults should
be aware that these are possible signs and that they should investigate if a child:
•
•
•
•
•
•
•
•
•
•
•
•
•
Is frightened of walking to or from school;
Is unwilling to go to lessons;
Begins to do poorly in school work;
Becomes withdrawn, starts stammering;
Regularly has books or clothes destroyed;
Becomes distressed, stops eating;
Cries easily;
Becomes disruptive or aggressive;
Has possessions go “missing”;
Continually loses money;
Starts stealing money;
Is frightened to say what’s wrong;
Has nightmares.
The school’s full policy is explained to all students each year and is reviewed regularly.
44
POSITIVE BEHAVIOUR FOR LEARNING POLICY
St. Gilgen International School is a vibrant, stimulating and civilised environment in
which all members of our community should feel challenged, respected and safe.
Our Positive Behaviour for Learning Policy seeks to shape good behaviour by effective
use of education, rewards and consequences. We also encourage students to take
responsibility for their actions and for any consequences of inappropriate behaviour.
Student behaviour is an educational matter, rather than just a management issue. The
management of student behaviour is seen as an intrinsic role of all staff, at all times, as a
part of the total educational process. All staff are therefore responsible for the
implementation of the policy.
Rewards for Positive and Respectful Behaviour
In order to create a positive achievement culture, it is hoped that all staff will spend
more time issuing rewards than they do administering consequences. Staff are
encouraged to ensure that all aspects of positive behaviour are rewarded and are
relative to the capabilities of the individual. Examples of positive rewards are:
1
Celebration in school assemblies
3
Grades and Written Reports
2
4
Letters of Commendation
Award Certificates at School Ceremonies
Our system of rewards is discussed with our students. The main academic awards (and
other rewards for whole school commitments) are given out at the Annual Prize giving
at the end of the summer term.
45
CONSEQUENCES FOR INAPPROPRIATE BEHAVIOUR
All faculty staff should expect to teach, mentor and live in a civilized and stimulating
environment. This requires students to behave in a cooperative manner and respect the
school rules. If this is not the case then there may be a need for consequences to be
applied to get the student to reflect on their conduct and change their behaviour.
Students should always understand why any consequence is being applied; in this
respect ‘community tasks’ or ‘reflective task’ (such as researching the impact of a
specific behaviour) can prove effective. Setting short term behavioural targets should
play a major part in seeking to change behaviour; students know what they have to do in
terms of improvement and are regularly and are clearly directed toward this and
monitored. The table at the end of this policy details the disciplinary levels of
consequences.
Classroom teachers should always take the responsibility for establishing a positive
working environment in their lessons. Houseparents should take responsibility for
establishing a homely, caring and civilized environment in each residence. As part of
their responsibility, these staff may have to impose consequences for inappropriate
behaviour. House parents, Mentor Tutors and/or teachers should discuss the
underlying cause of the behaviour pattern which led to the sanction and support the
students in bringing about an improvement.
Whilst every effort will be made to ensure parity of consequences, it is absolutely
essential that every case is judged on its own merits and that the sanctions applied will
take into account all of the factors. The system below provides a framework to follow
regarding a staged escalation of consequences, but does not offer suggestions for
sanctions at each stage. These will be decided at the time and will be appropriate for the
circumstances.
46
Final warning
Written warning
Monitoring, review and
parental involvement
Meeting + monitoring
First formal warning
Informal verbal warning
negative behaviour
management plan
nbmp
5
6
3
4
1
2
Level
Mentor Tutors
ALM leaders
Leadership
team
repeated level 4/5
illegal substance use
plagerism/cheating 3
sustained failure to comply
with school rules
plagerism/cheating 2
substance use
breach of “Code of Contract”
theft, fighting, harassment
vandalism
plagerism/cheating
antagonistic behaviour towards staff
bullying 2
theft
violence
absent from class
bullying 1
without reason
academic under-achievement
challenging staff authority
possession of offensive material
public conduct bringing
school into disrepute
I.T. related offences
offensive language
ongoing uniform infringement
sustained failure to
complete work or
follow directions
disrupting learning environment
uniform infringement
offensive language
I.T. related offences littering
failure to follow instructions
not equiped for class
inappropriate village behaviour
!
!
!
!
!
!
Offences
- Headmaster meets with student and parents
- Actions could include a final warning, internal
suspension or permanent exclusion - in which
case the Chairman will be consulted
- If a final warning has been issued, the student
is expected to meet expectations, reflect on
their actions and learn from mistakes made
- Disciplinary hearing with leadership team,
student and parents, other staff present by
invitation
- Formal written warning issued to be held on
file for one year
- Internal or external Suspensions may be used
- Student expected to improve behaviour
and show genuine reflection for their actions
- Student expected to improve their
behaviour and to satisy all involved that
the incident has been reflected upon and
learned from
- Saturday detention may be applicable
- Student is expected to be cooperative
in discussion to find a solution to the cause
- Appropriate restorative steps undertaken
- Managed by ALM leader along with MT
and HP if applicable
- Student monitoring applied if applicable
- Additional academic work if relevant
- Additonal work assigned if required
- Reflective essay
- A form of StGIS community service
- The Student is expected to improve their
behaviour, apologise to those concerned
and complete any tasks asked of them
Options include:
- Informal meeting after class or during break
- Lunch time subject support may be set
if applicable
- Confirmation from student that issue will
not arise again.
- Apology to those concerned
Action
- Letter sent to parents from the Headmaster
regardless of outcome
- Notification to the Chairman of the Board
- Final Formal Warning logged - if issued
- Student is expected to Cooperate to find
solution to the root cause
- Appropriate restorative steps undertaken
- Managed by ALM leader along with MT
and Leadership Team if applicable
- Student monitoring applied if applicable
- ALM leader to inform relevant staff of the
review meeting outcome
- Information passed on to leadership team
if no progress is made
- Teachers will be informed with relevant
details and progress
- Recorded on SIMON
- Goals and directives for future behaviour
should be set and revisited
- Recorded on SIMON
- Staff member sends email / talks with MT
and House Parent (if applicable)
- Recorded on SIMON
- Incident noted
Communication
a
CYCLING AND VEHICLES
CYCLING
Cycling is a regular activity in the Activities Programme. It is also possible to bring your
own bicycle to school under the following conditions:
1
2
3
4
5
You must have permission to keep a bicycle in the school from your
Housemaster/mistress. The bicycle must be maintained in a good roadworthy
condition.
The bike must be clearly named and must be kept locked when not in use.
Parents should insure bikes against loss or damage.
You do not cycle beyond the Bounds of the school without the specific permission
of your Housemaster/mistress or Duty Staff leaving details of your intended
route and expected return time. You then check-in with the member of staff on
your return.
Appropriate clothing for cycling must be worn and cycle helmets are
compulsory. Please bring this with you.
Cycling is not allowed in the School grounds.
CARS, MOTORBIKES AND MOPEDS
Day students are allowed to bring cars or other motorised vehicles to St. Gilgen. Other
students are only allowed to travel in named students’ vehicles with written permission
from their parents.
Boarders are not allowed to drive or rent cars within term-time.
Learning to drive is seen as part of our curriculum and arrangements can be made for
students, in accordance with Austrian Law, to learn to drive as an optional activity, with
both parental and the Housemaster’s/mistress’ written permission. Driving lessons and
testing should not be scheduled during lesson time.
48
RELIGIOUS OBSERVANCE
St. Gilgen International School is a secular school where all world religions are
respected.
The opportunity to attend a Church Service is a voluntary part of the weekend
programme for Sunday mornings. In addition, arrangements can be made for
Confirmation classes.
Students who do not attend a religious service on a Sunday morning have the
opportunity to take part in a reflective activity.
49
CURRICULUM
INTRODUCTION
Imagine a perfect curriculum where all students are engaged, challenged and have
chosen to take the courses that make up their working week. Where their collective
needs at each stage have been considered, but where their individual rights to focus on
what they enjoy and aspire to are also accommodated. Where teaching staff have taken
the best on offer from educational initiatives and curricula around the world and put
together a range of learning opportunities that will inspire their students whilst also
preparing them fully for the academic rigour of the IB Diploma Programme. This is what
we are developing here at St. Gilgen International School, using the latest in educational
technology to capture and evolve a curriculum model that is truly exceptional. The
following pages will inform you of the curriculum on offer to students.
CURRICULUM BREAKDOWN AND THE SUBJECTS TAUGHT/OFFERED
Primary (Grade 4 – 6)
Subject
English
German
Mathematics
World Studies
Science
Movement & Wellbeing
Art
Music
Library
TOTAL
Hours per week
6
4
4
4
3
3
1
1
1
27
50
Middle School (Grade 7 – 9)
Grade 7
Subject
English
Mathematics
Science
Geography
History
German
Art/Drama
Music/Design
Spanish or French
TOTAL
Grade 8 & 9
Hours per week
4
4
4
3
3
3
3
2
2
3
31
Subject
English
Mathematics
Science
Geography/History
German
Arts Option 1
Arts Option 2
Spanish, French or Mother Tongue
TOTAL
51
Hours per week
4
4
4
4
3
3
3
3
3
31
Pre-IB (Grade 10)
Subject
English
Mathematics
World Studies Elective
Science Elective
German
Movement and Wellbeing
Electives (choose 4):
Spanish
French
Mother Tongue
Biology
Chemistry
Physics
Sports Science
Design Technology
Art
Music
Drama
History
Geography
Economics
TOTAL
Hours per week
4
4
3
3
3
3
12
32
52
IB (Grades 11-12)
Subjects offered
Curriculum Area
Language A
Language B
Humanities
Science
Mathematics
Arts
Choices
English Language and Literature
English Literature
German Language and Literature
German Literature
English B
German B
German Ab Initio
Spanish B
Spanish Ab Initio
French B
French Ab Initio
Economics
History
Geography
Biology
Chemistry
Design Technology
Physics
Sports Science
Mathematics
Mathematic Studies
Art
Theatre Studies
Music
Theory of Knowledge
PLEASE NOTE: choices are determined by demand therefore every subject will not be
taught every year.
Explanation
The information above highlights the current range of courses on offer to students in
each grade. It is continually evolving to better meet the needs of the students and
provide them with a rewarding academic experience.
Options/Allocations
In many of the blocks above, students will be allocated to the most appropriate course
on offer. This could be, for example, that they are studying German at beginner level.
They could be in this class with students at the same ‘stage’ of learning, but from a
different grade. The ‘electives’ are genuine choices available to students in grades 8-9.
These electives are chosen by existing students at the start of the summer term and by
new students as part of the enrolment process.
53
HOMEWORK
1.
2.
3.
4.
Homework should be set within the guidelines of the homework timetable for
each grade, with the clear intention that it be completed during the allocated time
that evening. The emphasis should be on written work directly associated with
the course being studied at the time. Completing class work is generally not good
practice.
A written record of the work set must be kept in the student planner, together
with the date for completion. The diary must be monitored fortnightly by the
mentor tutor and by the house tutor each evening. If the student cannot
complete the work set in the time available, the house tutor should make a note
in the students’ planner to inform the subject teacher.
Formal study hall timing is regular and held on the main School campus. Start
time is normally 7.00 pm ending at 9.00 pm. More senior students will need to
spend time later in the evening as well. The allocated study hall time must be
used for academic work closely associated with the course being followed. In
cases where set work is completed and checked students should use their time
for extra study and particularly the reinforcement of weaker areas.
Failure to do homework should be dealt with as quickly as possible. In the first
instance the student should do the work at the first opportunity and, where
appropriate, be given additional work. Persistent failure or the regular
production of work not compatible with a student's ability should be discussed
with the Residence staff during the evening.
Homework volume by grade:
Grade
Hours per night
5
0.75
6
1
7
1.5
8
1.5
9
2
10
2
Diploma Students and Private Study
IB Diploma study involves a great deal of independent study work outside
timetabled lessons. Students are expected to spend five hours every week for
each higher level subject on research and homework tasks and three hours for
standard level subjects. Organising their time efficiently is extremely important
and students must ensure that other activities, such as jobs out of school, are
undertaken sensibly.
54
ASSESSMENT
St. Gilgen International School recognises that teaching, learning and assessment are
fundamentally interdependent. We are guided by the following principles:
Students:
•
•
•
•
•
•
have differing learning styles
have different cultural experiences, expectations and needs
perform differently according to the context of learning
see self assessment and peer assessment as a natural part of the learning
process
need to know their achievements and areas for improvement in the learning
process
should receive feedback that is positive and constructive
Assessment:
• is designed by teachers to incorporate a variety of methods and to be relevant
and motivating to students
• is geared toward appraisal of a broad range of concepts, attitudes, knowledge
and skills appropriate to an international and increasingly complex world.
• is criterion-referenced using the guidelines set down by the IBO and is made
clear
• is given as guidance to students by teachers before assessed tasks commence.
Ten guiding principles of Assessment for Learning (AfL) :
AfL should be part of a teacher’s effective planning
A teacher’s planning should provide opportunities for both learner and teacher to
obtain and use information about progress towards learning goals. It also has to be
flexible to respond to initial and emerging ideas and skills. Planning should include
strategies to ensure that learners understand the goals they are pursuing and the
criteria that will be applied in assessing their work. How learners will receive
feedback, how they will take part in assessing their learning and how they will be
helped to make further progress should also be planned.
AfL should focus on how students learn
The process of learning has to be in the minds of both learner and teacher when
assessment is planned and when the evidence is interpreted. Learners should
become as aware of the ‘how’ of their learning as they are of the ‘what’
AfL should be recognized as central to classroom practice
Much of what teachers and learners do in classrooms can be described as
assessment. That is, tasks and questions prompt learners to demonstrate their
knowledge, understanding and skills. What learners say and do is then observed
and interpreted, and judgments are made about how learning can be improved.
These assessment processes are an essential part of everyday classroom practice
and involve both teachers and learners in reflection, dialogue and decision making.
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AfL should be seen as a key professional skill for all teachers
Teachers require the professional knowledge and skills to: plan for assessment;
observe learning; analyse and interpret evidence of learning; give feedback to
learners and support learners in self-assessment. Teachers should be supported in
developing these skills through initial and continuing professional development.
AfL should be viewed as a sensitive and constructive process
Teachers should be aware of the impact that comments, marks and grades can
have on learners’ confidence and enthusiasm and should be as constructive as
possible in the feedback that they give. Comments that focus on the work rather
than the person are more constructive for both learning and motivation.
AfL should never underestimate the importance of student motivation
Assessment that encourages learning fosters motivation by emphasising progress
and achievement rather than failure. Comparison with others who have been more
successful is unlikely to motivate learners. It can also lead to their withdrawing
from the learning process in areas where they have been made to feel they are ‘no
good’. Motivation can be preserved and enhanced by assessment methods which
protect the learner’s autonomy, provide some choice and constructive feedback,
and create opportunity for self-direction.
AfL should encourage a shared understanding of the criteria by which
learning goals are assessed
For effective learning to take place learners need to understand what it is they are
trying to achieve - and want to achieve it. Understanding and commitment follows
when learners have some part in deciding goals and identifying criteria for
assessing progress. Communicating assessment criteria involves discussing them
with learners using terms that they can understand, providing examples of how
the criteria can be met in practice and engaging learners in peer and selfassessment.
AfL should ensure learners receive constructive guidance on how to improve
their learning
Learners need information and guidance in order to plan the next steps in their
learning. Teachers should:
•
•
•
pinpoint the learner’s strengths and advise on how to develop them
be clear and constructive about any weaknesses and how they might be
addressed
Provide opportunities for learners to improve upon their work.
AfL should develop learners’ capacity for self-assessment so that they can
become reflective and self-managing
Independent learners have the ability to seek out and gain new skills, new
knowledge and new understandings. They are able to engage in self-reflection and
to identify the next steps in their learning. Teachers should equip learners with the
desire and the capacity to take charge of their learning through developing the
skills of self-assessment.
AfL should recognize the full range of achievements of all learners
Assessment for learning should be used to enhance all learners’ opportunities to
learn in all areas of educational activity. It should enable all learners to achieve
their best and to have their efforts recognized.
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Why do we assess?
StGIS assesses its students in order to:
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build up a clear picture of the student and his or her interests
assess the effectiveness of the environment on the student’s learning
extend the student’s learning
monitor the progress of individual student learning and achievement
determine the effectiveness of teaching
inform curriculum review
help evaluate suitability of courses
inform others as appropriate, including students, teachers, parents, receiving
schools, universities and future employers
How do we assess?
We assess by gathering evidence & information from the following sources:
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ongoing formative teacher assessment
summative assessment tasks
previous summative records
parents’ consultation
conversations with other adults who have knowledge of the student as a
learner
by analysing the above using professional knowledge and expertise
Effective assessments allow the student to:
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have criteria that are known and understood in advance
analyse their learning and understand what needs to be improved
synthesise and apply their learning in addition to recalling facts
highlight their strengths and demonstrate mastery and expertise
learn in ways that the teacher did not foresee
be reflective and partake in self and peer evaluation
express different points of view and interpretations
be encouraged to be responsible for their learning
experience successful learning
perform at a higher level when challenged
If teachers are aware of what students know and can do, then teaching becomes more
effective. Thus, assessment may take place at the start of teaching units (pre-assessment),
carry on through units, and/or take place at the end (post-assessment). Students should be
involved in assessing themselves and be allowed to identify personal targets, thus
motivating them to learn as these targets are achieved. Teachers are not therefore
concerned with just end-of-course tests but more with curriculum-integrated assessment,
which provides a platform on which students can perform to the best of their ability.
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The criteria and outcomes should:
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be understandable to students
provide students with an explanation of their level of advancement
provide students with clear guidelines on how they can progress
Effective assessment:
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provides evidence of attainment and achievement
takes into consideration a pupil’s potential and ability
motivates the learner.
Assessment at St. Gilgen International School is an integral part of the learning
process; its purpose has as much to do with providing information to the student
and the teacher as with forming the basis for the award of grades or a process of
reporting.
Consequently, learning at St. Gilgen International School is well supported; students are
aware of what they are trying to achieve in particular pieces of work, and through
reflective marking using AfL principles they gain clear insight into what they have
achieved and where they can improve. The school knows it is important that marking
should have a positive impact on students’ attitude, motivation and self esteem, and that
students have the opportunity to respond to assessment through reflection. The
teachers use their assessments to set work which is well matched to their students’
capabilities. Students are involved in the process of assessment, taking responsibility
for their own learning, developing their ability to be self critical and setting targets for
subsequent work.
EXPECTATIONS:
Students should:
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have a clear idea of the knowledge and/or skills that are being assessed.
be aware of the weighting of each assessment in the overall assessment pattern.
receive clear feedback regarding a mark or grade that has been awarded.
be able to see each graded assignment.
be provided with the opportunity to have their performance assessed
qualitatively.
have access to all criteria being used in the assessment.
not expect that every piece of work completed will be formally assessed.
be given advance warning of any assessment for which preparation is necessary
and be clear about the date of the assessment.
be aware that failure to meet set deadlines could result in reduced effort and
achievement grades
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Teachers should:
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•
•
•
agree to deadlines in the light of the students’ other workload and give adequate
time for the completion of out-of-class assessments.
clearly define common assessment tasks within departments/subjects for each
stage.
use student performance as a feedback mechanism to initiate refinements to, or
changes in, the curriculum and its delivery.
use a variety of assessment tools.
Leadership should:
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produce examination/test timetables with enough notice for students and
teachers to formulate a revision programme
keep records of achievement
create an organisational structure for the efficient and effective enactment of
external assessment activities such as International Baccalaureate
put in place clear procedures for Examinations, University applications
(predicted grades) and Career Tests
Parents should:
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support all policies of St. Gilgen International School particularly those that relate
to learning
support student adherence to set deadlines for work
help motivate their child(ren)
help create an informative environment that is to the benefit of their child
All the above expectations exist to ensure that all students reach their full potential.
Students not writing in their first language
For assessments in many subjects, it is important to remember that many students will
not be using their first language. Teachers are not necessarily marking for grammatical
accuracy; what is important is that students present their thinking as clearly as possible.
All teachers should aid English B students by highlighting and improving language
errors, where applicable.
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Grading
The school uses subject-specific IB criteria to indicate levels of achievement. At
key points in the learning cycle students receive a summative grade, based on the
IB 1 (low) – 7 (high) grade scales. Final grades are reported as follows:
Grade 7: Exceptional
A consistent and thorough understanding of the required knowledge and skills, and the
ability to apply them almost faultlessly in a wide variety of situations. There is
consistent evidence of analysis, synthesis and evaluation where appropriate. The
student consistently demonstrates originality and insight and always produces work of
high quality.
Grade 6: Very Good
ability to apply them in a wide variety of situations. There is consistent evidence of
analysis, synthesis and evaluation where appropriate. The student generally
demonstrates originality and insight.
Grade 5: Good
ability to apply them in a variety of situations. The student generally shows evidence of
analysis, synthesis and evaluation where appropriate and occasionally demonstrates
originality and insight.
Grade 4: Competent
A good general understanding of the required knowledge and skills, and the ability to
apply them effectively in normal situations. There is occasional evidence of the skills of
analysis, synthesis and evaluation.
Grade 3: Limited Achievement
Limited achievement against most of the objectives, or clear difficulties in some areas.
The student demonstrates a limited understanding of the required knowledge and skills
and is only able to apply them fully in normal situations with support.
Grade 2: Weak
Very limited achievement against all the objectives. The student has difficulty in
understanding the required knowledge and skills, and is unable to apply them fully in
normal situations, even with support.
Grade 1: Very Weak
Minimal achievement in terms of the objectives.
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Chronological and developmental context for grading:
In Grades 11 and 12, students following the IBDP will be graded specifically against
IBDP criteria. This will almost inevitably mean that in the early stages of the
learning programme it will be very difficult for students to achieve the highest
grades and this should be explained to learners by all subject staff to ensure
continued motivation and progression towards learning targets.
In Grades 9 – 10 inclusive, each curriculum area will use the same 1 – 7 point
grading scale, but this will be content and context specific to motivate learners. The
requirements from attaining each grade in each subject will be written into teacher
planning and communicated to learners using secure AfL principles.
In lower grades, the students will not be graded as frequently in many subjects. This
is a planned change and is based upon secure research that shows students respond
much more positively to feedback when work is not graded. The basic idea here is
that students will periodically receive a grade based on a collection (portfolio) of
work in many subject areas. This allows teachers to focus on more productive
formative feedback on individual pieces of work.
In all grades there will be a stronger focus on the effort that students have put into
their work. The ideas being that if the effort is at least consistently ‘good’, then
ultimately the grades will also be.
EFFORT GRADES
A Above and beyond
B Basically fine
C Could have done better
D Did not try
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RECORDING AND REPORTING
Reporting procedure
Parents will receive written comments regarding their child/s progress at the following
points in the year :
Autumn Term
Interim report
Grade
All grades
Issued to Parents
25 October 2013
Full report
All grades
6 December 2013
Winter Term
Full report
All grades
21 March 2014
Summer Term
Summative report
Grades 4 – 11
27 June 2014
Parents are able to access all reports electronically via the Parent Portal feature of our
webpage. Further information will be provided once students have started in
September. In addition to this parents are able to view on-going assessment, course
descriptors and a whole range of other useful information.
Dialogue with teachers
The first Mentor Tutor email at the end of September is intended to start a dialogue with
your child’s mentor tutor. This staff member should then be your first point of contact
with the school for most questions you may have regarding your child’s academic
progress and personal development. This point of contact will be able to pass on
concerns to subject teachers and relay answers swiftly.
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CURRICULUM BASED SCHOOL TRIPS
Standard Educational Trips
The cost of these trips comes from school fees and the trip runs during normal
curriculum time. Where the trip takes place within the normal working day, we would
not usually inform parents or seek permission for the students to attend. Where there is
an overnight stay, an early departure or late return, parental permission will be
requested. All trips details will be communicated to parents as appropriate.
Extended/Costly Educational Trips
As a school with an ambitious curriculum, we run a wide range of equally ambitious
curriculum based educational visits. In order to fit these trips into the school year, we
often need to place it partially or wholly during a school holiday. The nature and cost of
the trip can also require a parental contribution to help cover the costs. All information
will be communicated to parents well in advance with trips of this nature.
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ACADEMIC HONESTY
At St. Gilgen International School, we take academic malpractice seriously; we believe it
is important that students, their parents and / or guardians and all academic staff know
exactly what this entails. Accordingly, we have placed hyperlinks to two texts published
by the IBO: ‘General Regulations: Diploma Programme’ and ‘Academic Honesty’. We ask
that all stakeholders in the Diploma Programme read these documents. Below are some
of the most pertinent points from the IBO’s documents.
IBO General Regulations Diploma Programme:
http://www.ibo.org/documentlibrary/regs_ibworldschools/
Academic Honesty:
http://www.ibo.org/documentlibrary/regs_ibworldschools/
All Diploma Programme candidates must understand the basic meaning and significance
of concepts that relate to academic honesty, especially intellectual property and
authenticity. However, a conceptual understanding alone is not sufficient; candidates
must have the knowledge and practical skills to apply such concepts to their work.
There are many different forms of intellectual property rights, such as patents,
registered designs, trademarks, moral rights and copyright. Candidates must at least be
aware that forms of intellectual and creative expression (for example, works of
literature, art or music) must be respected and are normally protected by law. By
implementing measures to prevent plagiarism schools are helping to combat illegal outof-school activities (for example, illegal music downloads, peer-to-peer/P2P file sharing)
for which candidates may face legal proceedings.
In both conceptual and practical terms, candidates may not understand the difference
between collaboration and collusion, and therefore require guidance. Collaboration may
be loosely defined as working together on a common aim with shared information,
which is an open and cooperative behaviour that does not result in “allowing one’s work
to be copied or submitted for assessment by another”.
An authentic piece of work is one that is based on the candidate’s individual and original
ideas with the ideas and work of others fully acknowledged. Therefore, all assignments
for assessment, regardless of their format, must wholly and authentically use that
candidate’s own language, expression and ideas. Where the ideas or work of another
person are represented within a candidate’s work, whether in the form of direct
quotation or paraphrase, the source(s) of those ideas or the work must be fully and
appropriately acknowledged.
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When using the words of another person it must become habitual practice for a
candidate to use quotation marks, indentation or some other accepted means of
indicating that the wording is not their own. Furthermore, the source of the quotation
(or paraphrased text) must be clearly identified along with the quotation and not reside
in the bibliography alone. Using the words and ideas of another person to support one’s
arguments is a fundamental part of any academic endeavour.
Malpractice
The Regulations define malpractice as behaviour that results in, or may result in, the
candidate or any other candidate gaining an unfair advantage in one or more assessment
component. Malpractice includes:
• Plagiarism: this is defined as the representation of the ideas or work of another
person as the candidate’s own
• Collusion: this is defined as supporting malpractice by another candidate, as in
allowing one’s work to be copied or submitted for assessment by another
• Duplication of work: this is defined as the presentation of the same work for
different assessment components and/or diploma requirements
• Any other behaviour that gains an unfair advantage for a candidate or that affects
the results of another candidate (for example, taking unauthorized material into
an examination room, misconduct during an examination, falsifying a CAS
record).
Some candidates seem to believe that because the internet is in the public domain and
largely uncontrolled, information can be taken from websites without the need for
acknowledgment. On the contrary, candidates must record the addresses of all websites
from which they obtain information during their research, including the date when each
website was accessed. The uniform (or universal) resource locator (URL) constitutes the
website address for this purpose. Simply stating the search engine that was used to find
the website is not acceptable and does not, in the view of the final award committee,
constitute a form of acknowledgment. The requirement to cite the source of material
includes the copying of maps, photographs, illustrations, data, graphs and so on. For
example, to cut and paste a graph from a website without acknowledging its source
constitutes plagiarism. CD- ROMs, DVDs, email messages and any other electronic media
must be treated in the same way as the internet, books and journals.
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LIBRARY AND MEDIA CENTRE
The Library and Media Centre comprises one building, in which the lower floor is given
over to the Media Centre; the middle floor to the library itself; and the upper floor to
reading.
At the start of every academic year, there is an induction programme for both staff and
students. This will include an introduction to the Library and LMC, enabling all to
familiarise themselves with the school’s educational resources and the Library Literacy
Programme. There will also be tuition on usage of databases, which will be of particular
importance to senior grades.
Within the Library, the books are set out according to the Dewey Code. One half is given
over to fiction, and one to non-fiction. There are also DVDs, audio CDs and newspapers
and journals to complement learning. There is also a section for career advice and
university information.
USE OF THE SCHOOL LIBRARY AND MEDIA CENTRE
The opening times for the Library and Media Centre follow that of the school itself. It is
open during the school day and during study hall in the evenings.
In order to take a book out of the library, the school swipe card is required. All titles
must be swiped out by the librarian and must be returned by their due date. Failure to
return a book will result initially in a warning. Consistent failure to return a book will
result in a community action penalty. Lost books will be charged to the user.
When in the library please respect the expectation of others to work quietly.
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ACCEPTABLE USE OF COMPUTERS
Use of School Macbooks
In particular, students are asked to use their School Macbook computers responsibly:
• Keeping the battery charged
• Keeping them in their protective cover when possible
• Keeping them secure – use the lockers during the academic day
• Keeping them dry and
• For boarders, handing them in to recharge overnight.
1 Introduction
All the staff and students of St. Gilgen International School have been allocated school
laptops (MacBooks) in order to enhance Learning and Teaching opportunities. In
addition to this it is possible for students and staff to make use of various desktop
computers situated around the school. The primary purpose of all the computers used
at school is support you in your work. All users are required to read the AUP and sign
that they will use computers in accordance with it. Students are not to bring their own
computers, iPads or similar devices to school (with the exception of IB Diploma
students).
The School considers the security and availability of its network and the safety of its
users a high priority and reserves the right to:
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•
•
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Examine or delete any files that may be held on its computer system,
To apply security patches/upgrades,
To monitor any Internet sites visited,
To randomly check the contents of any computer or storage media on the school
site.
This includes flash drives, CDs, DVDs, MP3 players, I-Pods, mobile phones or any other
form of storage medium.
Any unsuitable material will be confiscated, deleted or destroyed. Inappropriate actions
will be investigated and if necessary suitable disciplinary action taken. A deliberate
breach of the AUP may result in removal from the network and/or loss of access to
computers in the school.
2 General
Users should store copies of all their important work on their own network-share. These
files will be backed up. Private files should be stored on the local computer hard-drive,
and the user should back up their own private files.
• The volume of the computer should be set at a level which will not disturb others.
• Copyright of materials and intellectual property rights must be respected. All material
used must be appropriately referenced.
• Computer games should never be played in class unless they are part of the
educational program and the teacher has given their permission.
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• Students may not access information on any of the school’s non-public servers.
• No students may use another person’s laptop for any reason without that person’s
consent.
• The misuse of computer webcams and other self-produced digital material will result
in the loss of computer privileges and/or further disciplinary measures.
• Users are liable for the cost of damages in the case of negligence.
• No eating and/or drinking next to a computer.
3 Use of the computers and network
• Access to the computer network and services should only be made via your
authorized account and password, which should not be made available to any other
person. The School takes no responsibility for a user’s data which becomes public
through the irresponsible use of the password (e.g. sharing or loss of the password
details).
• Users are responsible for any activity that takes place under their network account so
passwords should be changed whenever a breach of security is suspected. Passwords
can also be changed by the school, if necessary.
• No inappropriate material should be accessed, stored or transmitted and this applies
to any computer used at school, whether connected to the network or not.
• Any large non-academic files (eg. mp3 or jpg files) should not be stored on the
school’s network and may be deleted and not restored if permission was not given for
this.
• The installation of software on school computers is forbidden without the prior
permission of the Headmaster. Network users should not run any program that
causes files to be installed on any workstation or on the network. If in any doubt,
users should not proceed.
• No computer should be connected to the school network unless it has been
configured by an IT staff member.
• Any action that compromises the integrity of the school network (e.g. “hacking” or use
of spyware) will not be tolerated under any circumstances. Any misuse will be dealt
with very severely by the Headmaster.
• All computers configured for connection to the school’s network will have the
school’s antivirus software installed on it. Users must contact ICT staff if they suspect
that this software is not functioning properly or is not up to date. Users may not
disable the antivirus software, remove programs or add programs without the
express permission of the IT staff.
4 Internet Use
• Users are responsible for ensuring that all Internet sites and material accessed are of
an appropriate nature. Users are expected to avoid any material that is inappropriate.
The categories of sites which should not be accessed include adult sites, nudity,
sexuality, pornography, computer “hacking”, forms of violence, the making of
weapons, gambling and copyright infringement. Teachers should check with the
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Headmaster if they are unsure about a site they wish to use.
• The use of ‘chat’ programs during or outside school hours is only allowed with the
permission of a teacher, administrator or House Parent.
To preserve the Internet bandwidth needed by all in our community and for security
reasons, the following applies to all students and staff:
• All internet traffic will be logged.
• No file sharing activity (e.g. Kazaa, WinMX, BitTorrent, Limewire). It should be noted
that most file sharing is illegal.
• No network games without permission or instruction from a teacher, administrator
or house parents.
• No video conferencing or Internet phone calls, during the school hours or study hall,
without the permission of the teacher, administrator or house parents.
• Any activity that involves the downloading of large files or results in high levels of
Internet traffic should be avoided. Users should be particularly careful about the size
of downloaded files.
• No saving of downloaded files without permission.
5 E-mail
• Users are responsible for all e-mail sent.
• The sending of anonymous or offensive e-mails is forbidden
• It is school policy not to check e-mail randomly but if there are grounds for suspicion
of misuse, the account of a user will be frozen and then inspected. The user will be
informed about these steps.
• Users should take care about their e-mail addresses (e.g. not to post on forums or
sites), to avoid their e-mail boxes being the target of spam mail.
• If a user receives an e-mail from an unknown person or which is offensive and
upsetting, it should be reported as soon as possible to a member of staff.
• Sending or forwarding chain emails is not acceptable.
• Do not send e-mails to multiple addresses of people who do not know each other.
6 Printing
The school aims to avoid unnecessary printing and sees the use of available technology
as a means to do so. The staff and students are encouraged to pass information through
the use of storage devices, email and Bluetooth if possible.
• Users should only print essential material. Also, limits may be placed on a student’s
permission to print if they abuse this privilege.
• Staff are to guide students by providing clear instructions about when they need to
provide a printed copy of work and when printing may not be necessary.
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BOARDING
INTRODUCTION
The information contained within the Boarding section of this Handbook aims to inform
all concerned about the principles, policies and procedures that will prepare you
accordingly for a happy and successful boarding experience.
NEW BOARDERS
However daunting it may first appear, the boarding routine will become second nature
surprisingly quickly. There will be important issues to get right at the beginning, such as
uniform, the timetable, layout of the school and the daily routine.
Each new student will be paired up with an experienced student mentor to whom he /
she may go to with any queries.
Boarding can present some emotional difficulties for many new students and their
families, especially during the first few weeks. We hope that you will feel able to talk to
us about any homesickness that does occur so that we can share our experience of it and
try to help.
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HOUSE STAFF AND CONTACT DETAILS
BOARDING RESIDENCES
Boys’ Residence (Traube)
House Parents - Warrick Bottrall and Trish Gray ([email protected])
+43 (0)664 88659634
House Residential Tutor - James Earwood
Boys’ Residence (Kendler)
House Parent - Valerie Cicero ([email protected]) +43 (0)664 88659635
House Residential Tutor – Mr & Mrs Bold
Girls’ Residence (Haus Tirol)
House Parents - Jeremy and Aleisha House ([email protected]) +43 (0)664 88659631
House Residential Tutor – Julie Porter
Girls’ Residence (Bachwirt)
House Parents - Linda Raabe-Marjot and John Marjot ([email protected])
+43(0)664 88659682
House Residential Tutor – Amanda Neiman
In addition to the House Parents and Residential Tutors, each House will have two
Residential Boarding Assistants who will be assigned to a Boarding House in due course.
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PERSONAL ITEMS AND WHAT TO BRING
These should be clearly marked and a record should be kept of the serial numbers or
identifiable features of valuables. Parents’ personal insurance should cover all valuable
items. The school does not take responsibility for any loss or damage and you are urged
to avoid bringing valuable items, especially large amounts of money.
WHAT TO BRING
General
Personal clothing, to include smart casual items (polo shirt or shirts, equivalent for girls)
School uniform (new students to purchase at School)
Coat Hangers
Personal toiletries
Dressing gown
House shoes (slippers or suitable indoor shoes)
Winter boots (casual)
Winter coat (casual)
Classroom stationery
1 x A4 Exercise books, lined and squared (G5 - 8)
1 each A4 College Blocks, lined and squared (G9 – G11)
Hole Punch
Stapler
Highlighters
Scissors
Calculator (IB students to purchase from StGIS)
Digital camera (optional)
Mobile phone (optional)
M3P player or similar (optional)
Headphones for use with electronic media
USB memory stick or external hard drive for backing up work
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Watch
Alarm clock
Hair dryer (optional)
Torch
Small sewing kit
Small personal first aid kit
Passport
Copy of vaccinations book
Documentation of any medical conditions
Pictures of family and friends
Co-curricular Activities
Sports clothing and equipment
Gym shoes (for indoors only)
Outdoor running shoes
Water bottle
Bike helmet (compulsory)
Bike and lock (optional)
Ice skating shoes (optional)
Skateboard/rip-stick (optional)
Mountain Sports Equipment (all optional)
Waterproof coat and trousers
Rucksack (40-50 litres)
Waterproof walking boots
Walking socks
3-Seasons sleeping bag
Camping mat
Camping plate, bowl and mug (plastic)
Camping cutlery
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Water Sports Equipment
Swimming costume (one-piece)
Beach towels for water activities
Winter Sports Equipment and Clothing
See page 31 for details on skiing equipment.
What not to bring:
Pets
Personal Computers, iPads or similar devices.
Candles
Electrical cooking equipment
Electric heaters
Irons
Television or portable DVD player
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BOARDING AIMS AND OBJECTIVES
The boarding team at St. Gilgen International School takes great pride in its boarding
community. We provide a high quality boarding experience, promoting the welfare of
each student within a safe, caring and happy environment.
We develop the individual character and confidence of every student. The boarding
house team provides a healthy balanced lifestyle offering guidance and support,
enabling boarders to reach their fullest potential.
Our aims are to:
•
•
•
•
•
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Provide a home from home boarding experience that is safe, relaxing and
comfortable.
Promote a spirit of teamwork and communal responsibility within each boarding
house.
Ensure that each boarder has the opportunity to develop academically, socially,
morally and culturally in an atmosphere of positivity, encouragement and trust.
Provide open and positive dialogue and work in close partnership with all
boarders and their parents.
Provide a solid foundation for our boarding students to understand and embrace
our School Mission, our School Values and our School Ethos.
THE BOARDING RESIDENCES – POLICIES AND PROCEDURES
Facilities
Our Boarding Houses, or Residences, as they are sometimes referred to, are all excellent
facilities in their own right and we try to create an individual feel and character that
suits the dynamic of the students who live there.
The room standards are high but room sizes and configurations may vary. Every
attempt is made to pair the right student to the right room.
In their rooms, students will have:
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•
•
•
•
•
A bed
A desk and study chair
Storage space for books, clothes and personal items - usually a large wardrobe
A lockable cupboard or drawer
A combination safe for valuables
A bedside light
All rooms have en suite facilities and many enjoy lake and mountain views from a
balcony.
Students will be paired up with a roommate wherever possible. Sharing a room fosters
important personal skills and enhances the boarding experience. The importance of
matching roommates successfully is obvious and House Parents will consult with
boarders and parents when allocating roommates, taking into consideration a range of
factors. Requests to change rooms will be reasonably considered after a two week trial
period has been completed.
Students are encouraged to make their rooms feel homely whilst respecting the
surroundings and style of the individual houses. House Parents will brief and guide
students accordingly.
Food is not allowed in rooms. Tuck boxes are provided and stored in the kitchen.
76
Communal Areas
As each of the boarding houses develops, so too will the facilities within the houses. All
houses have generous communal spaces, providing opportunities for boarders to
interact socially, play games, or watch a film. These spaces are also used for house
meetings and informal gatherings.
Room Tidiness
Students are expected to maintain a reasonable level of tidiness, cleanliness and order
throughout the house and particularly with regards to their own personal spaces.
Beds should be made, clothes hung up or stored correctly, personal items put away and
floors left clear to assist housekeeping staff. Whilst house-keepers pay particular
attention to cleanliness and hygiene, boarders are expected to be able to organise their
belongings thoughtfully in readiness for the school programme.
Room inspections take place on a regular basis with at least one thorough inspection a
week. Restrictions are placed on students who continuously fail to respect the relevant
house standards with regards to room tidiness.
Security
The Boarding Houses are all secure and can only be accessed by students and staff with
an access card or key.
All boarders have a lockable safe for personal and valuable items. Any large items may
be secured in the House Parents’ study. It is mandatory for Boarders to hand their
passports, travel tickets and important documentation to their House Parents for safe
keeping. These items are secured within the School safe and are available at any time
upon request.
It is important that boarders do not keep large sums of money on their person, or in
their rooms and everyone is encouraged to observe common sense security measures.
All property and personal items should be respected. Boarders are expected to
safeguard their own personal items and not take items that do not belong to them
without asking.
77
Computers
Every student is issued their own School Mac Book for work use and reasonable private
use. Personal computers, iPads and similar devices are only permitted for IB students
and those students with a requirement for educational support programmes.
Mac books are linked into the school system and are subject to certain rules in line with
the school student and parent handbook. Games are discouraged, except during
legitimate social events and chat rooms are strictly forbidden. It is acknowledged that
social networking sites have advantages and disadvantages and usage will be monitored
where possible.
Within a boarding context, laptops may be used during study periods and designated
free time. With the exception of the IB cohort, all students are to hand in laptops 15
minutes before lights out.
Telephones
Telephones are a part of everyday life for most students and can be important tools to
communicate within school and between family and friends. As long as they are used
sensibly, they are permitted in the boarding houses. Telephones are not to be used
during study hall, meal times or after lights out. Failure to respect the telephone rules
will result in them being withdrawn for a period deemed fair by House Parents or duty
staff.
School Uniform
Boarders wear school uniform during timetabled school events and may change into
their own clothes after their last school commitment. Full details of the school uniform
policy are given earlier in this Handbook.
Laundry
We provide a free laundry service for school items only (day uniforms and sports kit).
Blazers are to be dry cleaned during each holiday or as necessary. Personal items can be
washed in the boarding houses with the support of house staff, or sent to the local
laundry to be cleaned at a significantly reduced cost for the students. A monthly invoice
will be provided for each student using the paid laundry service and this amount can
either be directly deducted from the deposit account 1B, if the debit order has been
signed by parents, or the students can pay the invoiced amount into the school bank
account by cash.
Boarders are issued two laundry bags, one white bag for personal items and one blue
bag for school uniform items. These bags can be left in designated areas within the
boarding houses, ready for collection. There are two laundry cycles. The laundry
collection and return times are as follows:
78
Laundry Cycle 1
Laundry Collection – Tuesday AM
Laundry Return – Friday PM
Laundry Cycle 2
Laundry Collection – Friday PM
Laundry Return – Tuesday AM
Students are required to fill in a laundry slip, giving details of the laundry bag contents
which also ensures its safe return.
In addition, all school bed linen and school towels are collected and changed on
Wednesdays. House Parents and senior students will remind new students and assist
with the laundry system.
Naming personal items
It is essential that all personal items are named. Do not forget socks, shoes and bags.
Experience tells us that students are capable of misplacing almost anything but items
that are named are usually reunited with the owner quickly. All clothes should be
labelled with sewn in name tapes or with permanent pen.
Lost Property and Insurance
Most lost property is collected and handed out to students during regular meetings. If
items are genuinely lost, this should be reported to the relevant House Parent and
reasonable steps will be taken to find them. However neither the House nor the School
can be responsible for any losses incurred on the premises. Parents are therefore
advised to arrange for valuable items to be covered by an ’all risk’ insurance policy.
Personal Hygiene
Taking the responsibility for one’s personal hygiene is a basic, but important aspect of
being a boarding student. All boarders are expected to shower once a day and more
often if conducting physical activity sessions. Clothes should be clean and tidy and
students are responsible for ensuring their laundry bags are being processed through
the school laundry system. Younger students will have help with this as is required.
Older students are free to use the House’s washing and drying machines, once they have
been shown how to use them.
79
Pocket Money
House Parents and supporting staff do not get involved with supervising pocket money
within the house. Most students open an account with the local bank and use a debit
card to withdraw funds when necessary. House Parents are more than happy however
to advise and assist students with the smooth running of a bank account.
Pets
There is no provision for pets of any kind to be kept by boarders within boarding
houses.
House Duties
After breakfast, each boarder will carry out a house duty, as per the duties rota. This is
to ensure cleanliness within the house and develop a sense of respect and pride in the
Boarding House. Each duty should take no longer than 5 minutes (kitchen duty takes a
little longer). These include, sweeping entrance ways, tidying boot racks, emptying bins
etc. The duty senior student will ensure these duties are carried out to a high standard
and report to the House Parent before the morning meeting that all duties have been
completed.
80
Feeding
Breakfast and evening meals are enjoyed in the Boarding Houses. Lunches during the
week and at weekends are located at one of the village restaurants.
Meals are important times to come together and discuss aspects of the day in a relaxed
and friendly environment. Boarders should be on time for meals and be dressed
accordingly, having showered if physical activity has taken place beforehand.
All students are expected to assist those on kitchen duty by clearing away their tables
and by leaving their eating areas as they would wish to find them, if they were on
kitchen duty themselves.
Cooking
Students are encouraged to cook and may do so at reasonable times to be agreed with
House staff, using all of the resources available to them in the kitchen. No student
should attempt to cook unless they have permission to do so.
House Social Events
Each Boarding House will conduct at least one social event per term. This is a good
opportunity for the whole house to enjoy time together, away from school in a more
relaxed environment. Past social events have included meals out, the Banff Film festival,
ice skating, bowling and a water park trip.
Signing in and out
The House Parents and supporting staff are responsible for accounting for students. The
following guidelines exist to ensure an overview is kept at all times:
•
•
•
•
•
81
Student’s whereabouts are known during the normal school day, lessons,
activities, school events etc. Outside of these times, it is a student responsibility
to inform their relevant House Parent of their movements via the house signing
out book.
Each boarding house has a signing out book. Boarders are expected to use the
book to notify their whereabouts to the rest of the house. Failure to do this may
result in a suitable consequence, namely – reduced movements outside of the
boarding house.
Interaction between boarding houses is encouraged but visiting students of the
opposite gender should not enter the sleeping accommodation under any
circumstances.
All visiting students should sign in to, and out of another boarding house.
Apart from immediate family, any other guests that are likely to enter the
boarding house should have the permission of the House Parents in advance.
The Disciplinary System
Living together in a boarding house is not always easy and from time to time, young
adults lack awareness of the impact their behaviour may have on others. House values
and standards are well known and put in place to give everyone the best opportunity to
enjoy living together peacefully. Boarders run the risk of consequences being issued if
behaviour is of an unacceptable standard. In the first instance a warning is given, after
that, restriction of privileges may be issued.
If boarders display unacceptable behaviour on a frequent basis, they are placed on
Boarding Monitoring. This may include restricted movements around the school, a
written reflection, loss of laptop, earlier bed time, extra duties etc.
Any student placed on Boarding Monitoring will have a brief meeting with the Head of
Boarding and their parents will be informed. If behaviour does not improved, more
serious disciplinary actions may be explored.
Boarding House Visits
Parents, guardians and family friends are encouraged to visit the boarding houses. We
ask that when you arrive, you approach the House Parent or staff member on duty and
let us know you are in the house. This allows us to catch up with you regarding the
progress of your son or daughter and enables us to account for you, should an incident
present itself.
Parent access to Boarders
You have the right to talk or visit your child at any time. However, we do request that
parents are mindful of the school and house routine and try to fit visits around
timetabled events such as meal times and study hall. If you plan on taking your child out
of school, we would be grateful if you could confirm your arrangements with us in
writing by emailing the school exeats email address [email protected] (See Weekend
Planning for more details). This reduces the likelihood of misunderstandings.
82
HEALTH AND SAFETY
First Aid
All House Parents are first aid trained, as are their residential supporting staff and most
of the House Tutors.
Illness
Please see page 20 for details of our healthcare policy.
Fire
All houses are fitted with systems that alert all staff and students in the case of a fire. All
necessary fire safety equipment is checked and maintained on a regular basis.
Full house fire practices are carried out each half-term and new students who join late
are taken individually through the fire evacuation procedure. These practices are noted
in the weekly Boarding Report.
The local Emergency Fire Service number is: 122.
Once the fire alarm is sounded or upon hearing anyone shouting FIRE! FIRE! FIRE!, the
following immediate evacuation procedure is initiated:
•
•
•
•
•
•
•
83
All persons within the building make their way to the front door quickly but
calmly. Individuals should not stop to gather personal belongings but should
take warm items of clothing in case of inclement weather.
House Parents / Residential Boarding Assistants are to coordinate appropriately
and call the fire service on 122 at the earliest opportunity. An additional call is
made to any other parties in the immediate vicinity of the boarding houses (some
boarding houses are attached to other buildings).
House Parents / Residential Boarding Assistants are to check the In / Out board,
making a note of residence occupancy. They are also to take the Signing In and
Out book, Fire Box (located at the front door), containing a torch, first aid kit and
nominal roll.
All persons exit the residence by the front door and report to the designated Fire
Muster Point, lining up in floor order. Nominated senior boys on each floor
conduct a preliminary check of attendance.
House Parents / Residential Boarding Assistants take the nominal roll and
account for all boarders and signed in guests (using the signing in book).
Once all students, staff and guests are accounted for, everyone should make their
way, calmly, to an appropriate boarding residence for shelter. House Parents are
to remain at a safe distance to the Boarding residence to assist the fire service.
At no point should anyone enter the building until the all clear has been given by
the fire service.
General Health and Safety
The House Committee is made up of the House Parents, the Residential Boarding Tutor
and two students who have been selected to represent the house on all house matters.
The House Committee will meet once a month to discuss all aspects of boarding to
include health and safety matters and areas of improvement. All boarders are made
aware that continuous monitoring should be kept on all health and safety matters so
that the house can enjoy a healthy and safe environment.
Regular checks are made to identify potential safety hazards and steps are taken to
remove them or bring them to a boarders’ attention.
Notable safety concerns include:
• No matches, fuel, candles or other flammable material should be kept in rooms.
These items must be kept in the Outdoor Education store.
• Electrical sockets must not be overloaded – a maximum of one four socket
extension cable is allowed per room.
• Boarders are reminded to take care around open windows and balconies.
Students are not to hang out / over these areas.
84
WEEKEND PLANNING
School Weekend – a weekend where students stay at school. Students are usually busy
with a school timetabled commitment or they spend time catching up on work and
relaxing with friends.
Exeat Weekend – a non-working weekend where students are encouraged to go home
and take a break from school.
Authorised Leave – a period of time away from school that lies outside of the Exeat
Weekend. This may be authorised absence during a non-exeat weekend, or authorised
absence during the week due to a medical appointment or family commitment for
example.
The school calendar shows clearly the School Weekends and Exeat Weekends. Boarders
are free to leave their houses on both weekends as long as they do not have a school
commitment or have not signed up to an extracurricular commitment. School
commitments are published in advance through the school website.
Some useful guidelines regarding School and Exeat Weekends:
•
•
•
Most school weekends will see an event of some description laid on for students
and most students will stay to participate or catch up on school work. Exceptions
can be made but authorisation would be required. House Parents must be
notified by midday on the Wednesday before the weekend in question, in
order to organise weekend logistics. Requests are to be sent by email to
[email protected]
Parents wishing their children to leave school during an Exeat Weekend are, once
again, to inform House Parents by midday on the Wednesday before the
weekend in question. Requests are to be sent by email to [email protected]
Parents wishing to remove their children during normal school time (family
occasions, local parties) should notify the House Parents in writing via the email
address [email protected]
By using this email address, House Parents and selected staff members, who are
involved in the duty of care and logistic chain, are notified accordingly.
All Exeat weekends may start after a student’s last commitment on the Friday afternoon
to include activities. All boarders are required back at school no later than 1800
hrs on Sunday evening on both School and Exeat weekends. This is to ensure the
smooth preparation for the academic week ahead.
Any student planning on leaving the school boundaries for the day must gain permission
from their relevant House Parent. Any student wishing to stay away from the Boarding
House overnight must include parental consent, as described above, and when relevant,
confirmation from the host family. Both parental and host consent must be in writing
via the [email protected] email address giving full details of the event in question.
85
PASTORAL CARE
The Role of the House Staff
The boarding House Parents have overall responsibility for the welfare of the boarders
in their house. They are assisted by a Residential Boarding Tutor, two Residential
Boarding Assistants and a team of House Tutors. The staff share the following
responsibilities towards all boarders:
•
•
•
•
•
To set an example of civility, tolerance and responsibility.
To show equal respect and attention to all, under all circumstances.
To respect the boarders’ right to privacy e.g. knock before entering a room.
To encourage all boarders in an active participation of life in the Boarding House.
To maintain the values and standards of the Boarding House and to contribute
wherever possible.
Evening Duty
In addition to the House Residential Team, there is a member of staff on duty from 1800
– 2200 hrs Monday to Thursday, with Residential Boarding Assistants leading on Friday
duties. Specifically, the duty evening entails:
•
•
•
•
•
•
•
•
Ensuring that every house member has been accounted for before the evening
meal starts.
Settling the students down for Study Hall.
Checking student home work diaries during Study Hall, offering help and advice
where appropriate.
Taking on the leadership role of the house but referring to the House Parents
when necessary.
Communicating with the duty student and monitoring his / her tasks during the
evening.
Interacting socially with students after Study Hall.
Assisting with the closing down routine; ensuring every student is in the house,
laptops are handed in and that quiet times and lights out times are observed.
Duty staff recording significant events in the Boarding Report and handing over
to their respective House Parent at the end of their duty.
86
BULLYING
Peer relations and friendships are particularly important within a Boarding House. We
acknowledge that living together will be a new experience for some, can be challenging
and requires the development of patience, consideration and diplomacy.
All boarders are encouraged to speak up about inappropriate behaviour before it
becomes harmful. Attempts are then made to defuse tensions where they occur
between particular students and to repair relations before any party is tempted to
engage in verbal or physical bullying.
Our policy takes into account that sometimes young adults lack awareness of the impact
of their behaviour on other people, which can explain their behaviour. Our first step
therefore is to discuss the effects of bullying behaviour with the parties involved and
encourage self-awareness before resorting to disciplinary measures.
When bullying within a Boarding House is brought to the attention of a boarder or staff
member, the following procedure is followed:
•
Those students involved in an incident are brought together to discuss the issue
with the Housemaster, and possibly also with Tutors and witnesses. Most first
cases will be dealt with in a non-disciplinary manner, but more serious ones may
incur sanctions.
All concerned are expected to write a report of the incident. At this point all concerned
will be warned of the consequences of further bullying.
•
87
If the bully continues and the victim continues to feel bullied, the victim or
witnesses should tell someone. It does not matter who is told: parents, senior
students, boarding staff, and teachers. JUST TELL SOMEONE AND SOMETHING CAN
BE DONE. At this point a formal disciplinary procedure will be followed.
• Parents are kept informed as much as possible throughout the process. The issue
of bullying within the Boarding Houses is reviewed regularly at staff, and House
Committee meetings.
HOMESICKNESS
The process of moving into a boarding school provides most children, no matter what
age they are, with wide ranging emotions that will no doubt include excitement and
anxiety. Many take to the transition with little fuss whilst many more find the change,
initially, very difficult.
Homesickness is normal and is often triggered once the initial excitement has subsided
and the initial challenges are faced. This may be an awkward social experience, a
mistake that has been highlighted or a prolonged period alone where a child has time to
think about loved ones.
Key signs of homesickness often include excessive phone calls or emails, usually
involving a request to come home, a refusal to take part in organised activities that are
optional, isolation and obvious signs of unhappiness.
As parents, you must realise that this is a natural part of the adjustment process and that
most students go through a period of homesickness at some point during the early
stages of boarding. Most young people are secure enough to face challenges but do
require people around them that they trust for support through difficult times.
Homesickness tends to occur then, during the period between losing temporary contact
with established and trusted support (parents, brothers, sisters and close friends) and
establishing new confident at a new school. This takes time and explains why
homesickness is usually a temporary experience.
There are some useful steps that can be taken to help move your child more
constructively beyond homesickness:
•
•
•
•
Recognise the symptoms early and be prepared to talk and more importantly
listen to your child.
Give your child a sense of security. Establish a regular telephone ’check-in’ time
since simple routines will go a long way to help your child build a sense of
normality and security away from home.
Encourage them to get involved. Ask about your child’s extracurricular activities,
clubs and sports, and actively encourage them to take part and keep busy.
Stay in touch with your child’s House Parents and Mentor Tutors. Together we
will monitor progress carefully.
Handled sensitively and positively, most cases of homesickness pass within a few weeks.
SPECIAL CIRCUMSTANCES
House Parents would like to know, confidentially, about any special circumstances that
may affect a student’s life at school, however trivial they may seem. It is also important
to know about any problems that arise at school or at home, so these may be dealt with
sensitively and swiftly and so that appropriate support can be given.
88
TRAVEL ARRANGEMENTS
Start, Mid and End of Term
Term dates for the academic year are published in the Student and Parent Handbook
and the school website. It is important that parents book transport plans in conjunction
with these dates and timings.
Arrival and departure arrangements must be communicated to the school via the House
Parents. The easiest and most efficient way to do this is in writing via the exeat email
address: [email protected]
We ask that transport arrangements are communicated to House Parents at least three
weeks in advance. The school is happy to arrange shuttle transportation to and from
Salzburg. If this service is required, please express this in the email.
There are two mid-term breaks during the year. One during the first and one during the
second term. Overseas students are welcome to stay within the boarding residences but
an intention to do so must be communicated to House Parents directly, via the
[email protected] address at least three weeks in advance. This allows House Parents and
supporting staff to plan accordingly.
Except in very special circumstances, boarders should not expect to return from
holidays early, nor stay after the end of term.
COMMUNICATION
We have found that close communication between House staff and parents makes a
positive difference to the lives of boarders. We should not be working in isolation but in
partnership with parents and guardians.
It is therefore important that you have provided House Parents with your full contact
details including your address, work phone numbers, mobile phone numbers and email
addresses.
CONCERNS AND SUGGESTIONS
From time to time, parents or guardians may wish to discuss a matter with a House
Parent. This is encouraged since communication is key between the two parties. A
telephone call or email in good time will yield a solution in most circumstances.
89
THE BOARDING ROUTINE
A typical school day for a boarder is as follows:
Grades 4 to 12 - Monday to Friday
06:30 – 06:55
Wake up, shower, get dressed
06:45
Kitchen duty report
07:55
Students leave house
18:30 – 19:00
Evening Meal in the Residence
07:00 – 07:25
08:00 – 18:00
Breakfast
Daily School Routine
The evening routine differs slightly depending on grade
Grade 4 and 5
20:30
Lights out
19:00 - 20:30
Study Hall
Lower Middle School - Grades 6 - 8
21:00
21:30
Curfew
Lights Out
Upper Middle School - Grades 9 and 10
19:00 - 21:00
21:45
22:00
Study Hall
Curfew
Lights Out
IB Students – Grades 11 and 12
19:00 – 21:00
22:00
23:30
Study Hall
Curfew
Lights out
90
WEEKEND TIMINGS
The weekend routine is more relaxed and routine timings depend on the events and
activities planned, taking into consideration workload and exams.
Boundaries and Curfews
Boarders are trusted to stay within the confines of the school boundaries as laid out in
the Student and Parent Handbook. After school, boarders are free to sign out and be free
within the school boundaries. Grade 4/5 are to ask permission to be out of the boarding
house, notify house parents of their whereabouts and should return by 20:00 hrs.
Weekends Curfews
Weekend curfews are more relaxed and depend on the events and activities planned,
taking into consideration workload and exams.
91
S T. G I L G E N I N T E R N AT I O N A L S C H O O L ( S T G I S ) I S A N AU T H O R I S E D I B WO R L D S C H O O L
S T G I S I S A R E G I S T E R E D C A M B R I D G E I N T E R N AT I O N A L E X A M I N AT I O N C E N T R E , C E N T R E N U M B E R AT 0 4 4
S T G I S I S A F U L LY AC C R E D I T E D M E M B E R O F T H E C O U N C I L O F I N T E R N AT I O N A L S C H O O L S
S T G I S I S A M E M B E R S C H O O L O F T H E E U RO P E A N C O U N C I L O F I N T E R N AT I O N A L S C H O O L S
S T G I S I S I N S P E C T E D A N D M E E T S A L L T H E S TA N DA R D S O F T H E U K I N D E P E N D E N T S C H O O L S I N S P E C T O R AT E
S T G I S M E E T S A L L R E Q U I R E D S TA N DA R D S O F T H E U K O F S T E D I N D E P E N D E N T S C H O O L S I N S P E C T O R AT E
S T G I S I S A M E M B E R O F T H E S W I S S G RO U P O F I N T E R N AT I O N A L S C H O O L S
S T G I S I S AU T H O R I S E D BY T H E AU S T R I A N M I N I S T RY O F E D U C AT I O N , R E G I S T R AT I O N N U M B E R 5 0 3 0 5 6
S T G I S I S A P R I VAT E S C H O O L W I T H I T S OW N C O N S T I T U T I O N , R E C O G N I S E D BY T H E L A N D E S S C H U L R AT S A L Z B U RG
S T. G I L G E N I N T E R N AT I O N A L S C H O O L G M B H ( F N 271815 D ) . R E G I S T E R E D Í N AU S T R I A .
I S C H L E R S T R A S S E 13 , 5 3 4 0 S T. G I L G E N , AU S T R I A , T E L . + 4 3 . 6 2 27 . 2 0 2 5 9 , FA X + 4 3 . 6 2 27 . 2 0 2 5 9 / 10 , e - m a i l i n fo @ s t g i s . a t , w w w. s t g i s . a t

parent and student handbook 2013-2014

Transcription

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