(Puxi) Parent Handbook 2012 - Entrance - Yew Chung International ...

Primary Years 1 to 6 (Puxi)Parent Handbook2012 - 2013‘Building a Distinctive Learning Community’

Yew Chung Educational Foundationwww.ycef.comYew Chung International School of ShanghaiPrimary School (Puxi)www.ycis-sh.comCONTENTSIntroduction: p.3• History of Yew Chung• School Motto• Philosophy and Objectives• Primary School ‘Charter for Success’• Admissions• School Calendar• Organisational Chart• Staff List• FacilitiesAcademic Programme: p.14• YCIS-Shanghai InternationalCurriculum• Teaching for Years 1 to 6• Character Education• Key Stage 1• Key Stage 2• Assessment and Reporting• Homework / DiarySpecial Programmes: p.28• English as an Additional Language• The Resource Centre (Library)• Special Education Needs (SEN)Programme• Learning Support• Gifted and Talented• The After School ActivitiesProgramme (ASAP)• Frequently Asked QuestionsGeneral Information: p.32• Primary Expectations• School Day• Behaviour & Discipline• Communication• Attendance• Students leaving the campus• Visitors• School Uniform• Class Assemblies• School Trips• House Teams• Inter-School Sports• Lost Property• Health & Safety / EmergencyProcedures• Parents Helping in School• Buses• Catering ServicesInformation & Communication p.40Technology (ICT):• Computer Rules• Useful Websites2

INTRODUCTIONHistory of YEW CHUNG1932-1970 - Madame Tsang Chor-hang founded the first YewChung school in Hong Kong in 1932. Inspired by acommitment to contribute to the revitalization of China and amission to spread Christ's teachings, she named her school"Yew Chung" -- meaning "to glorify China".1970-1980 - Hong Kong's economy and education, particularlypre-school education, developed erratically during the 1970's.After finishing her doctoral studies in the USA, Dr. Betty ChanPo-king, Madame Tsang's daughter, returned to Hong Kong to succeed her motherand take on her commitment to education. Dr. Chan believed pre-school education wasa key to enhancing quality education and she introduced the concept of EarlyChildhood Education in Hong Kong.1980-1990 - Historical changes challenged Hong Kong in the 1980's as it transformedinto a major international metropolis. Dr. Chan had the foresight that a modern societyneeds well-educated citizens with global perspective, who are adaptive, have theinitiative to self-learn and have the communication skills while possessing globalperspective. Reforms and restructuring marked the third milestone in the history of YewChung as we consolidated our culture, and strengthened our staff. Through theexchange of experience with organizations in other parts of the world, Yew Chung keptitself abreast of new developments in education and continued to improve in itscurriculum through practice and experimentation.1990-2000 - Establishing secondary education to the Yew Chung International Schoolmarked the fourth milestone and the beginning of a new era for Yew Chung. We nowoffer a full range of education, from early childhood to secondary level, and face thechallenge of fully implementing a forward-looking educational philosophy. Existingeducational programs have been enhanced and new international schools wereestablished outside of Hong Kong.2000 to 2008 – the Foundation has continued to expand with schools on the Chinamainland in Shanghai, Beijing, Chong Qing, Qing Dao, and Silicon Valley (USA). Theseall offer programmes from ECE, to Primary, to Secondary education.3

School MottoYew Chung WillAlignwith Science and Technologywith Culture and Artswith Love and CharityPhilosophy and ObjectivesYew Chung has pioneered a new paradigm in international education. We define aninternational education by the content and process of education that leads our students to aninner transformation whereby they are both Eastern and Western. The child is affected by ourinternational school culture that is created by the teaching and learning environment, theadministration, and the curriculum that links to character formation of the child.Yew Chung is committed to educating the whole person from infancy through secondaryeducation. We strive to unite the best elements of Eastern and Western traditions andpractices, the growth of the individual and the inquiring mind as well as develop a sense ofpersonal responsibility and social welfare of all. The Yew Chung international curriculum isdesigned to be developmentally appropriate for each age level, rooted in bilingual education inmulticultural environments utilizing instructional and information technology, fusing bothWestern and Chinese philosophies for character formation. Our holistic approach to educationinvolves cooperation with parents, family, community and world around us.Yew Chung’s educational objectives are to:Provide a holistic education that nurtures the whole personPromote multiple-intelligence development to allow students to develop their ownindividual talentsUphold moral and spiritual values based on Christian faith, affirming the worth and dignityof each individual while instilling in each student a caring attitude towards people and theenvironment Nurture in each student an open outlook in life, respect for cultural diversity and thebeliefs and values of all people, and a sense of commitment and social responsibility Integrate high technology, sciences and the arts to allow students to adjust well in acompetitive global societyProvide a bilingual program that emphasizes both English and Chinese languages as wellas eastern and western cultures so that students have understanding and appreciation ofthese two world languages and cultures of the 21 st century. Provide individualized attention and guidance to meet the needs and to develop thepotential of individual studentsIncorporate a research-based curriculum that is regularly evaluated by teaching andresearch professionals to improve the quality and effectiveness of our programs.4

理 念 与 目 标耀 中 为 国 际 教 育 奠 立 了 新 的 范 例 。 我 们 创 设 的 教 学 环 境 、 行 政 管 理 和 课 程 内 容 , 让 学 生 在 校园 的 国 际 文 化 氛 围 中 , 潜 移 默 化 , 成 就 兼 容 东 西 文 化 的 独 立 人 格 。耀 中 致 力 提 供 从 幼 儿 至 中 学 阶 段 的 全 人 教 育 。 我 们 努 力 不 懈 , 撷 取 东 西 文 化 的 精 粹 , 将 学 生培 育 成 为 勇 于 探 索 、 具 备 责 任 感 和 公 民 意 识 的 社 会 栋 梁 。 耀 中 的 国 际 课 程 , 以 双 语 及 多 元 文化 教 育 为 经 , 以 揉 合 中 、 西 哲 理 为 纬 , 适 应 不 同 年 龄 段 的 学 习 特 点 , 配 合 现 代 资 讯 科 技 及 教学 策 略 , 培 育 学 生 的 优 良 品 格 。 我 们 的 全 人 教 育 , 非 常 重 视 家 长 、 家 庭 、 社 区 及 周 遭 社 群 的通 力 合 作 。耀 中 的 教 育 目 标 , 包 括 : 提 供 培 养 学 生 全 面 发 展 的 全 人 教 育 ; 提 倡 多 元 智 能 发 展 , 让 学 生 能 发 展 其 各 自 的 才 能 ;倡 导 建 基 于 基 督 信 仰 的 道 德 及 精 神 价 值 , 在 确 认 个 人 价 值 及 尊 严 的 同 时 , 教 导 学 生 关怀 他 人 及 爱 护 环 境 ;培 养 学 生 广 阔 的 胸 襟 , 能 够 尊 重 不 同 的 文 化 、 不 同 的 信 仰 及 价 值 观 , 并 能 承 担 个 人 的社 会 责 任 ; 重 视 科 学 、 技 术 与 艺 术 教 育 , 让 学 生 日 后 面 对 高 度 竞 争 的 全 球 社 会 时 能 应 付 自 如 ;推 行 中 、 英 双 语 及 东 、 西 多 元 文 化 教 育 , 让 学 生 能 通 晓 这 两 种 廿 一 世 纪 极 为 重 要 的 语言 及 其 相 关 文 化 ; 为 学 生 提 供 个 别 辅 导 , 关 注 学 生 的 个 别 成 长 , 发 展 每 个 学 生 的 独 特 才 能 ; 定 期 由 教 师 及 专 业 的 研 究 人 员 , 评 估 课 程 的 质 素 及 成 效 , 并 借 助 研 究 工 作 加 以 改 善 。5

Primary School ‘Charter for Success’In accepting a student at Yew Chung International School of Shanghai, the PrimarySchool, led by the YCIS Philosophy and Objectives, is committed to providing a structuredand secure environment within which each student will be encouraged to develop his orher potential in academic, physical, social, emotional, spiritual and personal terms.The School places great value on maintaining close, constructive communication withparents and seeks to establish the education of each student as a joint endeavour, an ongoingprocess.The School seeks: to meet student’s academic and personal needs and to promote the acquisition ofmoral values to provide an environment in which students feel valued and learn to work cooperativelywithin the school community to provide a balanced and challenging curriculum and a wide range of extra curricularopportunities to provide a formal pastoral care programme, which is holistic, supportive andnurturing to encourage students to achieve their academic potential and to foster a climate inwhich teaching and learning are given central priority to respond to student’s aspirations and to be attentive to the views of their parents to uphold fair and consistent treatment for all students, and to provide equalopportunities for themWhilst academic performance of each student’s potential is a central aim of both theSchool and parents, the School seeks with equal emphasis to prepare its students for thewider experiences of life-long learning, and to promote in them qualities of self-confidence,self discipline, diligence, acceptance of responsibility and challenge, honesty,unselfishness, courtesy, fairness, trustworthiness, loyalty, sensitivity to the needs andviews of others, courage, and the capacity to look to the future.For an education at YCIS Shanghai to be really successful, it is essential for parents,students and the school to work in partnership with a clear understanding of schooldiscipline and values. The School will insist on high personal and corporative standards ofbehaviour. Parents are expected to support the School in this objective and to hold thepersonal and moral discipline of their sons and daughters as a priority.Parents are asked to ensure that students:• dress in accordance with School uniform requirements• attend school on time and are picked up at the end of the school day on time• devote the expected amount of time to school work at home• remind students that social behaviour must be in full accordance with the standardsof the School expectationsIn the development of a young person through a school career there will inevitably bemoments of concern, just as there will be times for celebration. Provided that domesticcircumstances are stable and that communication between home and the School ispositive, prompt and frank, there are very few difficulties which cannot be safely andhappily overcome. The occasions for celebration of personal achievement will be all themore rewarding and frequent. Unequivocal parental support for the YCIS Philosophy andObjectives and values of the School are a fundamental pre-requisite for a student’ssuccess, and it is understood that this support is implicit in the acceptance of a place atYew Chung International School of Shanghai.6

上 海 耀 中 国 际 学 校 小 学 部“ 成 功 约 章 ”每 当 接 受 一 个 学 生 进 入 上 海 耀 中 国 际 学 校 , 我 们 小 学 部 都 会 依 照 学 校 的 理 念 与 目 标 , 努 力为 其 提 供 一 个 稳 定 而 有 序 的 教 育 环 境 , 鼓 励 学 生 在 学 业 、 体 能 、 社 会 性 、 情 感 、 精 神 以 及个 性 等 各 方 面 获 得 充 分 的 发 展 。我 校 高 度 重 视 与 家 长 保 持 密 切 而 富 有 建 设 性 的 沟 通 , 我 们 与 每 位 家 长 彼 此 合 作 , 持 续 努力 , 以 完 成 学 生 的 教 育 。学 校 致 力 于 : 满 足 学 生 的 学 业 需 求 和 个 人 需 求 , 提 升 学 生 的 道 德 素 养 ; 提 供 一 个 令 学 生 感 到 被 重 视 且 能 学 习 与 他 人 合 作 的 校 园 氛 围 ; 提 供 一 个 平 衡 且 富 有 挑 战 性 的 课 程 体 系 以 及 广 泛 的 课 外 学 习 机 会 ; 通 过 正 式 的 “ 全 面 关 怀 ” 计 划 , 为 学 生 提 供 关 怀 和 支 持 ; 鼓 励 学 生 尽 力 施 展 学 术 潜 能 , 营 造 一 种 整 体 的 、 高 度 重 视 高 水 准 教 学 质 量 的 校 园 氛围 ; 对 学 生 的 愿 望 和 要 求 给 予 回 应 , 并 重 视 家 长 的 愿 望 及 意 见 ; 坚 持 公 平 、 公 正 的 原 则 , 一 视 同 仁 地 为 所 有 学 生 提 供 均 等 的 机 会 。一 方 面 , 学 校 重 视 学 生 在 学 业 上 的 成 就 这 一 对 学 校 和 家 长 来 说 都 非 常 重 要 的 核 心 目 标 ; 另一 方 面 , 我 校 也 同 样 重 视 培 养 学 生 去 面 对 更 为 广 阔 、 长 远 的 未 来 , 而 不 仅 仅 局 限 于 在 校 学习 的 这 一 短 暂 时 期 , 我 们 致 力 于 在 他 们 生 命 中 建 立 起 更 多 的 自 信 、 自 律 、 勤 奋 、 诚 实 、 无私 、 谦 逊 、 公 正 、 可 靠 、 忠 诚 、 勇 敢 , 对 他 人 需 要 和 想 法 的 敏 锐 , 以 及 洞 察 未 来 、 承 担 责任 和 接 受 挑 战 等 等 诸 多 能 力 和 品 格 。为 了 使 学 生 在 上 海 耀 中 的 教 育 取 得 真 正 成 功 , 家 长 、 学 生 和 学 校 三 方 在 充 分 理 解 以 上 这 些价 值 观 和 合 作 原 则 的 基 础 之 上 , 彼 此 配 合 至 关 重 要 。 学 校 将 始 终 如 一 坚 持 高 标 准 的 个 人 行为 规 范 和 团 队 合 作 纪 律 。 期 待 家 长 支 持 学 校 向 着 这 个 目 标 迈 进 , 并 期 待 家 长 充 分 重 视 子 女在 个 性 和 道 德 纪 律 方 面 的 发 展 。家 长 要 确 保 学 生 : 按 照 学 校 校 服 穿 着 规 定 恰 当 着 装 ; 按 时 到 校 , 并 在 放 学 后 按 时 被 接 领 ; 投 入 相 应 时 间 完 成 家 庭 作 业 ; 提 醒 学 生 其 社 会 行 为 必 须 完 全 符 合 学 校 标 准 。青 少 年 在 学 校 的 成 长 岁 月 中 难 免 会 有 一 些 令 人 担 忧 的 时 刻 , 这 和 值 得 庆 贺 的 时 刻 相 辅 相成 。 如 果 学 生 成 长 环 境 稳 定 , 学 校 与 家 长 之 间 有 积 极 、 及 时 和 坦 诚 的 沟 通 , 那 就 没 有 什 么困 难 无 法 安 然 而 愉 快 地 克 服 , 同 时 , 我 们 对 学 生 的 成 就 开 怀 庆 贺 也 会 更 加 频 繁 和 令 人 欣慰 。 家 长 对 学 校 的 理 念 与 目 标 鲜 明 地 给 予 支 持 是 学 生 取 得 成 功 的 一 个 基 本 前 提 。 我 们 相信 , 当 您 代 表 孩 子 接 受 上 海 耀 中 国 际 学 校 提 供 的 这 个 就 读 席 位 时 , 就 已 意 味 着 您 将 带 给 我们 这 种 支 持 。7

AdmissionsYew Chung upholds a non-discrimination policy and accepts applications from anyqualified student from the Early Childhood Education (ECE) Programme through toPrimary and Secondary levels, regardless of race, gender, class or economic status,ethnic or national background.However, due to Chinese Government regulations, YCIS Shanghai can only acceptapplications from foreign passports holders or residents from Hong Kong, Macau andTaiwan. Any Chinese passport holder who has one or both parents holding foreignpassport or being resident from Hong Kong, Macau and Taiwan is acceptable.All entering students are subject to be interviewed together with parents to ascertain theacademic, social and language standards. This will enable the school to understand andmeet the needs of each student. All students should attend classes according to theannual school calendar and weekly timetable.Contacts:Hongqiao Office:Yew Chung International School of ShanghaiHongqiao Campus, 15 Shui Cheng Road, 200336 Shanghai.Tel: (8621) 6242 3243Fax: (8621) 6242 7331Gubei Office:Yew Chung International School of ShanghaiGubei Campus, 18 West Rong Hua Road, Gubei New Area, 201103 Shanghai.Tel: (8621) 6219 5910Fax: (8621) 6219 0675Pudong Regency Park Office:Yew Chung International School of ShanghaiPudong Campus, Regency Park Campus, 1817 Hua Mu Road, Pudong, 201204ShanghaiTel: (8621) 50331900Fax: (8621) 68565907Pudong Century Park Office:Yew Chung International School of ShanghaiPudong Century Park Campus, 1433 Dong Xiu Road, Pudong, 200127 ShanghaiTel: (8621) 5045 6475Fax: (8621) 50454 725Student Personal DetailsYCIS Shanghai maintains a database of all students. Parents are requested to notify theOffice Administrator of any changes in personal details.8

Semester OneDateAug 8Aug 13Aug 21Aug 22Aug 29Aug 30Sep 28Sep 30Oct 1-7Oct 11Oct 12Nov 9Nov 9-11Dec 21Dec 22 - Jan 7School Calendar 2012 – 2013EventNew Teachers in SchoolAll Staff ReturnStudent OrientationSemester 1 CommencesECE to Y4 Parent Information EveningY5 & Y6 Parent Information EveningStudent Progress ReportsMid-Autumn FestivalNational Day HolidayHongqiao Parent/Teacher InterviewsGubei Parent/Teacher InterviewsTeacher In-service Day (no school for children)Mid-Semester BreakSemester 1 EndsChristmas & New Year HolidaySemester TwoDateJan 7Jan 8Jan 18Jan 24Jan 25Feb 7-17Mar 29-Apr 3Apr 4-7Apr 12May 1Jun 12Jun 27Jun 28EventTeacher In-service Day (no school for children)Semester 2 CommencesPrimary Student Mid-Year ReportsGubei Parent/Teacher InterviewsHongqiao Parent/Teacher InterviewsLunar New Year HolidayEaster HolidayQing Ming Festival HolidayPrimary Student Progress ReportsLabour Day HolidayDuan Wu Festival HolidayStudent End of Year ReportsTeacher In-service & Preparation9

Organisational Chart 2012-13Yew Chung International School of Shanghai(Puxi) ECE & PrimaryCo-PrincipalsMr. Andrew MELLOR 孟 安 德 Ms. Julie ZHENG 郑 雷ECE Coordinator Primary CoordinatorLouise RAMBAUDSherrilie BURTONECE Chinese Coordinator Primary Chinese Studies CoordinatorSONG Lin 宋 琳Weiky CHANG 常 玮 琪Primary Curriculum CoordinatorLisa EDWARDSPrimary Character Education CoordinatorJana van ZYLMusic Education Coordinator (Acting)Ying YUAN 袁 映Hongqiao School OfficeAdministratorJeanette ZHANG 张 霞 俊Gubei School OfficeAdministratorGrace GE 葛 丹 青Teacher LibrarianHeather LOCKETTOffice StaffSchool NurseECE Group Leaders /ECE Chinese Group LeadersYear LeadersLibrariansSpecialist LeadersPrimary Chinese language /Chinese Culture Group LeadersECEClass Co-teachersPrimarySpecialist TeachersPrimaryClass Co-teachers11

Yew Chung International School of ShanghaiPrimary (Puxi)Teacher List: 2012-13Co-Principals: Mr. Andrew MELLOR 孟 安 德Primary Coordinator:Primary Chinese Studies Coordinator:Primary Curriculum Coordinator:Primary Character Education Coordinator:Music Education Coordinator (Acting):12Ms. Julie ZHENG 郑 雷Ms. Sherrilie BURTONMs. Weiky CHANG 常 玮 琪Ms. Lisa EDWARDSMs. Jana van ZYLMs. Ying YUAN 袁 映Class Room Western Co-teachersYear 1A HQ A305 Mr. Mark VICKERSTAFF Ms. ZHENG Ji 郑 吉Year 1B HQ A306 Ms. Sarah BRADFORD Ms. Lavissa TAO 陶 焱Year 1C HQ A308 Ms. Petrea HARVEY Ms. Cindy DU 都 兴 艳Year 1D HQ A309 Ms. Niki-Elise TINDAL Ms. ZENG Ming 曾 明Year 1E HQ A310 Ms. Sarah TIMMONS Ms. Sherry WEI 韦 蔚(*Ms. Rachel HEDGES)Year 2A HQ A401 * Ms. Gemma MADDOCKS Ms. Grace GU 顾 倩Year 2B HQ A405 Mr. Nick KENWRIGHT Ms. Cindy YE 叶 丽 敏Year 2C HQ A406 Mr. Gareth van ZYL Ms. Fannie FENG 冯 岚Year 2D HQ A410 Ms. Phaedra MILLER Ms. HE Yi Hong 何 一 红Year 2E HQ A411 Ms. Fi DARGAVILLE Ms. SHEN Rong 沈 蓉Year 3A HQ B101 Ms. Jacqueline CONNOR Ms. Cindy GE 戈 岩Year 3B HQ B102 * Ms. Sabreena BHAWON Ms. Anna LI 李 晴Year 3C HQ B103 Ms. Sarina HEMUNGKORN Ms. Elina SHI 施 亭Year 3D HQ B104 Ms. April ASUNCION Ms. Lily LI 李 鹃Year 3E HQ B105 Mr. Kristopher MORGAN Ms. Stella ZHOU 周 淑 群Year 3F HQ B303 Mr. Kevin LOCKETT Ms. Rosie JIN 金 洪 兰Year 4A HQ B201 *Ms. Michelle COURTENAY Ms. Paula CHEN 陈 秉 慧Year 4B HQ B202 Ms. Dayna LI Ms. Daisy XIE 谢 瑾Year 4C HQ B203 Mr. Julius WARD Ms. SHEN Bao Ru 沈 保 如Year 4D HQ B204 Ms. Kerry HOLMES Ms. Susan YUE 乐 霞 瑾Year 4E HQ B205 Ms. Irene WIFFEN Ms. Elisa SHI 石 磊Year 5A GB B102 *Mr. Jim WILCOX Ms. Linda LEE 李 娜Year 5B GB B103 Ms. Janice KILMURRAY Ms. Isabel ZUO 左 旭 旻Year 5C GB B202 Ms. Stacy JOHNSON Ms. Hazel HUA 华 枫Year 5D GB B203 Mr. Leon WEEKS Ms. Idania LI 李 方 兴Year 6A GB B204 Ms. Amy DONOVAN Ms. Amanda FAN 范 燕 妮Year 6B GB B301 Mr. Stephen BOLTON Ms. June XU 徐 珺Year 6C GB B302 *Ms. Louise KING Ms. Juliet JI 纪 娟 云Year 6D GB B303 Mr. David BENSON Ms. Wei Jin 魏 瑾Year 6E GB B304 Ms. Lauren KERMOND Ms. Maggie ZHOU 周 稚 颖EAL HQ A402 Ms. Erin WILLETTEAL HQ A403 Ms. Hannah FROWEN-MAINDSEAL HQ A404 Ms. Jessica XIAEAL HQ A307B / GB B104 Mr. Fernando POLITOEAL HQ B403 / GB B201 *Mr. Anthony HENDERSONEAL HQ B301 / GB B101 Mr. Gary JONESMusic HQ A311 Ms. Althea O’DEEHQ B403 / GB B313Ms. Amrita FRANCISViolin HQ A409 Ms. Sissi WANG 王 希ICT HQ B305 / GB A215 *Mr. David BURTONICT / PE HQ B305 / HQ A101 Mr. Charles BOLTONICT HQ A307A Ms. Jana van ZYLPE HQ A101 / GB B112 Mr. Gavin COTTINGHAMArt HQ A207 / GB B309 Ms. Regina MANIACISEN HQ A104 Ms. Patricia STEWARTSEN HQ B306 / GB B310 Ms. Meredith HAHNLibrary HQ A301 / HQ B302 / GB B209 Ms. Heather LOCKETTCurriculum Project Leader: Ms. Rachel HEDGESe-Learning Leader:Mr. David BURTONChinese Curriculum Centre: Ms. Cherry CHEN 陈 赟 Ms. Miranda LU 陆 逸 波Resource Teachers:Ms. Anne BRUCETeachers Assistant Ms. Jhulia CANTOS Ms. Mari FLORES

School StaffWith a view to enabling the integration of Chinese and Western educational philosophies,the school operations are led by two Co-Principals — one Chinese and one Western - forECE and Primary. In addition, the ECE & Primary Schools are led by the Coordinators –representing East and West. The School Leadership are responsible for the curriculum,academic programmes, student well-being, pastoral care and school activities.The teachers at YCIS Shanghai are qualified, with different experiences and committed tothe ethos of the school. They come from countries such as, the United Kingdom Australia,Canada, New Zealand, the United States, China and the Philippines. Teachers arerecruited not only for their academic background, but also for their enthusiasm for teaching,their Christian support and values, and their dedication and commitment to the YCISphilosophy in preparing students for an all round international education.Facilities in the Primary SchoolThe YCIS-Shanghai Primary students (Y1-6) are located on the Hong Qiao and Gubeicampuses. There has been considerable development over the past few years and thereare now facilities of a high standard. These include: Three ICT labs comprising of over 75 computers. There are also computers located ineach classroom, with additional laptops. Three Libraries with fiction and non-fiction books, and ICT facilities. Art classrooms Music classrooms Outdoor quadrangles for playing and PE, including, volleyball, badminton andbasketball facilities. All weather playing fields on each campus A Gymnasium & Auditorium that is shared with the Secondary school (Gubei). Cafeterias with catering by Eurest Two multi-purpose halls for assemblies, concerts and other student performances. Over 30 classrooms / specialist subject roomsThe physical environment of the school provides students with the opportunity to reachtheir full potential.Currently there are plans to further develop and expand the Hong Qiao and Gubeicampuses.13

ACADEMIC PROGRAMMEThe Yew Chung International Curriculum - Overview:Our YCIS International Curriculum gives teachers, students, parents, and the widercommunity a clear and shared understanding of the concepts, skills, values and knowledgethat the students will gain at YCIS Shanghai Primary. It allows Yew Chung EducationFoundation to meet the individual learning needs of students and to develop a distinctivecharacter and ethos related to the Yew Chung International School’s (YCIS) Philosophyand Objectives, and the local community of Shanghai. The curriculum provides aframework that can support young people on the road to further learning.The basis for the western curriculum is The National Curriculum for England. However, it isadapted to be internationally-minded to reflect the nature of our student population, YCISPhilosophies and Objectives and our location in Shanghai, China. It sets out a clearoverview of learning for all students from Year 1 to Year 6, and beyond. The learningprogramme outlines the concepts, skills and knowledge of what will be taught, and sets keytargets for learning and assessment.The basis for the Chinese curriculum is Chinese language and culture. There is acomprehensive learning programme that is relevant and for all students. There is a clearprogression with the content and skills of what will be taught, and sets levels for learningand assessment.The third main component of the YCIS curriculum is Character Education. The programmeis taught through the Character First approach. The main aim of Character First is todevelop good character, related to Christian morals and values.The International Curriculum in the primary is taught in two broad 'key stages'. The chartbelow shows the different key stages.Age Stage Year5-6 Key Stage 1 Year 16-7 Year 27-8 Key Stage 2 Year 38-9 Year 49-10 Year 510-11 Year 6Aims of the National Curriculum for England:Aim 1 - The school curriculum aims to provide opportunities for all students to learn and toachieve.Aim 2 - The school curriculum aims to promote student’s spiritual, moral, social and culturaldevelopment and prepare all students for the opportunities, responsibilities andexperiences of life.The interdependence of the two aims:These two aims reinforce each other. The personal development of students: spiritually,morally, socially and culturally, plays a significant part in their ability to learn and to achieve.Development in both areas is essential to raising standards of attainment for all students.Learning across the curriculum – known as cross-curricula and integrated learning -children focus on how they learn in one subject area can be connected to their learning inanother subject area and to conditions in the real world.14

The Primary School uses The Primary National Framework for Literacy and Mathematics ofEngland to enhance the quality of teaching and learning.The curriculum is constantly under review to take account of changes to the NationalCurriculum and to improve the quality of the teaching and learning within the school.Key Stages 1 & 2 Subjects:• Character Education (Personal & Social Education)• English Language• Chinese Language & Chinese Culture• Mathematics• Science• Information & Communication Technology• Design & Technology• History• Geography• Art• Music & Violin• Physical EducationWebsites: www.nc.uk.netwww.qca.org.ukTeaching for Years 1 to 6As a parent or carer, you have a very important role to play in helping your child learn.Some parents are afraid of doing the wrong thing. (If you are unsure about how to help,you can always ask your child's teacher.) Important things you can do are:• take an interest in what your child is learning at school, and encourage them totalk with you about it• praise them when they have done well or made an effort with heir learning• give them an area at home for homework and learning activities• encourage them to participate in activities such as: learning a musical instrument;playing in a sports team; joining a dance group; etc.To lead independent, happy lives, children must develop their self-confidence. Thisinvolves taking responsibility for their own health and well-being. At home and school,children learn about these important life skills. They learn not only about their own rights,duties and responsibilities, but also about the rights and responsibilities of others.Teaching them about these characteristics and qualities aims to help them respect andvalue the richness and diversity of our society.Children are taught personal skills, such as how to:• be more independent and confident• see what their strengths are• think about what's fair and unfair, right and wrong• set themselves goals, and try to achieve them• keep themselves safe and healthy.Children also learn social skills:• they think about what kind of groups they belong to, and how they contribute to them• they learn that it is important to respect others and get on with them.15

Schools look for opportunities to teach these skills and ideas in everyday life. Forexample, your child might learn about their strengths through doing classroom jobs. Theymight discuss classroom expectations with other children and the teacher.Personal and Social skills are taught:• through all learning areas• through Character Education and other special times set aside for this• by creating opportunities for children to practice and take responsibility.Character EducationThe objectives for Character Education are taught through the Character First programme.The main aim of Character First is to develop worthy and ethical character.Every month we look at a different character quality, eg: patience, self control,responsibility, etc. The character quality is introduced at the beginning of the month at aschool assembly, and then continues into the classroom. We incorporate Bibles stories andtell stories from other cultures to emphasize the Character Qualities. We celebrate theChristian festivals (Christmas and Easter), and give children an understanding of respectfor oneself, others and for all religions.This programme has even more effect if there is a partnership between school and thehome.Building Character is Important because:‣ Character is who we are.‣ It is how a person makes decisions.‣ Character determines a person’s attitudes, words and actions.‣ Almost every problem and every success is based in character.Ethical Character:Is the inward motivation to do what is right, whether one feels like it or not, in everysituation.Transcends differences of age, position, financial status, race, religion, education, gender,and personality.springs from the heart.Character is Developed by:• Emphasising character.• Defining each character quality so everyone understands it.• Using illustrations, object lessons and activities.• Applying it in practical situations.• Expecting it from people• Modelling character at all levels.• Holding one another to the standard.• Identifying and correcting wrong attitudes.• Recognising character.• Looking for ways to encourage one another.• Praising character above achievement.• Publicly praising good character.Part of the Yew Chung’s Educational Philosophy is to uphold moral and spiritual valuesconsistent with Christian principles, affirming the worth and dignity of each individual.16

Key Stage 1 - Learning overviewYears 1 & 2ENGLISHChildren are taught:• speaking and listening: they think about what they say, choose theright words, listen to others before they speak, talk with others andshare ideas. They take different roles in drama, tell stories, readaloud, and describe events and experiences• reading: they focus on words and sentences and how they fit intowhole texts. Children work out the meaning of what they read andsay why they like it or why they don't. They read stories, plays,poems, information texts in print and on computer screens, and usedictionaries and encyclopaedias• writing: they compose stories, poems, notes, lists, captions, records, messagesand instructions. They learn how to use punctuation to show the meaning ofsentences, practise clear handwriting, and discover that thinking about patterns ofletters and sounds helps them to spell words correctly.The Primary National Strategy is a set of tools for primary schools, aimed at helping themto raise standards – and to deliver the National Curriculum more effectively.The Primary Framework for literacy and mathematics is a central part of the strategy. Whilethe focus is on literacy and numeracy, schools can use the approaches it recommends tosupport teaching, learning and assessment across the whole curriculum.Developing literacy skillsAs well as reading and writing, literacy involves the development of speaking and listeningskills. The framework encourages teachers to use a variety of approaches to teachingliteracy. It recommends regular, dedicated literacy lessons, but recognises that pupils canalso develop literacy skills while they learn about other subjects in the curriculum.The framework encourages teachers to put a greater emphasis on using ‘phonics’(teaching your child to recognise the sounds of parts of words). It also stresses the part youplay as a parent in helping your child to develop their literacy skills.Reading:Teachers say that promoting reading at home is the most important way that parents canhelp their child. Make sure your child has the opportunity to read on a regular basis (eachday) and check they understand what they read. Here are some more tips on helping yourchild with reading:• when you read to your child, make the experience interactive - ask questionsabout the story, the pictures, and what they think of the characters• as their reading skills grow, gradually let them do some of the reading with and toyou• use dictionaries together for difficult words - a picture dictionary can makeexploring language more interesting• keep an eye out for the themes that catch your child's imagination - and helpfollow it up with more reading• when you come across an unusual or funny-sounding word, help your child findout what it means and write it on the fridge door with magnetic lettersAs your child gets older encourage them to pick up other books around the house to boostfamiliarity with 'grown-up' language. Suggest a reading list, and encourage your child towrite down thoughts on the books they have read.17

Writing and Spelling:It's easier to get into good handwriting habits early on than to correct poor writing later,when the pressure of schoolwork is greater. The same goes for spelling. Help your child tosee writing and spelling skills not only as fun, but as something important and to be proudof:• help younger children by writing words and sentences for them to copy• emphasise the links between drawing and writing, and make sure your childalways signs finished artwork• encourage your child to be inspired by examples of beautiful handwriting inmuseums, galleries and books• older children can develop their writing and social skills together by findingpenfriends through school or clubs, or keeping in touch with friends met on holidayCHINESEThe general aims of the Chinese language programme are:1. cultivate students’ interest in learning Chinese language;2. develop students’ ability in listening, speaking, reading and writing and enablestudents to communicate accurately, appropriately and effectively;3. teach students methods of learning and self-learning in the Chinese curriculum;4. enhance students’ ability in thinking, imagination and creativity to complement thestudents’ other areas of study;5. guide students to learn the essence of Eastern culture and to have a betterunderstanding of Chinese culture.All students in the Primary School take one lesson in Chinese language everyday.MATHEMATICSChildren are taught about:• number: counting, calculating, solving simple problems and making simple lists,tables and charts• shape, space and measurement: looking at, handling and describing the features ofcommon shapes such as triangles, rectangles, squares, cubes, hexagons, pentagons,cylinders and spheres; describing positions, directions and movements and rightangles; working and measuring with units of time, length, weight and capacity.Enquiry: using and applying mathematics involves doing practical tasks and talking aboutmathematical problems. Children are taught to reason about problems and solve them. Theycommunicate their thinking and results using objects, pictures, diagrams, words, numbersand symbols. They estimate and measure everyday items. They do sums in their heads,especially by imagining numbers and the relationships between them. At this age, childrenget into the habit of doing maths in their heads, without necessarily relying on calculators.Developing Mathematics skills in everyday life:Successful learning depends on having problem solving skills and thinking logically as wellas the ability to read and write.Primary school children have a daily Maths lesson, but an easy way to boost their skillsand motivation is by showing them how useful number skills are in almost everything theydo.Children can have fun:• measuring their height and working out how much they've grown18

• on car journeys - playing number-plate games, adding and subtracting with roadsigns, thinking about speed by dividing distance by time• at the shops - weighing fruit and vegetables, budgeting with pocket money,working out the relative value of products by comparing prices and weight• in the kitchen - with weighing and measuring, and temperature and timings• making models and origami shapesWorking it out, thinking it through:Make a game out of putting little problems to your child and letting them reason thingsthrough, prompting as little as you can. For example, while cooking ask them to work outingredient amounts if a recipe is doubled. Praise your child for trying, even if they getstuck or get things wrong. New experiences and discoveries are always stimulating, andthey don't have to be expensive or elaborate:• if you go for a country walk, try collecting leaves of different shapes, looking forinsects or signs of wild animals, and thinking about why metal goes rusty or lichengrows on one side of trees• introduce your child to simple map-reading using a road atlas or map of your area• on holiday, be aware of all the things that are different to home - buildings,accents and languages, clothes, food, customs, and so on• find out if there are clubs in your area which will interest your child - try the locallibrary or leisure centre for informationTOPIC: this learning area covers the subject areas of Science, History, Geography andDesign & Technology.ScienceEvery child has a natural curiosity about the way the world works: science lessons show howthey can get answers to questions such as how plants grow or why it's dark at night.Children look at and explore:• life processes and living things, such as familiar animals and plants• materials and their properties, such as wood, paper and rock• physical processes: simple ideas in physics, taught through experiences with electricity,forces, light and sounds.Through work in these three areas children are taught about scientific enquiry. The teacher orchildren ask questions, then the children work together to try to answer the questions byfinding things out and recording their work.HistoryIn history children learn to place events in chronological order, and about the lives of men,women and children from the history of China and around the world. They also look atsignificant events, such as Chinese New Year or the Olympic Games. They use books andother sources to help them ask and answer questions. They listen to stories and respond tothem. They learn how the past is different from the present and ask: how have I changed? Orhow has life changed for my parents, or others around me?GeographyChildren learn to use geographical skills, and resources including maps and plans, to find outabout places:• where features are located (for example, shops, bus stops, streams and trees)• how and why features change (for example, heavy rain causing floods)• how to care for the environment.Design and Technology (DT)Children are taught to:• look at and talk about familiar products (made of materials such as card, textiles and food)to see how they work19

• practise simple practical skills and do tasks, such as cutting, folding and gluing, whichthey will use as they make their own products• plan and create their own products, using what they have learned.For example, they might look at hand and finger puppets, asking questions such as 'Howhave they been put together? What type of fabric has been used? Who have they beenmade for?' They then practise skills, such as cutting and joining the kinds of fabrics used inthe puppet. Finally they design and make a puppet with a purpose: for example, a fingerpuppet designed to entertain a smaller brother or sister on a long car journey.INFORMATION and COMMUNICATION TECHNOLOGY (ICT)Children learn how to use ICT to find out information, and then to share and exchange it.They become familiar with some hardware and software - for example, learning how to use aword processor and 'paint' software. They store information on computers, present it indifferent ways, and talk about how ICT can be used both in and out of school.ARTChildren are taught to:• explore and develop their ideas by recording what they see and imagine, and by askingand answering questions about it• try out different materials, tools and techniques (such as painting, printmaking, modellingclay)• review their own and others' work, saying what they think and feel about it• work with colour, pattern and texture, line and tone, shape, form and space• find out about differences and similarities in the work of artists, craftspeople anddesigners in different times and cultures.They do this on their own and working with others, using a range of starting points (such astheir own experiences, natural and made objects, the local environment) and looking at arange of work (for example, during visits to galleries, local factories, or on the internet).MUSIC and ViolinChildren are taught how to sing and play musical instruments. All childrenin Years 1 and 2 must learn to play the Violin. They explore sounds andcreate their own short compositions. They learn to listen carefully, findingout and describing how sounds can change: for example, getting higher,lower, louder, quieter. They experience a wide range of music fromdifferent times and cultures.PHYSICAL EDUCATION (PE)Teaching for every child:• Games: they learn how to use their skills and strategies to score points or goals againstothers.• Dance: children learn how to move rhythmically and expressively, showing theirimagination.• Gymnastics: they learn how to link together, accurately:* movements* still shapes* balances.Children are taught how to follow rules, and how to move and play safely. They learn how towork on their own and with others. They work together in teams, competing against others.20

Key Stage 2 – Learning OverviewYears 3 to 6ENGLISHChildren are taught:• speaking and listening: they speak to different audiences and use language foreffect. They shape what they say with a clear beginning and ending. They listencarefully, picking out the main points of what people say, and ask questions ormake comments. They work flexibly in groups, making different contributions. Theywrite scripts or improvise plays and comment on how successful their performancesare. They learn about how language changes in different situations, and betweenspeech and writing• reading: they read a broad range of materials and use their knowledge of words,sentences and texts to understand the meaning. They get better at readingchallenging, lengthy texts on their own, and they discuss the meanings of fictionand non-fiction with others• writing: they write in a range of ways to explore feelings, explain, persuade, reviewand comment. They plan and draft their work, checking it for spelling, punctuationand grammar. They write legibly in linked and printed styles.The Primary National Strategy is a set of tools for primary schools, aimed at helping themto raise standards – and to deliver the National Curriculum more effectively.The Primary Framework for literacy and mathematics is a central part of the strategy. Whilethe focus is on literacy and numeracy, schools can use the approaches it recommends tosupport teaching, learning and assessment across the whole curriculum.Developing literacy skillsAs well as reading and writing, literacy involves the development speaking and listeningskills. The framework encourages teachers to use a variety of approaches to teachingliteracy. It recommends regular, dedicated literacy lessons, but recognises that studentscan also develop literacy skills while they learn about other subjects in the curriculum.The framework encourages teachers to put a greater emphasis on using ‘phonics’(teaching your child to recognise the sounds of parts of words). It also stresses the part youplay as a parent in helping your child to develop their literacy skills.Reading:Teachers say that promoting reading at home is the most important way that parents canhelp their child. Make sure your child has regular reading practice and check theyunderstand what they read. Here are some more tips on helping your child with reading:• when you read to your child, make the experience interactive - ask questionsabout the story, the pictures, and what they think of the characters• as their reading skills grow, gradually let them turn the tables until they're readingto you• use dictionaries together for difficult words - a picture dictionary can makeexploring language more interesting• keep an eye out for the themes that catch your child's imagination at school - andhelp follow it up with more reading• when you come across an unusual or funny-sounding word, help your child findout what it means and write it on the fridge door with magnetic lettersAs your child gets older encourage them to pick up other books around the house to boostfamiliarity with 'grown-up' language. Suggest a reading list, and encourage your child towrite down thoughts on the books they have read.21

Writing and Spelling:It's easier to get into good handwriting habits early on than to correct poor writing later,when the pressure of schoolwork is greater. The same goes for spelling. Help your child tosee writing and spelling skills not only as fun, but as something important and to be proudof:• help younger children by writing words and sentences for them to copy• emphasise the links between drawing and writing, and make sure your childalways signs finished artwork• encourage your child to be inspired by examples of beautiful handwriting inmuseums, galleries and books• older children can develop their writing and social skills together by findingpenfriends through school or clubs, or keeping in touch with friends met on holidayCHINESE LANGUAGE (Y2-Y6)The general aims of the Chinese language programme are:1. cultivate students’ interest in learning Chinese language;2. develop students’ ability in listening, speaking, reading and writingand enable students to communicate accurately, appropriately andeffectively;3. teach students methods of learning and self-learning in the Chinese curriculum;4. enhance students’ ability in thinking, imagination and creativity to complement thestudents’ other areas of study;5. guide students to learn the essence of Eastern culture and to have a betterunderstanding of Chinese culture.Chinese Curriculum at YCIS-Shanghai is divided into 2 sections: Chinese as a FirstLanguage (CFL), Chinese as an Additional Language (CAL). Students are placed intodifferent classes according to their language background and their particular needs, withthe aim to help improve their Chinese ability to a greater extent.Chinese as a First Language (CFL)Students in this programme are those who have established Chinese languagebackgrounds. The students usually have already started to learn Chinese written languageat other schools.This curriculum meets the standard of the same level in the Chinese Speaking Areas suchas Hong Kong, Taiwan, Macaw, Singapore and the Mainland China. We have differentlevels (CFL1 – CFL 5) for students from different grades (Year 2 – 6).Chinese as an Additional Language (CAL)Students in this programme are those who have limited or no Chinese languagebackgrounds. Many don’t speak any Chinese before they come to YCIS-Shanghai.This five-year course follows a line of development of communication ability while takingdue consideration to grammar system and places first importance to the development ofconversational ability in the overall education of Chinese language.MATHEMATICSChildren are taught about:• number: this includes numbers and the number system, calculations and ways ofsolving problems• shape, space and measurement: this includes two-dimensional and threedimensionalshapes, position, movement and measurement• handling data: this includes working out which questions can be answered bycollecting data, organising it, putting it into graphs and diagrams and working outhow it helps to answer the original questions.Children are taught how to ‘use and apply mathematics’. They decide how to tackleproblems. They record what they do using mathematical language, symbols and diagrams,22

and explain their reasoning. Children are taught how to use a calculator to solve certainsorts of problem, but usually they are expected to do maths mentally or on paper.Developing Mathematics skills in everyday life:Successful learning depends on having problem solving skills and thinking logically as wellas the ability to read and write.Primary school children have a daily Maths lesson, but an easy way to boost their skillsand motivation is by showing them how useful number skills are in almost everything theydo.Children can have fun:• measuring their height and working out how much they've grown• on car journeys - playing number-plate games, adding and subtracting with roadsigns, thinking about speed by dividing distance by time• at the shops - weighing fruit and vegetables, budgeting with pocket money,working out the relative value of products by comparing prices and weight• in the kitchen - with weighing and measuring, and temperature and timings• making models and origami shapesWorking it out, thinking it through:Make a game out of putting little problems to your child and letting them reason thingsthrough, prompting as little as you can. For example, while cooking ask them to work outingredient amounts if a recipe is doubled. Praise your child for trying, even if they get stuckor get things wrong.New experiences and discoveries are always stimulating, and they don't have to beexpensive or elaborate:• if you go for a country walk, try collecting leaves of different shapes, looking forinsects or signs of wild animals, and thinking about why metal goes rusty or lichengrows on one side of trees• introduce your child to simple map-reading using a road atlas or map of your area• on holiday, be aware of all the things that are different to home - buildings,accents and languages, clothes, food, customs, and so on• find out if there are clubs in your area which will interest your child - try the locallibrary or leisure centre for informationTOPIC: this learning area covers the subject areas of Science, History, Geography andDesign and Technology.ScienceChildren look at and explore:• life processes and living things, including facts about their own bodies (such as theimportance of a varied diet and exercise for good health), the purpose of roots andflowers in plants, how animals and plants are classified, and the habitats in whichanimals and plants need to live• materials and their properties, including classification, how they can be used, howthey change (for example, through burning, freezing, boiling), and how somematerials can be mixed and separated• physical processes, including electrical circuits, magnets, the forces of gravity andfriction and how light and sound travel. They also learn some basic facts about theSun, Earth and Moon.Through work in these three areas children are taught about scientific enquiry. The teacheror children ask questions, and then the children work together to try to answer thequestions, by finding things out and recording data in a variety of ways, including charts,diagrams and charts. They look for patterns in the data to help draw conclusion from theirresults. They think about their tests and comparisons and whether or not these are a fairway to help answer the questions. They use reference books and computer sources to findout more about scientific ideas.23

HistoryChildren learn about local, Chinese, Asian, European and world history and the historicalorder in which people lived as well as the events that happened.They learn about:• Shanghai – local history, the 1930’s, and present day• China – key historical events, past and present traditions• the way of life, beliefs and achievements of India• the way of life, beliefs and achievements of the ancient Romans• the way of life, beliefs and achievements of the ancient Greeks• the way of life, beliefs and achievements of the ancient EgyptiansStudents choose different countries for individual projects and presentations. Children learnabout famous people, and about events and places from the past. They learn about changes,and about why some things stayed the same. They look at history from different viewpoints,such as political, social and religious. They use different types of information, includingcomputer sources, to investigate the past. They learn that the past can be shown andexplained in different ways.GeographyChildren learn to use geographical skills to find out about different places, physical andhuman features in the environment, changing environments and the ways people and theenvironment affect each other. They do this through their study of places and themes:• the local area – its physical and human features• water - how it affects landscapes and people• how settlements like towns and villages are different from each other, and how theychange• how and why environments change and how we try to manage them• weather – different kinds of weather and seasonal changes.Children use maps, atlases and plans to study places at different scales - local, regional andnational. They learn where important places and environments are in the world (for example,cities, rivers and mountain ranges in Shanghai, China, Africa & South America). They look atsome of these places in detail. They carry out fieldwork investigations outside the classroom(for example, a survey of a small park, or of different types of shops and houses in the localenvironment). To support their study, children ask questions, gather and record geographicalinformation and use resources such as maps, atlases, aerial photographs and computerprograms.Design and TechnologyChildren are taught to:• look at products to see how they work and how they are used, and ask the views ofpeople who use them• practise practical skills and tasks, such as cutting, joining, fixing and connecting• design and create their own products, using what they have learned. They learn howto test their work, and may use computers to help them. The products use familiarmaterials such as card, textiles and food, but also mouldable materials, and electricaland mechanical parts.INFORMATION and COMMUNICATION TECHNOLOGY (I.C.T.)Children use a range of ICT tools and information sources, such as computer software andthe internet, to support their work in other subjects. They develop their research andcommunication skills. They learn that information needs to be accurate and relevant - andthat information on the internet may sometimes be neither. Because of this, they are taughthow to check the quality of information, learning how to filter good information from bad, andhow to present information in a way that suits the needs of their audience. Children alsoexplore and compare the different ways ICT is used in and out of school.24

ARTChildren are taught to:• explore and develop ideas, by collecting visual and other information in a sketchbook,and choosing which ideas they want to develop• mix different materials, tools and techniques (for example, using dyeing, printing andembroidery to create a textile) to achieve effects• review their own and others' work, saying what they think and feel about it• combine colour, pattern and texture, line and tone, shape, form and space• investigate the roles and purposes of artists, craftspeople and designers in differenttimes and cultures.MUSICChildren sing and play musical instruments in a controlled way. They learn to perform musicin groups, and see how their own contribution makes a difference to the whole performance.At this age, children begin to learn how to express their ideas and feelings through their ownmusic. They listen to many different types of music, picking out the detail and learning how itwas created and used. All Year 1- 3 children learn the violin, in addition to a weekly musiclesson.PHYSICAL EDUCATION (PE)• Games: they play and invent games to score points or goals against others - eitheron their own, or in small teams.• Gymnastics: they make up and perform sequences of movements, still shapes andbalanced poses, both on the floor and using apparatus.• Athletics: they run, jump and throw, trying to beat their own records and competingagainst others.• Outdoor and adventurous activities: they learn to find their way using maps anddiagrams, and overcome problems and physical challenges.• Dance: children create and perform dances from different cultures to express ideasand feelings through movement.• Swimming activities and water safety: (Year 6 only) they float and move in waterusing skills such as sculling and treading water, and strokes such as front and backcrawl. They learn safety rules so that they can be confident when in or on water.25

Assessment and ReportingAssessmentAssessment within the primary school is the process of measuring what children know, can do,understand and are able to apply. It is an essential part of the cycle of planning, teaching andlearning, evaluating, recording and reporting.Assessment involves both the teacher and the student in a process of continual reflection andreview about progress made throughout any lesson or unit of work. Assessment methods includeon-going discussions, questioning, classroom tasks, presentations, testing, quality of work, andself-assessment by the student.The subject criteria used for the reports are linked to the National Curriculum for England, Chineselanguage and culture curriculum, and Character Education, showing the expected levels ofattainment for each child by the end of the school academic year.ReportingIn Semester 1 (usually in October), Progress reports outlining how well students have commencedthe school year, both academically and socially, are issued. Parents are invited to discuss theirchild’s progress in an interview with the class teacher shortly after these reports go out. InSemester 2 (usually in January), the more comprehensive Mid-Year reports are issued. Parentsare invited to discuss their child’s progress relating to the key areas of learning in anotherinterview around this time. A second progress report will be issued in the middle of Semester 2(April) and an End of Year (summative) report is prepared and sent to parents to conclude theyear.Parents are always welcome to make an appointment to discuss their child’s progress throughoutthe year.These reports show achievement against a set of learning criteria, as well as a descriptivecomment outlining learning targets, achievements and areas for further development.考 核 及 成 绩 报 告 单考 核小 学 部 考 核 是 考 察 学 生 对 知 识 的 学 习 了 解 、 掌 握 理 解 和 运 用 的 能 力 。 它 也 是 教 学 计 划 、 教 与学 、 教 学 评 估 、 学 生 记 录 及 成 绩 报 告 的 重 要 组 成 部 分 之 一 。考 核 包 括 两 方 面 : 一 方 面 是 考 核 师 生 相 互 之 间 连 续 的 信 息 反 馈 , 另 一 方 面 是 考 核 每 一 单 元 甚 至每 一 节 课 的 学 习 进 展 。 考 核 的 方 法 包 括 : 课 堂 讨 论 、 提 问 、 课 堂 任 务 、 展 示 , 家 庭 作 业 , 单 元 测试 , 作 业 质 量 以 及 学 生 的 自 我 鉴 定 等 。小 学 成 绩 报 告 单 的 评 估 标 准 与 《 英 国 国 家 课 程 大 纲 》 相 连 接 , 这 些 报 告 表 明 每 个 学 生 在 学 年 结束 时 成 绩 的 提 升 水 平 。成 绩 报 告 单在 第 一 学 期 中 ( 通 常 是 十 月 份 ), 学 校 将 颁 发 学 生 学 业 进 展 报 告 单 , 表 述 开 学 之 初 学 生 在 学 业及 社 交 方 面 所 取 得 的 进 步 。 报 告 单 发 出 后 , 学 校 将 尽 快 安 排 家 长 与 教 师 会 谈 共 同 讨 论 贵 子 女 的 学 业进 展 。 在 第 二 学 期 中 ( 通 常 是 一 月 份 ), 学 校 将 颁 发 更 为 详 细 的 年 中 学 业 报 告 单 。 届 时 , 学 校 将 再次 安 排 家 长 与 教 师 会 谈 讨 论 与 贵 子 女 相 关 的 重 要 学 科 学 习 进 展 和 成 就 。 同 样 , 在 第 二 学 期 中 ( 四 月份 ), 学 校 将 颁 发 学 业 进 展 报 告 单 。 在 第 二 学 期 末 , 学 校 将 颁 发 年 终 学 业 报 告 单 。我 们 随 时 欢 迎 家 长 来 我 校 与 教 师 讨 论 贵 子 女 的 学 业 情 况 。这 些 成 绩 报 告 不 仅 仅 显 示 了 学 生 的 学 业 成 绩 , 同 时 也 详 细 评 论 了 学 生 学 习 目 标 达 成 情 况 、 学 期中 的 收 获 以 及 需 要 进 一 步 提 升 的 方 面 。26

Primary School Homework GuidelinesLearning at home is an essential part of school education. Homework not only reinforces classroomlearning, it also helps children and young people to develop skills and attitudes they need forsuccessful lifelong learning. It supports the development of independent learning skills, includingthe habits of enquiry and investigation.The school will ensure that homework is an integral part of the curriculum and is planned andprepared alongside all other programmes of learning. Homework will be appropriate to the age,attainment and circumstances of the students, taking into account special educational needs.The school recommends a daily reading session for all primary school children, which is part of thehomework.YearLevelNational Curriculumfor England(including reading)Chinese CurriculumTotalYear 1 15 – 25 minutes 15 – 25 minutes 30 – 50 minutesYear 2 20 – 30 minutes 20 – 30 minutes 40 – 60 minutesYear 3 25 – 35 minutes 20 – 30 minutes 45 – 65 minutesYear 4 35 – 45 minutes 20 – 30 minutes 55 – 75 minutesYear 5 45 – 55 minutes 20 – 30 minutes 65 – 85 minutesYear 6 50 – 60 minutes 20 – 30 minutes 70 – 90 minutesThe School will verify that: tasks will be wide-ranging, structured and their purpose explained to students homework will be coordinated and monitored by the teachers homework will be revised regularly and marked in line with school practices the quality of completed homework is monitored and reviewed at regular periods in consultationwith children and parents.Students will: use their homework diary to record homework record and ensure their understanding of the homework tasks demonstrate a commitment to spending an allocated time doing the tasks set hand the completed work into school on time.Parents or guardians will encourage and monitor homework and inform the school if an issue arises.Homework DiaryChildren in Years 1 – 6 will receive a homework diary. The diaries are used for the child to recordthe homework requirements for the day/week and to write informal notes back and forward betweenthe teacher and the parent. Teachers sign the diary everyday and expect parents to sign it as well.27

SPECIAL PROGRAMMESEnglish as an Additional Language (EAL)The aim of the EAL programme is to develop the students’ level of English so that they canparticipate in mainstream classes as soon as possible. Language skills from all areas of thecurriculum are taught. The programme is designed to complement the mainstream curriculum andgive students the necessary skills to function socially and academically in the school. There is acourse progression through the different EAL classes. We aim to provide individualized attentionand guidance to meet the needs of all students.When students for whom English is not a native language first enter the school, they are given anindividual placement assessment. On the basis of this they are placed, if needed, into an EAL class.EAL classes are held for 1 hour each day at the same time that the mainstream class is having theirEnglish lesson. As the rate of language acquisition varies, children may be in EAL classes for up to6 Semesters. Student’s progress is monitored and parents are kept informed of their development.The Resource Centre (Library)The Library, or Resource Centre provides a focus for reading and research experiences forstudents and support for teachers in the delivery of the curricula. The Library staff work withteachers to help them deliver programmes of learning that will help students become lifelonglearners. The staff assist classroom teachers to support students with projects and theme-basedactivities during library lessons.Resource-Based Learning provides: The creation of a process-based learning culture. Active learning using a wide range of materials and skills. The achievement of both subject and information literacy objectives. An exposure to and practice with a diverse range of resources.Special Education Needs (SEN) ProgrammeYew Chung International School has a responsibility to provide a range of opportunities that enablestudents to experience success and develop to his or her full potential. Special educationprogrammes and learning support are provided for students who have a learning difficulty andwhose needs are additional to, or different from, those students without learning difficulties. We aimto ensure students with special needs are identified and have their educational needs met throughindividualized programmes and adapted curriculum based lessons.The Primary School will assist students, whose access to the curriculum is limited by a learningdifficulty, to develop competencies in the areas of literacy (spoken and written), numeracy andlearning how to learn.The staff will: ensure inclusive curriculum practices are adopted which incorporate and capitalize on thediversity of knowledge, social and cultural experiences, beliefs and values of the students respond to students’ identified learning needs through effective learning and teachingpractices provide a range of curriculum options designed to respond to the individual needs ofstudents develop a learning environment that encourages students to be risk takers and experiencesuccess.28

Gifted and TalentedThe Primary School identifies and provides for all students who excel, or have the potential to excel,with opportunities to develop their potential through appropriate curriculum provision and nurturingof a wide range of gifts and talents. We aim to ensure gifted students are recognized and nurturedthrough an inclusive curriculum and supportive environment. This is primarily achieved throughdifferentiation and extension work.The school acknowledges that it is essential for all social groups and learning styles to beaccommodated in the classroom. Respect for differences among individuals should be cultivated,including differences in ability, gender, location, culture, beliefs, values and socioeconomicbackground.Teachers of gifted and talented students ensure they create a learning environment that promotes: students’ own interests and learning styles independence and autonomy students' to use their initiative students' to go beyond subject boundaries and established conventions using a variety of resources, ideas, methods and tasksworking in a range of settings and combinations- as individuals, in pairs, in groups etcstudents' reflecting on the process of their own learning and understanding the factors thathelp them to make progress.The After School Activities Programme (ASAP)The after school activities programme encourages and provides opportunities for students toparticipate in activities outside the formal curriculum. It also gives students opportunities toparticipate in activities that provide a variety of new learning experiences.There are 3 cycles of after-school activities each year, each lasting for approximately 8 weeks. Theschool offers a wide range of activities and students can select from a list of these activities eachTerm. Although most clubs are provided free of charge to the students, some do incur expenses andstudents will be expected to pay them. Costs will be stated up-front when permission slips are senthome.Examples of activities include drama, dance, choir, musical, computer, table tennis, basketball, golf,hockey, soccer, chess, magic 24 and flower arranging.Frequently asked questionsAre all subjects taught separately?Not every subject will be taught in separate lessons. Links are made between subjects through aplanned focus or topic.What if my child does reach the key objectives of a subject?Targets are set for every child in each subject. These describe what most children should be able toknow and do by the end of year. There will always be some children below and others beyond thetargets.If your child finds their work easy, talk to their teacher about which target they should be aiming for -they may need to aim higher. The school will give parents a mid-year and annual report on howtheir child is progressing in each curriculum subject.If your child finds it hard to reach the target, remember: children develop at different rates. Some may not reach the level at the given age, but willcatch up later.29

at the moment, however, your child may need extra help from their school and from you.Talk to their teacher about how you can help.What if my child has special educational needs?Help is available. For more information, see 'special educational needs' section in the handbook.'My child seems to have difficulty keeping up at school and finds the work difficult. What canI do?'Talk regularly to your child's teacher. You don't have to wait for a parents' evening: you can ask theschool for an appointment with your child's teacher at any time. Find out more about what your childis doing at school and ask the teacher what your child could do at home to help their learning atschool.The school doesn't seem to be teaching all the subjects in this guide. Why?The Primary school has to teach all the subjects explained in this guide. The school is expected toteach a daily literacy lesson, a daily maths lesson, and at least a PE lesson every week. But: the classes don't have to teach all the subjects every week. As long as they cover thecurriculum, it is up to them. So your child's school might teach some subjects in blocks the school doesn’t have to call the subjects by the names in this handbook. For example,they might teach some geography and history together and give it a more child-friendlyname, such as 'our neighbourhood'.'I hear a lot about the Primary National Strategy. What is it?'The Primary National Strategy is a new initiative to raise educational standards across thecurriculum, from England. Known as, The Primary National Framework for Literacy andMathematics has detailed aims for teaching English and Mathematics from Year 1 to Year 6. Thereare year level specific objectives describing a detailed programme of study for your child throughouteach key stage of learning.'What is a Charter for Success?' (or Home-School Agreement)The school should give you a written ‘Charter for Success’, setting out the school's aims and values.A copy is included in this booklet. The agreement will list the school's responsibilities, yourresponsibilities, and what the school expects of its pupils. Each school's agreement is different, butall should cover the importance of regular and punctual attendance, discipline and good behaviour,and homework.Your support and encouragement are very important to your child's progress and the Charter forSuccess will help you to work with the school. The school reviews the agreements every two orthree years. You will be asked to sign a copy of the agreement. If you don't feel you can sign it,please talk to the school about it.'Should I help my child with their homework?' Take advice from your child's teacher about how much help you should give with the workitself. Depending on your child, it may be helpful to give them a hand with particularhomework tasks. But an important aim of homework is to help children learn how to workindependently, so it is helpful to encourage them, but not to do the work for them. A copy of the school's homework guidelines are inside this handbook. Make sure your child has a quiet space to do homework in, and help them to plan their time.'My child just wants to watch television instead of doing homework. Help!'Television can encourage learning if chosen carefully. For example, some wildlife documentariesare excellent introductions to important topics in science and geography. Schools don't always havetime to show these kinds of television programmes in full. So if your child watches them, this willadd to their school learning.However, homework is important and sometimes it may be demanding. On many occasions it willbe best simply to turn the TV off (or video the programme!), and give your child bothencouragement and support when they are not motivated.30

‘Are lessons standardized across year groups?’ ‘Is homework standardized in each yeargroup?’Yes, each year team meets weekly to co-ordinate planning, homework and materials for thestudents in the coming week or fortnight. However, each teacher may modify the work slightly toreflect the individually of each teacher, class and/or student. Please see homework guidelines forfurther details.31

GENERAL INFORMATIONPrimary School ExpectationsI treat others with respect and fairness in my actions and my language.I am in the right place at the right time.I wear the correct uniform at all times.I act, work and play in a safe and sensible manner.I look after my property and treat the property of others with care.School Day7:45 a.m. School gates open: students arrive, go to classrooms and prepare forthe day.8:00 a.m. Registration and Character Education8.15 a.m. Subject lessons beginMorning Recess: this is at different times for each Year Level. Students may bring asnack from home to eat. We encourage parents to send a healthysnack, and to avoid candy, sweet biscuits and drinks with high sugarcontent.Lunchis also at different times. Children may bring their own lunch from home.There are microwaves provided to warm food. Alternatively, your childcan choose to have a professionally provided lunch by Eurest. Lunchesare prepared on site with both Chinese and Western food. Payment forlunches is made direct to Eurest (see section on Food CateringServices, p.24). Students eat their lunches in the cafeteria or smaller‘lunch rooms’.Afternoon Break There is a short break during the afternoon.3.10 p.m. End of school day. School buses depart and students should beHongqiao collected by 3.20 p.m.3:30 p.m. Gubei End of school day. School buses depart and students should becollected by 3.40 p.m.After School 3 blocks of 8 weeks each are held on Tuesday, Thursday & FridayActivities afternoons after school. Parents will be informed of ‘on-line’ registrationProgramme and students can enrol in these activities which are offered by teachers,(ASAP)parents and instructors on a space-available basis.Note: parents need to arrange for the pick-up of children at the end ofeach session as no school buses operate after ASAP sessions.32

Behaviour and DisciplineThe teachers set the tone for the behaviour in their class and across the school. Teacher’s seek apositive response with regard to behaviour and discipline, and are conscious that teaching andlearning will be most effective when staff and students respect one another and value thecontribution each is making.We consider the development of self-discipline and a sense of responsibility to be our goals.Any disciplinary matters are dealt with in a firm, fair and consistent manner, and with sensitivity.Consequences may be given and these may take the form apologising; completing unfinishedlearning tasks; missing out on some play time.There will be times when it is appropriate to impose firm discipline. More serious incidents,including bullying, are recorded in the school `Incident Book', and the Primary School Coordinator /Co-Principals become involved.In the event of serious incidents or frequent misbehaviours, parents will be asked to discuss theproblem with the class teacher, Primary School Coordinator and/or Co-Principals. Strategies tobring about an improvement will be considered, agreed by all, and subsequent behaviour will bemonitored.School ExpectationsThese are designed to help children to live and work happily and successfully in school. Theexpectations are concerned with the general safety and the well-being of both adults and students.They reinforce our efforts to teach children to care for one another, and to treat their own and otherpeople's property with respect.School expectations are made clear to the children by their class teachers and reminders are givenin assembly. At the beginning of each school year classes devise their own expectations/rulesbased on the school expectations and these are referred to regularly.AwardsStudents are issued with Award Certificates in assembly / class when they have completedexceptional academic work, demonstrated consistency with school expectations or showntremendous effort in finishing a task.Communication between Home and SchoolThe school communicates with parents via: newsletters, notes in student diary, class letters, writtenSemester reports, interviews, appointments, telephone/fax, website and email. It is vital that issuesand concerns are dealt with quickly and that parents and teachers share these openly. Whilst manyissues can be settled by a quick telephone call, others may require an interview with the relevantmember of staff. The class co-teacher/s will be happy to arrange this for you, usually through theschool diary.Every effort will be made by staff to respond to your contact within 24 hours.Parents are asked to inform the school if there are any changes to their home situation which arelikely to affect their child in any way. If it is necessary, for example, that you leave your child in thecare of another parent, please inform your class Co-teachers and leave all the contact numbers withthe responsible guardian.33

AttendanceParents must provide the class teacher with a written note or phone call to the school office for theirchild’s absence from school. Parents are asked to ensure that family holiday arrangements, wherepossible, coincide with the school holidays and therefore minimise the time children are away fromformal learning and so reducing disruption to their child’s education.If, in exceptional circumstances or emergencies, parents find that they have to leave their children inthe care of others, they must inform the School immediately of the adult who will be ‘in loco parentis’in the absence of the parents. Parents are required to fill out a ‘Notification of TemporaryGuardianship Form’. These forms are held in the main offices. The Temporary Guardian shouldpreferably be another parent. The contact numbers of the person responsible and the contactnumbers of the parents must be lodged with the school in case of emergency. The School considersit highly inadvisable for children to be left under the care of the House Staff.Students Leaving the CampusStudents are not allowed to leave the Campus during the school day unless the school has beeninformed and is aware of who will be collecting the child. Parents are asked to write a note, email orphone the school office with this information. On arrival at school, parents need to complete a ‘Check-Out’ form (available at the school office), which requires a teacher’s signature, and present it to theschool office and the Guard before being able to leave. In the case of sickness, the school nurse willcomplete a medical certificate.VisitorsVisitors, including parents, must report to the Guard’s Office for a Visitor's Pass. Upon issue of thepass, proceed to the school office where your query will be dealt with. Please do not proceed directlyto the classroom until you have notified the school office.34

School UniformAt Yew Chung International Schools all students are required to wear a uniform. These are suppliedto all students at enrolment. Additional uniforms can be purchased from the school. There are twotypes: Dress Uniform, and Sports/P.E. Uniform. Students are not permitted to wear a mixture ofDress and Sports/PE uniforms.We encourage children to take pride in their appearance, and it is expected that they wear thecorrect school uniform at all times. Parents' co-operation concerning this is sought and appreciated.GIRLSDay UniformBlue striped cotton dressLong-sleeved cotton shirtNavy blue cotton trousersRed fleece pulloverNavy blue corduroy trousersPlain grey or white socks or stockings*Black, lace up shoes*BOYSDay UniformBlue striped cotton shirt (short & long sleeves)Navy blue cotton shortsNavy blue cotton trousersRed fleece pulloverNavy blue corduroy trousersPlain grey or white socks*Black, lace up shoes*PE UniformWhite PE T-shirtBlue PE shortsBlue fleece track suitPlain grey or white socks*White or black sports shoes*PE UniformWhite PE T-shirtBlue PE shortsBlue fleece track suitPlain grey or white socks*White or black sports shoes** not suppliedUNIFORM CODEThe school has a compulsory uniform. It is designed to be both attractive and functional. It is to be worn withdignity, bringing honour to the Yew Chung Education Foundation and reflecting respect for the schoolcommunity. Our students are ambassadors of our school – how they dress and behave conveys animpression to the public of what we are like as a school. Students must comply with the school’s UniformCode and Behaviour Code whether on the way to school, at school, or on the way home from school.Students are also asked to observe the following: If your child is out of uniform, a note should be sent to the class teacher/tutor explaining thecircumstances; Jewellery is not part of the uniform and must not be worn to school. One pair of stud earrings or ‘sleepers’are acceptable for girls; no temporary tattoo or nail polish allowed; Long hair should be worn tied back; hair ribbons may be navy blue or red; Normal sports shoes must NOT be worn as part of the day uniform. In winter a coat may be worn over the school uniform. Any stockings or leggings should be plain grey, white or blue.35

Class AssembliesParents will be informed of school assemblies through the Newsletter and/or child's diary. They areusually led by one class or year group. Assemblies are intended to be an extension of classroomlearning, the music and dance programme and Chinese culture. The assemblies are a wonderfulopportunity for parents to see their child/ren perform in front of an audience. Assemblies promoteself-confidence, developing audience skills and appreciating learning across the school.'Awards' are given out to students to acknowledge achievements with learning and behaviour.School TripsClasses take regular educational study trips during the school year. These trips might be half a dayor full day. The length of the trip will depend on what is being studied and the age of the studentsconcerned. These study trips are an integral part of the learning programme. It is thereforeimportant that all students participate in them. Parents will be notified by letter when their child’sclass is going on a study trip. Full details regarding travel information; emergency telephonenumbers and other pertinent information are provided prior to each field or sports trip. Parents needto sign consent forms for field trips and may be asked to volunteer to assist with supervision.House TeamsThe school's internal activities and sports are organized on a ‘house’ basis. The school hasestablished four ‘houses’ or groups into which each student (Years 3 to 13) is assigned. All studentsand teachers are assigned either to the Golden Tigers, Red Phoenix, Green Dragons or BlueMustangs, when they first enter the school. Competitions in various activities are held throughoutthe year and form a focus for intra-school events.36

Inter - School SportsYears 4 / 5 / 6 classes usually have an ‘inter-school soccer sports competition’ twice a year. Theseare held at other international schools. They are intended as friendly competitions to play and enjoy,and for the YCIS students to meet other expatriate students. A letter will be sent home to inform youof when your child’s class is going to participate.Lost PropertyAll clothing and children’s property brought to school should be named. Any named item that is foundaround the school campus or on a school bus, is returned to the class teacher and then to thechild. All other lost property, which cannot be returned, is sent directly to the lost property cupboard:Hongqiao – ‘A’ Building courtyard; Gubei – Cafeteria. At the end of each term, all unclaimed items oflost property are displayed in the Foyer for parents and students to have a last look before it isdistributed to local charities.Students are discouraged from bringing expensive items (eg: games, watches, electronic dictionaries,MP3, cameras, etc.,) to school. The school is unable to take responsibility for lost items.Health & Safety / Emergency ProceduresThe school has a Health and Safety Committee, consisting of teaching and maintenance staff from alllevels of the organisation. They meet periodically to discuss issues and decide the best course ofaction.The school has Emergency Procedures in place in the unlikely event the school needs to beevacuated. These procedures are practiced each Semester to ensure all students know the drill andcan move safely and securely from the buildings or school.In summary, the procedures are as follows: Notification of evacuation: alarm Classroom evacuation: students move orderly and calmly to the outside assembly point Assembly Point: students assemble with their teachers in class lines in the designated areaand the Register is called. Missing student are reported to the school administrator, and ifdetermined as safe, a search will commence School nurse and staff conduct first aid as necessary As necessary, Parents will be informed of the situation and whether it is necessary to collectchildren from school Once approval is received, students return to their classes and/or collected by their parents.Public Health ConcernsAt times there are Public Health concerns relating to contagious diseases (eg. Head, Foot and Mouthdisease) that require the school to follow the requirements of the Shanghai Municipal Centre forDisease Control and Prevention and ChangNing Education Bureau. These requirements range fromconducting very specific cleaning procedures, isolation of children and classes, and possible closingsome classes or the whole school.Every effort is made to avoid such situations and it is most important for parents to inform the schooloffice if your child is diagnosed with a contagious disease and to provide doctor’s certificates.37

Medical InformationOn application for enrolment, parents/guardians must complete the Personal Health Record section ofthe application form to provide the child’s medical background and an emergency contact hospital. Ifno hospital is named, please note that your child will be taken to the 'Children's Hospital' or 'ShanghaiUnited' or 'Worldlink' for treatment.The school has qualified nurses available during school hours. The school should be notified ofsubsequent changes in a child’s health, including any new medical requirements.When necessary parents/guardians or emergency contacts will be advised to take the student homeor to the hospital. In the event of an emergency, an ambulance will be called and theparents/guardians or designated person contacted thereafter.All instances of communicable diseases should be reported to the school, along with the doctor'scertification of the disease. If necessary, a letter of notification highlighting signs and symptoms of thedisease may then be sent to teachers and parents. The school is able to provide basic medicalinformation, resources and recommendations for parents, students and staff.Children’s Hospital Shanghai United Family Hospital Parkway (World Link)399 Wan Yuan Road 1139 Xian Xia Road Hong Qiao ClinicShanghai Shanghai 2258 Hongqiao Rd. Shanghaiph. 64931990/64931836 ph. 22163900/ 22163999 ph. 6445 5999Parents Helping in SchoolParents are welcome into school. We encourage parents to liaise with class teachers and arrangeappropriate times when assistance can be provided. For example, school trips are always a goodtime when parents are needed for help.Our YCIS-Shanghai parent organisation (Parents of Puxi – POP) is always looking for volunteers.POP send out their own newsletter with announcements and events and information is also put inthe school newsletter.School BusesYew Chung Education Foundation provides an extensive bus service in and around Shanghai. Allour buses are equipped with seat belts, which students must wear at all times. Each bus has onedriver and one bus monitor (ayi). Students must not eat or drink on the bus. If you would like foryour son/daughter to travel on the bus, please obtain a bus order form from the school office. Itusually takes 3 working days to process. Fees can be made monthly. Withdrawal is by writtennotice of one month in advance.38

Catering ServicesStudents may bring their own packed lunch from home or have it delivered to school. Alternatively,students may have a school lunch.School Lunch: Yew Chung International School – Shanghai and Eurest. The school cafeteriasprovide professionally prepared food cooked on site daily, by the ‘Eurest’ catering company.High priority is placed on the provision of healthy, well-balanced menu at a ‘value for money’ price. Assuch, all menus are constantly being assessed and altered as necessary. The choices provide arange of food with provision for Asian, Western and Vegetarian. Menus are available on the schoolwebsite: www.ycis-sh.com (puxi)Strict standards of hygiene are applied at all times both in the condition of the facilities and in theprofessional practice of the employees.Eurest provides two different kinds of food service:A set menu – where students make a selection of available food, and return for more food if needed.Y1-Y4 = 27 RmbBalanced choice – main dish is served on standard portions and additional servings are not allowed.Y5-Y6 = 27 RmbPayment – all school lunch students are issued with an electronic IC card. The card can be rechargedwith money at any time. Money is deducted at the time of purchase each day.The cafeteria is seen as an opportunity to reinforce appropriate social behaviours among the students.Duty staff will at all times insist on good order and appropriate manners. Students are required toassist with keeping their tables clean and tidy. Students must show courtesy and respect to thecafeteria employees at all times. The maintenance of a litter-free campus is an importantconsideration in the operation of the cafeteria.Should you have any queries, please do not hesitate to contact the following staff:Ms. Cindy ZhouUnit Manager of Hongqiao Campusycishq.sh@compass-group.com.cn62423243 ext 105Ms. Carolyn ShengUnit Manager of Gubei Campusycisgb.sh@compass-group.com.cn6275465539

INFORMATION & COMMUNICATION TECHNOLOGY (ICT)Rules for using the school's ICT facilities at YCIS - ShanghaiStudents: only login as yourself and do not disclose your password to anyone leave the computer with all files, programmes and windows closed report any problems immediately to the teacher do not eat or drink anywhere near the computers ensure hands are free of paint, dirt, sand, etc. do not install your own software without permission keep mouse pads free of dirt USB drives / CD / DVDs are not to be used in school at all.The School Network and InternetStudents have access to extensive information sources and programs via the school computernetwork and internet. Students are expected to honour program copyrights and to respect theprivacy of other computer users, particularly email. Students must only access approved websites.The school has security software installed and a firewall in place. Any student who violates theconfidentiality of school computer records or who engages in behaviour which is in anywaydestructive to the hardware or software in the system will be subject to disciplinary action, includingpossible exclusion.Useful Websites:Educational games – For ages 5 to 7The following is a small selection of educational activities that you and your child can dotogether. Whether you're looking to help your child in a particular subject, or want to find newactivities or games for relief on those rainy days, you can get started here.Please note: these links will take you to websites outside of the school internet. While every care hasbeen taken to test the following sites, we cannot be responsible for the content available, or theavailability of the pages. Connect the dots [External Site]http://www.funbrain.com/dots/index.htmlHelp Salvabear Dali finish his portraits of his friends by clicking on the dots in each picture in thecorrect order. This game allows you to choose the level of difficulty. Nash's adventures: Get up and go! [External Site]http://www.bbc.co.uk/schools/digger/5_7entry/5_7.shtmlBBC series. Digger and the Gang are gearing up for sports day. This game should help your childwith telling time and maths.Related Links: Digger and the Gang for 5-7 year olds [External Site]http://www.bbc.co.uk/schools/digger/5_7entry/5_7.shtml Sesame Street: Your Amazing Body [External Site]http://www.sesamestreet.org/gamesCollaborative fun for parents and children. Your Amazing Body will ask your child to click on thecorrect name to guess which body part belongs to Bert and Ernie.Useful WebsitesEducational games – For ages 7 to 11The following is a small selection of educational activities that you and your child can dotogether. Whether you're looking to help your child in a particular subject, or want to find newactivities or games for relief on those rainy days, you can get started here. Please note: these links40

will take you to websites outside of the school internet. While every care has been taken to test thefollowing sites, we cannot be responsible for the content available, or the availability of the pages. GridClub [External Site] http://www.gridclub.com/GridClub is the official Department for Education and Skills website for 7 to 11 year olds. GridClub -which includes the Games and Activities websites and the SuperClubs - transforms learning in away that is fun, stimulating and motivating. Before you know it your kids will have created their ownart masterpiece, produced their own music track, visited the Aztec Empire and improved theirliteracy on their Quest for Comma Castle. Banana Hunt [External Site] http://www.primarygames.co.uk/pg2/bhunt/bhunt.htmlDrag the monkey to the location of the banana and press 'Search'. This game will help with anglesand degrees.Related Links: You can find more fun activities from Primary Games Number Cracker [External Site] http://www.funbrain.com/cracker/index.htmlHelp Mr Cracker obtain the secret code before Prof Soup catches him by guessing what numbercomes next in the sequence. This Funbrain site offers different levels of difficulty.Using Computers and the InternetWhether doing research for school projects and homework, chatting with friends orplaying games, your child is likely to spend ever more time on the computer as theyget older.While they may understand computer programs, surfing the internet, chat rooms andmulti-player games better than you do, they still need your guidance.How we know that using ICT from home can helpThere have been many studies in the UK and across the world on ICT's effect onlearning and teaching, and on the importance of having access to computers and/orthe internet at home, both for children and parents. Here are some of the key findings:used effectively, ICT can improve attainmentusing ICT at home and at school develops a key life skillpupils with supportive and involved parents and carers do better at schoolpupils enjoy using ICT and find it both motivational and funparents like to use ICT to communicate with and learn more about school,and want to use it moreusing ICT provides access to a wider and more flexible range of learningmaterialsHow to keep your child safe onlineTop 10 safety tips1. Consider using internet filtering software, walled gardens and child-friendly searchengines. Use your browser's controls as some offer differing degrees of security foreach family member.2. Check out what child protection services your Internet Service Provider (ISP) offers -do they filter for spam, for instance? If not, ask them why.3. Keep the computer in a communal area of the house, where it's easier to monitor whatyour children are viewing.41

4. Tell children not to give out their personal details. If they want to subscribe to anyservices online, make up a family email address to receive the mail.5. Children love to chat, but make sure they only use moderated chat rooms andencourage them to introduce you to their online friends.6. Encourage your children to tell you if they feel uncomfortable, upset or threatened byanything they see online.7. Involve your children in writing your own family code of acceptable internet use.Remember that what's acceptable for a teenager isn't necessarily OK for a primaryschool-aged child, so get their input.8. Computer accessories are expensive, so bear in mind that a child with a laptop maybe vulnerable when carrying it to and from school.9. The web's a great resource for homework, but remember to use more than one site inresearch to get broad, balanced information and always reference your researchsources.10. Surf together. Go online with your children and become part of their online life. Thekey to safe surfing is communication.42