Deledda International School Handbook 2015/2016

Deledda International School (D.I.S.) International Baccalaureate World School Scuola riconosciuta dal MIUR per il Baccalaureato Internazionale in Italia Scuola per il Baccalaureato Internazionale indirettamente promossa dal Clevedon Community School di Clevedon, North Somerset (U.K.) Corso Mentana, 27-16128 Genova - tel. +39 010 8612058 fax +39 0108612059 mail info@genoaschool.eu, www.genoaschool.eu Fondazione Urban Lab Genoa International School (FULGIS) Via Bertani, 6 16125 Genova tel. +39 010 811634 mail fulgis@genoaschool.eu, www.fulgis.it Comune di Genova Camera di Commercio di Genova Deledda International School Handbook 2015/2016 From: Deledda International School Regulations approved by the Steering Council of FULGIS Article 16 School Educational Plan 1. The School Educational Plan details the school s educational curricular contents, and includes the education pact between the institution and the beneficiaries of the service in response to the local community s demand. 2. The Plan is professionally drawn up by the Teachers Assembly, is subject to the opinion of the School Council, and is approved and published by the Foundation s Director, who decides about the priorities Article 17 DIS s Internal Regulations 1. The Internal Regulations address the following issues: a) the functioning of the Governing Bodies and their related procedures, including electoral ones; b) admission of students to the School; c) education pact of mutual responsibility, discipline and relevant punishments; d) educational trips and organisation of extra-, intra-, and para-curricular activities. 3. It is subject to the decisions of the School Council, This handbook contains DIS Educational Plan and points 1.c) and d) of the Internal Regulations Other documents are published separately on the website www.genoaschool.eu 1

Head of School s welcome Ricevo un eredità importante dal Prof. Venzano, che grazie al suo lavoro e alla sua volontà innovativa ha messo in piedi questa scuola, unica nel suo genere in quanto inserita tra le scuole IBO in Italia e supportata da un ente pubblico. La DIS si è ormai consolidata come una realtà importante che accoglie in un contesto di didattica internazionale le famiglie e gli alunni italiani e stranieri residenti a Genova e nel territorio. Da pochi anni alla DIS, dopo alcune esperienze di lavoro di ricerca e insegnamento in Europa e Stati Uniti, sono tornato in Italia per dedicarmi all mia vocazione di insegnante, e sono onorato di poter dirigere questa scuola, pur mantenendo contemporaneamente il mio ruolo di insegnante di matematica. Sono affiancato da un incredibile staff, non solo docente, di persone dinamiche, giovani e molto motivate. In tutti loro ho piena fiducia e desidero ringraziarli del supporto che mi hanno dato e continuano a darmi quotidianamente. Ringrazio anche tutte le famiglie che ci aiutano a rendere questa scuola sempre più seria e competitiva, e tutti gli studenti che rendono le nostre giornate di lavoro una fatica immensa, ma anche una gioia unica. Alberto Damiano I ve inherited this school from Professor Ignazio Venzano who created and founded it thanks to his effort and his innovative will. This school is unique in its kind as in Italy it is the only IBO school which is supported by a public authority. DIS has become an important and well established institution which in an international education environment welcomes both Italian and foreign students and families that live in Genoa and in its district. It s only been a few years since I am (was?) at DIS; after some professional experiences abroad, in Europe and in the United States, I came back to Italy to devote myself to my natural inclination to teach and I am proud of being the School Director and at the same time one of its Mathematics teachers. I am assisted by an extraordinary staff, not made of teachers only: they are dynamic, young and very motivated people. I trust them all completely and I wish to thank them for the support they gave me and keep on giving me every day. I also thank all the families that help us to make our school more and more respectable and competitive and a special thank goes to our students who make our working days very hard, but also very joyful. Alberto Damiano Middle Years Coordinator s welcome As an Englishman I enjoy the benefit of being able to choose where I live and work, thanks to the constant demand to learn my language. In fact, I have taken advantage of this over the last twenty years by teaching in Great Britain, Greece, Spain and here, in Italy. I have worked at Deledda International for ten years, running the CAS programme as well as teaching English. My objective is to enable my students to have the same freedom over where to spend their lives and graduating from an International School is a passport to that possibility. I believe that, by mastering different languages and English in particular, a young person can look at the map of the world as source of opportunity and adventure. If they decide to stay here, at least they know that it is their choice to do so, and one that I have shared with them by having chosen Genova as my home too! Mark Jonathan Ebury DP Coordinator s welcome 2

The IB Programme (developing from MYP to DP at DIS) is about developing the whole student, helping students learn how to learn, analyse, reach consistent conclusions about human beings and their knowledge. It is language and literature, appreciation of different cultures and the scientific forces within them. I do believe that IB fosters an interdisciplinary style of thinking and questioning that creates global citizens. That is why the IB diploma is widely recognized by worldwide universities as a symbol of academic excellence. The IBDP is designed for the student who is willing to work hard and appreciates learning opportunities and challenge.. I hope that you will take full advantage of the International Baccalaureate Programme while you are at DIS. Giovanna Rampone CONTENTS CONTENTS... 3 DELEDDA INTERNATIONAL SCHOOL FACULTY & STAFF 2015/16... 4 VISITORS TO DIS... 5 THE SCHOOL... 6 MISSION... 6 GOALS... 7 RESULTS... 7 FACULTY... 8 School organization chart... 9 SCHOOL GOVERNING BODY... 9 ADMISSIONS TO DELEDDA INTERNATIONAL SCHOOL - sintesi... 10 QUALITY TASK CHART... 12 SPECIAL EDUCATIONAL NEEDS STUDENTS... 13 DIS ACADEMICS... 14 REPORT CARDS/PROGRESS REPORTS... 14 GRADED WORK... 14 DIS ASSESSMENT (ON END OF TERM PROGRESS REPORT CARDS)... 15 Student Records... 15 OVERVIEW OF THE MYP (GRADES 6-10)... 15 MYP ASSESSMENT... 20 Grade Promotion Policy for Grades MYP1-MYP5 (6 10)... 22 OVERVIEW OF THE IB DIPLOMA PROGRAMME (GRADES 11-12)... 27 DP ASSESSMENT FOR GRADES 11-12 (www.ibo.org)... 30 External assessment... 31 Internal assessment... 31 ACADEMIC PROMOTION POLICY... 31 FINAL DIPLOMA... 31 LINGUISTIC CERTIFICATIONS... 32 HONOR ROLL... 32 SCHOOL-FAMILY AGREEMENT FOR EDUCATION... 33 PARENTS CONCERNS... 34 INFORMATION TO PARENTS - SCHOOL WEBSITE... 34 3

D.I.S. CODE OF CONDUCT... 34 Associazione Fondazione FULGIS... 40 DELEDDA INTERNATIONAL SCHOOL FACULTY & STAFF 2014/15 Alberto Damiano Mark Ebury Giovanna Rampone Ilaria Caputo Cristina Demiliani Chiara Abrile Ghirardi Stefano Ferri Patrizia Spocci Marco Conte Alberto Giovanna Vallarino Director MYP Coordinator DP Coordinator School Secretary School Secretary School Librarian Computer Technician Biology Lab assistant Chemistry Lab assistant Physics Lab assistant School Counselor FACULTY Artom Yael English Braccini Ottilia Humanities - History Carrara Elena Music Carta Paolo Science - Biology Salis Serena Science - Chemistry (Head of Sciences-Diploma Programme) Minetti Enrica Mathematics (Head of Mathematics) Gosio Cesarina Italian (Head of Italian, SEN department) Goalard Catherine French (Head of Foreign Languages) Bagliani Daniela Mathematics Bender Nicole German Bradley Martin Humanities (Head of Humanities) Caviglia Lorenzo Mathematics Colucci Chiara Science - Physics Coykendall Rice Elizabeth English, Geography, College and University Counselor Damiano Alberto Mathematics De Feo Giovanni Italian Delfino Alice Sciences (Head of Sciences-Middle Years Programme) Ebury Mark English, CAS Activities (Head of English) Fail Phillip Economics and Business & Management Franchini Paola Mathematics Giraudo Piergiorgio Chinese, Italian & CAS Activities Lanciano Chiara French Mockett Andrew Design Technology (Head of Arts and Sports) Longo Silvia Psychology Minetti Enrica Mathematics Perez Donna Lee English, SEN department Pero Sanz Javier Spanish & CAS Activities Rampone Giovanna Humanities Rice Matthew Design Technology Rodinò Cinzia Humanities Rondanina Tania English Sanchez Valero Maria Isabel Spanish Secondo Luca Italian Stauder Monica Sciences & Biology 4

Taddei Paola Terlato Katherine Uzzauto Michela Physical Education Visual Arts & CAS Activities Italian VISITORS TO DIS During school hours, ALL visitors to our school, including parents, must enter the building from the main entrance (Istituto Duchessa di Galliera) and get a VISITOR tag. 5

THE SCHOOL Deledda International School (DIS) was decided by the Genoa Town Council in 1999, and established by prof. Ignazio Venzano in 2000. The city of Genoa recognized it as its own institution in 2000. In July 2001, Deledda International School received authorization from the IBO (International Baccaulareate Organization) to offer its two-year IB Diploma Programme and the first candidates sat their exams in May 2003. In 2004, DIS grew to become a four year high school to offer our students a four-year international high school curriculum in English. In 2006, DIS became an IB MYP (Middle Years Programme) candidate school offering Year 4 and Year 5 (the last two years) of the IB Middle Years Programme. In September 2009 DIS opened its bilingual middle school with one sixth grade class. Since January 1st 2011, DIS is administrated by the FONDAZIONE URBAN LAB GENOA INTERNATIONAL SCHOOL (FULGIS), which also manages the Liceo Linguistico Deledda and the Istituto Duchessa di Galliera. In September 2012 DIS again embraced The International Baccalaureate Middle Years Programme (MYP) which is designed for students aged 11 to 16 by initiating the MYP Authorization process. This period, encompassing early puberty and mid- adolescence, is a particularly critical phase of personal and intellectual development and requires a programme that helps students participate actively and responsibly in a changing and increasingly interrelated world. Learning how to learn and how to evaluate information critically is as important as learning facts. Evoluzione e miglioramento sono nel carattere DIS, scuola attenta a cogliere e implementare nuovi efficaci strumenti e strategie educative. Nel 2013 è stata introdotta nelle prime classi, corrispondenti alla scuola media italiana, una nuova language policy, aderente agli indirizzi dell MYP, che partendo dalla lingua madre di ciascuno studente conduce tutti all uso dell inglese come unica lingua di insegnamento a partire dalla classe nona (MYP4) corrispondente alla prima liceo italiana. Evolution and improvement are DIS natural dispositions; our school takes under active consideration and also implements new efficient tools and educational strategies. In 2013 a new language policy consistent with MYP requirements was put in place in the classes that are equivalent to the years of the Italian Scuola Media. According to this policy all the students, also those ones who are not English mothertongue, can attend MYP4 (first year of high school in Italy) using English as the only teaching and learning language. MISSION Come dicono la storia e il nome della scuola, la DIS non è una scuola promossa da cittadini stranieri, inglesi o americani, ma è una scuola promossa dal Comune di Genova per poter dare un titolo internazionale di scuola secondaria avente valore legale in Italia. La DIS era ed è l unica possibilità per un Ente pubblico italiano e per cittadini italiani di partecipare al circuito delle scuole internazionali. E nostra convinzione che l internazionalità va vissuta insieme all identità italiana, con gli adeguati presupposti di conoscenze linguistiche e culturali. As its history and name state DIS is a school fostered by the Municipal District of Genoa ( Comune di Genova ) to award an international high school Diploma which is legally recognized in Italy. DIS was and is the only opportunity for an Italian public authority and for Italian citizens to participate in the circuit (community?) of international schools. We are convinced that international mindedness and Italian identity can coexist thanks to adequate cultural and linguistic knowledge prerequisites. 6

Deledda International School provides an international education that emphasizes academic excellence within a caring community for students. The School promotes the appreciation of the diversity of people and cultures, provides an environment conducive for learning and teaching, and offers a rigorous international curriculum. Il disegno pedagogico della DIS ambisce a formare studenti internazionali in grado di proseguire gli studi all estero come in Italia, aprendo loro amplissime possibilità di scelta per la formazione futura. Partendo dalla classe MYP1 (prima media), DIS conduce motivati studenti italiani o stranieri, anche se con un livello di inglese di partenza scolastico, a sviluppare conoscenze e capacità atte al conseguimento delle qualifiche necessarie al proseguimento del percorso di studi nella classe MYP4, dove l inglese è l unica lingua di comunicazione, e nei programmi del Diploma IB. Since MYP1 (Italian prima media ) DIS guides motivated Italian or foreign students in a formative track that develops the knowledge and the skills needed to continue their learning process in the MYP4 grade, where as well as in the DP - English becomes the only language they use to communicate GOALS To inspire and motivate students to become life-long learners and to achieve their individual potential in all areas: intellectual, ethical, emotional, creative and physical. To co-exist respectfully in a multi-cultural environment that supports all students to acquire the knowledge, skills and values to be self-sufficient individuals in our global society. To maintain a highly-qualified staff of committed teachers who are encouraged to be innovative and responsive to our student body with all their various needs and requirements. To promote an ordered and structured code of conduct in which self-discipline is encouraged and integrity is paramount. To foster compassion and develop an active social conscience within the student body through an awareness of and participation in social and environmental programs. To prepare students for entry to institutions of tertiary level education both locally and around the world. To facilitate the ongoing and integrated use of information technology. I RISULTATI Risultati dell esame finale alla DIS confrontati con la media mondiale DIS final exam results in comparison with the worldwide average Le certificazioni linguistiche ottenute alla DIS Linguistic certifications obtained by DIS students In the last three years 94% of DIS students passed the IB exam, versus a world pass rate of only 78%. The average final grade was 29.5 over 45, in accordance to the world average. Many DIS students choose to take Cambridge Exams. Most reach a level comparable to... KET end of MYP 1 PET end of MYP2 7

FCE end of MYP 3 or 4 CAE end of MYP 5 At the end of grade 10 (MYP 5 classes) students may take: DELE B1 (Spanish), DELF B1 (or, in some cases, B2; French), Goethe B2 (German), HSK (Chinese). Esame di stato di terza media alla DIS Terza media exam at DIS Accesso a Università nel mondo Applications to University a- broad Our students take this exam in Italian public schools. In 2014 100% of our students passed it; 56% of our students got a final grade of 9 or of 10. Our students apply successfully to many important Universities worldwide, such as: USA: UNC-Chapel Hill, New York University, American University, George Washington University, Wake Forest, Miami International, etc. United Kingdom: Nottingham, Canterbury, Aberdeen, Sheffield, Hull, Bournemouth, Essex, Kent, Oxford Brookes, Anglia Ruskin, etc. Italia: Bocconi, La Sapienza, NABA, San Raffaelle, Pavia, UNIGE, Cattolica, varie Università di Medicina Switzerland: Les Roches Spain: Les Roches Marbella, St. Louis University Madrid, University of Madrid France: HEC Paris GLI INSEGNANTI Gli insegnanti della DIS vengono assunti tramite selezione pubblica dalla FULGIS, Ente gestore della scuola, con i principi di trasparenza, pubblicità e imparzialità enunciati nell art. 35 del D.P.R. 165/2001. Hanno contratti di lavoro di natura privata, il contratto collettivo applicato è quello della scuola statale italiana, con i necessari correttivi aziendali. Le selezioni degli insegnanti vengono organizzate con bando pubblicato ogni anno nei mesi di marzo/aprile, cui possono partecipare cittadini italiani e stranieri, purché in possesso dei titoli di studio necessari per insegnare nei rispettivi Paesi. Per essere assunti a tempo indeterminato occorre inoltre possedere una abilitazione all insegnamento e per gli insegnanti di materie non linguistiche una conoscenza della lingua inglese a livello C1 per i candidati non di madrelingua inglese. Gli insegnanti di lingue straniere devono essere madrelingua. Tutti i non italiani devono comunque poter comunicare validamente in lingua italiana, anche per iscritto. Le selezioni vengono organizzate dalla Fondazione FULGIS per mezzo del proprio Comitato Tecnico Scientifico, composto attualmente da tre docenti dell Università di Genova, di cui un docente di lingua inglese. I nostri insegnanti ricevono fin dall inizio apposite linee guida e devono seguire un piano di formazione professionale personale utilizzando il sistema dell I.B.O., per essere sempre aggiornati sul programma da svolgere. DIS teachers are hired by a public selection announced by FULGIS, according to the principles of transparency, advertising and equity that are mentioned in the article 35 of D.P.R. 165/2001. DIS teachers have a private sector work contract; the collective labour agreement which is applied is the same as the one of the public Italian school, with the necessary businesslike amendments. 8

Teachers selections are organized and announced yearly in March/April, they are open to Italian and non Italian citizens, provided they have qualifications that are valid to teach in their own Countries. Requirements to apply for a permanent position (open ended contract) are listed below: Candidates must have a teaching qualification. Foreign languages teaching candidates must be mothertongue Candidates who are not English mothertongue and who teach non linguistic subjects must also have at least a C1 level certification in English. Candidates who are not Italian must be able to communicate in Italian language in oral and written form. FULGIS organizes selections by the mean of its Technical Scientific Committee, currently made up of three Professors at Genoa University, one of these members is an English language Professor. Since from the beginning our teachers must comply with specific guidelines and also attend IB professional development courses to keep themselves up to date with the programme they teach. School organization chart STUDENTS Head of Year School Director PARENTS TEACHERS FULGIS DIRECTOR Head of Department MYP/DP Coordinator Alberto Damiano 2013 14 GOVERNO DELLA SCUOLA 9

Il regolamento generale della scuola è pubblicato nel sito www.fulgis.it, insieme agli altri regolamenti della Fondazione FULGIS. Il direttore generale della Fondazione non è attualmente anche direttore della scuola. Il Direttore della Scuola in caso di assenza o impedimento può avvalersi di un sostituto da lui nominato. Sono costituiti organi collegiali, ai sensi del regolamento della scuola, ovvero: Consigli di classe Collegio Docenti Consiglio di Istituto Ogni classe ha un docente coordinatore e, nelle classi dalla MYP4 alla DP2, vengono eletti anche i rappresentanti degli studenti. Tutti i genitori possono partecipare alle assemblee che seguono i Con sigli di Classe. Una rappresentanza volontaria dei genitori di ogni classe può partecipare al Comitato Genitori, organo indipendente che collabora con la direzione della DIS per gestire e favorire la comunicazione tra la scuola e le famiglie. I Coordinatori didattici hanno il compito di seguire la didattica in modo che gli studenti siano preparati secondo le regole dell I.B.O. Molte decisioni organizzative vengono prese collegialmente dal Direttore e dai Coordinatori Didattici, fermo restando che a questi ultimi competono le questioni maggiormente legate alla didattica, mentre al primo le questione più meramente amministrative. SCHOOL GOVERNING BODY The school governing policy is published on the school website www.fulgis.it with other polizie of FULGIS Currently the FULGIS general manager is not the School Director as well the School Director in case of either absence or of hindrance can appoint a person that substitutes him/her. Collective monitoring bodies are made up according to the School govering policy, i.e.: Class Councils Teacher Council Consiglio d Istituto Each class has a Head of year and student representatives are elected for the classes from MYP4 to DP2. At the end of Class Councils parents can join teachers in the meetings that follow. A representative group of parents, on voluntary basis, can partecipate in the Parents Association, an independent body that cohoperates with DIS Management to organise and ease communication between the school and the famiglie. Didactic Coordinators are responsible for didactic activities so that students are educated according to IB standards and practices. Many decisions about organization are made by the School Director with the Didactic Coordinators agreement, however administrative issues are responsibility mainly of the former, whilst didactic issues of the latter. ADMISSIONS TO DELEDDA INTERNATIONAL SCHOOL - sintesi Il Regolamento completo, di competenza del Consiglio di Istituto, da applicare per le iscrizioni all a.s. 2015/16, è pubblicato in apposita sezione nel sito www.genoaschool.eu The complete policy, which is the Consiglio d Istituto jurisdiction and must be considered for the applications to the school year 2016/2017, is published in a specific section of the site www.genoaschool.eu 10

DIS does not discriminate on the basis of race, religion, creed, political views, gender, sexual orientation, or national origin. DIS sees diversity as part of its own nature as an International School. Il numero delle nuove classi del 2014/15 sarà deciso sulla base del numero di studenti ammessi. Ogni gruppo classe comprenderà di norma non meno di 17 studenti. Le regole che seguono valgono per le nuove iscrizioni alla DIS. Le regole per il passaggio da una classe all altra sono descritte più avanti. The number of the new classes for the school year 2016/17 will bedecided according to the number of students who will be admitted. Each class group will normally be made of not less than 17 students. The rules which follow are valid for the new admissions to DIS. The promotion policy is given in successive paragraphs. Regole di ammissione per la classe 6 (MYP1), corrispondente alla prima media italiana Dopo aver presentato domanda di preiscrizione entro i termini previsti, occorre sostenere una prova di selezione. La prova consiste in una verifica delle abilità in Italiano, Matematica e Inglese, osservando anche il comportamento dei candidati e valutando anche il percorso di studi precedente, e la provenienza da scuole italiane o non italiane. We use the KET exam as a testing tool, but the results are analysed on a case-by-case basis. Enthusiasm to learn is a key factor. Il punteggio viene attribuito da una commissione di docenti della classe richiesta Admission to MYP1 rules (Italian prima media ) After presenting a pre application form within the prescribed deadline, students must take a selection exam. The exam tests knowledge and skills in Italian, Mathematics and English; also candidates behaviour and previous school tracks will be considered, as well as whether or not the school they come from is Italian. The exam and its final score are respectively moderated and awarded by the teachers of the class the students apply for. Regole di ammissione per la classe 9 (MYP4), corrispondente alla prima liceo italiana 1. La selezione per l ammissione comprende un test di inglese, di italiano e di matematica; 2. il test di inglese è predisposto in modo che sia equiparabile al test per il conseguimento del First Certificate in English (FCE); le prove di italiano e di matematica sono modellate sui test Invalsi del terzo anno di scuola media; 3. la prova di inglese può essere evitata se il candidato è già in possesso di certificato FCE; in questo caso la prova sarà sostituita da un colloquio conoscitivo che potrà essere elemento di precedenza, a giudizio della scuola. Admission to MYP4 rules (Italian prima superiore ) 1. The admission exam tests knowledge and skills in the subjects English, Italian and Mathematics; 2. English test is structured in such a way it can be considered equivalent to the First Certificate in English (FCE); terza media Invalsi tests are used as an example to model Italian and Mathematics exams; 3. The English exam can be skipped if the candidate already has the FCE: in this case the exam will be replaced by an interview the school might use or consider as a fast-track element. Admissions to other classes: MYP 2,3,5 - DP1,DP2 Admissions to the other classes (MYP 2,3,5,DP1,DP2) are treated on a case by case basis, but the level of English required must reflect our internal standards. Le scadenze delle preiscrizioni e le date delle selezioni per tutte le classi 11

Le domande per le selezioni per l a.s. 2014/15 verranno accettate tre volte, con le seguenti scadenze: 15 gennaio; 15 maggio; 5 settembre. Richieste di iscrizione pervenute oltre il 5 Settembre saranno considerate sulla base del numero di posti eventualmente ancora disponibili e comunque dopo aver valutato il precedente percorso formativo del candidato/a. Le selezioni si terranno nei giorni successivi a queste date. Non sono ammessi ripetenti da altre scuole. Per ripetente si intende chiunque abbia ripetuto anche uno solo degli anni scolastici precedenti a quello in cui intende intenderebbe iscriversi. Altre informazioni si possono chiedere in segreteria secondo il seguente orario: Lunedì e Martedì dalle 10,30 alle 11,30 e dalle 13.30 alle 14.30; Mercoledì, Giovedì e Venerdì dalle 13.30 alle 14.30. Il testo completo del regolamento generale delle ammissioni, con le norme circa il contratto di iscrizione e i contributi di iscrizione e frequenza, è disponibile sul sito www.genoaschool.eu. Application deadlines for admissions and admission exams calendar for all classes Applications for the admission exams for the year 2016/17 will be accepted three times, according to the following deadlines: January 15th, May 15th, September 5th. Late applications (after September 5th) will be taken into consideration depending on the number of places that are still available and in any case after evaluating the candidate s previous formative track. Selection exams will be scheduled a few days after the aforementioned dates. Applications of students of other schools that failed one or more year are not accepted. Further information can be given by the Secretary Office accrording to the following timetable: Monday, Tuesday: 10.30 11.30 and 13.30 14.30 Wednesday, Thursday, Friday: 13.30 14.30 The admission policy complete text, incliding rules about the enrollment contract, the registration fees and the attendante is available on the school website www.genoaschool.eu IMPEGNI DI QUALITA QUALITY (TASK CHART) OBLIGATIONS La Fondazione FULGIS ha elaborato al termine dell a.s. 2012/13 una propria Carta dei Servizi con precisi impegni di qualità per le proprie scuole. La Carta è entrata in vigore pienamente nell anno scolastico 2013/2014 e prevede un servizio interno di controllo di qualità. At the end of the school-year 2012/13 FULGIS conceived its own Regulations and Standards Policies ( or Public services charter?), listing and defining clearly quality obligations of its schools. This document entered in effect on the school-year 2013/14 and provides for an internal quality check. Impegni di Qualità delle scuole della Fondazione FULGIS Quality obligations of FULGIS Impegno 1 - Collaborazione con le famiglie nel processo educativo: gli insegnanti ricevono normalmente in base al loro orario di ricevimento, fissando appuntamento tramite un sistema elettronico, o in casi eccezionali anche al di fuori del loro orario settimanale, contattando il docente preventivamente via email. Obligation 1 Cohoperation with families in the education process: teachers meet with parents usually according to their meeting timetable (fixing an appointment by an online system) or in 12

some special cases also outside these weekly times of theirs: in such circumstances teachers must be contacted previously via e-mail. Impegno 2 - Informazione sulla programmazione annuale delle attività scolastiche e sul regolamento d'istituto: all' inizio dell' anno le attività della scuola e un estratto del regolamento vengono resi disponibili agli alunni e alle loro famiglie. Obligation 2 Information about yearly school activities schedule and about the School regulations: at the beginning of the school-year the school activities and an extract of the regulation document are available to students and their families. Impegno 3 - Sostegno all' allievo nel percorso scolastico e nelle scelte post-diploma: sono previste attività di accoglienza, di prevenzione del disagio e delle tossico-dipendenze e di orientamento post-diploma Obligation 3 - Support for the student during his/her formative track and in his/her post Diploma applications to Universities. The school contemplates doing activities of: welcoming discomfort and drug abuse prevention post Diploma orientation Impegno 4 - Contenimento della spesa a carico delle famiglie per l'acquisto dei libri di testo: si opta nelle adozioni per libri di costo contenuto a parità di qualità e si evitano i libri non effettivamente utilizzabili. Obligation 4 Textbooks cost avoidance for families. The contents and quality being equal, the school prefers using textbooks which are less expensive and textbook which are considered not to be essential are not chosen Impegno 5 - Soddisfacimento delle richieste dell'utenza per attività extra e para-scolastiche: le attività vengono programmate tenendo conto delle richieste e delle esigenze degli allievi. Obligation 5 Meeting requirements of students and families for extra school activities: activities are scheduled considering students requests and needs. Impegno 6 - Igiene e sicurezza: la scuola si impegna a garantire una permanenza confortevole per gli alunni e per il personale in condizioni di igiene e di sicurezza Obligation 6 Hygiene and safety. The school undertakes to guarantee a comfortable stay for students and staff in healthy and safety conditions Impegno 7 - Comfort: conservazione degli spazi anche con iniziative di abbellimento delle aule. Obligation 7 Comfort: preservation (conservation?) of spaces that also includes improvement of rooms. SPECIAL EDUCATIONAL NEEDS DIS ha attivato un dipartimento, formato due docenti referenti e dalla Counselor della scuola, per occuparsi di quegli studenti che necessitano di misure particolari. Gli alunni con Disturbi Specifici di Apprendimento che abbiano presentato regolare certificazione rilasciata da un Ente accreditato al momento della preiscrizione, possono richiedere alla scuola di attivare la stesura di un Piano Didattico Personalizzato. Tutte le procedure necessarie al sostegno dei ragazzi con bisogni speciali sono elencate e spiegate nello specifico documento SEN Policy pubblicato sul sito della scuola. Le famiglie dei ragazzi che presentano bisogni educativi particolari, tengano comunque conto che la maggior parte delle prove di valutazione e degli esami interni saranno svolti in forma scritta, e non è prevista la sostituzione nemmeno parziale di queste prove con colloqui orali, se non in casi eccezionali (si rimanda al documento SEN Policy). Inoltre, alcune delle misure compensative e dispensative previste dalla legge Italiana (L. 170/2010) e consigliate da chi effettua le diagnosi di disturbo di apprendimento non sono sempre attuabili in sede di esame finale di Diploma. Two teachers and the school Counsellor are responsible for the SEN Department that at DIS takes care of the students with special needs requirements. 13

Students that require special educational needs in Italian DSA (Disturbi Specifici dell Apprendimento) that submitted a certification released by an accredited Authority when presenting the pre-application, can ask the School for a PDP (Piano Didattico Personalizzato, i. e. a customized didactic plan about teaching and learning strategies) All the procedures that are used to support students with special needs are listed and explained in the document SEN Policy which is published on the school website. Families of students with special educational needs should consider anyway that the majority of the assessment is made of written tests which cannot be replaced by examinations in oral form, not even partially; very particular cases can be an exception (for these cases please read the SEN Policy document). Besides some of the compensation and dispensation actions that are contemplated by Italian law (L. 170/2010) and recommended by the physician who diagnosed the special need status not always can be allowed during the Diploma final exam. INSEGNANTE DI SOSTEGNO Si precisa che per la nostra scuola non è possibile offrire la presenza in classe di docenti di sostegno all attività didattica. Qualora, dall analisi dei documenti presentati e dopo un colloquio conoscitivo con la famiglia e il Consiglio di Classe, si rivelasse necessaria la presenza di un insegnante di sostegno anche solo per parte dell orario i costi previsti da tale figura dovranno intendersi a totale carico della famiglia. SUPPORT TEACHER DIS cannot offer teachers that support the didactic activity in classes. If, after analysing the documentation and after an interview with the family and the Class Council, the presence of a support teacher even part time revealed to be required then fees for this person will be paid totally by the family. DIS ACADEMICS REPORT CARDS/PROGRESS REPORTS Report Cards/Progress Reports are issued to parents two times a year - in March, and at the end of the year. Grades are an evaluation of the student s progress and achievement and take into account the ability levels and background of the student. Student grades become a part of the students record. GRADED WORK For graded work we would prefer most of it to be done in class so that it is an accurate assessment of a student s ability, without external help. - MYP 1, 2 and 3 (6th through 8th grade) will NOT be allowed to take their tests home, but they will have to make photocopies if they want to. Teachers are NOT supposed to do this for the students, unless they explicitly want the family to sign a copy of the test (for any reason), in which case they should prepare the photocopy for the student. - MYP 4 and 5 should be taught to be more responsible by being allowed to take their tests home, to have them signed by their parents, and then brought back to the teacher. Failing to do so within a specific time or losing the test altogether may result in warning/disciplinary action. - DP students should be allowed to take their tests home and keep them if they want, as our assessment does not directly affect their final diploma grade (except for internal assessment which has its own procedure). 14

DIS ASSESSMENT (ON END OF TERM PROGRESS REPORT CARDS) We use the IBO grading scale for the entire school in regards to final grades on the progress report card so that students begin the to become familiar with the IBO grading system. Student Records A cumulative record containing relevant information about each student enrolled in the School will be on file in the DIS office. The cumulative record will be kept up to date and will only be accessible to professional personnel and office secretaries of the School. The following types of records will be filed: a) general and family information; b) medical information; c) transcripts and records from previous schools; d) progress reports; e) absence and tardy information; f) any and all correspondence concerning the student. Release of Student Records All records will be made available to the parents/guardian of the student at their request. Transcripts, test scores and other appropriate information will be sent to educational institutions upon request. OVERVIEW OF THE MYP (GRADES 6-10) Deledda International School has begun the authorization procedure to implement the MYP. If approved, over the next year DIS will be implementing the MYP in Grades 6-10. The MYP is designed for students aged 11 to 16. It provides a framework of learning which encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and to the real world. It fosters the development of skills for communication, intercultural understanding and global engagement, qualities that are essential for life in the 21st century. (from the IBO website: www.ibo.org) The MYP is flexible enough to accommodate the demands of most national or local curriculums. It builds upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of the IB Diploma Programme and the IB Career-related Certificate (IBCC). The IB Middle Years Programme 1. addresses students intellectual, social, emotional and physical well-being 2. enables students to understand and manage the complexities of our world, and provides them with the skills and attitudes they need in order to take responsible action for the future 3. ensures breadth and depth of knowledge and understanding through the study of eight subject areas 4. requires the study of at least two languages to support students in understanding their own culture and that of others 5. provides the opportunity for students to undertake an independent project into an area of interest All the points of the previous list are part of the ATL skills (Approaches To Learning) and are described more in details in the student s booklet. Here below is the extract referring to ATL skills. 15

ATL skills are trans-disciplinary skills that are intended to help students become lifelong learners and reinforce that we are teachers of learners as well as teachers of subjects. All teachers are responsiblefor integrating and explicitly teaching ATL skills. In planning units, teachers aim to include appropriate ATL skills to help students develop skills that have relevance across the curriculum that help them learn how to learn. The ATL skills are not formally assessed in the MYP. The IBO has identified five ATL skill categories, expanded into developmentally-appropriate skill clusters. ATL skill categories MYP ATL skill clusters Communication Communication Social Collaboration Self Management Organization Affective Reflection Research Information literacy Media literacy Thinking Critical Thinking Creative thinking Transfer Over time, students can identify themselves and their competence in any ATL learning strategy using terms such as: Novice/ beginning students are introduced to the skill and can watch others performing it (observation); Learner/ developing students copy others who use the skill and use the skill with scaffolding and guidance (emulation); Practitioner/ using students employ the skill confidently and effectively (demonstration); Expert/ sharing students can show others how to use the skill and accurately The MYP curriculum The IB Middle Years Programme consists of eight subject groups integrated through five interactive areas providing global contexts for learning. Durante i primi tre anni di formazione MYP il curriculum è predisposto in modo che i programmi permettano di raggiungere gli obiettivi di apprendimento necessari a sostenere l esame di terza media statale. Nello specifico le materie per le classi dalla MYP1 alla MYP5 nel corrente anno scolastico sono: During the first three years of the MYP formative track the curriculum is organised so that the programmes let students achieve the learning objectives that are required to take the Italian Terza Media exam. Here below follows the list of the subjects and timetable for the classes from MYP1 to MYP5 in the current year: MYP SUBJECTS & TIMETABLE Subjects MYP1 MYP2 MYP3 MYP4 MYP5 16

Language A or B (English) 6(7) 6 6 6 6 Language A (Italian) 6(5) 5 6 4 4 Language B * 3 4 3 4 4 Mathematics 5 5 5 4 4 Visual Arts 2 2 2 2 2 Music 2 2 2 Humanities 4 4 4 3 3 Design Technology 2 2 2 2 2 Physical Education 2 2 2 2 2 Sciences 3 3 3 Chemistry & Biology 3 3 Physics 2 2 TOTAL LESSONS PER WEEK 35 35 35 32 32 In parentesi nell anno MYP1 sono indicate le ore per la sezione in cui verranno inseriti gli studenti con maggiore bisogno di lavorare sulla lingua Inglese. * Language B: Una lingua straniera scelta tra quelle più richieste; attualmente sono previste Francese, Spagnolo, Tedesco, Cinese. Per ogni anno saranno incluse nella retta della scuola soltanto Inglese, Italiano, Francese e Spagnolo. L attivazione di corsi di lingua diversi da questi sarà quindi a totale carico delle famiglie, purché venga raggiunto un numero minimo di iscritti deciso in accordo con la Fondazione. Si rimanda alle clausole del contratto. The number of hours which are indicated in brackets refers to the MYP1 group of students who need to work more on their level of English language. *Language B: a foreign language which is chosen in a list of the most requested; currently the available options are French, Spanish, German, Chinese (Mandarin). For each school year only English, Italian, French and Spanish are included in the school fee. The fee for different language courses will be then totally paid by the families, provided that the minimum number of requests is reached (the minimum number is stated with the agreement of FULGIS). For further information please read the contract clauses. This the official IBO model ( International Baccalaureate Organization 2002,2007): 17

Per gli studenti non di madrelingua italiana è previsto l insegnamento di italiano come lingua B e non come lingua A, per gli studenti di madrelingua né italiana né inglese è possibile avere come lingua A la propria lingua madre, sebbene ciò comporti un costo aggiunto per la famiglia. Students who are not Italian mothertoungue are offered the Italian B subject instead of Italian A, students who are neither English nor Italian mothertongue can be offered their mothertongue language as Language A, but this is an additional cost for the family. In their final year (10 th class), students will also undertake an independent personal project to demonstrate the development of their skills and understanding. USE OF LANGUAGE NELLE CLASSI DEL MYP Nelle classi MYP1 e MYP2 l uso della lingua inglese per gli insegnamenti di materie non linguistiche è progressivo e sempre più esteso, in coerenza con le capacità di comprensione del gruppo classe e in base alla sensibilità degli insegnanti. In classe MYP3, in funzione della preparazione degli studenti all esame di stato italiano (terza media), l uso della lingua italiana per l insegnamento delle discipline non linguistiche subisce un parziale incremento soprattutto per le materie oggetto di interrogazione orale. A partire dalla classe MYP4 la lingua di insegnamento delle discipline non linguistiche è l inglese. La Language Policy completa si trova sul sito della scuola. USE OF LANGUAGE IN MYP CLASSES In MYP1 and MYP2 English language will be be used gradually and increasingly in non linguistic subjects and its use will be consistent with the class group comprehension skills and with the teachers perception. In MYP3, as students must be prepared for the Italian Terza Media exam, the use of Italian for non linguistic disciplines is partially increased especially for those subjects which will be examined also in oral form. 18

Starting in MYP4 and onwards English is the teaching language used for non linguistic disciplines. The complete Language Policy is available on the school website. 19

MYP ASSESSMENT MYP Standardisation: MYP teachers meet twice a year in departments to discuss, moderate and ensure that marking standards follow exactly the rubric-based criteria of the MYP assessment system. In this way, students receive fair marks. L assessment nelle materie del programma MYP si basa sull attribuzione, per ciascuna materia, di punteggi relativi ad alcuni criteri di valutazione, precisamente 4 criteri per ogni materia. Tali criteri sono prestabiliti e pubblicati dall IBO ogni anno, insieme alla scala utilizzata per i relativi punteggi. Per l anno scolastico in corso i criteri sono riassunti nelle tabelle pubblicate sul nostro sito (si veda la presentazione Power Point preparata per la riunione con i genitori che si tiene ogni anno ad Ottobre). Ciascun criterio prevede che venga attribuito un punteggio da 0 a 8. In each subject of the MYP programme students works are assessed awarding marks on the basis of 4 criteria. These criteria and their marking assessment bands are stated and published by IBO every year. For the current year the criteria are summarized in the tables that are available on our website (please have a look at the Power Point Presentation used at the meeting which is held with parents every year in October). According each criterion students can be awarded a mark in a scale from 0 to 8. Le prove si distinguono in prove di valutazione formativa e di valutazione sommativa. Le prime, che hanno lo scopo di fornire all insegnante e agli alunni gli elementi per poter valutare il grado di comprensione e il livello di apprendimento in corso, possono consistere in brevi test, interrogazioni orali, quiz, domande da posto, progetti personali o di gruppo, ricerche, osservazioni in classe, verifica del lavoro a casa, e altre modalità tipiche delle scuole internazionali. Per questo tipo di prove, l insegnante può scegliere un metro di valutazione ad hoc, non necessariamente basato sui criteri dell IB, che preveda anche solo un punteggio rispetto ad un totale (es. 4 su 5), un voto in percentuale (es. 78%), o un giudizio a parole (es. risposta esauriente ed articolata). Tali risultati vengono annotati sul registro personale dell insegnante. There are two types of assessment tests, formative and summative. The formative assessment gives the teacher and the students elements to understand what is level of comprehension and learning in progress; they can be short tests, or orals, or quiz or questions made by the teacher to the class, or research projects done either individually or in group, or homework check and other methods of common use at International schools. For this type of tests the teacher may use an assessment strategy which not necessarily is based on the IB criteria: it can be a grade in a scale which is different from the aforementioned one, it can be a percentage (78%, for instance) or a written comment (for example: exhaustive and complete answer ). The teacher will keep track of these formative results on his/her personal agenda. Per la valutazione sommativa, alla fine di ogni unità didattica vengono svolte per lo più prove scritte o orali, o progetti personali o di gruppo, comprendenti tutti gli argomenti dell unità e volte a verificare il raggiungimento degli obiettivi specifici di apprendimento. L insegnante può decidere di utilizzare, per tali prove, uno solo o più criteri di valutazione, all interno dei quattro specifici per la materia. Nel momento della valutazione di tale prova, il docente attribuisce un punteggio per ogni criterio valutato, sulla base di una precisa griglia di valutazione (Rubric). 20

The summative assessment instead is done at the end of each unit of work. In this case case the exam form is mainly written or oral; also individual or group projects can be used for this assessment type but they include all the parts the unit of work is made of. Summative assessment aim is checking each student s learning objective outcomes. The summative exams can be assessed against one or more assessment criteria. For each subject on the basis of the exam specific characteristics the teacher decides which criteria out of the four available ones will be used to assess the students. The exam grade is then determined according to the assessment Rubric whose strands describe what mark in a scale from 0 to 8 the teacher can award. Nelle prove sommative non possono essere assegnati voti non interi (non esistono quindi voti come 6½, 7+, 8/9 e simili). Per far sì che i ragazzi possano capire come sarà valutata la prova, prima dello svolgimento della stessa viene comunicato loro dall insegnante quali criteri verranno considerati, e viene loro presentata una tabella di corrispondenza tra il punteggio e il descrittore del livello di apprendimento raggiunto. Tale tabella, detta rubric, può essere specifica per la prova prevista, e quindi contenere i descrittori specifici solo dei criteri applicati, oppure può essere una tabella generale elaborata dal dipartimento della materia sulla base delle linee guida dell MYP. Le rubric usate per la valutazione sono chiaramente visibili agli studenti e alle famiglie su ManageBac. Per ogni materia si prevede che ciascun criterio venga valutato nel corso dell anno almeno due volte. In summative assessment the teacher can award whole grades only (therefore grades like 6, or 7+, or 8/9 and similar do not make any sense and are not used). To make students be aware of how they will be assessed, the teacher informs them about the criteria and the assessment rubric in use for the exam well before it takes place. The assessment rubric can be specific (created by the teacher for the test purpose and therefore it contains the specific descriptors of the applied criteria), or it can be a more general rubric realised by the teacher subject department on the basis of the MYP guidelines. The rubrics which are used to assess summative exams are published on Managebac to make them available to students and families. In each subject each criterion must be assessed at least twice a year. Invece le valutazioni delle pagelle di fine primo periodo scolastico (a Febbraio) e di quelle di fine anno avvengono assegnando ad ogni materia un solo voto espresso in scala da 1 a 7. Sulla base dei risultati ottenuti dallo studente durante il periodo, o durante l anno, con un peso relativo sulle singole prove deciso dall insegnante stesso, che tenga anche conto dell andamento generale dello studente, dei risultati delle prove formative, e della sua particolare situazione, a ciascun criterio viene attribuito un voto finale. Tali punteggi dei criteri valutati vengono sommati. Il voto finale (in settimi) scaturisce dal confronto di questo totale con i grade boundaries presenti sulle guide dell IBO per ciascuna materia e chiaramente indicati sulle pagelle della scuola, oltre che su ManageBac. Tale voto finale deve rispecchiare la descrizione della preparazione del ragazzo in base alla griglia IB riportata di seguito (OLA = Overall Level of Achievement) The end of first term report cards (in February) and the end of year report cards show instead grades that for each subjects are in a scale from 1 to 7. The grade in each criterion is determined considering the student s results during the term, or the year, on the basis of the weights the teacher gave to each exam, of the global student progress, of the formative assessment and of the student specific situation. The grades of the assessed criteria are then added up. The final resulting grade from 1 to 7 is obtained comparing the total of this addition to the grade boundaries that are described for each subject on IBO guides and clearly written on both the school report cards and on Managebac. This final grade must mirror the student level of achievement description according to the IBO rubric which follows here below (OLA = Overall Level of Achievement) 21

Durante ciascuno dei due periodi scolastici (pentamestre e trimestre finale) all interno delle singole materie verranno valutati tutti i criteri. Over the two school terms (the former being made of 5 months and the latter of three months) all the criteria will have to be evacuate in each subject. Grade Promotion Policy for Grades MYP1-MYP5 (6 10) Subjects years MYP1,2,3: Italian, English, Mathematics, Sciences, Language acquisition, Individuals and Societies, Arts, Music, Design Technology, Sports. Subjects year MYP4: Italian, English, Mathematics, Sciences (Physics, Chemistry and Biology), Language acquisition, Individuals and Societies, Arts, Design Technology, Sports. Subjects year MYP5: Italian, English, Mathematics, Sciences (Physics, Chemistry and Biology), Language acquisition, Individuals and Societies, Arts, Design Technology, Sports, Personal Project. PROMOTION RULES: all the requirements below need to be met, either in June (end of year scrutiny) or in September ( recupero exam), in order for the student to get access to the next grade year. PROMOZIONE E BOCCIATURA NELLE CLASSI MYP: REGOLAMENTO 22