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Student-Parent Handbook ICS Mushrif 2021-2022

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WELCOME TO INTERNATIONAL COMMUNITY SCHOOLS The International Community Schools (ICS), located in Abu Dhabi has 30 years of educational excellence in British and American curricula. With state-of-the-art learning facilities of the highest standards and a diverse international community, ICS currently spreads across five campuses in Abu Dhabi. ICS Mushrif, ICS Al Falah City, and ICS Khalifa City offer the American curriculum and the upcoming International Baccalaureate (IB) curriculum. ICS City Centre and ICS Khalidiya offer the British curriculum. OUR Founded 2015 JOURNEY 1990 Since its foundation as Ibrahimya School in 1990, IBRAHIMIYA SCHOOL ‫المدرسة الإبراهيمية‬ ICS MUSHRIF ‫فرع المشرف‬ ICS has developed from a relatively humble «villa 2019 2017 school» of 200 students to today’s prestigious and ICS KHALIDIYA ‫فرع الخالدية‬ ICS CITY CENTRE ‫فرع مركز المدينة‬ highly resourced facilities, catering for over 3500+ 2020 2021 students across five campuses in Abu Dhabi. Our student body is currently made up of over 55+ nationalities; they are taught by a high-caliber team recruited from 17+ countries. As large as we are now, and as we continue to grow, we cannot forget our roots but take pride in them.   ICS Al FALAH CITY ‫فرع مدينة الفلاح‬ ICS KHALIFA CITY ‫فرع مدينة خليفة‬ 3

VISION The “School of Choice” – inspiring, challenging and empowering a 21st. century learning community through an ethical and innovative education system. MISSION Provide a safe, friendly learning environment where lifelong learners follow an international curriculum which promotes academic excellence and nurtures key values and competences in our global minded, future leaders. VALUES Tolerance, Care, Honesty, Respect, Resilience, Integrity, Empathyded, future leaders. MOTTO Inspire | Challenge | Succeed 4

DIRECTOR’S MESSAGE Mohammad Al-Shamma Welcome to International Community Schools Abu Dhabi! Our Managing Director commitment at ICS is to ensure a stimulating and intellectually challenging environment that safely empowers our students to become innovative thinkers, creative problem solvers and inspired learners prepared to thrive in the 21st Century. ICS is renowned for the outstanding holistic education that we provide, and boasts a long and enviable reputation in the region for providing high-quality private education for students from FS/KG to Year 13/Grade 12, in both the British and American curriculums, going significantly beyond the minimum expectations, covering a diverse range of subjects. Since its foundation as Ibrahimya School in 1990, ICS has developed from a relatively humble ‘villa school’ of 200 students, into the prestigious and highly resourced facilities which it is today, catering to over 3500+ students. Our student body is currently made up of over 55+ nationalities; they are taught by a high caliber team, recruited from 17+ countries. Our students success cannot be defined by qualifications alone. Students leave the school as dynamic and impactful citizens, fully equipped to excel and thrive within a wider university life. To achieve this, students are encouraged to participate in the extensive array of opportunities which exist beyond the classroom. The academic curriculums are therefore complemented by a wide range of extra- curricular activities, where participation in student leadership roles is strongly encouraged, to turn out a well-rounded graduate. With the ultimate objective of ensuring a bright future for our students, ICS is working according to a strategic plan developed by our Honorary Board of Trustees in collaboration with ADEK. The plan has been tailored to address enrollment growth and provide a roadmap for building schools, in line with our expansion scheme, renovating existing facilities, creating outdoor environments and introducing new technologies, all in the context of resource sustainability. 5

ABOUT ICS MUSHRIF Positioned in the center of Abu Dhabi Island, International Community School - Mushrif Branch is a private K-12 school attracting students from all over the city. Catering to nearly 1500 students, the school is licensed by ADEK as an American Curriculum school and internationally accredited by AdvancED. Mushrif ICS Mushrif Campus At International Community Schools (ICS) our commitment is to ensure a stimulating and intellectually challenging environment that safely empowers our students to become innovative thinkers, creative problem solvers and inspired learners prepared to thrive in the 21st century. ICS is renowned for offering an outstanding holistic education and boasts an enviable reputation for providing high-quality academic programs enriched and extended by a broad range of co-curricular and extra-curricular activities. Resources and facilities at ICS are of the highest standard. Accomplished ICS graduates leave the school as dynamic and impactful citizens, fully prepared for success at university. ACCREDITATIONS AFFILIATIONS European Council of UNESCO International Schools (ECIS) AdvancED Red Crescent IB Organization SAT and AP Testing Center: 6

PRINCIPAL’S MESSAGE Ziad Aoudi The past year has been interesting and challenging, to say the least.  Principal There have been plenty of accomplishments and successes.  We are proud to have kept the school safely open for almost all of the year, while delivering excellent academic experience to our students, nurturing their inquisitive minds and promoting their character growth. In addition to the AP program, we are at the cusp of becoming an IB World School. This will greatly enhance our concerted efforts for the cultivation of well-rounded, active, and globally-minded students.  Our priority always remains the student. Emphasis on character and skill development has always represented a cornerstone of our pedagogical approaches to promote originality, confidence, entrepreneurship and creativity. Our students now are more knowledgeable, skilful, resilient and agile.  They are more efficient and aware of the skills essential for embracing and unleashing their passions, innovations and therefore achieving their dreams. A look ahead, we are optimistic and look forward to having the students on campus next academic year as things go back to normalcy. We also are enthusiastic about the future ADEK visit which will undoubtedly recognize and celebrate our achievements and progress in alignment with the managing director and board of trustees’  vision; hence positioning the school for consideration for ‘’Very Good’’.   I truly thank our amazing students for their keenness and dependability, the teachers for their unwavering efforts throughout the year, and the parents for their genuine confidence and support for the school. Together, we have demonstrated that our collective efforts when directed towards the students’ wellbeing are a vigorous force that can deal with adversity.   Finally, I can find nothing more appropriate and sagacious than reiterating the wise words the late Sheikh Zayed signifying the role of education in the development of the UAE: “A country’ greatest investment lies in the building of generations of educated and knowledgeable youth’’ H. H. Sheikh Zayed Bin sultan Al Nahyan 7

8 CONTENTS

10 CHAPTER 1 SCHOOL FACILITIES AND BASICS 16 CHAPTER 2 ADMISSION AND PARENTAL ENGAGEMENT 20 CHAPTER 3 ACADEMICS AND DISTANCE LEARNING 32 CHAPTER 4 TECHNOLOGY AT ICS 36 CHAPTER 5 STUDENT LIFE AND CO-CURRICULAR ACTIVITIES 46 CHAPTER 6 STUDENT BEHAVIOR MANAGEMENT 52 CHAPTER 7 HEALTH AND SAFETY 64 CHAPTER 8 MISCELLANEOUS 9

CHAPTER 1 SCHOOL FACILITIES AND BASICS 10

SCHOOL FACILITIES ICS boasts world-class facilities that help ensure uniforms are available at the school store, in the success of students and the effectiveness of accordance with the prescribed books for each class educators. ICS believes that excellent equipment and and subject option. facilities are part of its holistic approach to improving the learning environment and balancing academics Canteen with other important non-curriculum activities. A clean and well-stocked canteen sells healthy With its distinguished facilities, ICS aims to offer snacks and drinks during break times. Hygiene and students a more conductive and interactive learning strict quality control of food are regarded as top environment that renders well-rounded, capable, and priorities. proficient students. Other Facilities Sports and Outdoor Facilities There are a large, flexible auditorium for university A 25-meter six-lane Olympic indoor swimming pool presentations, assemblies and CPD workshops, with two instructors (male and female) and playing a capacious theater for entertainment events, fields complement two indoor gymnasiums (one for celebrations and seasonal occasions, a comfortably- KG students), a multi-purpose hall with a capacity equipped teachers’ lounge, and two mosques for of 70 seated guests and an artificially-grassed males and females. and shaded rooftop football field. Separate, well- equipped, playgrounds are available for students in KG and Elementary as well as a girls’ playground and an outdoor playground. Science and ICT The school features four fully-equipped, state-of- the-art science laboratories, one for junior students and one each for Biology, Chemistry and Physics. In addition, there are two computer (ICT) suites (one for Elementary and one for Secondary), with computer access also available in the libraries. Every classroom is connected to our extensive commuter wireless network enabling students to access ICT in any area of the school. Library and Art Facilities There are two well-resourced libraries, the Junior Library and the Senior Library. In addition, there is a Music Room and an Art Room to provide students with a wide array of resources for artistic expression, creativity and exploration. In addition, we have a Student Council Room and an Eco Club Room as well as a Heritage Room and a dedicated Examinations Hall that accommodates 100 students. Medical Care The school has a well-equipped medical clinic under the control of two qualified nurses. All cases of injury or illness receive immediate medical attention. Whenever specialized medical aid is required, emergency transport is available to take the student to the hospital. All students receive regular medical examinations and our dispensary works in close conjunction with the Department of Health and Medical Services. Book and Uniform Store Text-books, work-books, stationery and school 11

CHANNELS OF COMMUNICATION As partners in your child’s education, ICS highly information on the instructional materials, lessons, values open lines of communication. The school will homework assignments, and assessments for the communicate with parents through topic specific emails, upcoming week. Orison, weekly newsletter, report cards, progress Grade 9-12: the newsletter includes the important reports, scheduled parent-teacher conferences, events and activities of the current week. school web site, PTAs meetings, and Morning Coffees. WhatsApp or any other similar application is not an Staying Connected via Microsoft Teams official mode of communication, and it is advisable All students are set up with a school email account that parents and students refrain from using it in their so they can communicate via email. Students are communication with teaching and non-teaching staff. responsible for making sure their school account Furthermore, parents and students are not expected to credentials are kept private and valid. Students must directly call teachers to discuss academic performance, use their school email to log in to their Microsoft Teams behavior problems, attendance issues, etc. ICS accounts to attend the online classes, complete does not allow direct contact through phone calls assignments and assessments, and share materials between parents and teachers. Whenever necessity with their teachers. arises, parents can contact the Academic Advisor to Parents can regularly access their child’s Microsoft schedule a meeting with the concerned teacher, or Teams account to check the weekly plan, learning communicate directly with the concerned teachers via materials, upcoming assessments, assigned tasks, email. Students and parents are expected to follow the student resources, and graded assignments. aforementioned lines of communication when faced If students or parents have any difficulty accessing their with an issue or concern. Microsoft Teams account, they can contact the distance digital learning team at ([email protected]). Parent Newsletter Each Thursday the school sends via email an The Yearbook e-newsletter, and it is important that parents take the The ICS Yearbook is published and available for time to read it each week. purchase annually in May/June, and it is a summary of KG-8: the newsletter includes the essential the year’s events. 12

SCHOOL DAY (REGULAR LEARNING TIMINGS) Teachers report to school at 7:00, and they review their lesson plans and materials before the day starts (7:00- 7:20). Teachers report to the morning assembly by 7:20. The school gates open for students at 7:00; hence, parents are strongly advised not to drop-off their children for morning arrival earlier than 7:00 as supervision starts at this time. Students are expected to join the morning assembly at 7:20. The national anthem is played at 7:25. Grade advisors begin their advisory period by 7:30. Students who join or report to class later than 7:45 are considered tardy. The first class starts promptly at 7:45, and students are dismissed at 2:25 PM. Remedial classes are given to students at 3:00-4:00 PM on weekdays, except for Thursdays. All students must leave the school premises no later than 3:00 PM unless in very urgent circumstances the concerned parent contacts the school office for late pick-up. SCHOOL DAY (DISTANCE DIGITAL LEARNING TIMINGS) Teachers report to school at 7:00, and they review their lesson plans and materials before the day starts (7:00- 7:30). The school gates open for students at 7:30; hence, parents are strongly advised not to drop-off their children for morning arrival earlier than 7:30 as supervision starts at this time. Students are expected to join their first online class (students opting for remote learning) or report to their first class (students opting for learning on campus) by 7:55. The national anthem is played at 8:00. Grade advisors begin their advisory period immediately after the national anthem is played. Students who join or report to class later than 8:00 are considered tardy. The first class starts promptly at 8:15, and students are dismissed at 12:40 PM. Online reinforcement classes are given to students at 2:20-3:00 PM on weekdays, except for Thursdays. All students must leave the school premises no later than 1:15 PM unless in very urgent circumstances the concerned parent contacts the school office for late pick-up. 13

SNACKS AND BREAKS We strongly encourage students to bring or purchase nutritious lunches and snacks. Healthy eating while enjoying the outdoors at breaks is a significant way to keep you healthy. During the day, two scheduled breaks allow students to get snacks. There are snacks, sandwiches, wraps, and many healthy drinks available for sale at the school canteen. Students may also bring their healthy snacks from home. Students are not permitted to consume carbonated soft drinks, sugary drinks such as iced tea or coffee drinks during the school day. In addition, students are not permitted to order food from outside establishments. Currently, only cash purchases can be made at the canteen. Students are expected to assist in keeping the canteen clean and tidy. It is required that students clear their table before leaving the canteen. LOCKERS Students have clean, workable lockers so that they have a safe, convenient spot to store their belongings throughout the day. Students are expected to: • Keep their lockers clean and organized; • Use only the locker that is assigned to them; • Do not write on lockers or place stickers on the locker; • Should not share their key with others; • Take home leftover food and sweaty clothing on a daily basis; • Not to bring valuables to school. Whenever the need arises, the school reserves the right to inspect the lockers. All books and other itemsleft carelessly in the locker areas will be gathered daily and placed in the lost and found box. 14

TRANSPORTATION Bus services are available for K-12 students only within Abu Dhabi City areas. Application for the bus service should be made at the time of registration or before the beginning of the school year. However, if space is available, parents may apply for this service during the school year. All school buses will be checked and maintained as per ADEK and DMAT safety standards. Drivers and Bus Escorts are qualified, licensed from DMAT, experienced, and work under the supervision of the ICS Transportation Coordinator. Parents who drop off and pick up their children need to be patient and careful. Since ICS has children as young as four years old, cautious driving by everyone is imperative. Parents or drivers waiting for MS students should not arrive for pick-up prior to the dismissal time set by the administration. For a full description of the Transportation Policy, please visit the school website Navigate: mushrif.icschool-uae.com -> For Parents -> School Policies For more information regarding the transportation service, please contact the Transportation Coordinator at: [email protected] GUESTS AND VISITORS All guests, including alumni, must check in the main gate to pick up a visitor’s pass. A valid ID must be presented and left. Once the permission to enter the campus is granted by the administration, guests can visit the intended staff member. Guests and visitors cannot attend classes, and it is expected that they cause no class disruptions during their visit. It is also expected that all guests and visitors wear the visitor badge while on campus. 15

CHAPTER 2 ADMISSION AND PARENTAL ENGAGEMENT 16

ADMISSION Admissions open in January for the next academic year. Admission applications are accepted across ICS, throughout the year, if there are available seats, and they are not from students wishing to transfer from schools within Abu Dhabi, within the school year (as such transfers are subject to time limits prescribed by ADEK). Children and parents are requested to visit the school before enrolment. Placement Students will be placed in the appropriate Year/Grade which matches the age for that year at the start of the school year. They will be placed with students of the same age bracket. They will progress up the school each year with their cohort. Admission Age • Age is based on the age reached on or before 31st August 2017 For English National Curriculum or 31st December for US Curriculum, of the year in which admission is sought. Please see the individual school website for further information. • Age is based on the age listed on the legal passport or birth certificate. • Admission age is as stated below: Child’s Age American Curriculum British Curriculum 4 years KG1 Reception/ Foundation Stage 5 years KG2 6 years Year 1 7 years Grade 1 Year 2 8 years Grade 2 Year 3 9 years Grade 3 Year 4 10 years Grade 4 Year 5 11 years Grade 5 Year 6 12 years Grade 6 Year 7 13 years Grade 7 Year 8 14 years Grade 8 Year 9 15 years Grade 9 Year 10 16 years Grade 10 Year 11 17 years Grade 11 Year 12 Grade 12 Year 13 Admission Priority Criteria Priority is given to Emirati students in schools scoring good or higher. These guidelines comply with guidelines set out by ADEK. The Board has established the following priorities thereafter for admission to ICS: 1. Staff children 2. Siblings of students currently in attendance at ICS Campus applied for 3. Siblings of children at any branch of International Community Schools 4. Students transferring directly from an English Curriculum School for English Curriculum ICS schools, or transferring directly from an American Curriculum School for American Curriculum ICS schools. 5. Students who live near the school 6. All other students meeting admission requirements 17

N.B. Where appropriate, a gender balance is required enable the student to successfully continue their and may be applied once 50% of places in any year education. have been allocated to one gender. School Tours for New Students Special Educational Needs / People of School Tours are conducted by the Vice Principal Determination and/or Academic Advisor team on set dates and Students with mild to moderate special educational at set times during the registration period. Parents needs are encouraged to apply interested in taking a tour of the school are very to ICS. welcome to register for one with our admissions teams. You can request a tour through our ICS, through the admission process, must be made website. aware of any known special educational need that may affect a student’s ability to take full advantage Orientation of the education provision. Applicants must disclose New students will be given an individual tour of the any such need at the time of making an application campus, including all facilities. They will be allocated and provide any medical, educational or other reports a mentor from grade 12, who will provide support for prior consideration. These will be passed to the and guidance. There will be a set orientation day for Special Educational Needs Coordinator (SENCO) for all new students in the August preceding the start of review before inviting the parents for a consultation the school year. They will be given their timetable, to discuss how the student’s individual needs can book list as well as a new student booklet with all be best met. key information. When a particular special educational need becomes apparent after registration, the school will consult parents about reasonable adjustments that may For more information about the Admission Policy and Registration Procedure, please visit the school website, Navigate: mushrif.icschool-uae.com -> For Parents -> School Policies 18

PARENTAL ENGAGEMENT ICS strongly believes in the constructive role parents can play in their child’s education. We encourage active parental involvement in the learning process through parent orientation, meetings, and conferences aimed at promoting good understanding between parents or guardians and the faculty/administration of this school. Parents are strongly encouraged to attend these informative and helpful events. Parent-Teacher Association (PTA) 1. Parent-Teacher Conferences: Our mission is to support our children’s education Parent-Teacher Conferences are held three times at ICS by providing memorable student events, per year. The dates are mentioned in the School worthwhile fundraisers, social gatherings for parents, Calendar and parents are informed of the timings teachers and students alike, and strengthen the ICS well in advance. During the conference teachers international community. report to the parents and the student on academic The PTA mainly aims to: performance and discuss any related concerns. • promote connections and communication 2. Parent-Teacher Conferences by Referral: between parents and school to establish a Parent-Teacher Conferences are arranged on a constructive partnership; referral basis throughout the year for students at risk. Teachers may report to the Coordinator any • promote the development in academic academic concern or issue related to a student, performance and the physical and mental and based on that, the Coordinator will arrange a health of children through close home-school meeting with the parents to address the academic cooperation; concern. The related subject teacher may be present too, along with the CAA, Vice Principal • provide a channel for both parents and the and/or Principal if needed. school to exchange opinions concerning school policies for promoting the development 3. Parent-Teacher Conferences by Request: of the school; Parent-Teacher Conferences can also be arranged on a request basis. Parents who would like to • Participate in, sponsor and/or promote cultural, meet with a Coordinator or teacher need to email social, sports, leisure and other activities. the Supervisor to schedule an appointment ahead of time. Parents should avoid coming to the school Parent-Teacher Conferences (PTCs) without an appointment to avoid long waiting ICS believes that PTCs are an expedient opportunity times or not being able to meet the intended staff to extend lines of communication between parents member due to teaching lessons or previously and teachers, keeping parents informed of their scheduled meetings. children’s progress-both academic and social-and for developing cooperative strategies that can ultimately benefit every student. 19

CHAPTER 3 ACADEMICS AND DISTANCE LEARNING 20

APPROACHES TO LEARNING & TEACHING ICS believes that Approaches to Learning develop over time through purposeful modeling and guided practice. Approaches to Learning skills: • help students prepare for, and demonstrate learning through, meaningful assessment; • can be acquired and taught, improved with practice and developed incrementally; • lay a solid foundation for independent learning and with others; • provide a common language that students and teachers can use to reflect on the process of learning. The holistic learning approach adopted at ICS solidifies learning experiences and instructional strategies that are aimed at developing the following skills and attitudes in students: 1. Thinking skills 2. Communication 3. Social skills • critical skills thinking • creativity and innovation • transfer 4. Self-management 5. Research skills skills • information • organization literacy • affective • media literacy • reflection The Approaches to Teaching embraced by teachers help foster the aforementioned skills. Our methods of teaching acknowledge that students prefer different ways of learning and absorb knowledge at different paces. They also encourage a friendlier relationship between teachers and students, as teachers take on a role that is more like a mentor and a guide for students’ learning experiences. Teachers are there to support, motivate, challenge and inspire, rather than to lecture students. ICS’s pedagogical philosophy allows learners to explore knowledge across a wide range of disciplines, use creative and critical thinking skills, express their thoughts and perspectives confidently, employ research skills, and learn how to work both independently and collaboratively with their peers. In addition, innovation is crucial for our approach and is both a focus in regular lessons and in interdisciplinary projects. This approach develops students’ resilience, research skills, and self-management skills, driving students and teachers to always be adapting and improving. Thus, students will look to themselves and others to better every aspect of their performance through frequent reflection and self-assessment so that they can grow as learners. 21

ACADEMIC PROGRAMS AND STREAMS ICS is proud to offer multifarious programs to its students. All programs offer rigorous courses which prepare students for the challenges of university and ultimately career life. ICS’s programs entail both unique academic rigor and emphasis on personal development. We have developed diverse academic programs and streams tailored to cater for the differences in students’ interests and preferences as to the subject selection and future plan for university. Regardless of the stream a student opts for in grades 10 through 12, all students in grade 12 must study Arabic language for native and non-native Arabic speakers and Islamic Studies for Muslim students and must sit for the Ministry exams in accordance with rules and regulations set by the Ministry of Education. Advanced Placement (AP) Program The AP program was initiated at ICS in 2018. Since its launch, the program has been an invaluable opportunity for students in grade 11 to choose a pathway that prepares them quite well for university. AP courses are challenging and demanding, and they require more time and effort than the regular high school courses. The extra effort and time students put into AP courses is definitely worth it due to the following benefits: • AP courses offer the opportunity to study a subject in-depth at the college level. This better prepares students for college work. • If a student receives a high enough score on an AP Exam, he/she may be eligible for credit, advanced placement or both at most colleges in the United States. The AP courses offered at ICS are: 1. AP Calculus AB 2. AP Physics C Mechanics: Electricity & Mechanics 3. AP Psychology 4. AP Physics 1: Algebra-Based 5. AP Chemistry 6. AP English Language & Composition 7. AP Physics C: Mechanics 8. AP Biology 9. AP English Literature & Composition Grade 11 is critical at ICS where students can select ONE of three available programs: Regular American Program AP Program IB Program (Business & Humanities or Sciences Stream) For information regarding the AP program, please contact the AP Coordinator, Mr. Abdul Nasser at [email protected]. 22

International Baccalaureate Diploma Programme (IBDP) ICS is proud to announce that we have been authorized as an IB World School. It is a new invaluable option for our students in grade 11 who can join the IBDP as a stream to university. IBDP is a two-year programme that provides an internationally accepted qualification for entry into higher education and is recognized by many universities worldwide. It is an academically challenging and balanced programme that prepares students for success at university and life beyond. It addresses the intellectual, social, emotional and physical well-being of students. For a full IB Diploma, students must take: 1. three subjects at a Higher Level (HL); 2. three subjects at a Standard Level (SL); and 3. three core requirements: extended essay (EE), TOK (Theory of Knowledge), and CAS (Creativity, Activity, Service). The DP subjects offered at ICS are: 5. Biology 1. English 6. Physics 2. Chemistry 7. Arabic 3. Mathematics 8. Psychology 4. Business For information regarding the IB Diploma Program, please contact the IB Coordinator, Mr. Abdul Nasser at [email protected]. For more details about the IB Organization and its programmes, please visit the IB Organization website at https://www.ibo.org/. ASSESSMENT At ICS overall student assessment comprises a range of different assessment methods. They are summarized in the points below: • Classwork/Homework: the amount of work assigned in class or at home by subject teachers depends on the grade level. The classwork/homework component represents 20% of the daily average for Grades 1 to 4 and 10% for Grades 5 to 12. • Projects and Presentations: counts 10% of the daily average based on the subjects’ requirements. Students will not necessarily have to complete one project for each subject as some projects are cross-curricular integrated STEM / STEAM projects. In such cases, the same project is included in the assessment of more than one subject. • Quizzes: are based on one section or one concept. The questions in quizzes are direct and indirect. Quizzes include formative assessment tools and last about 20 minutes. • Tests: are based on one or more chapters or units and planned ahead of time. Tests last one full period. • Final Assessments: these are conducted 23

three times a year, at the end of each term, in advance as possible. In general, unless some other for core subjects only. Each term, students compromise has been reached, the most recently of Grades 1 to 4 have a final assessment that announced and/or posted test will be rescheduled. counts 20% of the average. Core subjects for Grades 1-4 are English, Mathematics, Academic Distinction Science, Arabic and Islamic Studies. These Students who distinguish themselves through their assessments are conducted during the work ethic, attitude, exceptional ability/aptitude, normal school day. perseverance, or tremendous improvement throughout • Final Exams: these are conducted three the school year will receive a certificate of Academic times a year, at the end of each term, for core Distinction and will be recognized in the Student subjects only. Each term, students of Grades Recognition Ceremony that is held each term. 5 to 12 have a final exam that counts 30% of the average. Core subjects for Grade 5-8 are Curriculum Assessment & English, Mathematics, Science, Arabic and Development Unit (CADU) Islamic Studies. Core subjects for Grades The unit was created to conduct continuous 9-12 are English, Mathematics, Biology*, evaluation of the main components of the curriculum: Chemistry*, Physics*, Arabic, and Islamic content, instructional methods, learning objectives, Studies. (*or Option Subject) assessment measures and techniques. The ultimate • Continuous Assessment: for non-core goal of the unit is to ensure the appropriateness and subjects. These replace final exams. effectiveness of the curriculum components and seek curricula across all grade levels that would: MAP Testing Students in grades 3 through 9 sit for the MAP • help students acquire strategic processes in (Measure of Academic Progress) test three times thinking and social interactions; throughout the academic year (Fall, Winter, and Spring). This is an adaptive, standardized, and • assign higher priority to global and comprehensive test that measures a student’s multicultural concepts; growth and achievement in English Language Arts, Mathematics and Science. Utilizing MAP accurate • integrate technology effectively in the learning and actionable insights and data, teachers confidently process; identify the learning needs of students and tailor instruction to challenge every student, whether they • employ heterogeneous grouping to reduce are below, at, or above grade level through targeting stereotyping; the skill and learning gaps. Moreover, MAP student reports present realistic learning goals by subject • teach to a variety of learning styles and levels; areas so that, through teachers’ guidance and • check attainment and progress of students; support, our students can individually monitor their • increase teachers’ repertoire of teaching progress and be inspired to take ownership of their own learning and development. strategies; • utilize effective and data-driven assessment At ICS, we view the MAP test as a significant indicator of a student’s progress and achievement over time. criteria and methods. Students and parents are strongly encouraged to appreciate the utility and effectiveness of the test which should be viewed as a valuable assessment tool to see how well a child’s progress is in comparison to grade-level expectations and skills. The test results will be shared with students and parents after each MAP session, in addition to an analysis report that details the learning gaps by subject area for every student and contains proposed learning paths and strategies for filling those gaps. Assessment Conflicts Students should not have more than one test or a major assessment (including quizzes) in core subjects (English, Mathematics, Social Studies, or Science) on any given day. Students should attempt to resolve issues regarding two or more tests on one day as far 24

ACADEMIC COUNSELING Our highly qualified, professional Students Counselor helps our students succeed in school academically, providing guidance and advice on college and career access/affordability/admission, equivalency requirements of certificates, and social-emotional competencies and success. An integral component of the entire education system at ICS, the School Counselor helps students form healthy goals, mindsets and behaviors. With the aid of the Counselor, students learn to develop effective collaboration and cooperation skills, to practice perseverance, to develop time management and study skills, and to learn self-motivation and self-direction habits. The Student Counselor serves as a student advocate and should be an initial point of contact for students and parents with academic concerns. For more information regarding our counseling program, please contact our Students Counselor at [email protected]. REPORTING STUDENT PERFORMANCE At ICS evaluation is not a “tail-end-process.” We believe that evaluation of student performance is a continuous activity that is implemented by subject teachers on a daily basis as it is an integral component of the learning process. There are three types of reports through which parents can monitor the attainment and progress of their child: • End-of-Term Report: is issued at the end of each term. It is a comprehensive report that outlines the student’s attainment in each subject. It is available on Orison. • Formative Progress Report: is issued twice in each term. It categorizes students according to their level against the curriculum, where each student is assigned to one of the three levels in each subject based on performance and achievement: Above Level, At Level, and Below Level. It is available on Orison. • Student Progress Report: is issued upon request initiated by a particular parent or guardian. It outlines the academic gaps and proposes strategies for recovery and improvement. 25

GRADING SYSTEM ICS always strives to main the highest quality of education. The grading system of our school is designed to give parents a true indication of the student’s attainment and progress or the lack thereof. KG-8: in the end-of-term report, a student’s attainment in each subject is evaluated based on the following performance level descriptors: M Mastery Consistently demonstrates critical, profound and thorough interpretations, P Proficient understanding, analysis, and evaluation of the concepts and ideas. D Developing Articulates complex thoughts, moving effectively from the concrete to the E Emerging abstract and from the specific to the general. Consistently applies the acquired skills to produce exceptional work, with outcomes that exceed the curriculum expectations. Is always able to demonstrate very good understanding of the concepts and ideas. Has developed skills of interpretation, inference, analysis, and evaluation, which may lack depth in some instances. Applies the acquired skills competently to produce high quality work with few errors. Is always able to produce outcomes that meet the curriculum expectations and occasionally exceeds the expected outcomes. Demonstrates reasonable knowledge and understanding of the concepts. Sometimes demonstrates skills of interpretation, inference, analysis, and evaluation, but work often lacks depth. Work regularly includes inaccuracies and misconceptions. Produces outcomes that sometimes meet the curriculum expectations. Demonstrates little knowledge and understanding of the concepts. Rarely demonstrates skills of interpretation, inference, analysis, and evaluation; work lacks depth and effectiveness in most instances and is usually random, incoherent, and undeveloped. Produces work that is generally below the curriculum expectations and standards. Grade 9-12: in the end-of-term report, a student’s attainment in each subject is evaluated based on the following scheme: Percentage Letter Grade GPA 97-100 A+ 4.00 93-96 A 3.67 90-92 A- 3.33 87-89 B+ 3.00 83-86 B 2.67 Grade Scale 80-82 B- 2.33 77-79 C+ 2.00 73-76 C 1.67 70-72 C- 1.33 67-69 D+ 1.00 63-66 D 0.67 50-62 D- 0.33 0-49 F 0.00 26

GRADUATION REQUIREMENTS Students must complete 12 years of education to graduate. The minimum passing grade is 60%+ in grades 10-12. All grade 12 students must pass the Ministry of Education examinations (Islamic Studies & Arabic) with a minimum grade of 60% or they will need to repeat the academic year. All Grade 12 students must pass EmSAT examinations to gain admission to UAE universities. They must gain a minimum of 500 marks in Mathematics and 1200 marks in English to pass. For university admissions ADEK must attest all documentation for Grades 10-12, including SAT1, IELT/EmSAT. GRADE ADVANCEMENT ICS believes that grade advancement is based on true learning, not age. Mastery of the core concepts and skills must be achieved before a student may advance. No student will be automatically promoted into the next grade. This approach in education produces superior results when compared to traditional “age equals grade” education. However, ICS commits to offering all the pedagogical support needed to help underachieving students abridge their educational gaps and overcome any obstacles that may hinder their advancement to the next grade level. All advancements must be approved by the administration of ICS, based upon the recommendations of the Academic Advisor, Heads of Departments, and teachers and review of the student’s work and social abilities throughout the school year. STUDENT ACADEMIC ACHIEVEMENT PROGRAM (SAAP) ICS commits to providing high-quality, differentiated instruction that is methodically designed to accommodate the diverse abilities of all students and enhance their engagement, intrinsic motivation, achievement, and self-competence. We have high expectations for all students and we always seek to eliminate obstacles that may impede academic success and development. SAAP is an all-embracing and robust framework created by ICS academic unit to: ensure systemic and continuous monitoring of students’ attainment and progress; utilize robust assessment data coming in different forms to observe progress at stipulated checkpoints; and develop individualized and proactive intervention plans to all students in reference to the identified needs. Within the context of the SAAP, our academic staff establishes and understands where each student is in the learning process, and appropriate, corrective practices and plans are developed in accordance with assessment evidence. If a student does not show progress in line with 27

academic expectations, there will be provisions and interventions in place to ensure that they receive the support they need; these include additional resources and modified study materials, group or one-to-one booster sessions, and individualized learning plans. If a student shows an aptitude in a particular subject, they will be provided with ample learning opportunities for the extension and enrichment of their knowledge and skills, in class and independently. A student who shows an exceptional aptitude in a particular subject or performance area will be provided with an Advanced Learning Plan, which exceeds the curriculum expectations of the grade level that particular student is currently in. People of Determination/G & T students At ICS we believe that we need to increase access, participation and engagement of all students. To make this belief a reality, we constantly strive to identify and break down the barriers to learning or provide increased challenges, depending on the needs of students. This is facilitated by collaboration amongst all stakeholders, mutual respect for one another and support of the whole school community. Students who are identified as having Special Learning Needs (now known as People of determination) have Individual Education Plans (IEP), whereas students who are identified as Gifted and Talented have Accelerated Learning Plans (ALP). These plans are created in conjunction with all stakeholders including the students themselves. LIBRARY The library offers a variety of resources for research Senior library and recreational reading to support the school’s curriculum and students’ personal interests. The library provides access to databases, news sources and research tools. In the library, students have places to read, quiet study rooms as well as spaces for collaborative work. The Library’s goal is to promote a love of reading and learning and provide a place for research and collaboration. The library is open Sundays through Thursdays from 7:30 a.m. to 4:00 p.m. Students have access to the library during the entire school day (during break periods and class time). • There are two libraries: Junior and Senior. • Our libraries are spacious, fitting a large number of students. • The two libraries include more than 16,000 books in English, Arabic, and French as well as a collection of different sources and references that include scientific and literary books. • There is a variety of scientific, literary and cultural magazines and stories. • In response to the introduction of the IB program, the administration has taken initiative to enrich the library by purchasing what is required for the IB program including books, references, and sources. 28

Library Expectations: Junior library • Treat the library and all materials with respect. • When working in the library, respect the learning environment of others. • As a courtesy to others, wear headphones when listening to audio/video. • Leave food outside the library. • Water bottles and drinks must be in sealable containers. Print Material Checkout Guidelines: • Print materials may be checked out for three weeks. Books may be renewed, unless there is a waiting list. • Students are responsible for all borrowed materials. A replacement fee will be charged in the case of a missing, lost, or damaged item. DISTANCE DIGITAL LEARNING By formal definition, Distance Digital Learning/e-Learning is the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms and practices of learning at a distance without being in regular face-to-face contact with a teacher in the classroom. Essential Requirements for Students’ Academic Success with Distance Digital Learning: • A computer or laptop available at home for children at different times (it is not a must that each child has his/her own device, they can be time-shared; deadlines for tasks and assessments have been made flexible with this in mind). • Access to the internet is only needed for downloading and uploading assignments and taking online assessments; working on such items can be done offline. • Provide a suitable learning environment for studying. • Provide parental follow-up, support and guidance. • Check for student resources such as: required platform accounts› credentials, textbooks, copybooks, and stationery. ICS Distance Digital Learning is geared toward K-12 teachers planning lessons with clear objectives which include introduction to new knowledge using prior knowledge, assigning specific short tasks, and offering engaging, open-ended assessment activities which are accessible to all students via links to resources, models, options for uploading completed work, and more. All completed work will be marked by teachers and recorded in their grade books to be included in the term average. Should a student not complete a task on time due to special circumstances, additional time or an alternative task may be given in consultation with the teacher. Attendance is recorded digitally on a daily basis 29

according to the engagement and completion of the tasks assigned by the due date. Teachers are to monitor daily whether or not the student has uploaded his/her online tasks depending on the instructions on the assignment slide of the PPT. Task completion counts for daily attendance according to the following guidelines: students who submit the day›s work before 3 p.m. will receive 100% as an attendance mark plus a bonus point; students who submit the day›s work by 11:59 p.m. will receive an attendance mark of up to 100%. *No attendance mark will be given for any work submitted past midnight unless a legitimate reason is provided. Keep in mind that at 8:00 a.m. the next day new assignments begin, and the attendance clock resets. The main advantage to Distance Digital Learning in times of such a crisis is minimal interruption to the students› learning process while pursuing education. Our teachers fully understand the difficulty of such unusual circumstances and they are flexible when it comes to assignment submission deadlines. Furthermore, teachers always give ongoing, consistent, and timely feedback on homework assignments to engage students and help them mature as learners. Distance Digital Learning Behavior Expectations Academic Integrity is valued greatly at ICS. We entrust that our students will apply high moral standards during this new learning mode, accepting responsibility for learning and for the accurate evidence of this learning. Academic dishonesty is defined as: • presenting as one’s own, the ideas of another; • copying someone else’s work or copying sections from textbooks, encyclopedias, or any other printed, published or digital materials without acknowledgment of the source; • cheating on tests/exams; and/or • knowingly permitting another student to copy homework or test answers. Students are expected to complete the assignments and assessments on their own to the best of their ability as independent learners, submitting their own genuine work and responses. 30

Other Significant Expectations: • To follow the daily timetable of subjects taught and join online classes on time via MS Teams. • To prepare for every class by reading and understanding the assigned materials. • To complete the class work, homework assignments, and other course requirements on time. • To be respectful and refrain from any distracting or offensive activities. • To work collaboratively with teachers and classmates. • To be attentive and engaged during the entire class. • To participate actively in class discussions and debates. • To wear the school uniform as in any in-person class. • To turn the camera on during the entire class. • To mute the microphone unless permission to speak is granted by the teacher. • To use the chat tab responsibly by communicating relevant class information or materials. Prompts for Parents: • Logging onto Orison where you can locate the weekly plan (in PPT format) for each subject by grade which can be found under the Distance Digital Learning tab. Alternatively, all resources and PPTs can be downloaded directly from the school website at https://icschool-uae.com/index.php/ics-almushrif. The weekly PPT contains a simplified summary of all learning objectives, materials, links to resources, assignments, and assessments for each week. • Following up with your child and providing assistance, support, and guidance. • Ensuring that all tasks are completed and submitted on time. • Logging onto MS Teams where you can monitor your child’s performance through the assignment page where you can find the submitted assignments and grades. • Providing your feedback to your child’s teacher through the Reflection Form included in the weekly PPT. For technical support, email the Distance Digital Learning team at [email protected]. 31

CHAPTER 4 TECHNOLOGY AT ICS 32

ICS utilizes cutting-edge educational technologies to ensure active engagement of students, provide a more tailored learning experience, increase collaboration among students, and ultimately prepare students for future digital demands. We believe that integrating technology into lesson plans as well as using it in online and/or in-person classes expand students’ knowledge and hone their skills. Classrooms Each classroom is equipped with a desktop, a smart board with interactive displays and accessories, an LCD projector, a webcam, and a bluetooth microphone. The availability of such tools is convenient for the hybrid teaching mode proposed by ADEK and creates an effective learning environment for both in-person and remote classes. Platforms and Applications (Sub Heading) At ICS teachers have transformed the way they teach. By utilizing a range of platforms and applications inside the classroom, our teachers provide students with the tools they will take with them into the 21st century. Application* Link Who can What subject(s)? What is it used for? use it? Microsoft Teams https://www. All subjects • online classes microsoft.com/en- Teachers (grades 4-12) • assignments us/microsoft-teams/ & students • assessments (quizzes, log-in Teachers tests, & exams through & students MS Forms) Orison https://orison.school/ Teachers All subjects Parents auth/login & students (grades k-12) • downloading weekly lesson plans & resources • downloading end- of-term & progress reports https://www.ixl.com/ English, Students IXL Mathematics, • completing skills Science, and Social practice exercises Studies Teachers (grades K-12 • creating differentiated instruction and plans Achieve3000 https://portal. Teachers English & Science Students achieve3000.com/ & students (grades 3-11) • completing skill- index focused exercises and activities MAP/NWEA https://sso. Teachers English & Students mapnwea.org/auth/ & students Mathematics • completing (grades 3-9) studentLogin differentiated assignments Teachers • analyzing reports to create differentiated lesson plans * May change 33

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Platforms and Applications At ICS teachers have transformed the way they teach. By utilizing a range of platforms and applications inside the classroom, our teachers provide students with the tools they will take with them into the 21st century. Application Link Who can What subject(s)? What is it used for? use it? Bravo Bravo https://login. bravobravoapp.com/views/ Teachers Arabic Students Alef & students Language • completing Education login/login.aspx (grades K-4) miscellaneous https://www.alefeducation. exercises com/ Teachers Arabic Students & students Language & • completing Islamic Studies (grades 5-11) miscellaneous exercises MGH https://my.mheducation. Teachers Mathematics Students com/login & students (K-12) • completing miscellaneous exercises https://hmh.trunity.org/ Teachers Science Students & students (K-8) • completing HMH All subjects miscellaneous https://app.seesaw.me/#/ Teachers (grades K-5) exercises login & students All subjects Students (grades K-5) • completing activities Seesaw • sharing materials with https://student.classdojo. Teachers teachers com/?_escaped_ & students Teachers fragment_=/login#/ • creating activities • sharing materials login?redirectTo=%2Fstory and resources with Class Dojo students Students • completing activities • sharing materials with teachers Teachers • creating activities • sharing materials and resources with students 35

CHAPTER 5 STUDENT LIFE AND CO-CURRICULAR ACTIVITIES 36

STUDENT WELLBEING ICS expects those who are a part of the community to consider student wellbeing in all decisions made and actions taken regarding school business. Student wellbeing helps to build and support the school community through its focus upon the wellbeing of individuals and the development of the whole person. This is achieved through a combination of balanced and structured activities encompassing social, emotional, mental, spiritual, academic and physical development. Every staff member (teaching and non-teaching) has responsibilities with respect to the wellbeing of students in their care. All individual students are valued and supported to: • develop their own potential and become independent learners; • enjoy a sense of belonging and connectedness to other members of the school community; • Enjoy a successful transition from year to year, with consideration given to their social, emotional and academic wellbeing; • develop self-esteem and confidence and to make contributions to the school; • enjoy and value all facets of the activities they participate in at School; • take pride in achieving high standards; • take responsibility for themselves and others; and • become involved and interested in service to the community through leadership. All members of the ICS community, including students, parents, teachers and non-teaching staff, have the right to benefit from the opportunities that emerge from being members of our community. They should behave within and outside of the school in such a manner that the image of the school is not negatively affected or brought into disrepute. ICS is committed to creating an inclusive learning environment that supports and develops the wellbeing of all students. Student Wellbeing is fundamental to successful learning. Students who are predominantly happy, confident, resilient and able to establish functional and meaningful relationships with themselves and others are better placed to achieve positive learning outcomes. ICS seeks to be proactive in developing opportunities for students through a wide range of curriculum and co-curricular activities that foster a sense of connectedness to a safe school community and that assists in developing social, emotional and intellectual skills and capabilities. Alignment to Strategic Plan: This policy is closely aligned to the school’s strategic plan with a focus upon the wellbeing of students generally. ICS’s strategic goals and pathways articulate the significance of student wellbeing through: • creating a supportive, caring and inspiring environment where all can thrive; • creating a culture which promotes a positive sense of wellbeing and self-worth; • maintaining a safe and secure environment with an emphasis on pastoral care that nurtures each individual; • equipping students with confidence, based upon our values, so they may be valuable, caring and respectful members of the community; and developing programs and learning experiences that teach leadership to encourage an aspirational mindset and willingness for personal improvement. 37

STUDENT LIFE The mission of Student Life Club is to encourage students to become responsible leaders within our community, nurture the traits of good citizenship in students, and make the school days more engaging and interesting. Members of the Student Life will be able to: • serve as a source of communication between the student body and the school administration; • provide opportunities for students to participate in the government of the school while promoting and maintaining high standards of individual responsibility, cooperation and maturity among students; • participate in the development, promotion, coordination, and management of school activities; • raise awareness about those less fortunate. Student Life includes two committees: Prefect Body and Student Council. Roles and Responsibilities: Prefect Role within ICS: • Set an example to the rest of the school as to acceptable forms of conduct. • Help learners understand the Rules and Regulations and the Code of Discipline. • Mentor/guide learners in all aspects of their lives. • Apply the Code of Discipline fairly and consistently with regards to Category 1 o ff e n c e s . • Monitor and correct learners behavior: ჿ during breaks ჿ before and after school hours ჿ between classes ჿ on the busses ჿ during school events (Open Day; Academic Fair; Graduation; National Day, etc.) ჿ during school trips Student Council Role within ICS: • Set an example to the rest of the school as to acceptable forms of conduct. • Plan, organize and implement campaigns and activities all year round. • Participate in and promote Student Council activities. • Encourage homeroom to participate in Student Council activities. Selection Criteria: Student Life members must display the following characteristics: trustworthiness, honesty, reliability, responsibility, fairness, exemplary manners, leadership, teamwork spirit, loyalty to ICS, clean disciplinary record, satisfactory academic performance, and good relationships with teachers and peers. 38

ELIGIBILITY CRITERIA FOR CO-CURRICULAR ACTIVITIES The purpose of the school’s eligibility criteria is not to deny students the opportunity to participate in an area or activity where they excel due to poor academic performance. Rather, the goal is to review each student’s case and make a decision based on feedback provided by the professional and personal counsel of the student’s teachers and parents. The Principal and Academic Advisor will then make the final decision for eligibility. The following factors will be taken into consideration to determine eligibility: • the student must be passing all courses; • the student has been working to the best of his/her ability; • all homework assignments have been completed on a timely basis; • the student demonstrates a desire to improve; • it is in the best interest of the student; • illness or uncontrollable absence has negatively affected the student’s grade; • other considerations: involvement in academic dishonesty, violation of code of conduct, excessive absences or tardies. *Eligibility will be reviewed on a monthly basis. CLUBS AND CO- CURRICULAR ACTIVITIES ICS believes in the significance of co-curricular activities as an integral part of school life essential for the development of students and enrichment of their skills and capabilities. For all-round development of students, ICS provides a variety of clubs and co-curricular activities in different areas aimed at the emotional, physical, spiritual and moral growth of students. Eco-Club ICS knows that we are a part of the environment we live in. And the solution to many environmental problems lies in our attitude towards environment. Be it awareness to keep our surroundings clean or the realization to conserve natural resources by re-using and recycling wherever possible, they all are attitudinal. The best way to attempt to bring about a change in the attitudes in the society is 39

through students. They have no vested interests. They are impressionable. They are our future. They are the single most important influence in any family or society. With this realization, ICS views the activities and campaigns organized by the Eco-Club of immense importance and accordingly provides the necessary resources to the club members to accomplish their goals. The objectives envisaged by the Eco-Club are as under: • To make students understand environment and environmental problems. • To provide environmental education opportunities for students. • To utilize the unique position of students as conduits for awareness and agents of change of the society at large. • To facilitate students’ participation in decision making in areas related to environment and development. • To bring students into direct contact with the environmental problems being faced by the society they live in and make them think of solutions. • To involve students in action based programmes related to environment in their surroundings. Suggested Activities for the Eco-Club: The list below is only suggestive; the Eco-Club may undertake any activity related to improvement of the environment. The school Eco-club may take up any activity of their choice depending on their local conditions and course of action. • Organize eco-competitions on seminars, debates, painting, essay, slogan writing, etc. • Organize popular talks, morning assembly speech on environmental issues in the school. • Field visits to environmentally important sites including polluted and degraded sites, wildlife parks, etc. • Organize rallies, marches, and human chains with a view to spread environmental awareness. • Action based activities like tree plantation, cleanliness drives both within and outside the school campus. • Maintenance of public places like parks, gardens both within and outside the school campus. Innovation Club In a fast paced world, it is crucial that we develop and explore innovation across the curriculum so that we equip our students with the essential skills of research, exploration, risk taking and critical thinking with the purpose of preparing them for the rapid change in the world. With this realization, the Innovation Club is unique to ICS, and it is viewed as a crucial partner in the learning process. The Innovation Club provides students with real-life experiences and opportunities for authentic learning. Through interdisciplinary learning, the Innovation Club promotes innovation in school by bringing together Mathematics, Design and Technology, Physics, Chemistry, Biology, and other disciplines from classroom learning into practical, hands-on, and integrated projects. Through its programmes and initiatives inside and outside the school, the Innovation Club aspires to: • expose students to in-depth knowledge and essential skills through weekly activities and meetings, preparing students to be innovator; • put the creative minds of students into action and challenge them by participating in science- based activities in the national innovation-based competitions; • promote innovation, creativity, and engagement in different subjects; • differentiate the abilities of students based on their innovative and creative abilities; and participate in all competitions on the national level during the academic year and work on the gaps to improve our level and accomplish outstanding successes. ICS Innovation Club organizes various internal programmes and takes part in external events throughout the academic year: External Internal • Think Science Competition • Innovation Month in February • Water Rocket Competition of each year (activities, • Innovator- Abu Dhabi Festival workshops, and competitions) • AUS Competitions • STEAM Project Competition • Visits to STEAM-based events, conferences, and workshops 40

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Drama Club The Drama Club seeks to promote student involvement in the performing arts through supporting high school theatre productions and creating performance opportunities. It is for students in grades 6-12 with interests either being on stage or behind the scenes. The club, organized into separate committees, works to create service, social, technical, and performance opportunities for students at ICS, while also working to recognize excellence in performances. There is an informational meeting at the beginning of the academic year where students can learn about the club and select committees they wish to join. After that time, committees, organized by club advisors have individual meetings to plan and publicize their events. ICS believes that Drama is a great way of introducing and sustaining social skills in any early years setting. Drama is envisaged as a vehicle to teach other subjects in cross-curricular learning across the different age groups. Through performances, students can develop the following skills: • Collaboration • Communication (verbal & written) • Team work • Listening • Emotional articulacy • Creativity • Public speaking Added to that, performance experiences allow students to socialize, build relationships, and most importantly boost their self-esteem. MUN Club The Model United Nations is an academic simulation of the real United Nations that aims to educate students about civics, current global events, and diplomacy. Students act as delegates of a particular country and they must extensively research a specific issue related to that country and take a stance on a debatable issue. There is an informative presentation at the beginning of the year to introduce students to the concept and procedure of the event/competition, the objectives of the club, and selection criteria of the members. Club members hold weekly practice sessions, chaired by the club presidents and MUN Coordinator, in preparation 42

for the competition, which is usually held in February. ICS views the MUN Club as a great opportunity that allows students to: • hone public speaking skills; • augment argumentation skills; • acquire in-depth knowledge of international relations and diplomacy; • enhance leadership skills; • improve writing skills; and • build relationships. Art Club The Art Club boosts the individual expression and creativity of students – skills in which every single child holds. ICS views the Art Club as a great opportunity for students to hone their skills, develop their techniques and portfolios, collaborate with other artists like themselves, create bonds with the community through the arts, and learn how to work together through group projects that will beautify the school and community. During the Art classes, we focus on project-based lessons, and every few weeks the children take something home with them to show their families and friends. Sports Club ICS takes to heart the maxim, “a healthy mind in a healthy body.” ICS believes that every student deserves the opportunity and encouragement to achieve their physical potential in a stimulating, informative and safe environment. The vision of the PE Department is focused on: • encouraging a healthy and active lifestyle throughout the school; • nurture sportsmanship in all aspects of competition; • developing students’ love of physical activity; • building confidence and a sense of accomplishment in students; and • creating a passion for active recreation and sport. Our sports facilities include a large gymnasium, one multi-purpose sports room, an outside basketball court and soccer field as well as an indoor swimming pool. These facilities enable our students to develop skills and abilities in all areas and adopt a healthy lifestyle. 43

Our PE team aspires to develop a wide range of skills and values in students while performing the sports: • analysis and decision-making; • reflection on performance; • creativity in challenging situations; • collaboration with team members; • leading and coaching team members; • values such as respect, integrity, resilience, teamwork, commitment, sportsmanship, competitiveness, social responsibility, and personal accountability. A wide range of classes in various sports and fitness activities is offered at ICS. There is also a wide variety of teams that students can opt for joining. The PE Department organizes fun-filled and healthy activities within the school in addition to participating in external competitions against other teams from different schools in Abu Dhabi. Some of the sports teams available at ICS are as under: • Football team • Basketball team • Volleyball team • Swimming team RECREATION Activities are safe and fun and offer opportunities for social interaction and skill development. Our trained and knowledgeable teachers teach teamwork, appropriate social behavior and how to make leisure time positive whether it’s individually or in a group setting. Staff members actively lead and supervise programming. Our programming includes academic support, sports skills, games, arts, crafts, nature activities, cultural celebrations, stories, music, songs, and social skill development. Students will experience recreation and leisure skill building, physical fitness through active play, social development, nutrition education and nature interaction. Parents and participants can expect: • A focus on large and small group games and active play • Skill building with challenging activity levels • Site-based activities and country wide field trips • Exploration of individual interests through a wide range of activities FIELD TRIPS As part of the school program, students may go on field trips in support of the school curriculum. Teachers, in consultation with the administration, often organize field trips to extend the learning for students into the community and take advantage of experiential learning opportunities that cannot be duplicated within the school. Any student participating in a school-sponsored field trip must have a written consent from his/her parent or guardian. Please be aware that ICS and ADEK policies may require changes in regards to school related activities (field trips) due to health and safety regulations in response to COVID 19. Students going on a school-sponsored trip must use the school transportation; using private cars is not permitted. In addition, students must return back to the assembly area at the designated time set previously by the supervising teacher(s) in order to report back to school following the trip schedule. Absence or tardiness beyond the designated time will be considered unexcused, and may result in a student being ineligible to participate in the next trip or activity. At the discretion of the teacher(s), and with the concurrence of the Principal and Academic Advisor, students who have encountered disciplinary problems may be prohibited from going on field trips. 44

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CHAPTER 6 STUDENT BEHAVIOR MANAGEMENT 46

CODE OF CONDUCT Maintaining an elaborative and flexible code of conduct are major components to creating an environment conducive to teaching and learning. In order to reinforce the code, all teachers and staff members must be involved in a mutual, collaborative effort with the school administrators, parents, and students. Essential in our philosophy of behavior and conduct are positive reinforcement and the exercise of patience and persistence in developing and modifying student behavior. Relying exclusively on customary methods of negative reinforcement has been shown to be insufficient in both maintaining self-control and allowing for a more complete development of a child’s personality and character. Instead, the school’s mission and vision are based on the teachers’ approach to students in a positive and constructive manner, emphasizing students’ potential and positive personality/character attributes in an effort to build the appropriate behavior and personality. Such an approach is implemented through a highly self- moderated positive reinforcement program. Positive Reinforcement • The school uses and implements Positive Recognition and Rewards. • Recognition of positive behavior reinforces the expectations of appropriate behavior at school. • All students respond well to positive feedback. Students in particular will seek encouragement and support as they strive to be part of a school community, by building friendships, learning, acquiring knowledge and skills. • Positive recognition and rewards, when used appropriately, have a significant impact on shaping students’ attitudes, choices and behavior. Recognition of positive behavior reinforces the expectations of appropriate behavior at school. • Once students recognize that positive behavior leads to positive responses and rewards, they will be inclined to behave appropriately. The school works hard on implementing positive behavior, and there are awards for those who maintain proper behavior while there are consequences for those who conduct negative behavior. At the end of every month there will be a celebration for those who have managed to maintain good behavior throughout the month. Facilitators should avoid giving multiple negative comments frequently in order to avoid any negative feelings built-in within the students who will eventually lose hope in maintaining any positive rewards leading to higher negative behavior. In order to properly track the students’ behavior, teachers and all staff members need to maintain an accurate record of each student’s common negative and/or positive actions. Additionally, facilitators and leaders within the school implement other positive recognition and rewards methodologies to create an ambiance of self-discipline. Disciplinary Actions While positive reinforcement constitutes the center of our philosophy of code of conduct, certain violations and recurrent infractions result in disciplinary consequences. The school code of conduct is described below: A disciplinary consequence depends on the level of the infraction and on the student’s disciplinary record. Infractions are tiered into four levels: Level-1, 2, 3, and 4.The leveling system allows the school to broadly categorize infractions of school rules and regulations, and the level of infraction determines the initial intervention taken by the school. The levels are described below. Level-1 Infractions: These infractions are those that do not result in destruction to property, do not expose others’ safety, do not upset or mischief others, or violate governmental rules. Committing three Level-1 infractions results in giving the student a verbal warning, if repeated an undertaking, if repeated again, parents will be informed. Level-2 Infractions: These infractions are those that result in damage to property, insult to others, jeopardizes the safety of others without resulting in direct harm, and any academic dishonesty. Committing a Level-2 infraction results in an in-school additional self-study sessions during recess. Level 2 infractions 47

will result in referral to social worker, after school study hall, ADEK warning letter (DEPENDING ON MAGNITUDE OF PROBLEM). Level-3 Infractions: These infractions are those that cause harm to other students and include the possession of illegal or dangerous items on school grounds. Any unexcused departure from school grounds is also considered a Level-3 infraction. Committing a Level-3 infraction results in in-school additional self-study during/ after school hours or one to three days of suspension from school and self -study at home. The number of suspension days is defined by the principal with the help of the disciplinary committee and social worker. Level-4 Infractions: These infractions are extremely serious. They include physical or verbal assault of staff members and the possession or use of dangerous items with or without harm being inflicted. Committing a Level-4 infraction may result among other consequences as cited in the previous paragraph, in a mandatory request from the school administration to the related student to find another school for his/her studies. The, number of incident reports will be displayed on students’ report cards and posted on the school software system. The principal with the help of the disciplinary committee will review periodically all students’ disciplinary records, and will call in the parents of students who are facing disciplinary problems in school. Students with continuous negative behavior will jeopardize their continuation within the school. All level 4 infractions’ related decisions will be finalized after ADEK’s approval. For a full description of the Code of Conduct Policy, please visit the school website: Navigate: mushrif.icschool-uae.com -> For Parents -> School Policies General School Rules Undoubtedly, there are extenuating circumstances to almost every policy or rule. Recognizing that someone must be in a position to rule whenever there is such an exception, the school administration reserves the right to have the final authority on exceptions to any rule or policy. Any exception to the policy for one student or one situation will not be considered an exception to policy for all. • There is to be respect for the authority of the school administration, teaching and non-teaching staff, associates, and visitors. This also applies to any school-related event. • Proper and kind speech is expected. Vulgarity, profanity, swearing, belittling, and lying have no place at ICS and are not tolerated. • Uncontrolled actions or words that demonstrate a lack of self-restraint are always out of order. Things such as rough housing, wrestling, jumping, yelling, throwing things, writing on or defacing school property, or running in the hallways are examples of uncontrolled actions. • Certain areas of our building are off limits to students. Specific directions will be given at the beginning of school concerning these areas. Teachers’ desks and personal property, kitchens, janitor’s closet, nurseries, or offices are areas that are generally off limits. This includes other students’ desks as well. • Stealing or cheating will result in immediate disciplinary action. • Magazines, books, newspapers or any other printed or electronic material is not permitted, unless • previous express written permission has been given by the concerned Supervisor. • Lockers are assigned by the administration every year. A student’s locker may be searched at any time, without prior notice being given to the student, during the school year. • Dangerous items such as knives, chains, razor blades, or any other similar tool with sharp cutting edges are strictly prohibited. Possession of such instruments on the school premises and/or buses is a gross misconduct, and it will result in immediate disciplinary action. Classroom Rules The following are general rules that each student is expected to follow at each grade level: • On-time arrival to class is a must. Unless having a valid reason, late comers are counted tardy or absent. • Eating and drinking should be reserved for lunchtime and breaks. However, exceptions will be made for students with medical needs. • Unless instructed otherwise, students should come to class prepared with all of the required materials and textbooks they were advised to bring at the beginning of the school year. • Respectful behavior to teachers and fellow students is expected at all times. Unkind teasing and impolite behavior are unacceptable and may lead to disciplinary actions. • There is to be absolutely no talking or getting out of seat during any form of instructional time by a 48

teacher or staff member. Talking seems like such a small problem; however, it becomes major when it takes place while a teacher is instructing a class. At that point, it is direct disobedience, disrespect, and defiance of authority, which is obviously a serious offense. There are times in class when talking in groups, getting out of a seat, or carrying on a private conversation is permitted. These times are determined by the teacher and not the student. • If the class uses a form of technology such as laptops or tablets for a lesson, students should use technology for its intended purpose—learning. Browsing the web or using social media is not permitted. • Private or personal notes are not to be written nor passed during class time. ATTENDANCE Based on our persistent concern to improve the educational process and students’ commitment to full attendance, the administration calls for the parents’ cooperation with us to limit and reduce the students’ absence that negatively affects their academic attainment and progress. Please note that the school will implement the school’s ADEK approved calendar in order to provide a better educational environment for students with the aim of increasing their level of achievement. Therefore, we would like to refer to the following: Ministerial Decision to the Regulation of Conduct in Educational Institutions (School Policy): • Students are expected to attend school every day as per the school calendar. • Students must arrive on time for the morning assembly on a daily basis. • When students return to school following an absence, parents/guardians must send a signed note explaining the absence. • If a parent wished to collect a student early, administration must be given a notice period of two hours and a valid reason. • Students are responsible for completing all assignments missed during their absence. • Parents/Guardians should ensure that family vacations take place during allocated school holidays. Excused or Accepted Absence A student’s excused or accepted excuse for absence is based on one of the following cases: • A sick leave proved by a medical report issued by an authorized medical institution and certified by HAAD. • Traveling abroad for treatment accompanied by a first family member, provided that his/her absence is proved through a certificate of testimony from the official authorities and taking into consideration that his/her absence does not last more than one month during the academic year, where this period could be extended with ADEK’s approval. The student should submit a proof of his/her presence abroad issued by Embassy of the United Arab Emirates. • The official and national tasks assigned to the student. • Being represented in front of any official authority proved by an official document issued by the corresponding authority. • A maximum of three days due to the death of a primary or secondary family member. • Emergency leave for a day or two consecutive days or a maximum of five days throughout the academic year for reasons approved previously by the school administration. Consequences for Repeated Absences Regular attendance is absolutely essential to successful school work. Absenteeism causes hardships for everyone involved; therefore, we require parents to do their best to avoid unnecessary absences. • 1 day –SMS will be sent to notify the parents. • 2 days – verbal warning will be given to the student, and parents should be notified through a phone call made by the supervisor. • 3 days – verbal warning will be given to the student, and parents should be notified through a phone call made by the supervisor. In addition, parents will receive an official email. • 5 days – social worker will send 1st notification email, and parents will sign 1stundertaking. • 10 days – social worker will send 2nd notification email, and parents will sign 2ndundertaking. • 14 days - social worker will send 3rd notification email and parents will sign 3rd undertaking. • 15 days and above – student will be expelled. 49

Tardiness Punctuality is a character trait that we desire for each of our students. Habitual tardiness, much like frequent absenteeism, is detrimental to a student’s academic achievement and progress. Consistent tardiness is also harmful to a student’s character development. • All students should arrive to school or join online classes by 8:00 AM. • Administration will excuse students for being late in the morning during days with drastic weather conditions (e.g. heavy fog) Consequences for Tardiness • 1st Offense – verbal warning will be given to student and parents will be notified through a phone call made by the supervisor. • 2nd Offense- verbal warning will be given to the student, and parents should be notified through a phone call made by the supervisor. In addition, parents will receive an official email. • 3rd Offense – parents will attend a meeting with the social worker and sign the 1st undertaking. In addition, there will be a deduction of 2 marks from the behavior score. • 4th Offense – parents will sign the 2nd undertaking, and there will be a deduction of 4 marks from the behavior score. In addition, the administration may take other disciplinary action as appropriate. DRESS CODE The wearing of the school uniform is obligatory. The aim of the ICS School Dress Code is for our students to feel a sense of identity, be identifiable as a student of ICS and present a neat appearance while feeling comfortable and free to move in what they wear. We believe that pride in our appearance is an important quality for success in later life. We expect that parents will support the school in upholding the high standards of dress expected of our students. Boys Girls White Polo t-shirt short sleeve, or long sleeve White Polo t-shirt short sleeve, or long sleeve Grey Trousers long leg, or shorts Grey trousers long leg or Bermuda (Year 2 upwards) Navy Blue Hoodie Navy Blue Hoodie Grey pinafore dress (FS-2 Year 1) Boys Sportswear (PE) Girls Sportswear (PE) White PE t-shirt White PE t-shirt Navy Blue PE trousers Navy Blue PE trousers 50