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 [email protected], www.genoaschool.eu
Fondazione Urban Lab Genoa International School (FULGIS)
Via Bertani, 6 – 16125 Genova – tel. +39 010 811634
mail [email protected], 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
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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
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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
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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
FACULTY
Artom Yael
Braccini Ottilia
Carrara Elena
Carta Paolo
Salis Serena
Minetti Enrica
Gosio Cesarina
Goalard Catherine
Bagliani Daniela
Bender Nicole
Bradley Martin
Caviglia Lorenzo
Colucci Chiara
Coykendall Rice Elizabeth
Damiano Alberto
De Feo Giovanni
Delfino Alice
Ebury Mark
Fail Phillip
Franchini Paola
Giraudo Piergiorgio
Lanciano Chiara
Mockett Andrew
Longo Silvia
Minetti Enrica
Perez Donna Lee
Pero Sanz Javier
Rampone Giovanna
Rice Matthew
Rodinò Cinzia
Rondanina Tania
Sanchez Valero Maria Isabel
Secondo Luca
Stauder Monica
Director
MYP Coordinator
DP Coordinator
School Secretary
School Secretary
School Librarian
Computer Technician
Biology Lab assistant
Chemistry Lab assistant
Physics Lab assistant
School Counselor
English
Humanities - History
Music
Science - Biology
Science - Chemistry (Head of Sciences-Diploma Programme)
Mathematics
(Head of Mathematics)
Italian
(Head of Italian, SEN department)
French
(Head of Foreign Languages)
Mathematics
German
Humanities
(Head of Humanities)
Mathematics
Science - Physics
English, Geography, College and University Counselor
Mathematics
Italian
Sciences (Head of Sciences-Middle Years Programme)
English, CAS Activities (Head of English)
Economics and Business & Management
Mathematics
Chinese, Italian & CAS Activities
French
Design Technology (Head of Arts and Sports)
Psychology
Mathematics
English, SEN department
Spanish & CAS Activities
Humanities
Design Technology
Humanities
English
Spanish
Italian
Sciences & Biology
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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.
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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.
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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
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.
Le certificazioni linguistiche
ottenute alla DIS
Linguistic certifications obtained by DIS students
Many DIS students choose to take Cambridge Exams.
Most reach a level comparable to...
KET end of MYP 1
PET end of MYP2
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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
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.
Accesso a Università nel mondo
Applications to University abroad
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.
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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
Head of Year
School
Director
STUDENTS
PARENTS
FULGIS
DIRECTOR
TEACHERS
Head of Department
© Alberto Damiano 2013
MYP/DP
Coordinator
14
GOVERNO DELLA SCUOLA
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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
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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
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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
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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.
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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).
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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.
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“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
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Language A or B (English)
Language A (Italian)
Language B *
Mathematics
Visual Arts
Music
Humanities
Design Technology
Physical Education
Sciences
Chemistry & Biology
Physics
TOTAL LESSONS PER WEEK
6(7)
6(5)
3
5
2
2
4
2
2
3
35
6
5
4
5
2
2
4
2
2
3
35
6
6
3
5
2
2
4
2
2
3
35
6
4
4
4
2
6
4
4
4
2
3
2
2
3
2
2
3
2
3
2
32
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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):
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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 (10th 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.
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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.
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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).
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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)
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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
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Nelle righe seguenti per “insufficiente” si intende un voto finale pari o inferiore a 3 su 7.
1) L’allievo/a risulta promosso/a a Giugno se
i.
non ha voti insufficienti , oppure
ii.
ha un solo voto insufficiente e questo non è il voto in Inglese; se l’unico voto insufficiente è in Inglese allora l’allievo farà un esame in tale materia a Settembre e
sarà ammesso alla frequenza dell’anno scolastico successivo se il voto
dell’esame sarà almeno 4, altrimenti ripeterà l’anno.
2) L’allievo/a non è promosso/a a Giugno se ha 2 o 3 voti insufficienti. In tal caso a Settembre
farà gli esami relativi alle materie insufficienti e sarà promosso all’anno successivo se:
i.
tutte le materie saranno state recuperate con voto uguale o maggiore di 4, oppure
ii.
una materia al più risulterà ancora insufficiente (fa eccezione Inglese in base al
punto 1.)
Diversamente l’allievo/a ripeterà l’anno.
3) L’allievo/a risulta bocciato/a a Giugno se:
i.
ha quattro o più voti insufficienti oppure
ii.
ha un numero di assenze maggiore o uguale al 10% * oppure
iii.
risulta coinvolto, non in qualità di parte lesa, in uno o più episodi di cattiva condotta. In tali casi l’organo collegiale che ha potere decisionale in merito alla bocciatura è il Consiglio di Classe (il quale potrebbe eventualmente anche decidere
un’immediata espulsione per i casi particolarmente gravi)
Ulteriore requisito per la promozione dalla classe MYP4 alla classe MYP5
Per poter accedere alla classe MYP5, tutti gli studenti di MYP4 devono avere raggiunto il
livello standard B2 della lingua Inglese oppure un livello ad esso superiore (CEFR) entro la
fine dell’anno scolastico. Il conseguimento di tale obiettivo sarà verificato dai nostri insegnanti per mezzo di prove di simulazione periodiche svolte a scuola, o valutato esternamente
attraverso certificazioni come il Cambridge First Certificate. Ai fini della promozione da
MYP4 a MYP5 questo è un requisito necessario che va ad aggiungersi a quello già esistente
del voto minimo in Inglese di 4 su 7.
Per quel che riguarda le prove di simulazione del First Certificate svolte a scuola, il punteggio corrispondente al 60% è la votazione minima per ritenere raggiunto l’obiettivo del livello B2.
Ciò è stabilito anche in funzione del fatto che tale percentuale e conseguente livello sono
quelli minimi previsti al DIS, essendo i contenuti testati nelle prove l’oggetto
dell’insegnamento nei tre anni di corso da MYP1 a MYP3.
Gli studenti che si attestano al di sotto del 60% nelle simulazioni svolte in classe possono
partecipare ai corsi di recupero, tenuti a scuola al pomeriggio dopo il termine delle lezioni,
per portarsi al livello di conoscenza richiesto, espresso dalla suddetta percentuale.
Non appena tale obiettivo verrà raggiunto, l’insegnante informerà gli studenti e relative famiglie.
Se invece l’esame per la certificazione linguistica fosse effettuato esternamente – cosa non
obbligatoria – la famiglia dovrà allora produrre alla scuola la documentazione attestante il
superamento di tale esame e il conseguimento del livello B2 (o di uno ad esso superiore).
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Grade Promotion Policy for Grades MYP1-MYP5 (6 – 10)
In the following by insufficient grade we mean a final mark of 3 out of 7 or less than 3 out of 7.
1. The student is promoted in June if he/she has
i.
no insufficient grades or
ii.
one insufficient grade at most and this insufficient grade is not the English
grade; if the insufficient grade is in English, then the student will take an English
exam in September and will admitted to the next year if the exam grade is at least
4, otherwise he/she will repeat the year.
2. The student is not promoted in June if he/she has 2 or 3 insufficient grades. In this case
he/she re-sits exams in September for the specific subjects which are not sufficient. After the exams in September if the student’s results hold the descriptors of previous point 1),
then the student is promoted, otherwise he/she fails the year.
3. The student fails the year in June if:
i.
He/she has 4 or more insufficient grades or
ii.
His/her percentage of absences is 10%* or more or
iii.
He/she took part in one or more bad conduct episodes (in this case the “Consiglio di
Classe ” has the power to decide in June or it could even decide for an immediate
expulsion of the student)
iv.
Additional Passing Requirement for Promotion to MYP5
All students in MYP4 must have a level of English at B2 standard or above (CEFR),
by the end of the year, in order to proceed into MYP5. This can be evaluated by our
own staff after periodic in-school simulations, or externally via certificates such as
the Cambridge First Certificate. This is an additional requirement to passing MYP4,
alongside our existing needs for at least a 4/7 in English.
Students who get under the approximate 60% required in First Certificate testing at
school, which is also considered summative at DIS, since all of the content matter is
taught from MYP1 to 3, can come to after-school catch-up clubs to show they have
reached this level if they fail to attain it in-class.
Once a student has attained this level, the teacher will let the student and family
know. Similarly, if a family decides to take the real certificate, which is not obligatory, they should send us the results.
*ASSENZE: Il numero totale delle assenze non dovrebbe superare il 10% del numero totale delle
lezioni effettive. Se un allievo/a oltrepassa tale limite, il Consiglio di Classe può decidere di fargli/le ripetere l’anno. Si prevedono eccezioni a tale regola solo in casi di particolare gravità, per i
quali la famiglia avrà provveduto a far pervenire alla scuola documentazione dettagliata.
*ABSENCES: The total number of absence lessons should not exceed 10% of the total number of
effective lessons. If a student passes this limit, the class council may decide that the student has to
repeat the year. Special individual exceptions can be made for serious, documented situations.
ASSENZE NELLE VERIFICHE SOMMATIVE MYP E NELLE VERIFICHE DP
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Gli allievi MYP e DP che non svolgeranno le prove di verifica in quanto assenti avranno la possibilità, con adeguato preavviso, di recuperare le medesime al mercoledì pomeriggio alle ore 15.30 circa.
Si fa presente che in tale circostanza la difficoltà della verifica di recupero potrà, a discrezione
dell’insegnante, essere superiore a quella della verifica mancata. Durante le sessioni di recupero la
sorveglianza degli allievi sarà affidata a insegnanti della scuola.
ABSENCES ON MYP AND DP SUMMATIVE TESTS
The MYP and DP students who are absent on summative tests will be given the opportunità of retake them on Wednesday afternoon at about 15.30. They will be informed in reasonable advance by
the teacher.
In such circumstance – at the teacher’s discretion – the test level of difficulty might be greater
than the one of the missed test. During the retake sessions students will be invigilated by some of
the school teachers
Conduct
La D.I.S. decide di non conferire alcun voto di condotta in pagella, nella quale invece verrà espresso solo un giudizio sul comportamento tenuto dall’allievo/a.
Gli elementi o aspetti che contribuiscono a delineare il comportamento degli allievi possono essere
letti nei punti dall’ 1 al 4 del D.I.S. Code of Conduct. Nel caso in cui un allievo/a non mantenga un
comportamento corretto, potrà essere punito mediante detention o mediante sospensione o persino
con un’espulsione come specificato nei punti 9 e 11 del D.I.S. Code of Conduct. Annotazioni su
comportamenti non corretti degli allievi e su loro dimenticanze di materiale o compiti verranno
messe dagli insegnanti su MANAGEBAC all’interno di classi “MS MYP Conduct” e “HS DP Behaviour” appositamente create per la registrazione di tali episodi.
I casi considerati più gravi verranno discussi da una Commissione Disciplinare della quale faranno
parte il Direttore, i Coordinatori Didattici e un genitore di volta in volta designato. A tale Commissione è affidato il compito di decidere il provvedimento disciplinare da applicare all’allievo.
D.I.S decides not to award students a Conduct Grade.
In order to classify the behaviour of students only comments will be used in the report cards. The
elements or aspects that contribute to outline the student’s behaviour can be read at the points 1 to 4
of the school Code of Conduct. In case a student chooses not to follow the Code of Conduct this
will result in either a detention, or a suspension or even an expulsion as specified at points 9 and 11
of the D.I.S. Code of Conduct. Notes about inappropriate attitudes, behaviour, missing homework
and material will be recorded by teachers on MANAGEBAC in two specific classes “MS MYP
Conduct” e “HS DP Behaviour” .
The most serious cases will be discussed by the “Academic Honesty Board” whose members are the
School Director, the MYP and the DP Coordinators and a parent. The parent will be selected in a
group of candidates and will change from time to time.
25
26
OVERVIEW OF THE IB DIPLOMA PROGRAMME
(GRADES 11 - 12)
This is the official IBO model (© International Baccalaureate Organization 2002, 2007, 2011):
The IBO Diploma programme is the last stage in the IB continuum and as such is widely recognised by universities worldwide. For more information please refer to http://ibo.org/diploma/
Deledda International School has been offering the IB Diploma Programme (IBDP) since 2001. The
programme is a rigorous course of studies that meets the needs of highly-motivated secondary
school students between the ages of 16 and 19, and it is widely recognised by universities
throughout the world.
In the IBDP curriculum, students take six subjects, three at the Higher Level (HL) and three at the
Standard Level (SL). The courses span a range of subject areas, so that the IB can achieve its goal
of providing "a package of education that balances subject breadth and depth".
At the core of the curriculum model are three aspects that distinguish the IB from other curricula.
- The Extended Essay is an independent research task. During th first IBDP year, Grade 11, the
students establish a research question in an area of their choice and with the support of a teachersupervisor, carry out research and write a 4,000 word essay.
- The Theory of Knowledge course is designed to encourage students to "reflect on the nature of
knowledge by critically examining different ways of knowing and different kinds of knowledge."
At the Diploma level the students must meet a standard of fluency that enables them to ‘think’ in
27
English. A candidate must therefore be successful in ‘decoding’ what they hear and read at a level
of complexity appropriate to the Diploma Program courses.
- The CAS programme is at the heart of every International School. It is divided into Creativity,
Action and Service. Working individually or in groups, our students have to do a minimum of 150
hours of CAS in their 2 years of IB.
Level of competency for IB DP students required in the following areas:
1.
2.
3.
Capacity to ‘think’ (decode and encode) in English.
Capacity to analyse the thought process with clarity.
Ability to organize ideas and research in a structured written essay.
Intensive language learning is central to this goal. Language allows students to make sense of different cultures and perspectives and to become more knowledgeable and caring.
Language B
Many factors determine the group 2 course (Language B) that a student should take: the student’s
best language, the language(s) spoken at home and at school, and any previous knowledge of the
language of study. The most important consideration is that the language B course should be a challenging educational experience for the student, offering not only the opportunity to learn an additional language but also the means of learning, appreciating and effectively interacting in a culture
different from the student’s own. All final decisions on the appropriateness of the course for which
students are entered are taken by coordinators in liaison with teachers using their experience and
professional judgment to guide them.
The aims of the MYP language B and the Diploma.Programme group 2 courses have much in
common and share the intentions of encouraging students to develop an awareness and understanding of the perspectives of people from other cultures as well as harnessing linguistic competence
(Language B subject outline. First examinations 2013).
In two years a student could also reach a good level for English A Lit and Language, but the Italian
would be B whether it is ab initio, SL or HL.
Any other language A would be self-taught (SL) or HL with a teacher
IBDP Bilingual diploma
Bilingual diplomas are awarded for two languages A1, or:
● a language A1 taken together with a language A2, or
● a group 3 or 4 subject taken in a language other than the candidate's language A1, or
● an extended essay in a group 3 or group 4 subject written in a language other than the candidate's language A1. http://ibo.org/diploma/
For the IB DP this academic year, we offer the following IB courses:
Group 1: Studies in Language & Literature
·
Italian A: Literature
·
English A: Language & Literature
Group 2: Language Acquisition
·
Italian B
·
English B HL
·
Spanish B SL & HL
·
French B SL & HL
German B SL & HL
·
Chinese B
Group 3: Individuals & Societies
·
History SL and HL
·
Psychology SL
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·
Business&Management SL & HL
Group 4: Experimental Sciences
·
Biology HL and SL
·
Chemistry SL & HL
·
Physics SL & HL
Group 5: Mathematics
·
Mathematics SL
·
Mathematical Studies
Group 6: The Arts
One of the other subjects in another group takes the part of this group, following the indication of MIUR for the recognition of the IB Diploma in Italy and the two different
tracks (linguistic or scientific) offered in our school
IB Core Requirements
·
Theory of Knowledge
·
Extended Essay
·
CAS – Creativity, Action & Service
The School informs families that some courses may have an extra cost. La decisione delle materie a costo aggiuntivo e il prezzo è proposta dal direttore della DIS dopo aver consultato
l’amministrazione di FULGIS, e viene comunque esplicitata di anno in anno sul contratto di iscrizione.
The extra cost subjects and the corresponding fee are presented by the DIS Director after consulting
FULGIS administration, and in any case they are explicitly stated year by year on the application
contract form.
Ogni anno prima della fine del secondo trimestre viene presentata alle famiglie della futura classe
11 (DP1) un prospetto con le materie offerte dalla scuola e i relativi costi.
Every year before the end of the second term a table showing the subjects – and their costs too – offered by the school is presented to the families of the future DP1 class.
Equipollenza con i licei italiani dei corsi di diploma programme presso la DIS
Equivalence between Italian Lyceum types and the Diploma Programme at DIS
Liceo Linguistico: (la prima lingua è obbligatoria a livello superiore)
Prima lingua livello superiore
Seconda lingua livello intermedio o superiore
Storia o Business&Management o Psicologia livello medio o superiore
Fisica o Biologia livello medio
Studi Matematici o Matematica livello medio
Terza lingua livello medio o superiore
Linguistic lyceum. (it is mandatory that the first language is studied at Higher Level)
First language Higher Level
Second Language Standard Level or Higher Level
History or Business & Management or Psychology Standard Level or Higher Level
Physics or Biology Standard Level
Mathematical Studies or Mathematics Standard Level
Third Language Standard Level or Higher Level
Liceo Scientifico: (almeno una materia scientifica è obbligatoria a livello superiore)
Prima lingua livello medio o superiore
Seconda lingua livello medio o superiore
Storia o Business&Management o Psicologia livello medio o superiore
Chimica a livello medio o superiore
Matematica livello medio o superiore
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Fisica o Biologia livello medio o superiore
Scientific Lyceum: (it is mandatory that at least one of the scientific subjects is studied at Higher
Level)
First language Standard Level or Higher Level
Second Language Standard Level or Higher Level
History or Business & Management or Psychology Standard Level or Higher Level
Chemistry Standard Level or Higher Level
Mathematics Standard Level or Higher Level
Physics or Biology Standard Level or Higher Level
Liceo Scienze Umane: (almeno una materia umanistica è obbligatoria a livello superiore)
Prima lingua livello superiore
Seconda lingua livello medio o superiore
Storia livello medio o superiore
Fisica o Biologia livello medio o superiore
Studi Matematici o Matematica livello medio
Business&Management o Psicologia livello superiore
Humanistic Lyceum: (it is mandatory that at least one of the Humanistic subjects is studied at
Higher Level)
First language Higher Level
Second Language Standard Level or Higher Level
History Standard Level or Higher Level
Physics or Biology Standard Level or Higher Level
Mathematical Studies or Mathematics Standard Level Business & Management or Psychology
Higher Level
SCELTE MATERIE per il DP
La scelta delle materie del DP che dovranno essere insegnate nell’a.s. successivo alla classe 10 (MYP5) sarà
effettuata secondo test mirati che si svolgeranno durante il secondo term per Inglese, Italiano, Matematica e
in base ai risultati ottenuti per le altre materie. Le famiglie effettueranno la scelta definitiva in base al modulo
apposito presente sul contratto. Sarà poi possibile cambiare le materie e/o il livello soltanto nei primi tre mesi
del primo anno di Diploma (DP1), previa autorizzazione degli insegnanti interessati e del coordinatore DP.
Cambi successivi potranno essere autorizzati dalla scuola solo in via del tutto eccezionale e comunque dietro
pagamento di una penale.
SELECTION OF DP SUBJECTS
The decisions about the DP subjects that will be taught in the year after MYP5 will be made also
according to focused tests that will be held in the second term for the subjects English, Italian,
Mathematics and according to the students’ results in the other subjects. Families will make their
final decision on the basis of the specific form which is in the contract. Any change of subject or
subject level will be possible only in the first three months of the first year of the Diploma Programme (DP1 class), provided that it is authorized by the teachers who are involved in this change
and by the DP Coordinator. Further late changes (beyond the first three months deadline) may be
authorized by the School as an exception and in any case paying a penalty fee.
DP ASSESSMENT FOR GRADES 11-12 (www.ibo.org)
30
Methods
A variety of different methods are used to measure student achievement against the objectives for
each course.
External assessment
Examinations form the basis of the assessment for most courses because of their high levels of objectivity and reliability. They include:
● essays
● structured problems
● short-response questions
● data-response questions
● text-response questions
● case-study questions
● multiple-choice questions (limited use of these).
There are also a small number of other externally assessed pieces of work, for example, theory of
knowledge essays, extended essays and world literature assignments. These are completed by students over an extended period under teacher supervision instead of examination conditions, and are
then marked by external examiners.
Internal assessment
Teacher assessment is also used for most courses. This includes:
● oral work in languages
● A Historical Investigation in history
● laboratory work and investigations in the sciences
● investigations in mathematics
Assessments are checked by external examiners and normally contribute between 20% and 30% of
the total mark, depending on subjects/ level
DP ACADEMIC PROMOTION POLICY
In class DP1 the promotion in June to the next grade is not automatic.
The Class Council of all DP1 teachers will decide whether to admit the student to grade 12 (DP2)
based on the following guidelines, which reflect the diploma promotion policy:
1) Student must complete the internal assessment or an exam component of their work defined at
the beginning of each year by the school. The table showing the portion of the Internal Assessment
work to be completed is available to students on ManageBac.
2h) Final grade for higher level subjects should add up to at least 12
2s) Final grade for standard level subjects should add up to at least 9
3) No grade in a higher level subject should be a 2 out of 7, and there can be at most one grade of 3
out of 7 in the SL subjects.
4) The sum of all 6 Diploma subjects should be at least 24.
IL DIPLOMA FINALE
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Il diploma di baccellierato internazionale, riconosciuto dall'Organizzazione del Baccellierato Internazionale (I.B.O.) con sede in Ginevra, è riconosciuto altresì nella Repubblica italiana quale
diploma di istruzione secondaria di secondo grado avente valore legale per le scuole straniere
iscritte nell’apposito elenco presso il MIUR (legge n.738/1986). La DIS è iscritta in tale elenco dal
2003 e pertanto il titolo finale (che arriva da Ginevra già vidimato dal Consolato italiano in modo
che abbia valore in Italia e in tutti i Paesi che riconoscono l’”apostille” come forma di legalizzazione internazionale dei documenti) è pienamente riconosciuto in Italia. Per la validità del titolo la DIS
deve assicurare la corrispondenza del suo percorso scolastico con i licei italiani secondo quanto disposto dal MIUR (D.M. 164/2010). Inoltre gli studenti devono avere un curricolo pre-universitario
(per le Università italiane) di 12 anni di scuola e ovviamente in tutti i Paesi le iscrizioni alle Università dipendono anche da restrizioni locali (numero chiuso, selezioni di merito, ecc.). In tutte le università dei Paesi anglofoni il titolo IBO è apprezzato come più valido dell’”A level” inglese e dei
titoli delle scuole americane, anche perché il punteggio ottenuto nelle singole materie dell’esame
finale di Baccalaureato è confrontabile automaticamente con tutti gli altri diplomi simili nel mondo,
infatti gli esami si organizzano nell’emisfero boreale di tutto il mondo a maggio e nell’emisfero australe a novembre, con prove standardizzate di pari livello in tutto il mondo.
THE FINAL DIPLOMA
The International Baccalaureate Diploma, acknowledged by the International Baccalaureate Diploma (I.B.O.) of Geneva, is also recognised in Italy as a Secondary Superior Education Diploma
(“Diploma di Maturità” in Italian), that has legal validity for foreign schools which are enrolled in
the specific MIUR list (law n. 738/1986). DIS has been enrolled in this list since 2003 therefore the
final qualification is fully acknowledged in Italy (in Geneva before its delivering the Diploma Certificate is endorsed at the Italian Consulate so that is has legal validity in Italy and in all the Countries which recognise l’ “apostille” as an International authentication formality of documents).
For the diploma to be legally valid DIS must guarantee the equivalence between its several formative tracks and the corresponding Italian Lyceum schools according to what is ordered by MIUR
(D.M. 164/2010). Furthermore a pre - University curriculum made of 12 years is a requirement for
applications to Italian Universities and obviously in any other Country applications to Universities
depends on local restrictions (limited enrolment, selections based on merit, etc. etc.). In all the Universities of Anglophone Countries the IBO Diploma is valued more highly than the English “A
Level” and than qualifications of American schools, also because the grade that is awarded in each
subject at the Baccalaureate final exam can be immediately compared to any other similar diploma
worldwide, as a matter of fact exams are scheduled in May and in November respectively in the
northern and in the southern emisphere, using standardized tests that are equivalent all over the
world.
CERTIFICAZIONI LINGUISTICHE
Durante gli anni di scuola non è prevista una valutazione esterna di lingua inglese a cura della scuola stessa e quindi gli esami di certificazione linguistica sono rimessi alle decisioni delle Famiglie.
LINGUISTIC CERTIFICATIONS
During the education process at DIS an English language level external evaluation is not offered by
the school, then it’s Families own decision whether or not their children take Language certification
external exams.
HONOR ROLL
Students who demonstrate exemplary achievement are recognized by having their names included
in the DIS School magazine, DIS NEWS.
32
PATTO FORMATIVO SCUOLA-FAMIGLIA
SCHOOL – FAMILY AGREEMENT FOR EDUCATION
Vogliamo che il clima nella scuola sia di collaborazione e di serenità. Pertanto occorre una fiducia
complessiva che leghi la nostra opera educativa e formativa alle scelte della famiglia, in altre parole
occorre un patto di corresponsabilità, che in sintesi richiede:
At DIS we want a synergistic and calm spirit. Therefore a global sense of reciprocal trust connecting our educational – formative action and families’choices up is needed, i. e. a joint responsibility
agreement which in short requires:
1. impegni della scuola school obligations
La Scuola si impegna a:
•
Fornire una formazione culturale interculturale e internazionale, pluralistica e tollerante,
nel rispetto dell’identità di ciascuno studente;
•
Offrire un ambiente favorevole alla crescita integrale della persona, garantendo un servizio
didattico di qualità in un ambiente educativo sereno, favorendo il processo individuale e collettivo
di formazione degli studenti;
•
Offrire iniziative concrete per il recupero di situazioni di ritardo e di svantaggio, promuovere il merito e incentivare le situazioni di eccellenza;
•
Garantire la massima trasparenza nelle situazioni, nelle comunicazioni e nelle decisioni,
mantenendo un costante rapporto con le famiglie, anche attraverso strumenti tecnologicamente avanzati, nel rispetto della privacy.
The School commits to:

Giving an education which is intercultural and International, pluralistic and respectful and
that takes care of each student identity.

Offering an environment that supports the individual global growth, ensuring a quality didactic service in a calm educational milieu, fostering the education process of any student
both as an individual and as a part of a community.

Taking real initiatives to recuperate disadvantage or special need situations, to promote
merit and to motivate excellence.

Ensuring full transparency in any situation, or communication, or decision, keeping a constant relationship with families, also by the use of advanced technological tools, in respect of
privacy.
2. impegni dello student student obligations
Lo Studente si impegna a:
•
Prendere coscienza dei propri diritti-doveri rispettando la scuola intesa come insieme di
persone, ambienti e attrezzature;
•
Rispettare i tempi programmati e concordati con i docenti per il raggiungimento degli obiettivi richiesti, impegnandosi in modo responsabile nell’esecuzione dei compiti assegnati;
•
Accettare, rispettare e aiutare gli altri e i diversi da sé, impegnandosi a comprendere le ragioni dei loro comportamenti.
a. impegni della famiglia
La Famiglia si impegna a:
•
Valorizzare la scuola, instaurando un positivo clima di dialogo, nel rispetto delle scelte educative e didattiche condivise, oltre ad un atteggiamento di leale collaborazione con i docenti;
•
Rispettare la scuola favorendo la puntualità e la regolare frequenza dei propri figli alle lezioni, controllando quotidianamente le comunicazioni provenienti dalla scuola e partecipando alla
vita della scuola nella condivisione delle regole della stessa;
•
Seguire il percorso didattico del figlio, verificando la sua costante applicazione allo studio
e alle altre attività scolastiche, segnalando ai docenti e in particolare al coordinatore di classe i problemi che dovessero sorgere.
33
The Student commits to:

being aware of his/her own rights and duties, respecting the school as a team of people,
spaces and facilities.

Respecting times and deadlines planned with teachers to achieve requested objectives, undertaking with responsibility the duty of doing assignments;

Accepting, respecting and helping others and the ones he/she is not in harmony with, trying to understand the reason of their behavior.
FAMILY OBLIGATIONS
The Family commits to:
 Commending the school, building a positive realtionship based on good communication,
on the respect of shared educational and didactic actions and on an attitude of loyal collaboration with teachers.
 Respecting the school facilitating punctuality and their children regular attendance, checking daily whether or not there are communications sent by the school, and participating
in school life, sharing its rules;
 Monitoring the didactic path of their children, checking his/her constant commitment to
study and to other school activities, informing teachers and the Head of Year in particular about any issue that may occur.
PARENTS’ CONCERNS
Parents who have a concern or questions about curriculum or any classroom issues should privately
discuss the matter FIRST with the specific teacher by arranging an appointment. It is also advisable
to meet with the Class Coordinator or with the Head of Subject. If the teacher or Class Coordinator
(or Head of Subject) is unable to resolve a classroom issue satisfactorily, a parent’s next course of
action is to make an appointment with the MYP or DP Coordinator.
Matters regarding the school or its administration should be discussed with the School Director.
Teachers are available one hour a week to meet with parents to discuss a student’s progress.
INFORMAZIONI AI GENITORI - SCHOOL WEBSITE
(www.genoaschool.eu)
All information pertaining to the school is posted on the website. This includes: current news, the
school calendar, cultural events, and all other information related to life at DIS.
Please consult the school website for incremental weather and important notices.
The school utilizes a software tool, ManageBac, available online at
http://disgenoa.managebac.com
as an online register that allows teachers and students to communicate, share materials, publish announcements and assignments, as well as to keep track of assessment, absences and store unit plans.
Parents too can have access to this resource: they can communicate the email address where they
wish to receive their login credentials to the secretary’s office, and be part of the online group “IB
Parents Association”, where many important communications will be posted as well.
D.I.S. CODE OF CONDUCT
34
1. We show RESPECT FOR OURSELVES when we:
 Secure personal property carefully
 Attend school and lessons on time
 Do not leave school without permission
 Wear clothes appropriate for school
 Bring equipment and materials needed for learning
 Maintain academic honesty standards

No smoking at school
2. We show RESPECT FOR OTHERS when we:
 Protect the rights of others to learn
 Actively listen and cooperate
 Are courteous and helpful
 Use appropriate language
 Resolve conflict peacefully
 Cooperate with teacher requests and instructions
 Show no harassment or physical or cultural abuse
 Show courtesy in language and behaviour
3. We show RESPECT FOR OUR ENVIRONMENT when we:
 Take pride in our environment
 Use resources and property carefully
 Represent our school positively
 Show care for school equipment and materials
 Protect the environment inside and outside the school
 Model the DIS Code of Conduct in our community
No food or drink in the library or computer labs or during lessons in the classrooms
4. The school rules support the rights of students and staff to LEARN, TEACH & WORK in a
SAFE, SUPPORTIVE & PRODUCTIVE environment.
5. MYP Conduct
HOMEWORK &MATERIAL- DIS believes that regular, grade-appropriate homework is essential
for academic achievement.
Homework is assigned on an individual class basis based on the teachers’ professional judgment,
following school guidelines established at teacher meetings.
Homework is intended to reinforce instruction and provide additional practice to meet class and individual needs.
Homework assignments are based on curriculum objectives and are relevant to a student’s educational experience.
For productive and effective learning also the material is important. Therefore, for each class, students must have their own books, notebooks and any kind of tool they need, on the basis of the
teachers’ requests.
Parents cannot bring material and/or homework to school if students forget
35
In case homework and/or material are not done properly or forgotten at home, a note will be written
on Managebac in the Conduct Class. The note will explain what happened and the day when it happened. Each student’s parent will be able to read on Managebac the note about his/her son/daughter
only. Teachers and coordinators will then decide the required action.
6. DP Conduct policy
Misbehaviour or malpractice will be discussed in a meeting between the student and the teacher in
the less serious cases.
In more serious cases the meeting will involve also the student’s parents, the DP Coordinator and
the Head of the Year.
If the situation instead is seriously critical the “Academic Honesty Board” will be in charge of taking the adequate decision.
7. Espulsioni - in caso di ragioni ritenute dalla scuola gravi e inoppugnabili, la DIS si riserva di
procedere all'espulsione di uno studente, anche durante l’anno scolastico, previo invito ai genitori di provvedere spontaneamente al ritiro dell'alunno.
Expulsions – in case of serious and incontrovertible reasons, DIS reserves the right to expell a student, even during the school year, upon recommendation to parents to drop him/her of school spontaneously.
8. Bullying - DIS has a zero tolerance policy on bullying. Offences can result in student suspension
and/or expulsion.
9. Alcohol and illegal drug use - The use of, possession of, buying or selling of, or provision of narcotics, stimulants, barbiturates, suppressants, hallucinogenic drugs, marijuana or any other dangerous drug by any student on campus or during School-sponsored activities is prohibited. It is also
prohibited to attend school or school-sponsored events under the influence of such drugs.
If, after any investigation by the Administration “Academic Honesty Board”, it is determined that a
student violated this policy he or she shall be suspended immediately and will be subject to expulsion from the School.
10. Academic honesty - During all school and formal examinations and tests, students should not
communicate in any way with, seek assistance from, or give assistance to, any other student while
the examination or test is in progress. Students who do not comply with this rule will not receive a
grade and may be expelled. Parents will be notified of inappropriate behavior. In the case of external examinations (for example, IB exams), the school will inform the IBO examining board of
the malpractice.
11. Plagiarism (malpractice) is defined as the copying of the text, partial or whole, of another person (for example, another student’s work or answers, text or essays from library books or the Internet), without crediting the source. Work that is plagiarized will not receive a grade and parents will
be notified. In the case of IB students, the school will inform the IBO of the malpractice.
12. Attendance and Tardies
13a. Attendance - Student attendance is of primary concern at DIS. Parents are responsible for ensuring that children do not miss school. Teachers are not required to make special arrangements for
an unexcused absence.
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Excusal for absences must be done submitting the School an excusal via Managebac
The following procedures are put forward to encourage attendance:
• Students whose cumulative absences exceed 10% will be reviewed for continued enrolment at
DIS.
• Unless motivated with appropriate documentation, the school cannot guarantee promotion to those
students whose absences exceed 10%.
Absences due to illness:
The student, parent and teacher share in the responsibility of initiating and following up on the
completion of make-up work.
13b. Parental permission to arrive to school late and/or leave school early - Students are expected to
arrive at school and to class on time. Students who are tardy will be subject to the consequences
outlined in the DIS Code of Conduct and will be subject to detention and suspension for habitual offenders.
Parents must inform the School for any student to arrive late or be released prior to regular dismissal time by submitting an excusal via Managebac.
Se un alunno minorenne deve uscire da scuola prima dell’orario previsto per il giorno, deve essere
prelevato da un genitore o da un suo familiare anche in presenza di giustificazione scritta.
If a student is under age and must leave school earlier than his/her day timetable he/she must wait
for a parent or for a relative to pick him/her up even if there is a written justification.
Non saranno accettate in nessun caso giustificazioni orali o telefoniche in caso di ritardi o uscite anticipate.
For late arrivals or early dismissals the School will not accept in any case justifications in oral form
or done by a phone call.
13c. Se – privo di giustificazione e per due volte (non necessariamente consecutive) – un allievo/a
arriva in ritardo alla prima ora di lezione o, sebbene già all’interno dell’edificio scolastico, alle lezioni successive, il giorno successivo a quello in cui si è verificato il secondo ritardo dovrà essere
accompagnato a scuola da un genitore, altrimenti non sarà ammesso alla frequenza delle lezioni (se
maggiorenne sarà rimandato a casa). Inoltre i genitori dovranno parlare del problema con il Coordinatore di Classe.
If – without justification and twice (not necessarily consecutive) – a student is late for the first lesson period or, though inside the building, is late for one of the successive lessons, the day after the
second tardy must be brought to school by a parent or he/she won’t be admitted to classes (if the
student is of age he/she will be sent home). Besides parents will have to talk about this issue with
the Head of Year.
13d. Families who know their son/daughter(s) may arrive late at school or need to leave school earlier because of means of transportation timetables can ask the school a special permission for late
arrival or early dismissal.
14. Illness - Children with a severe rash, fever, diarrhoea and or vomiting must remain at home and
be free of symptoms for at least 24 hours before returning to school. Any contagious illnesses or
conditions must be reported to the school administration.
In the event of injury any actions the Coordinator and Headmaster deems necessary will be taken to
ensure the well-being of the child. The office will make every attempt to contact the parents before
any action is taken. An Accident/Illness Report will be completed by DIS. A copy will be kept on
file at school and the parents notified.
If a child falls ill while at school they will be kept in the school infirmary. They CANNOT GO
HOME unless accompanied by a parent or guardian.
15. Medication Procedure - All medication should be sent to the school office and will only be administered by the staff following specific directions. If a child becomes ill at school, parents will be
notified and asked to pick up their child promptly.
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16. Physical Education - Students well enough to attend school are expected to participate in all
school activities. A medical excuse from the student’s physician is required to excuse the student
from extended participation in physical education classes. L’esonero dall’attività fisica non si estende alla frequenza delle lezioni, a meno che non sia di volta in volta specificato. Anche lo studente esonerato è comunque tenuto allo studio della componente teorica della materia, al fine di sostenere le previste prove di verifica e di esame alla fine di ogni termine.
PHE practical activities exemption can’t be extended to lesson attendance unless it is stated explicitly time after time. However the exonerated student must study the theoretical part of the subject to
take tests and exams at the end of each term.
A parent’s note is required to excuse a student from P.E. for a single class period.
17. Library book use - Students can borrow books from our library with the permission of the librarian. However, students are responsible for the safe return of all books borrowed. If books are lost or
damaged, the school reserves the right to charge for repair or replacement.
18. Dress Code - be clean, modest and appropriate. It is important to recognize that school is a
place of learning.
19. Recess and lunch - DIS students classes 6 to 10 have a mid-morning break. Students can buy
water, hot and cold drinks and snacks from the vending machine.
20. During lunch, students are expected to:
_ Eat lunch in a relaxing and positive environment
_ Make sure that eating areas are left clean
_ Respect other classes by using quiet voices
_ Be courteous and respectful of school staff
_ Enter and exit in an appropriate manner
_ Use good manners
_ Use appropriate language in all situations
_ Respect one another
21. School Property - Students are expected to take care of their school. Damage or vandalism done
to any school property is a disciplinary matter e dovranno essere rimborsati. A questo scopo
dall’a.s.2013/14 è previsto il versamento di una caparra, che sarà restituita nell’ultimo anno quale
sconto sul contributo di iscrizione e frequenza, diminuita del valore dei danni arrecati alle strutture e
alle attrezzature della scuola. Sono esclusi i danni chiaramente preterintenzionali, sono compresi i
danni dovuti a trascuratezza e a omissione di attenzione, ad esempio nell’uso dei lockers, nella library e nei laboratori scientifici. Sono compresi anche i libri non restituiti alla library o restituiti in
cattive condizioni. and are to be refunded. For this purpose since 2013/2014 a down payment is
considered, it will be given back in the last year as a discount on the tax for application and attendance but in case of damage to the school building and facilities it will be decreased by the corresponding amount value. Unintentional damages are excluded, carelessness and negligence damages
made for instance using lockers, or the library or the lab rooms, are instead included. Books not returned to the library or given back in bad state are included too.
22. Lockers and their use - At the beginning of the school year all students will be assigned a locker
and are expected to provide a lock. Students are encouraged to leave personal property at home.
Any items brought to school should remain with the student or stored in their locker. Students will
have access to their locker in the morning, at the break and lunch, and after school.
23. Lost and found - All items found on the school property will be taken to the DIS office.
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24. Personal Electronic Equipment - The use of any kind of electronic device (mobile phone, Ipad, tablet, I – pod, personal computer….) is forbidden inside all premises of the building of
the school at all times, with the only three exceptions as follows:
Exception 1) Students of MYP4 and MYP5 can use their electronic devices only on the terrace on
the sixth floor during the pause after the lunch break.
Exception 2) Students of DP1 and DP2 can use their electronic devices in the computer labs or in
the library, when they are using them as study spaces between two hours. Phones have to remain in
silent mode and phone calls are not permitted.
Exception 3) Students can use their devices in class only if and when the teacher has explicitly announced the need to use such devices for teaching and learning purposes. Phone calls, use of social
networks, messaging services (SMS, Whatsapp and similar services) are not permitted.
If a teacher sees a student using the mobile phone or other electronic devices in a place and at a time
which are not appropriate, then the teacher will confiscate the device and bring it to the Secretary
Office, where it will be picked up only by the student’s parents. The corridors, the restrooms and all
classrooms are then considered places where phones should not be used.
The school and the teachers will not be held responsible for any lost or damaged items.
Cellular phones are permitted on the premises but must remain in student lockers or bags or pockets, and are turned off at all times when their use is not permitted.
25. Use of school telephone - Students are allowed to use the school telephone ONLY for emergencies and must obtain teacher permission prior to going to the office to use the telephone. The office
phone is not to be used for making after school arrangements or personal communication with the
students.
We know that family life can be complex and hurried. Sometimes the parents will need to get a
message to their child and the school will make every attempt to relay messages to children. Please
help us by limiting those calls to emergencies only.
26. DIS INTERNET AND COMPUTER USE POLICY
a) Access to the Internet is provided to DIS students for many reasons:
• To allow students to conduct research and didactic projects using the latest technology
• To create information literate students
• To allow students to communicate with others around the world
• To provide an additional dimension of instructional support with information that is current
• To teach students to find, organize, and limit information
• To provide students with skills for the future
b) Intranet and Internet Rules
Students are responsible for good behavior on the school computer network.
The network is provided for students to conduct research and to communicate with others. Independent access to the Internet is provided to students who agree to act in a considerate and responsible manner.
Access is a privilege, not a right. Access entails responsibility. Individual users of the computer
network are responsible for their behavior and communications over both the Intranet and the Internet. The network administrator will periodically check the history of the sites each user has visited
and will review files and communications to maintain system integrity and to insure that the users
are using the system responsibly.
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Students will be responsible for their actions on the Internet and will be held accountable. Deledda
International School will assume no liability in the case of illegal activity on the part of a student.
c) The following are not permitted:
• Installation of personal software on computers
• Using the Internet for purchasing items
• Accessing or distributing obscene, profane, pornographic, sexually explicit or illegal material
• Using others’ passwords
• Trespassing in others’ folders, work or files
• Sending offensive messages or pictures
• Using obscene language
• Damaging computers, computer systems or computer networks
d) Consequences/Disciplinary Action
• First violation will result in loss of Internet access for a set period of time and possible suspension
from school.
• A second violation will mean additional disciplinary action. Depending on the severity of the
violation, this may result in permanent loss of access to both the Internet and the Intranet, as well as
suspension or expulsion from school.
• Students and their families will be liable for any financial damages resulting from misuse of computers or the Internet.
27. After School - All students must leave school unless they are participating in an extracurricular
activity.
28. Field Trips - All field trips are planned by teachers with the express intention of complementing
classroom learning. These trips are seen as an important part of child’s education and students are
therefore expected to participate whenever possible.
If the school has doubts over a student’s ability to behave maturely, we can choose not to invite a
student on a trip.
A child who is not permitted to attend a trip will be supervised at school if possible. If this is not
possible, parents will be notified to make alternate arrangements.
------------------- (end of code of conduct approved by School Council) -------------------
Associazione Fondazione FULGIS
Alla Fondazione FULGIS possono associarsi tutti coloro i quali, essendo lavoratori, studenti o familiari di studenti delle scuole Deledda, Duchessa e DIS, o essendo ex studenti o genitori di ex
studenti, o cooperando per progetti delle scuole o della stessa Fondazione, pagano la debita quota
associativa diventando così soci sostenitori della Fondazione, a norma del suo Statuto.
L’associazione alla Fondazione dà diritto di partecipare al Collegio dei Soci Partecipanti e Sostenitori, che formula pareri consultivi e proposte sulle attività, programmi e obiettivi della Fondazione,
nonché sui bilanci preventivo e consuntivo. Il Collegio inoltre elegge nel suo seno i membri del
Consiglio di Indirizzo rappresentanti dei Partecipanti, nel limite previsto dallo Statuto, e un membro della Giunta esecutiva (che si occupa dei bilanci della Fondazione).
Gli associati alla Fondazione FULGIS, anche se non iscritti alle scuole della Fondazione, possono
partecipare alle iniziative della scuola, di carattere para infra extra scolastico, a carattere non sportivo, gestite dalla Fondazione stessa.
FULGIS Establishment Association
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Anyone who works for or is a student or a student’s family member of the schools Deledda,
Duchessa di Galliera and DIS, or who is an ex – student or an ex – student parent or who cooperates for projects of the three school or of the Establishment itself can become a member of
FULGIS Establishment paying the association fee, thus also supportino the Establishment according to its Statute.
Becoming a member of the Establishment give the right to to take part in the Board of the Participant Members and Supporters, that carries out advisory opinions and proposals about activities,
programmes and objectives of the Establishment, as well as about budget plan and final balance.
Besides the Board has an inside voting system to elect both the members of the “Consiglio di
Indirizzo” – who are the representatives of the Participants, according to the Statute regulations
limit – and one of the members of the executive Giunta (that is responsible for the Establishment
balance).
The people who are associated to FULGIS, even though not enrolled in the schools of the Establishment, can partecipate in the school initiatives of “para, infra, extra scholastic non sport type”,
that are managed by the Establishment itself.
Note sul bilancio
Il Comune di Genova ha affidato alla Fondazione FULGIS la gestione della DIS dal 2011. I contributi pagati dalle famiglie partecipano per circa il 78,5% ai costi dei docenti della scuola (bilancio 2012). Le entrate e le spese della scuola fanno parte del bilancio della Fondazione Fulgis e sono tenute in conto su apposito centro di costo. Non ci sono finanziamenti diretti dello Stato né per
la scuola, che è riconosciuta come “scuola straniera operante in Italia” né per il personale della
FULGIS, sia esso dirigente, docente o non docente, né per le attività didattiche curricolari.
Notes about the Balance
The Comune of Genoa has entrusted DIS management to the FULGIS Establishment since 2011.
The fees payed by the families cover about 78.5% of the school teachers costs (2012 balance). The
school income and cost are part of the Fulgis Establishment balance and are recorded in a specific
centro di costo. Neither the School (which is recognised as “foreign school operating in Italy), nor
any member in any working position of the FULGIS staff, not even curricular didactic activities
receive State fundings.
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