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Our mission is to provide the highest quality British-based education to the international community in Jordan, striving for excellence and achievement in all fields in a caring, diverse and inclusive environment.


Dear Parent, Welcome to the Secondary Department at the International Community School! The purpose of this booklet is to provide an introduction to the curriculum and day to day working arrangements of the Secondary School. The International Community School provides a British Education to the international community in Jordan. Enshrined in our philosophy is the belief that all pupils are individuals with different needs and we recognise this through the courses taught, the teaching approaches used, the supportive guidance system and the wide range of extra curricular activities. Hopefully this will assist all of them to reach their full potential. We are very proud of the character and quality of our teaching staff, and the attitude of our pupils. The ICS is often described as a warm and friendly school where children are happy and we work hard to nurture this atmosphere. As a school we believe firmly that we are an active partnership of parents, pupils, staff and the wider community. We are always encouraged by the support we receive from our parents and look forward to many years of successful collaboration. It is this caring environment which encourages every student to make the most of their abilities at all stages in their school career. I am sure that parents will recognise that good schools do not stand still and the information included may change from time to time as we seek continuously to improve the life of the school for our pupils. We hope that your child will enjoy the years that are ahead and that he or she will gain much - academically and socially - from being here. David Price Head of Secondary School John Light Principal


The ICS was originally established in 1954 and moved to its current location in Khalda on the Western outskirts of Amman in 1979. In 2008 it is due to relocate to bigger and newer premises at a site on the southern outskirts of the city near Naur. The school was established under its Founding Law and the 'Society for the International Community in Jordan'. The School Managing Committee is elected annually from this society. At any one time, over forty different nationalities are registered at the school and over the last few years, about three hundred families. This cosmopolitan mix is fundamental in the development of the unique atmosphere of the ICS, a quality commented on in the recent inspection of the school by an OFSTED team from the UK. (OFSTED is the acronym for the Office for Standards in Education.) Our highly committed teaching staff maintains a balance between local and overseas appointments with a majority being British trained and qualified. The ICS closely follows the National Curriculum for England and Wales and has developed schemes of work reflecting the curriculum programmes of study for 11 – 14 year olds and those of two public exam boards, Edexcel and the Cambridge International Examinations, for 14 to 18 year olds. The ICS follows the UK three-term year, which runs from September to August. The length of the school day is dependent on the age of the child. It starts at 7.45am and ends at either 2.05 or 3.10pm. In addition to the regular school hours, we offer a host of after-school activities ranging from gymnastics to drama Parental involvement in the life of the school is an essential element of the ICS philosophy with regular opportunities for staff and parents to meet on formal and informal occasions. The school is fortunate to have a very active Parent Staff Association (PSA) whose Committee organises many social functions where informal contacts are readily established. The rich educational experience provided at the ICS is designed to give each and every child a firm foundation, enabling him/her to succeed at their future school wherever it may be. Feedback from departing families supports this assumption. When a family registers its child at the ICS, the whole family becomes part of our diverse, fascinating community.


ADDRESS: P.O. Box 2002 Amman 11181 Jordan Wasfi Al Tal Street Khalda West Amman Jordan (00) 962 6 5521070 (00) 962 6 5527109



PRINCIPAL: John Light, MA Cantab Dip Business Administration SECONDARY HEAD: David Price, BA Durham PGCE Full details of the staff can be found in the part of the website entitled ‘People’.


The International Community School aims to offer education of the highest quality through high attainment and standards, inclusion and the promotion of lifelong learning. We also aim to enhance the quality of life and the environment and encourage active citizenship. In particular, we aim to:    provide a curriculum, both formal and informal, which is broad, balanced and appropriate have high attainment in all activities provide an environment in which high quality teaching and learning can take place and in which all students are challenged to achieve their full potential provide a caring, secure and disciplined environment where respect for self and others is fostered provide a welcoming environment in full partnership with parents and other members of the wider school community ensure that resources are well managed to offer a high quality service ensure quality through effective management, leadership and self evaluation.

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Registration Period 1 Period 2 Snack Break Period 3 Period 4 Break Period 5 Period 6 7:45 am - 7:55 am 8.00 am - 9:00 am 9.05 am - 10:05 am 10:05 am - 10:15 am 10:15 am - 10:35 am 10:40 am - 11:40 am 11:40 am - 12:40 am 12:40 pm - 1:00 pm 1:05 am - 2:05 pm 2:10 pm - 3:10 pm

Key Stage 3 finish at 2.05 pm (Sunday, Tuesday & Thursday) and 3.10pm (Monday and Wednesday). Key Stage 4 finish at 2.05pm (Tuesday only) and 3.10pm every other day. Key Stage 5 can have lessons up to 3.10pm every day, but are allowed to go home from 1.05pm if their formal taught commitment has finished by that time on any particular day.


The curriculum of England and Wales in divided into 5 Key Stages. Key Stages 1 & 2 cover the Primary phase and Key Stages 3, 4 & 5 make up the Secondary phase. Key Stage 3 covers Years 7, 8 and 9 (ages 11 to 14). Key Stage 4 covers Years 10 and 11 (ages 14 to 16) The GCSE years. Key Stage 5 covers Years 12 and 13 (ages 16 to 18) The A Level years.

KEY STAGE 3 (YEARS 7, 8 AND 9) Key Stage 3 consists of a broad and balanced curriculum containing the Core and Foundation subjects. The Core Subjects are: English Mathematics Science Information and Communication Technology The Foundation subjects are: Modern Foreign Languages (French and Arabic) History Geography Design and Technology Art Music Drama Physical Education Citizenship At Secondary level, each of these subjects is taught by a subject specialist and children go to specialist rooms for their lessons. The programmes of study adhere closely to the recommendations of the English Qualifications and Curriculum Authority. There is a great deal of contact between the Primary and Secondary departments at the time children transfer so that the transition is as smooth as possible. Children are allocated to mixed ability, mixed gender classes of roughly equal size. Setting arrangements of different kinds exist in some subjects, notably


Mathematics, Science, English, Modern Foreign Languages and other groupings exist in some of the practical subjects including PE. Regular assessments are used to diagnose how each pupil is progressing and whether pupils can advance to more demanding work or whether further supportive work is required. The ultimate objective is to allow pupils to progress at a good pace and to achieve a certain prescribed core of content and range of skills. The help of our Learning Support teachers and /or other subject staff is regularly employed to give pupils more individual attention through co-operative teaching. Our current Key Stage 3 curriculum is as follows:-

Periods per fortnight English Mathematics Science ICT Geography History French Arabic D.T./Drama Art Music P.E. Citizenship Tutor Period Assembly 7 (8 in Yr 7) 7 (8 in Yr 8) 7 (8 in Yr 9) 2 3 3 4 6 for students of Arab origin, 4 for others 4 2 2 4 2 (Absorbed into Arabic for Arab students) 1 1

Homework is an increasingly important feature at Key Stage 3 and every child is given a homework timetable consisting of one to two hours of work a day. Formal examinations are held at the end of the Autumn Term and at the end of the year and reports are issued shortly after each examination session. In these reports, students will be awarded National Curriculum levels in all subjects. In general terms, a student in Year 7 should be obtaining Levels 4 to 5, in Year 8 Levels 5 to 6, and in Year 9 Levels 5 to 7. An exceptional child may achieve Level 8. At the end of Year 9, students take external examinations in English, Mathematics and Science. These can take the form of the British SATs tests or the Cambridge International Examinations Checkpoint tests.


During Key Stage 3, children need to start taking responsibility for their learning; each classroom will be a different environment, and some will be more challenging, others will be more fun. Some of the subjects will have been covered before, but in less detail. For example, in science, students will need to use language precisely (e.g. the difference between mass and weight). Students will have to learn to keep their work organised and up to date. All this written material needs to be kept, because it is not repeated in detail, and the end of year exams in Year 9 sometimes cover three years’ study. At the ICS we try to make these years stimulating, interesting and fun. Each year, exams will measure students’ progress in all subjects, supported by marks for coursework and homework. Ideally, each year will see a rise of about one level, but some children’s levels will rise and fall, perhaps as their attitude changes or as they get used to the demands of each subject. Rest assured that these attainments will be monitored closely, and that the teaching team will work with children and parents to ensure the best progress possible. KEY STAGE 4 (YEARS 10 AND 11) Towards the end of Year 9, pupils are asked to make a series of subject choices for Years 10 & 11. The subjects chosen at this stage lead in most cases to national / international examinations by English examination boards. There is a new emphasis to childrens’ learning at the beginning of Year 10. In most of these subjects they will be working towards achieving externally recognised qualifications, General Certificate of Secondary Education (GCSE) or International General Certificate of Secondary Education (IGCSE). To some extent the pupil-centred teaching methods employed in Key Stage 3 will continue into GCSE/IGCSE courses. The nature of GCSE/IGCSE does allow for teaching in tiered sets in a range of subjects. The various combinations of sets can mean that final allocation to level of entry can be left until fairly late in the course. The Key Stage 4 curriculum at the ICS follows the recommendations of the English National Curriculum. This provides breadth to the curriculum, whilst choice within some of these modes and the different ability levels at which subjects are offered provide flexibility for individual interest and ability. These qualifications begin in September of Year 10, run over a period of five terms, and generally include some coursework and at least one final examination. They are the standard forms of assessment for pupils who are in their last two years of compulsory education. They are important qualifications that lead to various openings post 16. For example, if pupils want to do A levels they will usually only be accepted on to


those courses if they have a least five GCSEs at Grade C or above and preferably Grades A*, A and B in some of these subjects. All teachers agree that there is one common requirement for success at Key Stage 4: motivation. Students who work hard and who consistently apply themselves to their studies are the ones who give themselves the best chances of success. That means working hard in school and spending at least two hours each night doing homework or revising and keeping to deadlines, especially with coursework. Depending on their willingness to work hard, students can achieve from a Grade G to a Grade A* in each of their GCSEs / IGCSEs. GCSE and IGCSE Qualifications The GCSE qualification is the statutory pre 16 examination held in the UK. It is designed primarily for first language English students and it is therefore consistent with the Key Stage 4 curriculum in the UK. We currently use the Edexcel Examination Board to offer our GCSEs. IGCSE has been designed to meet the needs and requirements of international students around the world. It is equivalent to GCSE, but gives more of a flavour of internationalism. We use either the Cambridge International Examination Board or Edexcel to facilitate our IGCSE options. Both the GCSE and the IGCSE are designed for 14–16 year olds and aim to prepare students for future success and equip them with the skills needed for immediate employment. Both qualifications are recognised as evidence of ability by academic institutions and employers around the world. Within the curriculum there is a mix of practical and theoretical knowledge. Grades and Tiers of Entry The current GCSE / IGCSE grades range from A* to G. Some subjects have differentiated tiers of entry. Higher Tier/Extended papers enable a grade A* to be achieved, but have a cut-off point of around grade C (ie A*-C). Foundation/Core Tier papers allow grades usually up to C and then use the full range of grades after that (i.e. C G). Some subjects have no tiers and every student must sit the same examination. Teachers, in consultation with parents will advise each student which is the more appropriate level of entry and a firm decision will be made before we send off the subject entries to the Examination Boards in January previous to the final exams.


Examinations and Coursework Most GCSE/IGCSE subjects are assessed using a combination of coursework, which you will be completed at regular intervals during the course, and an examination at the end of the 2 years. Coursework therefore plays a very important part, especially in GCSE. It requires steady, consistent effort over the two years and not just a period of intensive revision at the end. Students will need to learn to plan their work and to keep to deadlines. Failure to complete work on time often leads to a poorer grade. It is important that the choice of subjects for GCSE study is based on sound information combined with recognition of individual strengths and interests. Students will achieve better results studying subjects, which they enjoy and understand already. The Compulsory Core At the ICS all students study a core which consists of:       English (either first language English plus literature or English as a Second Language) Mathematics (plus Additional Maths for exceptional students) Science (most students take a course of Co-ordinated Science worth 2 IGCSEs though exceptional scientists can take an extended programme involving 3 separate science IGCSEs. Information and Communication Technology. Physical Education (we offer either GCSE PE or a recreational programme) Citizenship (non examined).

A weekly Form Period will also be incorporated into the timetable. All Students in Year 10 undertake a week’s work experience. All students then choose 4 options from the following list: Arabic, Art and Design, Business Studies, French, Geography, History, Design and Technology:Food, Drama, Music. How the Week is Organised COMPULSORY SUBJECTS English Mathematics Science (2 GCSEs) ICT PE (GCSE optional) Citizenship Form Tutor period Students will choose 4 options 5 periods per fortnight per subject Periods per Fortnight 7 7 9 5 4 1 1 20


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The optional subjects can be divided into four curriculum areas:Humanities, Languages, Performing Arts /Creative, Technical and Vocational. For most students breadth and balance will be achieved by choosing one from each area. However, it is recognised that backgrounds, talents and aspirations of ICS students vary greatly and the option system has been designed to allow a certain degree of flexibility. Provision is made within the option system for non-native English speakers to improve their English with specialist help from the EAL Department. Learning Support may replace one option. This is discussed with the student, the Learning Support Department and the parents.

KEY STAGE 5 At the end of Key Stage 4 compulsory education is complete in the UK. Students have a portfolio of subject grades and perhaps coursework and work experience. They can choose between starting employment, further training, or continuing their education with a view to entering Higher Education. The ICS offers Key Stage 5 (also known as the Sixth Form) for academic students who want to go on to University. University entrance requires students to show high academic ability in a relatively small area of study. A Levels At the ICS we offer AS/A2 qualifications, which are well established and accepted at universities throughout the world, and which can be combined to form a course of study suited to a student’s individual needs. The course takes two years. In the first (AS) year most students will study four subjects, at least three of them relating to the student’s intended career or university course. A lot of the learning takes place away from the classroom, so emphasis will be put on acquiring study skills, because much of the teacher contact time will be spent explaining concepts and directing further study. Students will take away ideas, explanations, and a variety of targets to work on. Most courses have an associated textbook containing most of the information, but students will be expected to research from other books, websites and source material. So, in Biology, for example, students will carry out experiments, observations using microscopes, and write detailed notes relating to the subject. Assessment At the end of the year there are examinations, which grade students from A to E. As with GCSE and IGCSE, the school uses two exam boards: Edexcel and Cambridge International Examinations. We have selected the courses which we think best suit our students. Students are also issued with an assessment card at the start of the course and every month they collect feedback from


each of their teachers on how they are doing. These cards are brought home so parents are kept updated. A2 The second year (A2) builds on the first: the work is harder, so it is normal to drop one subject, and study just three (normally three A2 Levels are required for University entrance). Again, there are exams at the end of the year, and sometimes opportunities to re-sit AS papers to improve the overall grade. These re-sits can take place in either January or May/June. Courses available At the ICS, students choose from the following A Level subjects: Biology, Physics Chemistry, Mathematics, English, Geography, History, Economics, Business Studies, ICT, Art, Drama, Music, PE, Arabic, German and French. At the ICS, each subject is given 9 hours of teaching time a fortnight at AS Level (Year 12) and 10 hours at A2 (Year 13). IGCSE courses are also available for students who need to reinforce their qualifications at that level. Timetables are designed around the wishes of the students so various combinations of these subjects are available, which will enable successful students to enter a wide range of University courses, or move into employment or specialised training. A Level students are taught in small classes and the relationships they establish with their teachers are different and more appropriate to their age. They have private study lessons which should largely be spent in school. In addition they are encouraged to take part in sport and fitness activities and community service and help with younger students can be arranged for them during their untaught time. EAL support is available if needed. All students receive guidance and support over higher education applications with suitable visits to universities. We also provide tuition in study skills. Students in Years 12 and 13 have certain privileges. They have a study area especially for them, a common room for relaxation and we provide each student at this level with a lap top computer for their work assignments. The uniform is different and reflects their status as transitional between school and university. We are also introducing a prefect scheme to encourage an even greater sense of responsibility.


In Key Stage 3 most assessment of pupil progress is built into the normal class teaching. End of unit tests or assessments and class and homework are used to identify strengths and weaknesses and to structure each pupil's work. Formal exams are held twice a year in December and May/June. Students with English as an Additional Language and those with Special Needs get an extra level of continuous assessment. Reports to parents are issued in January and June. They contain exam results, National Curriculum levels and a comment from each teacher, including the Form Teacher, outlining strengths and weaknesses. They offer advice and set targets for improvement. The Summer ones are more detailed and also provide a summary of the courses taught during the year. In Year 10 and beyond the regular, continuous 'diagnostic' assessment continues as part of the normal classroom process as too do exams. Grades are based on systems used at GCSE and A Level. November 'mock' examinations are used as a 'trial run' in Year 11 for the actual GCSE/IGCSE Exams and are held in January for Year 12/13 students for their AS modules and A2s. Briefer interim reports also feature at periodic intervals. These are largely for internal purposes, but are also shared with parents if there is a cause for concern or indeed a cause for celebration. We have 3 sets of parents’ consultation afternoons per academic year, one in each term. There are also introductory meetings for parents at the start of the academic year and at key times when students are making decisions about


GCSEs or A Levels. We hold an annual Open Day in the Autumn term for parents to see the curriculum in action. In addition Class Tutors are continually monitoring pupil progress and attitude to work and will let parents know if difficulties arise. Equally parents are, of course, invited to contact the school at any time to make an appointment to discuss a pupil's progress, attitude or conduct.

Homework is an important feature of secondary school life. It allows pupils to develop the habit of study, to plan work within specified time limits and to undertake additional tasks which could be a re-enforcement or extension of work done within the classroom. Homework can take various forms and the type of homework will vary from subject to subject. It will largely consist of written exercises for return to the class teacher. Students may also be asked to undertake research or reading of material in preparation for future lessons. It may be revision of work done in class and it may well involve general reading. The development of the reading habit is of benefit to all subjects and not just English. The amount of time spent on homework will vary from child to child and will depend upon their age. It is important that the homework habit is developed from Year 7 and we would expect children to be working for at least one hour per night on regular homework. This should increase through Years 8 & 9, reaching a level of up to two hours during Year 10 and more at A Level. Senior students following full academic courses should be applying themselves regularly and consistently to private study for a considerable part of each evening and over parts of the weekend. This is essential if they hope to secure good grades in national exams. All students are issued by the school with a high quality homework diary/ planner to help them organise their homework schedules. They receive advice on how to make effective use of their homework diaries. Parents can help support the school in this area by checking their child's homework diary weekly, by helping to set aside a quiet area of the house for homework, by helping the child to establish routines for the completion of homework and by providing a suit- able schoolbag. Parents can also help by monitoring their child‘s homework timetable. If children find some homework too difficult, they should tell their teacher or ask their parents to write a note to this effect in their homework diary, or their exercise book. Homework should be planned so it is not left until the day before it is due, in case difficulties arise unless it is set for the next day. Students doing public exam coursework should adhere to the exam board regulations on fair practice and plagiarism.


Failure to complete homework on time is likely to result in a detention, extra work or an imposition being set. If this happens more than very occasionally, parents will be informed and a homework report may be issued. All homework should be neatly represented with the date and with a title underlined. Parents are asked to take an active interest in their child’s work rather than just insisting that it is done. This sustained, active interest can make a huge difference to the quality of work produced and the attitude towards homework. Please give help if required but do not do the work for their child. Private tutors should not provide too much assistance with actual pieces of work. Avoid letting a child do too much or get upset about a piece of work he or she is finding difficult. Use your judgment as to when to intervene and say it is time to stop working on a piece of homework, and make a note of this in the homework diary. Please let us know if there is a problem with homework – if there is too much, too little or if it is all coming at once. We all want what is best for the children.


The Form Tutor
The Form Tutor is responsible for the welfare of all the pupils in their class in Key Stages 3, 4 and 5 and their work is therefore directed at establishing good personal relationships with their pupils. Form Tutors register the pupils in daily registration, issue information and can often be the first to offer help with certain minor difficulties. Subject to changes in staffing, Form Tutors often move up through the school with their class, getting to know more about each child as a person. As pupils progress through the school, Form Tutors will provide different forms of support and advice - personal, social, academic and vocational. At certain points they will be actively involved in helping students when important decisions have to be made - e.g. the choice of subjects when transferring into Year 10 and careers and higher education advice for senior students. At other times throughout the year Form Tutors will be available on a regular basis to help with problems and difficulties. Form Tutors also play a prominent role in tracking the progress of their pupils as they progress through the school. Students are encouraged to approach their Form Tutor as soon as possible if they are experiencing any difficulty, no matter how trivial. Equally Form Tutors will welcome early contact from parents concerning any problems facing a child. An early conversation can often prevent longer term anxieties which may affect a pupil's progress. It is very important that parents keep us informed of changes in circumstances or personal details. Normally parents are requested to contact the school by letter or telephone to arrange an appointment as the Class Tutors also have full teaching commitments. In cases of urgency, however, parents are welcome to visit the school and one of the senior staff will be able to meet them. Form Tutors seek to give support to pupils through formal and informal interviews and through tutor periods. In these classes the children are encouraged to look at their aims, aptitudes and abilities, to consider their relations with their fellow- pupils with adults and to examine their behaviour and responsibilities. From Year 10 onwards, careers advice begins to play an increasing part in tutor work. A special feature of the ICS is the ‘Form Book’. Form Tutors are responsible for supervising their class’s form book which contains a written record of the class’s performance in every lesson. This way we can maintain very close monitoring of each and every child in the Secondary School on a daily basis, a system which works very well.

Key Stage Coordinators
Key Stage Coordinators are important people in the ICS staff hierarchy. There is one for each key stage. They organise programmes of work for the form tutors on general matters like study and revision skills and other pastoral 19

matters. If your child has a problem which has gone beyond the form tutor, these are the people who will deal with it before it gets as far as the Head of School. They also oversee the progress of each student as they go through the key stage.

Medical care
The ICS takes its duty of care towards students very seriously. We have a nurse on duty at the school at all times during the school day. If a student is injured during the school day we will make every effort to contact the parent or designated guardian. If additional treatment is required and the parents or guardian cannot be contacted the student will be taken to a specialist, clinic or hospital as appropriate. Students taking medication prescribed by their family doctor while in school should do so in the school nurse‘s room. The nurse is the school‘s medical officer and is required to treat all medical cases. The school cannot accept any responsibility for complications arising from failure to comply with this requirement. In the event of serious illness or an accident happening during a school trip the senior member of staff present will arrange for medical treatment at the nearest available source and parents will be notified as soon as possible. On admission to the school, parents will be asked if there are any health problems or treatments that the school should be aware of and whether there are any reasons why the student should not take part in Physical Education or Games. Similarly we expect parents to notify us of problems or treatments which arise once the child is in school. Only with this knowledge can we cope adequately if something goes wrong.

The ICS is in name and in ethos a school where all nationalities work together. Any community must uphold the right of every student or employee to respect and to tolerance, the right to be an individual. Therefore, we encourage pupils and employees to follow a few basic principles:  Be kind at home and at school  Most situations can be handled with a smile  You want to be valued; value other people in turn.  Watch your temper; in moments of anger, walk away and cool down  Be prepared to say sorry if you are in the wrong Isolated incidents We recognise that incidents occur in any organisation which cause distress. Isolated problems may be handled by the student(s) involved. However, if help is needed, the student(s) should consult their Form Tutor, Key Stage Coordinator or senior staff as necessary. Prolonged concerns


Unpleasant behaviour, verbal or physical, may occasionally be sustained over a period of time. We will not allow any human being, adult or young, to be victimised, and we need to be informed for we may not be aware of the difficulty. We suggest:  Inform the Form Tutor or any teacher in whom the child has confidence  Describe the problem; be honest and accurate The teacher should listen fully before giving an opinion or advice. He or she will ask the student whether the matter may be discussed with parents, with senior staff or with the person who is causing the distress. As far as possible, the teacher will respect the wishes of the student. Once a plan of action has been identified, the teacher or senior manager will ask for regular information. Is the problem continuing? Is the situation improving? Does the plan need to be changed? In extreme cases, prolonged unpleasant behaviour may persist, and may require a strong disciplinary response. The Principal reserves the right to suspend or ultimately to recommend exclusion of a student who persists in undermining others in the school.


Staff will encourage and praise pupils whenever possible and appropriate. It is hoped that such rewards will result in further motivation for improvement and retaining the high level of discipline within the school. The following forms of rewards are available: House Points/Student of the Month The whole school is divided into 4 houses: · Aqaba · Jerash · Petra · Wadi Rum House points are allocated by teachers and these are recorded on the chart on the wall. At the end of each month these are processed and the student with the most points is awarded ‘Student of the Month’ status. Names are published in the weekly newsletter and photos are displayed. Principal’s Award The Principal’s Award will be presented when a student in the ICS has produced an outstanding piece of work, or has shown exemplary assistance to others, etc. These will be recorded in the Newsletter and presented during assemblies. Subject Awards Subject awards are given out at the end of each term. Subject Teachers/Heads of Department are asked to nominate 3 students from across the school who deserve commendation for outstanding work or progress.

To maintain any system of discipline requires school rules or a code of conduct and a means of enforcing such rules. Corporal punishment is never permitted. To a large extent school rules operate best in an atmosphere of self discipline and consideration for others. To this end pupils are encouraged in Citizenship to consider why schools require rules and the consequence of the failure to maintain these rules. Teaching staff, cleaning staff and senior students help ensure that rules are maintained. In addition to general school rules, departments may also operate their own codes of conduct with regard to equipment, health and safety matters.


For pupils who fail to comply with school / departmental rules we operate a series of sanctions such as verbal warning from class teacher, punishment exercises, daily report sheets, detentions, temporary removal from class, referral to the Form Tutor, Head Teacher or Principal. High on the list of essentials for maintaining discipline is co-operation from parents and to achieve this we seek to involve parents as early as possible when problems begin to appear. The final sanction open to schools is exclusion from school, temporary or permanent. Such a decision, taken only by the Principal, will only come if all other methods have been unsuccessful. The above passage on sanctions is only a summary of the full Secondary School policy on discipline and behaviour. Any parent who wishes to read the full document is welcome to ask at the school office to see a copy.

Regular attendance, at school, at lessons and at activities is essential to the success of a child’s education. At the ICS it is closely monitored and all absences must be covered by sending a note to the student’s teacher. If it is due to medical reasons, an absence of 3 days or more must be supported by a doctor’s certificate. The school cannot accept responsibility for students at school before 7.30 am or after a period of 15 minutes from the end of their last lesson of the day, unless they are participating in an official school activity or the supervision programme. When it is known in advance that a child will be absent from school particularly for a period of three days or more - parents are asked to notify the school. The school reacts favourably to requests for homework / study schedules where absence is likely to be extended. We would strongly ask that holidays should be taken outside term time. This is especially important for students in Years 10 to 13 where the demands of public exam work impose considerable strains on pupils who miss periods of school work.

As a school we also stress to pupils the importance of punctuality to school in the morning, at period changes and after breaks.

Other Arrangements
In the event of an unexpected closure of the school at the last minute, a cascade system exists to inform parents.


The ICS is proud to announce that it is a ‘no chewing gum’ school. At present, there are no canteen facilities in the ICS, though these are planned for the future. Students are asked to bring their own snack to eat during the day and time is set aside for this during the morning break. Additionally, food can be eaten during second break.We discourage the bringing of hot food and fizzy drinks and ask parents to ensure that their children have a proper balanced meal.

Students may use school telephones in emergencies with the prior permission of their teacher, but they may not bring mobile telephones. The school accepts no responsibility for any student‘s property lost at school. The school strongly advises parents not to allow their children to bring large sums of money or valuables to school. All students are provided with lockers and are expected to use them to safeguard their property. Any items of lost property found around the school or on the buses are handed in to the school nurse. Unclaimed items are donated to charity. Students and their parents are asked to assist the school in dealing with this problem by clearly marking all items of clothing, books, etc., with the student’s name. In the interests of cleanliness of the school campus, students will be required to clean up any litter or spilt food and beverages for which they are responsible. Students are taught to understand that there is a communal responsibility as regards litter.


There are many opportunities for students to take part in activities outside the formal school curriculum. These range from regular weekly clubs or sporting activities / teams to events such as the Model United Nations, school shows, work experience and field trips or foreign visits which will take place only once or twice per year. Enclosed with this booklet is a list of the clubs, music lessons and teams operating in the school at the moment. In addition to the clubs, we have an active house system which is used on occasions like Sports Day and the Swimming Gala to inject spirit into these occasions. The 4 houses: Aqaba, Jerash, Petra and Wadi Rum each have a House Tutor chosen from amongst the school staff and House Captains and Vice Captains elected by the other students from amongst the seniors. The houses also have periodic house assemblies. Students earn house points for good work and conduct and a cup is presented in the end of term assembly to the house with the most points.

The ICS is a uniformed school and students are expected to conform not only to the regulations regarding what they should wear but also the manner in which the uniform is worn. Regulation items are as follows: KEY STAGES 3 AND 4 BOYS White formal or polo shirt bearing the school crest Navy blue school trousers or shorts Navy blue hooded regulation fleece or formal sweater (long or short sleeved) bearing the school crest Black trainers or formal shoes No jewellery except a watch.

GIRLS White formal or polo shirt bearing the school crest Navy blue school trousers, shorts or a navy blue knee length skirt Navy hooded regulation fleece or formal sweater (long or short sleeved), bearing the school crest Black trainers or formal shoes A watch, and a small pair of studs or sleepers. No other items or make-up

KEY STAGE 5 (SIXTH FORM) BOYS Navy blue polo shirt bearing the school crest A smart pair of blue or black jeans of the student’s choice Grey hooded regulation fleece Black trainers or formal shoes No jewellery except a watch and small chain

GIRLS Navy blue polo shirt bearing the school crest A smart pair of blue or black jeans of the student’s choice Grey hooded regulation fleece Black trainers or formal shoes A watch, a small pair of studs or sleepers and a chain. Discrete make-up.


Boys hair should be neat and tidy and clear of both the face and shoulders. Girls hair should be neat and in an appropriate style for school. Long hair will need to be tied back for safety reasons.

The following school rules are set down for the benefit of all students and should be obeyed at all times. Students who persistently break school rules must expect to be punished. · Running inside the building is not permitted. Students should walk and keep to the right in corridors and on staircases. · Students should walk briskly, directly and quietly to their lessons, without dawdling. · The ICS is a ‘no chewing gum’ school; it should therefore not be brought on to or consumed on the premises. Students should avoid eating on corridors and confine eating to designated areas at breaktimes. · Students should avoid having excessive amounts of money or valuables on their person or in bags in school. If bringing such things is unavoidable, it should be deposited with the secretary for safe keeping. . · No student should leave the school site or miss lessons during the day without prior permission. At the end of the day, students should proceed directly to their transport without leaving the premises. This includes Wasfi Al Tel and the nearby shops. · Students should arrive at school on time. · Absence from school must be covered by a note from parents which is given to the Form Tutor on return. Absences of more than 3 days should be supported by a doctor’s certificate. · Students should adhere to the bus rules when travelling on school buses. This includes wearing seat belts at all times. · Students should behave sensibly, respectfully and courteously at all times towards school staff, visitors and fellow students. · Medical and dental appointments should be made outside school hours. · Dates for examinations are published well in advance and examinations will not be rearranged except in cases of genuine illness, in which case a medical certificate should be produced. This will always be after the other students have sat the paper(s) concerned. Public exams cannot be rearranged. · Students will be responsible for any damage done to school property or the property of staff or other students and should expect to make good that damage. 26

Code of Guidance for Secondary Students
The International Community School believes in certain principles and behaviour, which are fundamental to the harmonious, effective, successful and safe running of the school. It is assumed that all members of the Secondary School support these principles, which can be summarized as: Positive Respect  For each other as people - irrespective of race, religion, gender, ability, age or status. This involves politeness, consideration of peoples’ feelings and helping new students to settle in, and it means that bullying, swearing and embarrassing demonstrations of affection are unacceptable. For each other’s health - at no time is smoking permitted anywhere on site. For each other’s safety - students should not leave the site without permission from a senior teacher of staff; dangerous items should not be brought into school. For each other’s time - punctuality is expected, as is advance information to parents, students and staff whenever there are alterations to agreed arrangements. For each other’s and school property - students should not touch property other than their own, unless positive and specific permission has been given by the owner, they should respect equipment left by staff in the classrooms. For the school environment - our beautiful site should be tidy and free from litter, classrooms, corridors, lockers and toilets should be kept neat and tidy and in proper order. Chewing gum is prohibited. For visitors to the school (as well as for staff and students) - visitors should expect the highest standards of courtesy and helpfulness from students and be able to move peacefully and easily around the site at all times. For our personal appearance – students should be properly wearing the school uniform for all school activities, unless otherwise advised by a member of staff, and are expected to observe safety requirements in relation to dress. For ourselves as role models - the ICS is an all-through school from age 5 - 18 and senior students are expected to be appropriate role models for the younger children. For our host country - the behaviour of students art all times is expected to promote a positive image of the school within Jordan. Students should respect and be sympathetic to its culture and heritage. For the law - the use or sale of illegal substances on the site is not permitted, nor is the use and sale of any item for personal profit. For the work ethic that epitomises the ICS - the endeavour for achieving academic success, responsibility for learning, the honouring of deadlines for homework and coursework.

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ICS Bus Rules
For students who travel to and from school on the bus, the following points should be kept in mind:         Obey the bus monitor and driver. Stay seated all the time and wear the seat belts. Keep hands and head inside bus. Do not cause damage to the bus. Mind your manners - be respectful (in all languages.) Big kids help the little ones. Do not disturb the bus driver. Do not eat. Drinking is ok, but do not litter.

Homework Diaries Any communication you wish to make to the Secondary School can be done by writing on the relevant pages in the Homework Diary. The child should show it to the teacher concerned. Form Tutors In general, if you want to talk about something concerning your child’s welfare or you have an issue about his or her work habits, the first port of call should be the Form Teacher. You should also approach the Form Teacher in the first instance if there is a concern about attendance. Key Stage Coordinators If you feel the welfare or progress is of greater importance or if it concerns another child in the class, year or school, please arrange to see the Key Stage Coordinator. Heads of Department/Subject Coordinators and Subject Teachers If the issue concerns the delivery of a particular subject or placement in a particular teaching set, you should see either the subject teacher or the Head of Department or Subject Coordinator (the Secretaries will advise you who this is). Special Needs For enquiries about Special Needs, please see the Learning Support Coordinator. Careers or Higher education Advice For advice on Career or Higher/Further Education paths, either the Secondary Headteacher or the Key Stage 4/5 Coordinator should be able to help. Clubs and Houses For issues about sport, houses or school clubs, please see the Clubs Coordinator.


Bus Issues For bus matters please contact Samer Nino the Bus Manager. Medical Issues For Medical issues please see the School Nurse, though it is also useful to see the Form Tutor. If it is to do with a trip you should inform the trip organiser. Financial matters For Financial matters, eg concerning a residential trip, please contact the Accountants. Secondary Headmaster For highly confidential information or complaints you should come to the Head of Secondary, who, together with the Principal is also the person to see if there is an enquiry about a potential student to the school. PSA and SMC In addition, the PSA welcome comments, both positive and negative, from parents as do the members of the Senior Management Committee.


The school is managed by the School Managing Committee (SMC) which comprises parent members chosen by the Society for the International Community in Jordan. They operate under the school’s Founding Law in conjunction with the Jordanian Ministry of Social Development. Elections to the committee are generally held in November at the Annual general meeting. The SMC meets on a monthly basis. The school has no formal links with the Jordanian Ministry of Education. The SMC has a variety of duties and functions, including communication with parents and taking part in the appointment of the senior staff of the school. Internal management issues are the concern of the Senior Management Team consisting of the Principal and the Heads of the Primary and Secondary Schools.

Membership of this association is automatic for all parents or guardians of children attending the ICS and to all staff at the school. The main objectives of the association are to assist in fundraising ventures for the benefit of the school and to enrich the life of the school by organising social and charitable events which bring staff, students and parents together. Such activities include the school’s now celebrated Food Fair and Bonfire Night.