At KJS, language is central to learning, thinking and communicating. It is integral to exploring and sustaining personal development, cultural identity and intercultural understanding. In line with our mission, vision and values, we believe that the language that children learn and use helps them to establish their identity and thus support the concept of international mindedness. This policy outlines our core beliefs and practices which permeate through the teaching and learning of Language in four key areas:
- English Language
- Chinese Language
- English as an Additional Language
- Mother Tongue
Language permeates the whole curriculum and transcends individual subject disciplines. Language is not learnt independently of meaning and function. Therefore, students need to be provided with different purposes, situations and audiences within real and meaningful contexts for the development of language. The teaching of and about language involves Oral, Visual and Written Strands in an interrelated and meaningful way.
A child-centred curriculum provides for the developmental progress of children, e.g. through the Programme of Inquiry and ESF Scope and Sequence documents, catering to the needs of all children in our school.
All teaching staff are responsible for language development, which is achieved by learning language, learning through language and learning about language.
Language is key to all learning. Language Teaching Practices Language is taught:
- in a meaningful and authentic contextual programme, which draws on social, cultural, cognitive and linguistic resources
- within Units of Inquiry where possible
- by valuing differentiated and varied instruction and considering multiple learning styles and individual development
- in a context where learning technologies are used to promote its development
- in a non-threatening environment in which children take risks
- where the children’s learning is supported by a variety of scaffolded learning experiences which build on prior learning
- as a major connection between home and school, and mother tongue language development is actively encouraged and supported
- with an increasing emphasis on an inquiry-based approach
- in a well resourced learning environment where resources are collected, suggested, modified or designed to meet the children’s needs
- where the control of language learning gradually moves from the teacher to the child
- where assessment tasks, activities and criteria are relevant to the student’s language development
The Library/Learning Centre is:
- a well resourced learning environment that plays an important role in language learning
- an expanding resource which will represent all mother tongues spoken within our community
- a resource hub which includes books, reference material, magazines, periodicals, artifacts and audio-visual resources
- an additional area for students to research and develop information literacy skills
- a classroom support and extension to facilitate individual student inquiry and learning
- readily accessible to students through formal lessons and flexible timetabling
- connected to local libraries to further enhance reference materials
- a resource centre for teaching staff
The librarians are involved in the development and planning of the Units of Inquiry
English is our language of instruction. We recognise that our school community is diverse and our children come from a wide range of backgrounds with a variety of English language experiences. The children are supported in their learning through differentiated instruction based on their individual needs across the subjects and throughout a transdisciplinary programme of inquiry.
Progress across the phases is tracked developmentally through PYP language continuums.
At KJS the children will:
- develop the necessary skills to use the English language socially academically and confidently
- speak clearly, fluently and accurately
- listen to the oral language attentively with understanding
- present and respond effectively to visual texts and performances
- read a range of texts fluently with understanding, both for enjoyment and for information
- write effectively for a wide range of audiences and purposes
- reflect on and evaluate their own and others’ use of language
- communicate effectively in English in all aspects of school life
A whole language inquiry-based approach to learning is incorporated throughout the curriculum. Learning is planned according to the three strands identified in the IB’s Language Scope and Sequence
- Oral language – Listening and Speaking
- Visual language – Viewing and Presenting
- Written language – Reading and Writing
We recognise that Chinese is the second language of our school and the language of our host country. We are committed to children achieving a high competence in Chinese.
Throughout their schooling, children are provided with learning opportunities appropriate to their level of ability and background in learning Chinese. Following the ESF wide outcome-based multi-pathway curriculum, our children are catered for in different groups and pathways.
The three language Strands (Oral, Visual and Written) are taught through purposeful and engaging activities. Year 1 children have three 45-minute lessons per week; Year 2 children have four 45-minute lessons: Years 3 to 6 have daily lessons. As the children progress through the programme, they learn to communicate and interact in Chinese in a natural and unrehearsed manner with their teachers, classmates and the wider community.
Chinese language learning is further facilitated through the contribution of the Chinese teachers to the Programme of Inquiry. All teachers of Chinese will contribute to team teaching to promote learning through the language, professional collaboration, curriculum continuity and articulation.
Children studying Chinese take an active role in their language learning. Since their participation is an integral part of each class, the children naturally take ownership of this language, which they are then able to use. Opportunities are provided so that students may enhance the communication and social skills, which are essential in their daily lives.
English as an Additional Language
EAL learners are those who are learning in a language other than their mother tongue.
We recognise that communication is the basis of language acquisition. EAL children are simultaneously learning to use English whilst learning curriculum content through the medium of English. As a result, meaningful, useful communication in a safe, stimulating, language-rich, learner-centred environment provides the foundation of EAL teaching and learning. This approach within a PYP context engenders confidence, facilitating successful language acquisition.
It is our intent to provide EAL learners the opportunity to participate effectively in the school by creating a learning environment that encourages student pride in their cultural and linguistic heritage. This environment provides the cognitive and affective support to help them become contributing members of the global community.
Our primary focus is to provide a school environment that simultaneously develops the three language strands, enabling the different language areas to reinforce the development of cognitive processing and higher order thinking, thereby promoting English proficiency in both Basic Interpersonal Communication Skills [BICS] and Cognitive Academic Language Proficiency [CALP]. Our purpose is to nurture and to encourage EAL learners to achieve their highest potential and to value their multi-lingual and multi-cultural backgrounds.
Mother Tongue Language
Our school community encompasses a range of cultures, beliefs and languages spoken. Language is intrinsically linked to culture and we value our children’s languages to affirm their cultural identities. Through the Programme of Inquiry, children are given opportunities to share their own cultures and learn about others to become internationally minded, appreciating and actively seeking to learn about others.
The school community will be frequently reminded of the importance of additive bilingualism, where the English and Chinese taught at school are built on a strong foundation of the children’s mother tongue, adding to their understanding of language use and the world around them. The school will work with the ESF Language Centre to support the running of mother tongue maintenance groups, allowing children the opportunity to increase the social and academic use of their mother tongue.
The school recognises that language is essential for negotiating new meanings and deepening the understa nding of concepts, thus supporting our students in becoming effective communicators in all their languages. Children will be encouraged to make connections between English, Chinese and their mother tongue, by translating key vocabulary and discussing concepts, attitudes, skills and content. Adults within our school community will be used, where possible, to assist with translations and to promote a deeper understanding through discussions about learning in their mother tongue.
This page will be updated soon.
At KJS we create a safe, supportive and caring environment where beliefs and values reflect a respect of cultural diversity. We motivate individuals to become lifelong learners who are empowered to take action to make a positive difference in the world. The school community works together to develop global citizens with a sense of social awareness and responsibility through an engaging, relevant and challenging curriculum.
In line with our mission to create ‘safe, supportive and caring environment’ where ‘the school community works together to develop global citizens with a sense of social awareness and responsibility’ our aim at KJS is to:
– encourage students to develop responsibility and independence by understanding the reasons for, and the value of self discipline and self control.
– enhance students’ self esteem and encourage self respect and respect for others
– develop interpersonal skills which facilitate cooperation with others, problem solving and rational conflict resolution skills
– develop a sense of order, community and an objective value of fairness.
These aims are underpinned by:
- 1. The Learner Profile attributes within the Primary Years Programme, (Appendix A), in particular:
- Caring ‘We are friendly, kind and thoughtful towards everyone and everything’
- Principled ‘We are responsible, respectful, honest and fair’
- Reflective ‘We think, do and review’
- 2. The PYP attitudes (Appendix A), in particular – Respect, Empathy, Appreciation, Cooperation, Integrity
The following expectations were created for all members of the school community by the Student Council (2012):
We treat each other in a friendly way
helping each other
being kind and supportive of each other speaking nicely to each other
We try our best at everything we do
all day, every day, everywhere
We keep our school clean and tidy
looking after personal and school property
putting litter in the bins
hanging up bags and coats eating only in the classroom or playground
We keep our school safe
walking on the stairs playing in the correct areas
We walk quietly when moving around the school.
on the stairs and corridor
We listen appropriately
when people are talking to us in class, in the playground, in assemblies
Expectations for children:
The attributes of the Learner Profile form the guiding principles of behaviour expectations at KJS. To this end each year class teachers create an ‘essential agreement’, focussing on rights and responsibilities, with their class which is age appropriate and in line with the attributes of the profile. This essential agreement, along with the school mission statement will be shared with parents at the beginning of the school year.
Specialist teachers also use the Learner Profile attributes to set out expectations at the beginning of each school year.
Expectations of each member of staff:
As members of staff we understand that adult attitudes, expectations and behaviours have a powerful effect on pupil behaviour. Therefore in the course of normal practice the expectations are that:
- each member of staff monitors standards both socially and academically
- each member of staff will have high expectations and will set expectations according to the needs and abilities of each child
- each member of staff will be a role model in their own positive attitudes and behaviour
- each member of staff will be where they need to be promptly e.g. playground for duty, in the classroom before children arrive
- each member of staff will understand and use this policy
Expectations of parents:
As parents have chosen to send their children to KJS, we assume that their beliefs and values are consistent with those of the school. Families are encouraged to discuss and determine what is best for their children with respect to:
- behavioural expectations
- homework routines
- eating and sleeping habits
- exercise as part of a balanced lifestyle
Research has shown that all of these factors have a significant impact on academic achievement.
KJS accepts that parenting is a skills set and that the school can play a positive role in developing these skills. We strive to create a positive and effective partnership between home and school with the overriding ethos of mutual support. Should persistent behavioral issues occur parents will be informed in order that home and school can work together to help a child – see ‘sanctions’.
Behaviour Management Kowloon Junior School is based around two guiding principles:
- Clear and consistent expectations
- Positive reinforcement
In line with our vision ‘Success for Every Child’, we recognize the importance of knowing our children well so that their behavioural efforts and achievements can be celebrated.
Alongside each teacher’s classroom management practices (praise, stickers, ‘golden time’) the house system at KJS provides a consistent approach for rewarding positive behaviours and attitudes across the school. Every member of KJS is assigned a house when they join. All families are in the same house.
- All adults and monitors can award ‘house points’. House points are recorded by children in their classes and collected by designated monitors at each site. House Captains are responsible for collating house points and publishing them on ‘SPLAT’, our virtual learning environment.
- The maximum points per child per action is 1
- The role of the House Captain carries status and responsibility.
In addition, both academic and social effort and achievement can be recognized across the school through:
– Celebration Assemblies
– Sharing work with the Year Group Leader or a member of the Senior Leadership Team
– Honours book
Clear and Consistent Expectations:
Most incidents of poor behaviour at KJS can be addressed by effective classroom management strategies within a class or year group. For typical behaviour issues the following procedures are advised within a given teaching session/playtime:
- First warning: unacceptable behaviour is made explicit – either a verbal warning or similar which does not interrupt the teacher’s flow.
- If the behaviour persists the child is removed from a given situation and asked to sit elsewhere in the same room/area of the playground for an agreed amount of time (5/10 minutes/until the end of play).
- If the behaviour persists the child is removed from the area and asked to sit either outside the room if still in sight of the class teacher or in an adjacent class where they are still able to be supervised by an adult. They are asked to complete a reflection sheet (Appendix B). This is recorded by the class teacher on Gateway. (APPENDIX C). All reflection sheets should be sent home to be signed by parents. If a reflection sheet is not signed and returned to school within three days, the designated member of SLT will contact parents to investigate the matter further.
If a behaviour is recurrent the child is sent to a member of the Senior Leadership Team (SLT). Parents are informed at the next available opportunity and asked to come in to school. An Individual Behaviour Management Plan (APPENDIX D) is then developed with all parties. This will include follow up by the designated member of SLT and will be phased out over an agreed time.
There is a ‘sliding’ scale of sanctions depending on the seriousness and regularity of an undesirable behaviour. The sanction should be given as soon after the offence as possible in order to be most effective. Please note that filling in a reflection sheet should not be seen as a sanction, rather as a learning opportunity.
- The opportunity to put right or make retribution for results of own action.
- A class based sanction
- Missed play. This can only be sanctioned by a VP.
- In school ‘time out’. This would require the child to spend the school day isolated yet supervised e.g. PYP office, VP’s office. Meaningful work for the child would be provided by the class teacher.
- A short term exclusion (can only be sanctioned by the Principal)
- Permanent exclusion (can only be sanctioned by the Principal)
A record of sanctions taken beyond the classroom will be kept in a log by the VP on Gateway (Appendix C)
When considering sanctions thought should be given as to whether the series of actions are signs or results of a ‘special need or a child protection issue. It is up to the teacher’s judgement when to contact the IND department and/or the Child Protection Officer for guidance on the way to proceed. If in doubt, ask.
Action for examples of serious unacceptable behaviour
Serious behaviours include:
- Deliberately causing injury
- Persistent bad language
- Persistent non compliance with adults
- Bullying (including Cyber bullying) (APPENDIX E)
In the case of such incidences arising the following procedures apply:
- Designated member of SLT investigates and records incident (Appendix C)
- Written statements are taken from staff and children involved and recorded by designated member of SLT
on Gateway under the suggested headings (APPENDIX F)
- The designated member of SLT, in consultation with class teacher, makes an informed decision
- Parents of all children involved in an incident are informed by Vice Principal by telephone
- A meeting is arranged with parents if designate SLT member decides further action is necessary
- All information will be logged by the member of SLT on Gateway (APPENDIX C)
Personal and Social Education
Through the essential elements of the PYP we are able to able to support children’s personal and social education in order to support their understanding and ability to manage their own behaviour. Alongside the Learner Profile the most notable links are:
The concepts CAUSATION, CONNECTION, PERSPECTIVE, RESPONSIBILITY and REFLECTION
The transdisciplinary skills SOCIAL, THINKING and SELF MANAGEMENT
Across the school children are encouraged to use their ‘WITTS’ to solve relationship issues:
Ignore Talk it out Talk Firmly Seek help
The PYP Learner Profile with children’s interpretations:
We are friendly, kind and thoughtful towards everyone and everything
We are responsible, respectful, honest and fair
We take good care of our minds and our bodies to be healthy and happy
We listen very carefully to other peoples’ ideas and try hard to understand them
We believe in ourselves and have the courage to face new challenges and try new things
We are enthusiastic explorers who find things out, ask questions and make connections
We think in lots of different ways to ask questions, solve problems and make decisions
We listen and talk to others, sharing clearly our ideas and feelings
We think, do and review
We seek and share ideas, information and experiences to understand our changing world
The PYP Attitudes:
Appreciation Appreciating the wonder and beauty of the world and its people.
Commitment Being committed to their own learning, persevering and showing self- discipline and responsibility.
Confidence Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices.
Cooperation Cooperating, collaborating, and leading or following as the situation demands.
Creativity Being creative and imaginative in their thinking and in their approach to problems and dilemmas.
Curiosity Being curious about the nature of learning, about the world, its people and cultures.
Empathy Imagining themselves in another’s situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others.
Enthusiasm Enjoying learning and willingly putting the effort into the process.
Independence Thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments.
Integrity Being honest and demonstrating a considered sense of fairness.
Respect Respecting themselves, others and the world around them.
Tolerance Being sensitive about differences and diversity in the world and being responsive to the needs of others.
Bullying is the use of targeted harassment with the intention of hurting another person. Bullying results in pain and distress and is typically a repeated behaviour.
Bullying can be:
Emotional – being unfriendly, excluding, tormenting (e.g. hiding books, using threatening gestures, missing someone out
Physical – pushing, kicking, hitting, punching or any use of violence
Verbal – name calling, sarcasm, teasing, spreading rumours
Racist – racial taunts, graffiti, gestures
Linguistic – deliberately using a language to exclude others
Sexual – unwanted physical contact ot sexually abusive comments
Homophobic – focusing on the issue of sexuality
Harassment that is ongoing
Signs and symptons of bullying:
A child may indicate by signs of behaviour that he or she is being bullied. All adults should be aware of these possible signs and they should investigate if a child:
– Is frightened of walking to or from school or to go to the playground
– Doesn‘t want to go on the school bus/public bus
– Begs to be driven to school
– Changes their usual routine regarding travelling to or from school
– Is unwilling to go to school
– Begins truanting
– Becomes withdrawn, anxious or lacking in confidence
– Starts stammering
– Attempts of threatens suicide or runs away
– Cries themselves to sleep at night or has nightmares
– Feels ill in the mornings
– Begins to do poorly at work
– Comes home with clothes torn or books damaged
– Has possessions go ‘missing’
– Asks for money or starts stealing
– Has money continually ‘lost’
– Has unexplained cuts and bruises
– Comes home hungry (lunch/snack given away)
– Becomes aggressive, disruptive or unreasonable
– Is bullying other children or siblings
– Stops eating
– Is frightened to say what’s wrong
– Gives improbable excuses for any of the above
Some of these signs could indicate other problems but bullying should be considered a possibility and should be investigated.
The purpose of this agreement is to develop a consistent and purposeful approach to home learning between KGV, BHS, KJS, CWBS and JCSR based upon the shared language and values.
Home learning should be a shared responsibility between the student, teacher and family. It is designed to develop self – directed, responsible and independent and lifelong learners. Home learning should form part of a balanced and healthy student lifestyle.
- Develops the learner profile, attitudes and approaches to learning.
- Enriches, enhances and develops learning through appropriate challenge.
- Provides choice and voice, enabling student ownership.
- Encourages a partnership with families and develops understanding through mother tongue.
- Provides opportunities for students to take action based on their learning.
This page will be updated soon.