Introduction

The purpose of this handbook is to provide the parents, with information on the curriculum and the organization of the school. We believe that the relationship between the school and parents is critical to the success of the school and the success of a child’s education at our school. The parent handbook aims to provide you with information on our history, our educational philosophy, the admissions procedure, the administrative structure, the staff, practical routines at the school, the curriculum, how to communicate with the school and issues related to health and safety. In addition, the school will send out newsletters regularly to keep you updated about special events at the school such as parent-teacher conferences and celebrations. The homeroom teachers will also send out newsletters to inform the parents about the programme and the special events in their class. The school will also organize special information sessions for parents to provide information on the curriculum as well as parent-teacher conferences in which parents can discuss the progress of their child with the child’s teacher.

History

In March 2015, the idea of establishing facilities that aim to sustain and develop the educational process and services in Iraq came through. Especially after the educational and scientific obstructions the country faced. In May of the same year, the first international educational facility was founded by Mrs. Amal Al- Rashied At the end of May 2015, an IB convention was held in Beirut and Mrs. Amal attended the convention and showed interest in the IB system after meeting Mrs. Mary Tadros, Ms. Marj and Ms. Roseline who introduced the idea of applying the system in Iraqi schools in Baghdad. In August of the same year, AL- AMAL company for educational services announced the establishment of the first Iraqi school in Baghdad registered at the IBO as a candidate school for authorization. Consequently, the school is following all the needed steps to achieve the IB authorized certification.

1. Representation of the school development consultants company which applies the international system Niasak in Baghdad (2012- 2015).
2. The establishment and management of Baghdad International school BIS (2012).
3. Coordination of a memorandum of collaboration between the British company Promethean and the Lebanese KIT company, with the Iraqi ministry of education (2014).
4. Participation in the education world forum in London 22-1-2015 with the Iraqi ministry of education (BET).
5. Participation in the conference at the central hall- in the Iraqi ministry of education about (the role of technology in the leadership of educational foundations).
6. Participation in a conference about the strategic evolution of international development, in Beirut 22-5-2015 with the Lebanese ministry of education.
7. Participation in the teacher skills forum in Amman- The dead sea, 4-12-2015 In the presence of Queen Rania.
8. A Training workshop about the international education and its strategic profiles, in Queen Rania’s institution.
9. Training and development of private schools teaching staff by setting up special workshops on the need to open up to the international education in the Directorate of general education (2015).
10. A workshop for teaching the English Language for the Iraqi teaching staff in the ministry of education campus 2016.
11. Set up many conferences, the most important was (HOW and WHY the international educational system?) which was held at the Iraqi ministry of education in 25-11-2016.
12. Participation in the international summer camp in Iraq/ Kurdistan.
13. Translation of the Iraqi teaching curriculum to the English language and adopting this translated curriculum officially in the international college university school.
14. Training Iraqi educational staff in regional workshops at queen Rania institute and in full coordination with the international baccalaureate organization (IBO).
15. Establishment of the international college university school ICUS in Baghdad 2016.
16. Coordinating the project of the American College (Mississippi), in coordination with the University of Farabi and the Iraqi ministry of higher education.

Admissions

The majority of ICUS students are not native English speakers, the students are required to complete an English placement test based on the indicators for each grade level from (1 to 5). For the primary students who enter Grades 3 to 5 must give evidence of English proficiency. Acceptable evidence of English language ability might include a standardized English language test. These entrance tests are not centered on any one of the national educational systems. To provide valid assessments of the academic attainment and potential of applicants from varied educational origins and educational backgrounds, the content of the tests and the assessment instruments used are also varied; diverse in nature to reflect an international perspective and to ensure equity of access. Students’ grade level placement will be determined by the admissions committee through the admission process. The Admissions Committee is comprised of the Head of School, the Primary Principal, and the programme coordinator. The teaching staff will have the opportunity to review the submitted applicant’s portfolio, and/or interview new students individually before placement in the programme. Application files are reviewed by each member and comments/recommendations are circulated, a final decision on an application may be made by two members of the Committee. From the time an application is completed, the Admissions Committee aims to return a decision within two days, pending any further follow-up that may be required. The final decision on grade placement will be taken by the head of school based on all the information gathered through the application process.

Below is a reference table relating the chronological age of students to their class in ICUS:

Age	Level	Programme	Iraq - Schools
4-5	Reception	Preparation	Pre-Kindergarten 1
5-6	Reception	Preparation	Pre-Kindergarten 2
6-7	Year 1	Primary	Grade 1
7-8	Year 2	Primary	Grade 2
8-9	Year 3	Primary	Grade 3
9-10	Year 4	Primary	Grade 4
10-11	Year 5	Primary	Grade 5

Health and Safety

The school seeks to provide a safe and secure environment for students at all times. There are full-time security guards at the entrances and around the school campus. All visitors must obtain enter permission at the reception area. The school is equipped with a standby electricity generator, water storage tanks and fire extinguishers and fire water system. The school employs a Registered Nurse and many members of staff are qualified in first aid. In the case of a medical emergency, the services of the clinic will be requested. Parents are required to complete a medical information sheet. Parents of students with specific medical needs shall provide the school with a management and treatment plan signed by the student’s doctor and parent. The school keeps records of pre-existing medical conditions and all consultations that students have with the nurse and keeps parents informed of incidents that take place during the school day.

Supporting your child at home

The school staff can encourage children to be independent by: • providing opportunities for them to dress and undress themselves • allowing them to feed themselves and introducing basic table manners so that sitting at a table to eat becomes part of their routine • helping them attend to their own basic needs such as getting a drink, blowing their nose and using the toilet • involving them in general housekeeping by giving simple tasks such as setting the table or tidying their place • teaching them to organize and care for their belongings • encouraging them to put away clothes, toys and other belongings tidily

Parents can engage in meaningful activities for their children by:

spending time talking through every-day events with your child • encouraging your child to ask questions and answering their questions with more questions to develop an inquiring mind • sharing books with your child on a regular basis and making sure your child sees you reading • spending time with your child writing lists, postcards, memos, emails, stories, and journals • encouraging your child to help with routine jobs such as cooking, washing up and shopping • encouraging your child to take objects to school to share, such as photos of special events, souvenirs from trips, drawings, etc.

Parents can support a healthy lifestyle by

taking care that your child gets enough sleep and goes to bed on time • providing your child with a healthy breakfast • encouraging your child to engage in activities that stimulate gross motor skills and fine motor skills (walking, running, climbing, sports, cooking, art, etc.) • helping your child to explore possibilities with creative expression. • letting your child know that it’s all right to make mistakes • learning to observe your child without interfering; children learn by making their own discoveries • using your child’s mother tongue when communicating with your children at home • Please, use your mother tongue whenever you speak to your child.

Primary years programme (PYP) Academic process

Because our vision is an image of the future we seek to create; we are applying the primary years programme (PYP) which is one of the educational programmes that the International Baccalaureate Organization (IBO) offers to the world community. The IB experience is not just a way to learn, it is a way of life, and the way to a better world. The PYP is designed for students aged 3 to 12. It focuses on the development of the child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subject areas, as well as transdisciplinary skills, with a powerful emphasis on inquiry. The PYP is flexible enough to accommodate the demands of most national or local curricula and to provide the best preparation for students to engage in the IB Middle Years Programme (MYP). The primary years programme transdisciplinary six themes are:
1. Who we are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social, and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
2. Where we are in place An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
3. How we express ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
4. How the world works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
5. How we organize ourselves An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
6. Sharing the planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolutions

How do we assess our students at ICUS?

The purpose of the assessment is to inform and involve students, parents, teachers, and administrators. Assessment data is not just important for teachers, but for everyone involved. At ICUS we believe that effective assessments allow: Students: to be an active part of the learning process through reflection and demonstration of their understanding. Teachers: to guide their instruction and to communicate progress with students and families. Parents: to see evidence of their child’s learning and development. Administrators: to build a sense of community within the school and communicate the school’s progress. We regularly communicate assessment data to students, teachers, parents, administration and the community. Types of assessment used at ICUS: Pre-assessment: Helps teachers and students find out what the students already know and can do in order to discover what the next best teaching/learning steps would be. Formative assessment: Provides regular and frequent feedback to the teacher and student. It also gives students an opportunity to improve their understanding and to cultivate enthusiasm for learning. Teachers use various assessment tools to keep a record of student progress (rubrics, checklists benchmarks, observations, and discussions). Formative assessment is interwoven with daily instruction and reflection. Summative assessment: Occurs at the end of the teaching and learning process, and give students an opportunity to demonstrate what they have learned. It also shows how effectively students understand the central idea of the unit. It shows students what they are able to do, what they feel and value and how reflecting has led them to responsible action. The 5th-grade exhibition: The 5th-grade students are expected to develop and present their own collaborative unit of inquiry that shows the five essential elements of the PYP (knowledge, concepts, skills, attitudes, and action) this is an opportunity to recognize the IB learner profile which they have been developing throughout the Primary Years Programme.

Rules, Regulations, and Policies

School Rules

The school rules are intended to develop self-discipline by allowing students to take on responsibilities and enabling the institution including staff, parents and students to live in a climate of confidence and co-operation, which is essential to education. Staff members, substitute teachers, part-time teachers, mentors, and tutors have the same authority and rights as the regular classroom teachers.

Bullying Policy

Bullying is a serious matter and requires awareness from teachers, students, and parents. School employees will take immediate action against bullying. Parents must contact their child’s teacher if they suspect their child or another child is being bullied. It is important that students can express their concerns to an adult if they are being bullied at school.

Definition of Bullying

Bullying is different from teasing and it is therefore important to define the concept. "A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself." Dan Olweus, Bullying at School: What We Know and What We Can Do. This definition includes three important components:
1. Bullying is an aggressive behavior that involves unwanted, negative actions.
2. Bullying involves a pattern of behavior repeated over time.
3. Bullying involves an imbalance of power or strength.

Bullying may involve the following

Cyberbullying – includes internet gaming, emails, texts, social networks, manipulation of images, and slander
● Social exclusion
● Actions without words using grimaces or gestures.
● Negative actions meant to intentionally annoy or hurt.

Prevention

Preventive measures are planned and executed in collaboration with parents, school staff, and students: • General awareness of bullying, by parents, school staff, and students. • Parent Conferences will include a discussion on bullying. • Commitment of parents, teachers, and students to stop bullying if it occurs. • All individual classes will discuss bullying and how to prevent it in their own classroom and students' general wellbeing.

Disciplinary Action

1. The school will first try to resolve problems among the involved students. Parents will be informed by the administration.
2. If this fails, the management will be involved.

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Bullying (including cyber-bullying) that occurs outside of school time may also be investigated by the school, and consequences may occur as if it happened in school. *Bullying can ultimately lead to the permanent expulsion of pupils.

Classroom Rules

Each year, class teachers in the PYP develop rules and expectations for the year ahead. These are referred to as “Essential Agreements”. Though they will change from class to class, in general students should:
1. Come to class prepared.
2. Respect the personal space of others.
3. Remain in class during lessons, unless given permission otherwise from their teacher.
4. Be respectful to peers, teachers, and staff.
In situations where these expectations are not being followed, parents will be notified.

School-Wide Rules

1. Students are always to be in assigned supervised areas only.
2. Pushing, hitting, tripping, and shouting are prohibited.
3. No swearing, whether written or verbal.
4. No name-calling or bullying.
5. Absence and late policies should be respected and followed.
6. The use of tobacco, matches, or lighters on or near school grounds is prohibited.
7. Respectful behavior is expected of all.
8. Eating in hallways and classrooms during lessons is prohibited unless it is teacher initiated.
If these rules are not followed, then the parent may be contacted, the principal directly involved, an incident report recorded, or any combination of these actions.

Dress Code

Students should be worn the school uniform and appropriately be dressed for the weather. Please write your PYP child’s name on the inside tag or label of jackets, jumpers, and sweaters. Shoes must be worn at all times. We encourage students to wear trainers or sneakers at school to allow for maximum play at recess. If a teacher deems a student as dressed inappropriately, the student may be directed to go home or asked to change clothes.

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Administrative Structure

The pedagogical leadership team at ICUS is organized upon the instruction provided by international baccalaureate (IB) documents “Making the PYP happen: pedagogical leadership in a PYP school (2009)”. Growing professionalism of school leadership team and teachers are considered essential for the persistent improvement and success of the PYP. ICUS is administered by the Head of School. The Head of School is supported by a Business Manager, an Assistant Principal, and a Curriculum Coordinator. ICUS teachers are considered responsible in regard to the implementation of the PYP which includes single-subject teachers and classroom teachers. The school community is supported by The Student Services department which offers support where necessary.

Staffing

The school has recruited teachers with experience in international schools around the world as well as Iraqi teachers with experience. Our teachers work together very closely and collaboratively plan and evaluate lessons. Every class has a homeroom teacher who is the focal point for all contacts with the parents regarding student progress and welfare. The homeroom teacher will teach the class most of the time and will use English as the medium of instruction. English Language Support teachers work with small groups of students using a mixture of in-class support and pull-out classes. In addition to the homeroom teachers and ELS teachers, there are teachers who teach the Arabic language. The students also receive classes in PE, Art, and Music. All these classes are taught in English. Students also receive 2 classes of Islamic religion per week. All classes have support staff, the support staff includes IT technicians, cleaners, maintenance workers, security, and drivers.

Facilities

The school facilities are ready to accommodate 150 students and include: • Well-equipped classrooms with modern furniture and up-to-date IT provision including projectors, laptops, smart boards, audio and video recording equipment. • a well-stocked library with books in English and Arabic. • a kitchen and a cafeteria • an Art room. • a swimming pool. • PE hall with sports facilities

Daily Routines

Beginning and end of day Students may enter the school building from 08:00 KG 1 and KG 2 classes start at 09:00 and end at 14:00 The advisory lesson starts at 8:00 and end at 8:30 For elementary grade levels, classes start at 08:30 and end at 14:30

What to Bring	What NOT to bring
school bag	Toys
lunchbox	telephones
plastic water bottle	expensive tools and devices
suitable outdoor clothes

Snack and lunchtime

Lunch and snack are provided by the school cafeteria. Drinking water is available in dispensers. Health Education is an important part of our programme. Please support our efforts by sending healthy and nutritious food for your child; please do not include unhealthy food, sweets, and candies. Please inform the Admissions Officer on the school’s application if your child has any allergies. Please contact the School Nurse as well if there are any severe reactions.

Morning and after-lunch recesses

There are a morning and an after-lunch outside recess. Outside recess time in the Primary School is supervised by several adults. Unless the weather is very bad, students are expected to go outside during recess time and after lunch.

Transport

Bus transport for students is provided at an additional cost. Parents need to apply for bus transport through the transport officer.

Field trips

Field trips to places of educational interest are seen as a vital part of the curriculum and are organized regularly. The school ensures the relevance and safety of each trip. Parents receive in advance an information sheet with a permission slip, which must be signed and returned to the homeroom teacher. No child is permitted to take part in a field trip without a written permission. Students travel on a school bus and will always be accompanied by a minimum of two members of staff.

School – Home Communication

The school communicates with parents about special events through

the annual calendar • weekly buzz • class newsletters • emails • bulletin boards at the school • school websites

The school communicates with parents about the curriculum through

the parent handbook • information sessions for parents in the morning or evening • class newsletters • assemblies

The school communicates with parents about student progress through

report cards (three times a year) • parent-teacher conferences (three times a year) • student-led conferences (three times a year) • the homework schedule or the weekly buzz (every week)

Forbidden Items

Chewing gum, scooters, skateboards, roller skates/blades, sneaker wheels and dangerous or frightening toys may not be used in the school buildings or on the school grounds. Hats/berets/caps/hoods/knitted caps/coats may not be worn during lessons.

School Policies

Please see our website to access the following policies. We expect all stakeholders at International College University School to be familiar with and follow the following policies: Language policy, Inclusion Policy, Assessment Policy, Academic Honesty policy, and Admissions policy.

Home-School Communication

ManageBac and Staff Email

You may contact a teacher directly through school email addresses (or ManageBac for absences). PYP teachers and Management use ManageBac to send out weekly newsletters, monthly newsletters, and other important documents and vital pieces of information. It is important that all families have access to and knowledge of the ManageBac system. If you need support in this area, please feel free to contact the PYP Principal directly. It is the parents’ responsibility to keep up-to-date about their own child’s progress, the school’s teaching program and the school’s social activities by attending parent/teacher consultations, class meetings, and by reading the letters and notices sent home via ManageBac.

Contacting the school

If you have a question related to	Please contact
Classroom issues: • the progress of your child • class routines • schedule • homework	Homeroom teacher and single subject teachers
Business office issues: • Accounting and billing • Changes in parent contact information (emails, phone numbers, etc) • Safety and security • Facilities and resources	Business office
School issues • School policies • Curriculum	Head of School