Shinagawa International School (SIS) believes that the written, taught and assessed curricula are interdependent. Assessment is an important tool to evaluate what students know and can do. Therefore, it is essential to determine when, how, and what to assess for planning, teaching, and learning.
Teachers use a wide range of strategies and tools to assess students learning and maximize their potential within their “zone of proximal development”. SIS promotes internationally minded students who understand concepts, acquire knowledge, take action, and master their attitudes and skills. It is important for the whole school community to understand the importance of assessment, what it is being assessed, and the criteria for success.
Assessment is used to screen the students’ progress, achievement, and effort. It is also utilized to adapt the curriculum, and differentiate planning accordingly.
Language plays an important role in all learning areas. All SIS teachers play an essential role in facilitating the acquisition of language. Language development is an ongoing process. Language is reinforced in multiple ways, including technically, practically, and as a medium of instruction. Language is the major connecting element across the curriculum. Although English is the main language of instruction, systems are in place to encourage the support and development of all other languages used by students.
Students at Shinagawa Internatinal School have the right to learn in a safe and respectful learning environment. They are encouraged to care for each other and strive for the very best that they can achieve. Positive and clear guidelines for behaviour management help our community to thrive and help the children in our care to realize their potential.
Behaviour management at SIS is the responsibility of the whole school community. This is reflected in a policy which clearly outlines the roles, expectations and consequences of behaviour at the school. Parents, teachers and students are involved in the process of developing and implementing the framework.
Conflict Resolution Policy
At SIS, we believe it is important for the children to resolve their own conflicts. This allows them to develop skills in self-control, communication and cooperation, and to develop feelings of empathy and respect towards each other.
Special Educational Needs Policy
Children with SEN are identified at the application stage through the initial application and the following screening procedure. Throughout the school we monitor and track the progress of all children by an ongoing process of planning, teaching and assessment. Students with SEN may be identified at any stage of this process during their school life.