IS Primary Update – 24/2/2023

Zones of Regulations

It was wonderful to welcome parents at JL and TKO Campus for interactive workshops about the Zones of Regulation in primary.   We are teaching students about their emotions and wellbeing and how to regulate. We are also teaching different strategies on how to regulate in different ways.

What is happening next half term

• Milepost three sports day
• French concerts
• IEYC sports day
• Parent teacher conference

Teaching and the IEYC

Teachers use the IEYC to support each child’s development holistically,  through a thematic central unit. All children follow the IEYC (cross-referenced to the Early Years Foundation Stage Framework) and the work of all early years practitioners is guided by the eight Learning Principles of the IEYC:

1. The earliest years of life are important in their own right.
2. Children should be supported to learn and develop at their own unique pace.
3. Play is an essential aspect of all children’s learning and development.
4. Learning happens when developmentally appropriate teacher-scaffolded and child-initiated experiences harness children’s natural curiosity in an enabling environment.
5. Independent and interdependent learning experiences create a context for personal development and are the foundation of international mindedness. 
6. Knowledge and skills development lead to an increasing sense of understanding when children are provided with opportunities to explore and express their ideas in multiple ways.
7. On-going assessment, in the form of evaluation and reflection, is effective when it involves a learning-link with the home. 
8. Learning should be motivating, engaging and fun, opening a world of wonder for children where personal interests can flourish. 

Creating High Expectations

At FIS high expectations are characterised by a combination of the following: 

• Lessons start efficiently. 
• Students are aware of their targets and strive to achieve them. These are shared with parents via target letters and conferencing sessions. 
• The teacher, other adults, and students are clear about the learning outcomes of the lesson.
• The students are clear about what they are to do. 
• Work is marked against learning outcomes and success criteria, targets for the next lesson are set according to the schools marking policy. Where relevant, work is assessed in IPC against the rubrics. 
• Positive work habits are praised.
• The classroom reflects and celebrates the learning that occurs. There is an IEYC/IPC learning journey display in every classroom 

Ross Armitage
Primary Principal (International Stream)