1. education
2. school

Contents
2 Welcome
3 Mission, Philosophy, Values IB Learner Profile
7 Program Overview
21 Transition
25 Developing Independence
29 Support Services
33 Student Services
37 Supportive Environment
45 Extracurricular Programs
49 The School Day
55 Campus Map
Welcome
welcome FROM THE ELEMENTARY SCHOOL
ADMINISTRATIVE TEAM
Welcome to the Elementary School at the Western Academy of Beijing (WAB).
The Elementary years at WAB are a special time in a child’s life. Students from all
around the world come together to make friends and learn that people have
different needs, abilities, values, cultures, and beliefs. Most importantly, they
learn to respect these differences. We are confident that WAB’s international
community and its setting here in Beijing, China, will provide unique
opportunities for students to gain the knowledge, skills and understanding to
contribute positively within their own communities and, ultimately, to the world,
both as children and as adults.
Our programming at WAB begins in our Early Childhood Center (ECC) where
our Early Years and Kindergarten Classes are housed. Grade 1 through Grade
5 are located in our main ES building. Many of our valuable ES resources are
shared across all levels, such as the Sabina Brady Library, the gymnasium and
the aquatics center; additional WAB resources, such as Tiger Field, Tiger L’Air,
the Peace Park and the Chinese Garden are also utilized by all.
Our teaching programs and curriculum at WAB give our students the chance
to build upon their own prior experiences and to make new discoveries
through further investigation. Through the implementation of the International
Baccalaureate Primary Years Programme (IB PYP), student learning takes place
in relevant contexts where clear goals and expectations are discussed and
negotiated in order to engage and guide students as active participants in the
learning process. Learning through meaningful and connected tasks using an
inquiry-based approach requires our students to think, reflect, apply, analyze,
problem solve and evaluate. These processes all require higher-order thinking
skills that allow for application of learned concepts, the necessary tools for
lifelong learning.
Our teachers at WAB “Make a Difference” every day. They make special
contributions to each child’s education and to their unique understanding of
the world in which they live. We hire teachers who are experienced, dedicated,
professional and committed to student-centered learning opportunities. WAB
teachers are constantly striving to learn and grow professionally to incorporate
the best strategies for the effective engagement of all learners.
Families are an important part of our program. We value your input and support.
Our door is always open as it is our goal to create strong bonds between home
and school. This handbook provides useful information for both students and
parents. Please do not hesitate to contact us at any time should you need any
additional information.
Kindest Regards,
asey Cosgray
C
Principal 2
Angela Meikle
Holly Reardon
Assistant Principal
PYP Coordinator
Early Childhood
Education
WAB Eementary School Handbook
Justine Smyth
Mission
Philosophy
Values
IB Learner Profile
Mission | Philosophy | Values
MISSION
PHILOSOPHY
The Western Academy of Beijing offers a challenging and caring, communitybased educational environment in which students are active participants in the
learning process. WAB fosters critical thinking and inquiry-based skills to ensure
its students achieve their full potential as individuals and as members of the
global community. In this setting, students, staff and parents co-operate in the
educational process guided by the following principles:
The Western Academy Educates the Whole Child
The Western Academy of Beijing seeks to develop the intellectual, social and
emotional, physical and aesthetic potential of each child along with moral
sensitivity. WAB children will learn how to analyze, synthesize and evaluate new
situations, knowledge and rapidly changing technology with ease, confidence
and creativity. WAB’s educational program provides its students with a
fundamental respect for the beliefs and values of other peoples, and will take
full advantage of the culture of its host country, China.
The Western Academy Champions its Staff
The staff teaches with an international perspective. They are selected
for their professionalism, high qualifications, skills and creativity. Individual
professional development is both supported and expected, while WAB creates
an atmosphere in which the staff’s expertise and talents enrich the school
community as a whole.
The Western Academy Involves the Parents
Parents are encouraged to participate as partners in the education of their
children and in the continuing development of the school. WAB supports,
respects and desires such an active role for parents. The Western Academy
of Beijing, a community of students, staff and parents, is committed to the
creation and support of a dynamic model school with high academic, social
and ethical standards.
VALUES
Learner-Centered
Where all decisions are made and actions taken to enhance the lifelong
learning process so that each member of the WAB Family is an inquiring, critical
and purposeful Learner.
China Global Coherence
Where we strive to nurture socially responsive global citizens bound together by
China – the common thread woven throughout our diverse Family Mosaic.
Mosaic of Diversity
Where each makes unique and irreplaceable contributions that, when
combined, create the WAB Family.
Caring
Where by valuing and respecting our environment, we sustain and nurture
healthy relationships with, and life-long responsibilities, to self, family, and the
world.
WAB Spirit (Gong He)
Where with a spirit of commitment, enthusiasm and shared purpose, each
member of the WAB Family contributes to the whole.
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IB Learner Profile
IB LEARNER PROFILE
The aim of all IB Programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more peaceful
world.
IB Learners strive to be:
Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research
and show independence in learning. They actively enjoy learning and this love of learning will be
sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance. In so doing, they
acquire in-depth knowledge and develop understanding across a broad and balanced range of
disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to recognize and approach
complex problems, and make reasoned, ethical decisions.
Communicators
They understand and express ideas and information confidently and creatively in more than one
language and in a variety of modes of communication. They work effectively and willingly in
collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity
of the individual, groups and communities. They take responsibility for their own actions and the
consequences that accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories, and are open to the
perspectives, values and traditions of other individuals and communities. They are accustomed to
seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of others. They have a
personal commitment to service, and act to make a positive difference to the lives of others and to the
environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought, and have the
independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in
defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve personal
well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience. They are able to assess and
understand their strengths and limitations in order to support their learning and personal development.
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Program
Overview
• International Baccalaureate
Primary Years Programme (IBPYP)
- Connect
- Inspire
- Challenge
- Make a Difference
• Assessment and Reporting
• Conferences
• International Schools’ Assessment (ISA)
• Information and Digital Literacy
• Library Services
• China Engagement
Program Overview
INTERNATIONAL BACCALAUREATE
PRIMARY YEARS PROGRAMME
Due to its philosophy and pedagogy, the
International Baccalaureate Primary Years
Programme (IB PYP) is an excellent vehicle for putting
WAB’s mission into practice.
Like WAB, the PYP places learning at the center. Our
emphasis is on helping students develop physically,
intellectually, emotionally and ethically. Preparing
students for success in school as well as in the
world beyond school empowers them to become
independent, life-long learners.
Connect
Life-long learners need to be knowledgeable,
and the PYP Programme helps students connect
to concepts and knowledge that have global
significance through the six transdisciplinary themes.
These themes guide teachers in the design of units of
inquiry that will help students understand:
•Who we are
•Where we are in place and time
•How we express ourselves
•How the world works
•How we organize ourselves
•Sharing the planet
The use of the transdisciplinary themes to organize
curriculum means that the connections that learners
naturally make between and within subjects are
emphasized. Students in the Early Years Programme
study units of inquiry in four of these six themes each
year, while students from Kindergarten to Grade 5
study one unit of inquiry under each of these themes.
The fact that students revisit these themes each year
allows them to make connections between their
learning from one year to the next.
Units of inquiry are developed by teaching teams to
be engaging, relevant, challenging and significant.
They generally last between five and six weeks. The
school identifies the core knowledge, skills, concepts
and attitudes that will be developed throughout the
unit, as well as anticipating action that the students
may take. Although the learning goals for each unit
do not vary from class to class, the teachers connect
to students’ interests to guide them in how best
to reach these goals with their group of students.
Students truly are partners in the learning, and this is
what makes the units relevant and engaging.
Inspire
All units of inquiry are designed to be:
•Engaging (of interest to the students and involving
them actively in their learning)
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Program Overview
Figure 1: IBPYP Curriculum Model
•Relevant (linked to the students’ experience and
circumstances as well as having relevance in
the world beyond school)
•Challenging (extending prior knowledge and
experiences to increase understanding)
•Significant (contributing to an understanding of
the commonality of human experiences)
It is our hope that through creating units that meet
these criteria, students will be inspired to learn and
extend their learning beyond school.
Challenge
The PYP is highly-regarded as it requires that
students are literate in the traditional sense and
also in the languages of Mathematics and the
Arts. These literacies prepare students to rise to the
challenge of participating in the critical thinking
that the Programme demands. The subject areas
therefore retain an important place at WAB.
All units of inquiry are supported and balanced
by the six PYP subject areas. Science and Social
Studies content (as well as many outcomes from
the other subject areas) are covered through
the transdisciplinary units of inquiry. At the same
time, students will also be engaged in disciplinary
units of inquiry, or inquiries into the big ideas of
Languages, Mathematics, the Arts and Physical
Education.
All Elementary School students at WAB study all
six PYP subject areas – Language; Mathematics;
Personal, Social and Physical Education; the
Arts (Visual and Performing); Science and Social
Studies.
The Western Academy of Beijing is committed
to offering a challenging curriculum with a
clearly articulated progression of understanding,
knowledge and skills that will empower students
to transition seamlessly from one grade to the next
and one school section to the next. As such, we
have developed Standards and Benchmarks in
all of the subject areas that outline our intended
learning from Early Years to Grade 12. These
Standards and Benchmarks documents connect
all three IB Programmes together and can be
referenced and downloaded through
my.wab.edu.
Language
The language of instruction at WAB is English.
Language, as the vehicle for thinking, is
fundamental to all learning. By acquiring
language as well as learning about and through
language, we nurture an appreciation of the
richness of language and a love of literature.
There are four strands the Language Curriculum:
• Oral language - listening and speaking
• Visual language - viewing and presenting
• Written language - reading
• Written language - writing
The Elementary School Chinese Language
program is dedicated to improving students’
ability to communicate in Chinese. Early Years
students are exposed to Chinese language and
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Program Overview
culture through integrations with their units of study.
Students in KG through Grade 5 receive 200 minutes
of Chinese instruction per week and are grouped
according to their proficiency level. Classes are
differentiated to ensure that everyone is given the
challenge necessary to further their learning. As
much as possible, the learning in Chinese classes
supports the learning in the homerooms Unit of
Inquiry.
Mathematics
Mathematics is viewed as a way of thinking and
a language for understanding the world. To study
Mathematics is to inquire into this language and to
learn to think in this way.
There are five interwoven strands in the Mathematics
Curriculum through units of inquiry and stand-alone
units of work.
•Number (including the mastery of basic numeracy
skills)
•Pattern and function
•Data handling
•Measurement
•Shape and space
Personal, Social and Physical
Education (PSPE)
The PSPE Curriculum incorporates both Physical
Education (PE), addressed mainly by our specialist
PE teachers and Personal, Social Education (PSE)
addressed by all teachers in all subject areas. This
subject area includes three strands:
•Active Living
•Interactions
•Identity
Physical Education
Through Physical Education (PE), students learn the
‘language’ of physical movement and explore the
skills associated with different strands of PE. They
learn to understand what they can and cannot do
physically and become aware of their own strengths
and weaknesses in this regard. Physical activity is an
essential aspect of a well-balanced, healthy lifestyle
and learning through PSPE helps to build self-esteem,
confidence, cooperation and fitness. Learning in
PSPE will include:
•Individual pursuits
•Movement composition
•Games
•Adventure challenges
•Health-related fitness
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Program Overview
Personal and Social Education
Personal and Social Education (PSE) provides
the models, processes and values for handling
social and personal issues and ensuring health
and well-being. Through PSE, students will develop
their self-identity, use appropriate social skills when
interacting with others in a range of situations, and
learn to communicate and manage their feelings,
emotions and opinions. Students develop aspects
of PSE continually, through all subjects and at their
own pace.
The Arts: Visual Arts & Performing Arts
The Arts include the development of creative skills,
verbal and non-verbal expression, an awareness
of the perspectives of others and aesthetic
appreciation. The Arts enable students to
develop and communicate their understandings
in powerful ways that go beyond their spoken
language ability.
The strands in The Arts Curriculum are:
• Creating
• Responding
Science
Science provides opportunities for students
to engage in scientific investigations by
making accurate observations, handling tools,
recording and comparing data, and formulating
explanations using their own scientific experiences
and those of others. Students gain experience
in testing their own assumptions and thinking
critically about the perspectives of others in order
to further develop their own ideas.
There are four strands in the Science Curriculum
that are explored through the units of inquiry:
• Living things
• Earth and space
• Materials and matter
• Forces and energy
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Program Overview
Humanities (Social Studies)
Humanities provides opportunities for students
to look at and think about human behavior
realistically, objectively and with sensitivity. It aims
to guide students toward a deeper understanding
of themselves and others, and of their place in an
increasingly global society.
There are five strands in our Humanities curriculum
that are explored through the units of inquiry:
• Human systems and economic activities
• Social organization and culture
• Continuity and change through time
• Human and natural environments
• Resources and the environment
make a difference:
STUDENT ACTION, SERVICE
AND LEADERSHIP
At WAB we promote the education of the whole
person, emphasizing intellectual, personal, emotional
and social growth through all domains of knowledge.
Through our International Baccalaureate Primary
Years Programme (IB PYP), we believe that education
must extend beyond the intellectual to include not
only socially responsible attitudes but also thoughtful
and appropriate action initiated by students. This
self-initiated action can also involve service or lead
to service. In helping to educate our students to
take responsibility for shaping a better world, we
recognize that skills in both leadership and teamwork
are vital.
WAB’s challenging, holistic education fosters
academic achievement, student-initiated action,
service to others and the development of leadership
and team building skills.
Action, service and leadership development are a
significant part of what we do at WAB.
Action
At the heart of the PYP philosophy, is a commitment
to structured inquiry as the leading vehicle for
learning.
Successful inquiry may lead to action initiated by the
student as a result of the learning process. This action
may extend the student’s own learning, the learning
of others or it may have a wider social impact.
Effective action begins at the most immediate and
basic level: with the self; within the family; within the
classroom, the hallways and the playground. Even
very young children can have strong feelings about
fairness and justice, and teachers can facilitate
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Program Overview
positive expressions of these opinions. Effective
action can be a demonstration of a sense of
responsibility and respect for self, others and the
environment.
At WAB it is intended that the student taking
action will grow from the experience, and that the
process of taking action, or not, will contribute to
each student establishing a set of values.
Some examples of student self-initiated action at
WAB include:
•Games day for local Chinese children
•Orphanage and senior care home visits
•Kids inspiring kids
•Saving water
Some examples of service at WAB include:
•Buddy classes
•Green Team – Roots & Shoots
•Small Change Appeal
•Sichuan Appeal
•Clothing Drives
•Locks of Love
•Peer Mediation
•Tree Planting
•Lake Clean Up
•“A-thons” (for example, a read-a-thon)
•Bake Sales
•Bake sales to raise money for a particular cause
Leadership
•Collection of filled backpacks for local children
In helping to educate our students to be
individuals who are willing to take responsibility for
making a difference in the world, we recognize
that skills in both leadership and teamwork are
vital. From the youngest students to the oldest,
every child has age-appropriate opportunities to
explore and develop these skills.
•Recycling
•“Turn off the light” signs in classrooms
•Saving Paper
•Reducing disposable products
Through taking action within the curriculum,
students begin to develop the awareness that
inspires them to take part in some type of service
to others or the environment. Students’ selfinitiated actions can be preparation for service,
and action is an essential element of service.
Service
Service is an action, but action does not have to
be a service.
The action component of the PYP can involve
service in the widest sense of the word: service
to fellow students, and to the larger community,
both inside and outside the school. Through
such service, students are able to grow both
personally and socially, developing skills such as
cooperation, problem solving, conflict resolution,
and creative and critical thinking. Moreover, these
service actions are ways in which the students
demonstrate the attributes of the learner profile
and the attitudes that we seek to engender
within the PYP classroom. Service can create a
community of thinkers.
The Elementary School’s student leadership mission
is:
“Empowering our students by providing
opportunities for them to contribute to the school
and our community.”
The purpose of student leadership in our school is
to provide opportunities for Elementary students
to contribute to the WAB community, and to
be active stakeholders in their school. This goal
is achieved through a variety of programs and
activities including:
•Student Council: Students are elected to
represent their class on the student council.
Student council provides a student voice on
issues raised by students and also serve as an
organizational body where students plan and
organize a range of student-initiated activities
and events. These can include talent events,
spelling bees and movie nights. There is a Grade
4/5 United Student Council that meets as an
After School Activity (ASA).
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Program Overview
•Classes meet regularly to discuss both class and
wider issues. It is from and through these meetings
that information is communicated between the
student body and staff via the student councils.
•Big Brother Big Sister Program: This is a voluntary
program where upper elementary students provide
mentorship to younger students. The role of the
big sisters and brothers is to interact with younger
children, help them find friends, provide activities,
organize games and help resolve conflict.
•ASA Leaders and Helpers: ASA Leaders and Helpers
provides an opportunity for students with particular
skills in an area of interest to share their talents as
an ASA leader or helper. ASA leaders have a
teacher mentor to assist with organization and
supervision.
•Recognition of Student Action (ROSA): Students are
recognized for their contribution to the school and
community through this initiative. The three levels
of ROSA recognition are based upon the service
action completed by the student. The criteria for a
ROSA award is “Student action above and beyond
expectations.”
ASSESSMENT AND REPORTING
The prime objective of assessing student learning and
performance is to make a difference to subsequent
learning. Assessment at WAB is designed to give
feedback to:
• Students: to encourage the start of lifelong
learning;
• Teachers: to support their reflection on what to
teach and how to teach it;
• Parents: to highlight their child’s learning and
development.
Teachers assess students by selecting or designing
methods of assessment appropriate to the learning
outcomes they intend to capture. Teachers also
take into account the diverse, complicated and
sophisticated ways that individual students use to
develop and demonstrate their understanding.
Continuous assessment provides insights into
students’ understanding, knowledge, skills and
attitudes. It is also a means of exploring the learning
styles and individual differences of the students in
order to differentiate instruction. Feedback from
assessment allows for the improvement of the overall
program.
Formative assessment is interwoven with the daily
learning and helps teachers and children find out
what the children already know in order to plan for
the next stage of learning. Formative assessment and
teaching are directly linked; neither can function
effectively or purposefully without the other.
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Program Overview
Summative assessment takes place at the end
of the teaching and learning processes and
gives the students opportunities to demonstrate
what has been learned. Summative assessments
may include any of the following: acquisition of
data, synthesis of information, and application of
knowledge and processes.
Teachers employ a range of assessment strategies
and tools when they are assessing students. Some
strategies include observations, performance
tasks, tests and open-ended tasks. When they are
employing these strategies, they use anecdotal
records, rubrics, checklists and continuums to
record their findings. These tools may be used
during formative and summative assessments, selfassessments, and peer assessments.
Reporting Cycle
WAB believes that for effective learning to occur,
students should be partners in the assessment and
evaluation of their progress.
Reporting on student progress takes place
continually as part of the teaching and learning
process. Teachers work with students, as an
integrated part of their teaching, to evaluate
successes and plan new goals.
In addition to individual meetings requested by
parents and teachers, the following are scheduled
reporting times held during the year:
Conferences
October: Parent-Teacher Conferences
for students in Early Years-G2; ParentStudent-Teacher Conferences
(PSTCs) for students in Grades 3-5
These Conferences give the parent and teacher
an opportunity to reflect on how the student
has begun the academic year. A review of
the academic, social, emotional and behavior
progress will be discussed.
January: Student Progress Report
In January, the Student Progress Report includes
a description of the learning covered during that
part of the year in each subject, a summary of
overall achievement against the school curriculum
and individual comments.
February: Parent-StudentTeacher Conferences
In addition to providing regular, valuable
feedback to students, a schedule of reports as
follows ensures that parents remain informed
about student progress and achievement.
Teachers also contact parents by email or phone
to report on student achievement or to inform
parents of concerns or changes in student
progress.
These conference sessions allow for the
opportunity for parents, teachers and students
to jointly discuss the academic, social, emotional
and behavioral progress of students during the first
semester of school.
The Elementary School encourages discussions
about learning to occur with the teacher, student
and parent together. However, parents are
welcome to make an appointment to discuss
their child’s learning with the teacher at any time
during the year. Parents are asked to make a prior
arrangement to meet with a teacher in order to
allow teachers to focus on teaching and planning
during the school day.
A Student-led Conference (SLC) is recognized
as a powerful learning event that highlights the
essential partnership between students, parents
and teachers. Students explain and share what
they have learned, how they learned it and what
they need to learn next. As a student, this requires
a high level of knowledge, skill and understanding
about their own learning.
April/May: Student-led
Conference Day
On Student-led Conference Day students guide
their parents through examples of their learning
in all subject areas. Student-led Conference
Day allows parents to see a slice of the
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Program Overview
everyday program at WAB in a way that written
communication alone cannot. Feedback from
parents who have attended SLC Days has been very
positive, and the school highly recommends that
parents make themselves available for a full day. On
Student-led Conference Day, parents and students
arrive together at the scheduled time, participate in
activities and depart together.
June: Student Progress Report
The Student Progress Report issued in June follows the
same format as the January Student Progress Report.
Each year, students in the Elementary School will
each have a digital student portfolio of their work.
The collection of work samples in a portfolio shows
a student’s understanding and application of the
curriculum, including their development of the skills
of learning and the attributes of the IB Learner Profile.
Throughout the process of portfolio compilation,
students are encouraged to focus and reflect on
their learning, recognize the progress they have
made and set achievable goals. The portfolios are
also used during Student-led Conference Day where
parents are invited to celebrate, appreciate and
understand their child’s learning and the learning
processes their child uses.
INTERNATIONAL SCHOOLS’
ASSESSMENT
Students in Grades 3-5 at WAB participate in
the International Schools’ Assessment (ISA). This
assessment tool has been developed in order
to allow comparison of student achievement
in participating international schools against
the performance of students in participating
Organization for Economic Cooperation and
Development (OECD) countries. This is done by
benchmarking student achievement against results
in the Program for International Student Assessment
(PISA).
The ISA provides standardized assessment in
Mathematical Literacy, Reading, Narrative and
Expository Writing at Grades 3, 5, 7 and 10. Using
an 800-point scale, the ISA describes the band of
achievement in schools in OECD countries and
compares these with the achievement of each
individual student at WAB. The ISA provides WAB
with useful data about student achievement in
comparison to other comparable international
schools and assists teachers in reviewing and
developing the effectiveness of the WAB curriculum.
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Program Overview
INFORMATION
AND DIGITAL LITERACY
All teaching and learning in the PYP is
underpinned by inquiry. To enhance both
teaching and learning, WAB provides multimedia
resources, technology tools and services. WAB
provides excellent opportunities for students to
explore digital literacy skills and digital tools using
a transdisciplinary curriculum framework. From
the crafting of words into a work of art using word
processing skills to videoing problem-solving skills
in a physical education class, technology used
for the right purpose enhances learning and
achievement. The transdisciplinary approach
of the PYP challenges students and teachers to
go beyond the obvious appeal of technology
to actively exploring and developing digital
literacy skills and tools for high-level thinking,
research, communication, socialization and selfmanagement.
In an age where managing information and
knowledge is as crucial as acquiring them, WAB is
committed to developing in students the essential
information and digital literacy skills that will allow
them to be effective lifelong learners in the digital
age.
To support this vision, WAB has strategically
created a wealth of technology services,
resources and tools. All students have access
to classroom, grade-level and public resources
including computers, digital cameras, video
equipment, scanners and copier/print services
and current software applications.
Specialist ICT teachers contribute to the flexibility
of this model by attending the homeroom and
providing in-class sessions or opportunities within a
specialist classroom setting. Based on the learning
needs and tasks, small or large group teaching
options are used.
LIBRARY SERVICES
The Sabina Brady Library supports the information
and recreational reading needs of the Elementary
School community.
The six guiding principles of the Library are:
• Information Literacy: to develop students’ skills in
finding and using information independently;
• Reading: to develop confidence and enjoyment
of literature;
• Access: to access information within and
beyond the school;
• Service: to ensure that library users are
supported and welcome;
• Information Resources: to provide a wide variety
of information resources including extensive use
of ICT;
• Environment: to offer a stimulating &
comfortable environment to be shared by the
WAB community.
The Sabina Brady Library, one of three libraries
school-wide, offers an extensive collection of more
than 95,000 resources: digital equipment, books,
posters, DVDs, audio books, magazines and online
databases. In keeping with WAB’s belief that the
library is central to the development of information
literacy, the library also houses computers and
boasts a team of dedicated staff committed
to helping enrich the teaching and learning
opportunities.
Mother Tongue Collection
The Chinese collection has books for children and
adults and continues to grow. There are small
mother tongue collections in French, Spanish,
Korean, Finnish, Dutch, German, Japanese,
Danish, Norwegian and Swedish in varying stages
of development, in partnership with parents who
manage these collections, which reflect the many
cultures in the school.
Opening Times
•Monday to Friday 8:00am - 5:00pm
•Grade 3, 4 and 5 students can use library
independently after school
•Early Years - Grade 2 students must be
accompanied by an adult
Borrowers
Parents are welcome to join the library and
borrow for themselves and their children. Library
staff will help you sign up as a patron. A parent
paperback ‘swap’ collection is available and
donations are always appreciated. You are free
to take any of these novels for your recreational
reading. Parents also have access to a ‘parenting’
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Program Overview
section – where relevant resources on a huge variety
of parenting and child issues are available. You are
most welcome to borrow these resources.
Borrowing
Thousands of books are borrowed and returned
each week. Please help your child be a responsible
borrower, encouraging him/her to keep books in a
set place at home and return them on time.
Any resource that is not returned to the library within
14 days becomes overdue. Notices are emailed
weekly to remind borrowers to return the item(s)
before new resources may be borrowed. Please
contact library staff to discuss matters arising from
overdue notices. Should a resource become lost, a
replacement cost will be charged. If the resource
is found, money will be refunded. At the end of the
school year all borrowed items must be returned for
stock-take purposes.
Early Years and KG
2 books for up to 14 days
Grades 1 – 3
3 books for up to 14 days
Grades 4 – 5
4 books for up to 14 days
Parents 10 resources for up to
14 days
Library Bags
Only new students in Early Years - Grade 1 will receive
a red library bag. Continuing students are asked to
reuse their red library bag from the previous year.
Children are asked to use this bag to protect and
store their books. They will bring their bag to the
library each week during the borrowing period.
Should a library bag become lost, replacements are
available for purchase in the Parent Link shop in the
Elementary School.
Parent Link Friends of the Library
Helping students learn to read and love reading is a
team effort. Library staff and the Teacher-Librarian
welcome contact from parents and are keen to
support reading needs and extensive use of the
library by the WAB community. Parents are also
encouraged to become active supporters of the
‘Friends of Libraries’ initiatives throughout the year!
Information about this is also available on the library
homepage.
Online Access
Borrowers can access the school library catalogue
& resources by clicking on the ‘Library’ link in MyWAB
[my.wab.edu]. A large range of online databases
for magazines, research and current information is
also available.
18
WAB Eementary School Handbook
Program Overview
CHINA ENGAGEMENT
As part of WAB’s core value of China-Global
Coherence, the school is committed to providing
opportunities for students to engage with their host
country, China, in an authentic and meaningful
way.
Interactions with members of the Chinese
community within WAB, in the neighborhood
and in Beijing form an integral part of the
Elementary School curriculum. They provide
genuine opportunities for students to develop
and use Chinese language for real purposes
while learning more about Chinese culture
and society. All students learn more about
Chinese traditional festivals through a variety of
activities. China is considered a key platform for
learning as developing understandings in this
particular context enables students to deepen
understandings of globally significant themes.
Real-life investigations and experiences that
cannot be replicated in the classroom are integral
to our China Engagement.
Field trips and in-school visits are woven through
transdisciplinary and single-subject units of
inquiry with an emphasis on students developing
connections to people and issues in a richer
and more meaningful way than they might do
as tourists. This may take the form of service
where the focus is on genuine service developed
through collaboration with local groups and
individuals. These opportunities are planned to
be developmentally appropriate and also to
be responsive to the needs identified through
students’ inquiries. As such they will change from
year to year.
In additional to day trips around Beijing and on
campus China Engagement workshops to support
authentic experiential teaching and learning at
WAB ES, our Grade 5 students have their annual
China Studies Residential Field Trips in Guandi
Village at the foot of the Great Wall in Huairou,
Beijing. The main aims of the trip are to broaden
the students’ experience of China and to improve
the students’ understanding and awareness
of Chinese culture, geography and history; to
enhance the school curriculum, in particular our
Units of Inquiry, by providing opportunities to apply
knowledge gained in the classroom to a real
situation.
As part of their studies, students inquire into
the school’s local neighborhood. Through their
inquiries students identify ways in which they
can work with local Chinese communities and
organizations to deal with the real-life issues
affecting them. In collaboration with these local
groups the students form teams and plan positive
action that strengthens the community. In doing
so, students’ connections to the community, of
which they are a part, are strengthened.
WAB Elementary School Handbook
19
20
WAB Eementary School Handbook
Transition
• Transition to Beijing
• Transition to WAB
• First Days at WAB
Transition
TRANSITION TO BEIJING
Moving from one country to another is a lifechanging experience. The process of transitioning
into a new life, a new culture and new friendships
can lead to conflicting feelings. We might feel
exhilaration at the discovery of the new, and also
a feeling of loss at what was left behind. Everybody
experiences these mixed feelings during transition,
no matter how experienced we might be in moving
workplaces, schools and countries. Some people
move through transition quickly, while others might
take up to a year or longer to feel comfortable and
fully “arrive” in their new country.
For yourself
•Understand that people in your family may be
transitioning at different rates;
•Be kind to yourself and to those around you;
•Try to look after yourself; keep an eye on your diet
and make sure you get enough sleep;
•Exercise - you may not feel like it, but it is one of the
best solutions to feeling stressed;
•Try to keep a sense of humor and look for the
positives in every situation;
•When someone invites you to an event or suggests
you give them a call – try it.
For your child
•Children need special time with you during the
early days of a new place
•Try to identify your child’s special space where they
feel most comfortable (it is often their bed). Set it
up according to their desires (even if it doesn’t
make sense at the time).
•Make a time every day where you do nothing
but listen to your child. When they talk about their
feelings, acknowledge them – don’t try to get
them to feel differently. If they are identifying
problems don’t step in and solve them but support
them to come up with their own solutions. Children
need to feel a sense of control over their new
environment too.
For your family
•Routine - try to re-establish positive family routines
at home as soon as possible.
•Rituals - does your family have special celebrations,
ways of doing things together or special meals
together? Keep them going.
•Relationships - be kind to each other and
recognize that the up and down emotions you
may all be experiencing are a normal part of
transition, and that they will pass.
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WAB Eementary School Handbook
Transition
TRANSITION TO WAB
As with any international school, transition is a
normal part of the life of WAB and all staff are
aware of and monitor the impact of transition
continuously. Between entering Early Years in
the Early Childhood Center and leaving Grade
5, Elementary students experience a variety of
physical, emotional, psychological, social, moral
and intellectual developments. For many of our
students it is also a time of transition to a new
country, a new culture and for many, a new
language. WAB recognizes the fundamental
importance of carefully supporting Elementary
students through each phase of transition.
WAB aims to support transition through a range of
activities, including a comprehensive new student
orientation program and parent workshops.
Leaving WAB is an equally important time for
transition support as arriving at the school and the
‘WAB World Wide Community’ (Alumni) provides
a way for students of all ages to maintain a
connection to the school.
Teachers and Counselors plan for transition at all
stages of a student’s development in both formal
and informal ways including:
•A common curriculum framework and language
for learning across the school;
• A Learning to Learn Program for all grades
at the start of each academic year, which
is intended to support students academically,
socially and emotionally as they enter their new
grade and class;
•A formal transition program at the end of Grade
5 for students moving to Grade 6 in the Middle
School;
•A full Unit of Inquiry devoted to the theme of
Transition and Change in the final month of
Grade 5;
•Parent Information Sessions for parents of
students transitioning;
•A Community Picnic at the start of the school
year;
•A Buddy Program for students joining the school;
•A transition program for arriving and leaving
students, supported and led by the Elementary
Counselors;
•A China Engagement focus to the curriculum
to encourage authentic connection to our host
country, China.
FIRST DAYS AT WAB
Transition and change always bring feelings of
uncertainty for all involved whether it be your
first day at WAB or a change of class for existing
students. WAB staff are very aware and skilled
in managing the feelings and behaviors of
students during this time. Parents may feel that
by increasing their presence at school during this
time, things will run more smoothly for their child.
Research and experience tell us that in fact the
opposite occurs, with the period and intensity of
anxiety often increasing, sometimes resulting in
behaviors from a student that can be difficult to
manage.
WAB advises parents to:
• Model confidence and calm to children in both
what is said and what is done;
• Keep farewells at school or the bus stop caring
but brief;
• Keep visits to the school short and purposeful
until the child has settled in;
• Advise teachers or counselors if the child or the
family is struggling with transition.
•Information sharing and dialogue between
Grade 5 and Grade 6 teachers;
WAB Elementary School Handbook
23
Developing
Independence
• Playground
• Communication Expectations
• Self-Management Skills
• Personal Items at School
• Mobile Phones at School
• Lost Property
• Home Learning
• Parents Absent From Beijing
Developing Independence
PLAYGROUND
At WAB, the playground is a learning environment
that is as important as the structured activities
provided for students inside the classroom. WAB
promotes opportunities for students to experiment
with things they have learned and to problem solve.
This might occur on the play equipment, through
the creation of imaginative games or through
social interactions. When students engage in play
they may become dirty, receive minor injuries or
find themselves in conflict with others. This often
comes as a result of exploring the limits of their own
experiences.
Through a strong commitment to the IB Learner
Profile, staff support students to explore, learn and
negotiate their way through experiences on the
playground and with their peers. WAB also utilizes
the skills of Big Bothers Big Sisters (Peer Mediators that
are trained Grade 4/5 student leaders) to support
students to resolve issues that may occur and to lead
more structured games with younger students.
COMMUNICATION EXPECTATIONS
WAB uses a wide variety of strategies to ensure
parents remain informed of student progress and
aware of school events.
The following publications are produced on a regular
basis:
•The school newsletter ‘Lianxi’ is sent to parents via
email link;
•‘WAB Weekly’ emails are sent weekly and WAB
Special Emails are sent on an as-needed basis,
and may come from WAB Administration or the
Elementary School to inform parents of events or
other school related issues;
•Regular grade level/class newsletters are posted
on class and grade-level blogs to keep parents in
touch with the classroom program, events and
news.
Teachers and parents use a range of communication
systems to share information between home
and school. These include but are not limited to
classroom, department and grade-level blogs,
communication books, homework diaries, email and
home reading record books. Teachers will inform you
which system they use.
These systems are regarded as an essential means
of direct communication between parents and the
Homeroom Teacher.
SELF-MANAGEMENT SKILLS
From a very early age, students are supported
by teachers to develop responsibility and
independence in looking after their own belongings
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WAB Eementary School Handbook
Developing Independence
(i.e. clothing, school bags, library books,
lunchboxes, drink bottles, etc.).
Teachers also support students in making
decisions about their own safety and comfort
(e.g. appropriate shoes to wear to school and the
need for coats on cold days). Teachers achieve
this by asking students questions such as, “Are
those shoes suitable for the climbing equipment?”;
“What do we need to do when we go outside in
cold weather?”; “What do we do with our coat/
sweater when we take it off?” etc. It is beneficial
for families to work together to develop a similar
independence at home.
All learning involves making mistakes, and students
will misplace items at school. To allow for easy
return of lost goods, parents are asked to help
by labeling clothing and other items with the
student’s name.
PERSONAL ITEMS AT SCHOOL
Many students are keen to bring their latest
“craze” item to school or to collect items and
share them with their friends. When these items are
brought to school they are often lost, misplaced
or swapped unwisely. Investigating student
complaints about sports cards, marbles, mobile
phones, iPods, etc. is very time consuming and
usually cannot be fully resolved.
Therefore, it is preferred that these items are not
brought to school. Any items brought from home
to school are at the discretion of the parents and
are the full responsibility of the student while at
school. WAB is not responsible for any losses.
MOBILE PHONES AT SCHOOL
Students in the Elementary School are not
permitted to use mobile phones during the school
day. WAB understands that on occasion parents
provide mobile phones for contact after school
hours. Mobile phones must be switched off during
the school day and must be left in school bags.
Phone calls to home can be made through school
phones, if necessary, with teacher permission.
From time to time students with mobile phones
use them to call parents when they have a
problem or concern, without the knowledge
of staff. Parents are encouraged to keep class
teachers, Counselors or Administations informed
if this occurs, so that WAB can help support the
student to resolve issues at school. Counselors are
available to help students work through any issues
or problems that they may be experiencing.
LOST PROPERTY
Lost items are transferred to “Lost & Found”
cupboards, which for the Early Childhood Center
are under the fish tanks and for Elementary
School are located outside the library, near
the Atrium dining court. Labeled items will be
returned to students immediately. When lost
and found items accumulate they are put on
display for homeroom classes to check. Periodic
announcements in WAB Weekly also remind
students and parents to check the Lost and Found
locations in the school. Once or twice a year, any
unclaimed items are given to charity. WAB takes
no responsibility for lost or unclaimed goods.
HOME LEARNING
(HOMEWORK IN MS/HS)
Philosophy Statement
Home Learning connects home and school.
It allows parents and children to have the
opportunity to share aspects of the child’s
learning. Home learning should be related to the
needs of each individual student. The goal of
Home Learning is to support and extend in-school
instruction in a positive way. For students in the
earlier grades, it should foster positive attitudes
and habits; it will require home involvement and
reinforce simple skills introduced in class. For
students in upper Elementary grades, it plays a
more direct role in fostering improved school
achievement.
Home Learning is not an expectation for Early
Years students. We would encourage you to read
with your child (in your first language) to help
foster a positive attitude towards reading, along
WAB Elementary School Handbook
27
Developing Independence
with discussions and follow up on any areas in which
your child shows a particular interest.
•must clearly communicate the home learning to
the stakeholders (parents and students)
Recommended Time allocated daily to
home learning in Elementary School
•must respect and respond to parent feedback
Specific home learning tasks will most likely be set for
all students from Monday to Thursday.
Early Years - Kindergarten - Reading/discussions as
appropriate
Grade 1
15 min (10 min homeroom, 5 minutes Languages)
Grade 2
20 min (10 min homeroom, 10 minutes Languages)
Grade 3
30 min (15 min homeroom, 15 minutes Languages)
Responsibilities of the Student:
•know what the home learning requirements are
before leaving school and be able to share this
with parents
•remember to take home all the resources for home
learning and return it to school by the due date
•clarify with the teacher(s) if they do not understand
the home learning
•organize and manage his/her time
Grade 4
40 min (20 min homeroom, 20 minutes Languages)
•speak with the teacher(s) if there are any issues
with completing his/her home learning
Grade 5
50 min (25 min homeroom, 25 minutes Languages)
•work with independence, but share home learning
with parents
“Languages” in this policy refers to Beginner English,
Chinese and Dutch. ESOL home learning should
be given priority and if time permits complete the
homeroom home learning that they can do.
Responsibilities of the Parent/Guardian:
Home learning will begin in the week after the Open
House evenings at the beginning of the academic
year.
•encourage your child to ask the teacher for
clarification when needed
Transdisciplinary skills are addressed through multiple
sources of home learning.
Reading is encouraged from any language source.
Reading set for home learning is part of the time
allocation. We encourage students to continue to
read for enjoyment in addition to this time allocation.
Degree of consistency within a team
Consistency within a team means teams:
•decide what goes home for home learning;
same general categories and differentiation of
content(such as for ESOL, mathematics, etc.)
•agree on general format of home learning (e.g.,
tri-fold brochure, word table, etc.); method of
delivery may be different, with electronic
(preferred) / hard copy (by request from parent)
•collaborate to determine dates of issue (by UOI, by
week, etc.)
Responsibilities of the Teacher:
•ensure that home learning tasks are reflective
of the work and practices that take place in the
classroom
•check home learning and give feedback before
the home learning is returned to the student
(feedback can be verbal or written)
28
•set home learning within the recommended time
allocations
WAB Eementary School Handbook
•provide a space that is suitable for your child as a
learner
•be aware of and support your child in the meeting
of their home learning expectations - familiarize
yourself with the expectations, format and content
of your child’s home learning
•provide constructive feedback to your child,
focusing on the positive elements of their learning
PARENTS ABSENT FROM BEIJING
On rare occasions both parents may be absent
from Beijing for a period of time. During this time
the family must appoint a temporary guardian who
is responsible for the care of their child, and WAB
must be informed of this arrangement. This requires
the temporary guardian to make decisions about
the educational, social or emotional needs of the
student, support the school in dealing with any issues
arising, take responsibility in the case of an accident
or injury e.g. taking the student to hospital, giving
permission for school field trips or special events and
attending required functions at school.
Parents must complete the “Temporary Guardianship
Form” and return it to the Counselors Office prior to
their absence and also advise their child’s teachers
that they will be absent. This is essential in order for
staff to ensure the safety and well-being of students.
Support
Services
• Support Services at WAB
• A Model of Instruction at WAB
• Support Services Referral Process
• Specific Responsibilities & Roles
of the Support Services
Support services
Services
support
SUPPORT SERVICES AT WAB
At WAB we believe students learn best in a caring
and inclusive environment. WAB’s Support Services
model provides focused and targeted instruction to
meet diverse student needs. We use a collaborative
approach to co-plan, co-teach, and co-assess so
that students can learn in an inclusive environment
with high expectations and high support.
The school’s philosophy is to help students to reach
their full potential as individuals in the global
community. This collaborative approach allows
all students to receive support, regardless of
identification.
This service also aims to differentiate for students who
demonstrate a need. The Support Services specialist
confers with the homeroom teacher to discuss goals
and content material to meet the individual learners
needs. Our goal is to offer transparency in our
programs to all stakeholders as appropriate. We look
at each individual child’s needs at time of admission
with a view of support.
A MODEL OF INSTRUCTION AT WAB
Students receive support in the classroom from the
homeroom teacher, the support services teachers
and teaching assistants. The staff work together with
students to assess, plan and teach students. Each
classroom and grade level uses a flexible menu of
approaches such as co-teaching models, in-class
accommodations and strategies and/or small groups
to support the learning needs of students.
In addition, two counselors, a speech pathologist
and an enrichment coordinator liaise across the Early
Childhood Center and the Elementary School. These
personnel meet regularly with homeroom teachers
and support service teachers to address the needs of
specific students.
Effective Classroom Instruction with differentiated
instructional strategies: All students receive instruction
in a differentiated classroom by the homeroom/
single subject teacher, in collaboration with the
support team as appropriate.Co-teaching models
are implemented for this instruction as required.
Strategic and Targeted Instruction: Identified
students have a plan that includes necessary
accommodations and targeted strategies provided
by the support team. These students are on the
support register.
Individualized Instruction: This instruction involves
detailed plans. These students receive some oneto-one support and extensive accommodations in
place. This includes long-term goals and ongoing
partnership between the school and home. WAB
continually assesses how or if we can meet the needs
of the students in this category.
30
WAB Eementary School Handbook
Support Services
MODEL OF INSTRUCTION
STUDENT SUPPORT MODEL
Learning
Support
English
Language
Learning
Support
Homeroom/
Subject
Teacher
Individualized
Instruction
Estimated 1-5%
of student
population
Strategic and
Targeted Interventions
STUDENT
Nursing
Enrichment
Support
Estimated 15-20%
of student population
Behavioral
Support
Counseling
Effective Classroom Instruction with
Differentiated Instructional Strategies
Speech and
Language
Support
Estimated 70-75%
of student population
Our Support Services model includes: Counseling,
English as a second language (ESOL), Learning
Support, Enrichment, Speech and Language,
Nursing and Behavior. Students, parents and
staff are involved in a collaborative process for
developing differentiated programs that best
support the learning needs of the child as a
whole in an inclusive class environment. We offer
pullout support: Literacy Support Program (LSP),
Beginner English (BE) and individualized support.
We also offer individualized support on a case-bycase basis. We track our students and have set
procedures for documentation.
SUPPORT SERVICES REFERRAL
PROCESS
When there is a concern about a student’s
learning a teacher or parent may ask for
assistance. This concern may be about specific
academic, social, emotional or behavioral issues.
The homeroom teacher and the student’s gradelevel learning team develop a student support
plan for that child and share it and get input from
the parents.
The identification of students’ learning needs is a
collaborative process that is achieved through
analysis of a variety of objective and subjective
assessment data. Objective assessments include
group and individual tests of ability, standardized
tests of achievement, curriculum assessments
from WAB and previous schools results. Subjective
assessments may include observations, checklists
(parent, teacher and student), student work
samples and interviews.
Specific responsibilities and
roles of the Support Services
Learning Support
WAB’s Learning support (LS) teachers support
students with learning disabilities and difficulties
through collaboration, co-teaching and pullout lessons. The LS teachers collaborate with
classroom teachers to differentiate their programs
and to ensure that accommodations and
modifications that may be required by the LS
student are implemented. Sometimes they will
be required to assist with referrals to community
professionals and collaborate with teachers to
follow recommendations. LS teachers, when
appropriate, will work with specialists to provide
opportunities for students to receive therapy and
specialized programs from professionals in the
community. The LS teachers will also plan and
implement Individual Education Plans (IEP) for
identified high-needs students.
English As A Second Language (ESOL)
WAB’s ESOL teachers support ESOL students as well
as assist classroom teachers with the differentiation
WAB Elementary School Handbook
31
Support Services
of their programs. ESOL programs are designed to help
both ESOL students who may need extra support with
various tasks in the homeroom or individual subjects.
The ESOL specialist and involved teachers confer
regularly to discuss students’ needs, and develop
strategies based on the student’s needs and the task’s
expectations.
Enrichment
WAB believes that while all our students have strengths
that must be valued and promoted, there are students
whose educational needs are different from their age
peers due to the nature of their academic strengths.
Enrichment support within the school promotes student
progress in all elements of the IB and WAB programs
and utilizes a range of individualization options and
grouping and regrouping practices for a variety of
learning situations. In order to facilitate appropriate
provision for enrichment students, WAB will assess
the students’ levels of ability and achievement using
multiple criteria.
Counseling
The Counselors support the academic, social and
emotional needs of students. Counselors offer support
services for students and families as they manage
issues of studying and living in an international
environment. Counselors endeavour to promote
personal well-being, healthy relationships and the
successful balance of academic, extracurricular and
community involvement for WAB students.
Speech And Language
Speech and Language support, within this model
as a collaborative member of the support team,
aims to provide speech and language screening,
assessments, therapy and consultation across the
whole school (EY-12), as needed, to address the
following concerns:
•Articulation errors - Including persistent
developmentally appropriate errors,
developmentally inappropriate errors, and other
articulation errors affecting academics, peer
relationships and/or intelligibility.
•Language delays and disorders - Including
expressive and receptive language problems in the
areas of but not limited to grammar, vocabulary,
oral comprehension and following directions.
•Literacy - Including skill development in the areas
of phonemic awareness, vocabulary acquisition
and reading comprehension to address literacy
delays.
•Working memory and executive functioning Including testing to determine if inattention in class
is due to weaknesses in memory and/or organization
and planning.
•Pragmatics - Including problems relating to social
language and peer interaction problems
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WAB Eementary School Handbook
developing from social pragmatic issues.
•Other speech and language issues - Including
disorders of voice and fluency.
Behavioral Support
Students needing behavior support will received
support through a collaborative team approach,
which may include: administration, grade level
leader, homeroom teacher, support services staff
and counseling.
Nursing
WAB Nurses form an important part of our support
team. Nurses focus on the health and well-being of
families and students. They collaborate with other
school services as appropriate. WAB employs a full
time Chinese registered nurse, as well as foreign-hire
registered nurses.
Homeroom Teacher
The homeroom teacher is an integral part of support
for students. They work in collaboration with other
services as needs arise.
Individual Education Plans (IEP)
This is a school-wide term used for individual plans
for students who need one-to-one support and
extensive accommodations. This plan includes longterm goals and ongoing partnership between school
and home. Students may have had internal and
external evaluations.
These plans are written and reviewed collaboratively
with relevant teaching personnel
and parents. When
the school receives an external evaluation such
as an occupational therapy, language or psychoeducational evaluation, an IEP will be written. When
WAB accepts a student with an updated IEP WAB
endeavors to follow the recommendations sited in
the plan.
Literacy Support Program (LSP)
LSP is an academic intervention program for students
who have specific, identified learning needs. This
program occurs during the additional Languages
block. Students in this program have an IEP. Their
progress is closely monitored, and their the plans are
reviewed and updated twice a year. Access to this
program has strict criteria. Student enrollment in this
program alters from year to year.
Beginner English Program (BEP)
The Beginner English Program is designed to give
intensive English language support for those new to
English acquisition. Students involved in this program
will attend classes during, and in place of, the
additional languages block.
Student
Services
• Student ID Cards
• Food Services
• Transportation
• Health Services
Student Services
STUDENT ID CARDS
Student ID Cards (Smart Cards) are issued upon
enrollment. They are used for a variety of purposes
that include the purchase of food items, borrowing
sports equipment and other resources, or to release
printing from the School’s printers.
FOOD SERVICES
WAB Food Services are managed by ARAMARK, an
international company highly regarded amongst its
industry peers. WAB Food Services provide a wide
range of international food options from various
outlets within the school. The ECC food service is
located in the Piazza and served family style. The
Elementary School Food Service is located in the
Atrium and has four serving counters: three hot food
counters and the salad/sandwich bar. All food is
prepared fresh daily in WAB kitchens. Menus can be
viewed online at: http://education.aramark.cn/.
Student meal offers include: Set Menus, which are
balanced meals, custom-made sandwiches, salads
and snacks, which are served at morning break and
lunchtime. Additional frequently asked questions
can be found online at: http://my.wab.edu/services/
node/105. Queries about food or food services
can be forwarded to the Aramark Unit Manager at
[email protected].
Adding Money To Smart Cards
Depositing funds using Aramark’s online recharging
service (http://education.aramark.cn/ credit) is a
quick and efficient way to ensure that your child can
purchase food during the school day. In addition,
money can be added to the cards at the recharging
station in the Atrium.
A minimum balance of 150 RMB is recommended,
and represents approximately five days of meals for
most students. When the balance is below 50 RMB
students will receive a “reminder notice” to add
value to the card. Should a card reach a negative
balance, the parent will be contacted to pay the
minimum balance as soon as possible. Parents are
strongly urged to monitor their child’s Smart Card
consumption. Smart Card balances and transaction
reports are available by visiting: http://education.
aramark.cn/ and inputting each student’s unique id
and password (given by Aramark).
Official Invoices(Fa Piao) for Smart Card transactions
will be issued upon request. The fapio will be
forwarded onto students room teacher and placed
in parents envelope. For further information please
contact the Aramark Unit Manager.
Students who forget their cards may obtain a oneday permit to purchase from the Aramark reloading
zone. This permit may only be used during the last
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WAB Eementary School Handbook
Student Services
10 minutes of Morning Break and for Set Menus
during lunch. Students should report lost cards to
Aramark immediately and complete a request
for a new card, or you may email the Aramark
Unit Manager. A new card will take approximately
Three days to process. Students may use a oneday permit until they have received their new
card.
TRANSPORTATION
WAB provides a student bus service to and
from school. Buses arrive at school between
8:10- 8:30am each day, although delays can
occur due to traffic congestion. Afternoon buses
depart at the following times:
Early Years Half Day
Monday, Tuesday, Wednesday, Thursday, Friday
12:00pm
Early Years Full Day
Monday, Tuesday, Thursday, Friday | 3:30pm
Wednesday | 12:00pm
KG-Grade 5
Monday- Friday | 3:30pm
A 4:30pm bus service is available to take students
home from after school activities Monday to
Thursday, from August to June. In addition, a
5:30pm late bus is available for students Monday
to Friday throughout the year. The late bus service
is limited due to the limited number of buses in
the fleet and traffic conditions. We recommend
only students Grade 4 and above use the late bus
service unless they have a sibling on the bus to
accompany them.
Any bus changes need to be communicated
to the Manager of Student Services through
email, text message or bus change slips, which
are available at the Elementary reception desk.
Students will not be allowed to travel on an
alternative bus without written consent from their
parent. Please do not email or text the homeroom
teacher as it may not be seen during the school
day.
the Elementary School Reception desk. School
buses are supervised by Bus Supervisors (WAB
Teacher Assistants) who are in mobile telephone
contact with the school at all times.
HEALTH SERVICES
A Health Clinic staffed by Registered Nurses is
located within the Elementary School building and
available to Elementary students. A log is kept of
all treatment, and parents are notified in the event
of any significant illness or injury.
Illness
Parents are asked to notify the School Nurse of any
infectious diseases or of any change in the health
status of a student, e.g. a vaccination, illness,
injury or operation. It is important for parents to
keep students at home if they are sick or injured.
WAB maintains a “Fever Free” environment and
requires that no student attend school if they
have a temperature of over 37.5 degrees Celsius.
Parents need to pick up their child from school if
the School Nurse calls to let the parent know that
the student is too sick to be at school. By following
this protocol we are able to maintain a healthy
environment for all and minimize infections.
Parents should advise the Elementary reception
desk of reasons for all absences from the school
including illness. In the event of extended illness
where the student will be absent for a number of
days, parents are requested to contact the clinic.
Injuries
The School Nurse will call parents in the event
that a student needs to go home due to illness or
injury. In the event of a serious injury or illness, the
nurse will contact the parents or guardian so the
student can be transported to a medical center
or hospital for further attention. If necessary, the
nurse or designated person will accompany the
student to the hospital or medical center and
meet the parent there. Parents will be notified of
any head injury whether a minor or more serious
injury.
The bus service is coordinated by the Manager of
Student Services who can be contacted through
WAB Elementary School Handbook
35
Student Services
•Chickenpox: Students are expected to stay at
home at least 5 days after the rash first appears
and all blisters have crusted over.
Conjunctivitis: Students are expected to stay at
home while discharge is present in the infected
eye.
•Diarrhea and vomiting: Students who have
diarrhea and/or are vomiting are excluded from
school until 24 hours after the last episode.
•Fever: WAB maintains a “Fever free” environment,
students with a temperature of 37.5*C and
above are excluded. Students are expected to be
fever free, without medication, for 24 hours before
returning to school.
•Hand, foot and mouth disease: Students can return
to school when all blisters are dried out.
•Head lice: Students can return to school after their
hair has been treated and they have been
checked by the WAB school nurse
•Impetigo: Students can return to school when all
sores are dry.
•Measles: Students are expected to stay at home at
least 7 days after the rash appears.
•Mumps: Students are expected to stay at home at
least 10 days from the onset of the first symptoms.
•Ring worm: Students can return to school when
they are fully recovered.
Medication at School
The School Nurse must administer all medication during
school hours. Please fill in the Permission to Administer
Medicine form or send a note with the student’s
name, reason to give medicine, dosage and time. All
medicines must be in their original container, clearly
labeled in English with the student’s name, class and
the dosage to be given. A few over-the-counter
medications (i.e. Panadol, Ibuprofen) are available in
the Clinic and can be given if parental permission is on
file.
Medical Records
It is very important that WAB Nurses have complete,
updated medical records for students at all times.
Parents are asked to complete and return the WAB
Medical Questionnaire to the Clinic and keep the
nurses updated of any new conditions or immunizations.
It is also important to keep the school informed of
current work, home and mobile numbers of parents or
guardians and emergency contact information.
Illnesses and Exclusion from School
WAB’s exclusion period for the following illnesses/
conditions are:
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WAB Eementary School Handbook
•Rubella (German Measles): Students are expected
to stay at home at least 7 days after the rash first
appears.
•Threadworms: Students can return to school 2 days
after the first treatment.
•Verrucas (foot wart): Flip flops must be worn at all
time in the pool area and in the changing room
until the wart is gone
Student Health Screenings
Students are screened by our school nurses for
general vision, color vision, height and weight as
follows:
Grade 1: Height, weight, general vision, and color
vision
Grade 3: General vision
Grade 4: Height and weight
Grade 5: Height, weight, and color vision.
All results are sent home to parents via hard copy
letter.
Supportive
Environment
• Peer Support
• Parent Involvement
• Room Parents
• Cybersafety
• Class Placements
• Emergency Evacuation
• Security
• Housekeeping Staff
• Supporting Student Behavior in the
School Environment
• Role of the Counselors and the
Principal/Assistant Principal
Supportive Environment
PEER SUPPORT
Students at WAB are encouraged to contribute to
our unique and caring school environment. As a part
of the Student Leadership programme, there are
many avenues by which students are able to support
one another.
Big Brother, Big Sister (Ge Ge, Jie Jie)
Grade 4 and 5 students have an opportunity to
participate in this extremely successful and popular
community service program. Big Brother Big Sister
participants spend at least one break or lunch time a
week going to either the ECC or Kindergarten/Grade
1 playgrounds to literally be big brothers and sisters
for the younger students. This may involve simply
playing with the children, but often includes such
responsibilities as helping children develop friendships
if they seem to be alone, helping resolve conflicts or
even organizing games.
Buddy Classes
Almost all of the homeroom classes have a
particular buddy class with which they will do regular
activities. Commonly there is a two-to-four-year
grade gap between the two classes, for example a
Kindergarten class with a Grade 4, or Grade 1 class
with a Grade 5. Example activities may be reading a
story to the younger students, helping them choose a
library book, or leading them through a challenging
activity using computer technology.
ASA Leaders and Helpers
Students in Grade 4 and 5 have an opportunity
to assist teachers running an after school activity.
Grade 5 students may also run their own after school
activity with the guidance of a teacher.
Additional Opportunities
Within the spirit of student leadership, other
opportunities arise each year for children to take
a leadership role. Examples include older students
running lunchtime drawing or dancing clubs for the
younger children.
PARENT INVOLVEMENT
Parents are encouraged to participate as partners in
the education of their children and in the continuing
development of the school. Many procedures are
established to enable parents to be involved in and
informed about their child’s education.
Parental involvement can occur through a variety of
avenues including:
•Attendance on field trips;
•Classroom involvement e.g. reading, electives,
cooking;
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•Assisting in the library;
WAB Eementary School Handbook
•Assisting with sports and other events;
•Regular class newsletters;
•Parent-Teacher Conferences;
•Student-led Conferences;
•Parent Information Evenings;
•Parent Workshops;
•Room Parents.
A significant contribution can be made by parents
to the decision-making processes at WAB through
volunteering on the WAB Board (elected position),
WAB Board Committee or Parent Link.
Parents are encouraged to provide input and
feedback through a variety of means including:
•Parent Surveys;
•Feedback Sheets;
•Meetings with staff;
•Emails to staff.
Parents are most welcome at WAB during the
school day and after school hours. Parents should
contact teachers directly if they are interested in
helping in the classroom.
ROOM PARENTS
Room Parents are organized by Parent Link. The
primary role of a Room Parent is to support the
teacher and their main objective is to enhance
communication between teachers and parents.
The role of a Room Parent will vary considerably
between grades and Room Parents and teachers
will build relationships that will meet individual
classroom needs. Room Parents should assist
parents to identify the right staff member to
approach to answer any questions.
Room Parents also have a Parent Link support
function and will be called on from time to time to
be the Parent Link or school “spokesperson” where
effective lines of communication are required. A
good example is the planned International Day
where Room Parents may be asked to coordinate
an international lunch celebration. Room Parents
are also invaluable in helping with the annual
Parent Link Fun Fair.
CYBERSAFETY
The wireless network service at WAB provides
Internet access anytime, anywhere. A certain
amount of responsibility and management must
be taken to use such services in a safe and
acceptable manner.
To maintain a safe environment, WAB monitors
Internet usage and employs filters to manage
inappropriate content and sites. Although
filtering software is provided to restrict access to
certain sites, such resources are never complete
safeguards to the mass volumes of information
stored on the Internet. At times, some students
may accidentally encounter inappropriate
website content. Where instances like this arise
filters will be checked and updated accordingly. To enable students to use technology
appropriately and critically, WAB provides an
Acceptable Use Policy (AUP) that students
must agree to. The AUP describes appropriate
and acceptable use for technologies including
Internet, email, print and copier services, file
sharing, managing personal information and
intellectual property.
All students at WAB are expected to use
technology resources and services in a manner
appropriate to a school setting and in keeping
with WAB expectations and values.
At all times, WAB students are expected to
conduct themselves in a manner which is
cognizant of the rights, feelings and freedoms of
others as well as themselves.
Currently, all students from Grade 1 to Grade
5 must complete and submit the Acceptable
Use Agreement. Records are maintained by the
Admissions Department and made accessible
to class teachers to manage student safety and
develop age-appropriate habits.
CLASS PLACEMENTS
Teachers’ professional judgment is sought in
placing students in classes for each academic
school year. As many perspectives as possible are
considered when placing students in classes and
comments from single subject teachers, students
and parents are also considered.
WAB Elementary School Handbook
39
Supportive Environment
Parents are invited to submit any relevant
information to the Elementary Principal regarding
their child’s placement for the following school
year.
Members of our teaching staff have an
international perspective and are selected for
their professionalism, high qualifications, skills
and creativity. As all teachers at WAB are highly
competent, parental requests for a specific
teacher based on a personal preference will not
be considered.
EMERGENCY EVACUATION
Established procedures exist for staff and students
to follow in the event of fire, earthquake or
unauthorized intrusion. In such circumstances,
student safety is of paramount importance.
In emergency situations, access for emergency
vehicles is vital and parents are therefore asked
to ensure the school entry areas remain clear of
vehicles at all times. If it is necessary to evacuate
the school campus, students and staff will be
directed to the park at the rear of the Obelisco
Restaurant near the school.
In the event that students must return home,
parents will be notified through the school’s
emergency contact procedures including SMS,
email and/or phone calls.
Periodically, WAB conducts evacuation or
lock down drills to practice safe and efficient
evacuation or lock down procedures. Students
are reminded that evacuation and lock down
procedures must be conducted in an orderly
and quiet manner. Should a crisis ever occur, it
is vital that the communication of information
be accurate and quickly available. Teachers will
review procedures with students at the start of
the year. Students are also advised to familiarize
themselves with the designated evacuation routes
from classrooms. Signs with evacuation routes are
posted in every classroom.
SECURITY
WAB provides a comprehensive 24-hour security
service. All vehicles are required to have a WAB
vehicle sticker. Staff and parents are required to
show their WAB ID (Smart Card) to enter the school
campus. All visitors must register at the front gate
and be issued with a Visitor’s Pass. The campus
is equipped with closed circuit television and a
state-of-the-art Fire Command Center.
HOUSEKEEPING STAFF
Housekeeping staff (Ayis) are employed at WAB to
carry out specific roles in relation to maintaining
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WAB Eementary School Handbook
Supportive Environment
and keeping a clean and tidy environment. To
help support students to develop independence
and take responsibility for their own items, Ayis are
encouraged to not pick up after students or to do
things that students can do themselves.
In the ECC the Ayis also work in classrooms for
periods of time where they may be involved in
mixing paints, setting out materials, playing with
children, escorting students to the toilets as other
similar tasks as instructed by the teacher.
•Respect yourself
-WAB provides a supportive learning
environment that encourages all members to be
successful and confident learners.
•Respect others
-WAB emphasizes care, effective
communication and high-quality relationships
based on respect for others and their
differences.
•Respect the environment
SUPPORTING STUDENT BEHAVIOR
IN THE SCHOOL ENVIRONMENT
- WAB provides a stimulating and positive
learning environment that allows all members to
feel safe.
At WAB our goal is to encourage students to
become active, compassionate and lifelong
learners who strive to exemplify the attributes
of the IB Learner Profile. Everyone in the school
works to model the IB Learner Profile attributes,
which are that students become: inquirers,
knowledgeable, thinkers, communicators,
principled, open-minded, caring, risk-takers,
balanced and reflective.
- WAB is committed to maintaining a bully-free
learning environment. WAB takes a wholeschool approach in addressing bullying
behaviors by increasing awareness through
community education, being proactive
and responsive to reported bullying incidents
and increasing teacher understanding and
competencies in the use of effective behaviormanagement strategies.
WAB has always been a school that has placed
great importance on providing a caring and
supportive school environment and promoting
a sense of well-being for all students. Each
school section is designed to provide a friendly
community environment which is welcoming,
promotes positive social exchange and supports
teaching and learning. A range of support staff,
counselors and administrators provide support
services to our student and school community.
At WAB students learn to follow these three
expectations:
WAB Elementary School Handbook
41
Supportive Environment
INAPPROPRIATE BEHAVIORS and CONSEQUENCES
TO SUPPORT BEHAVIOR CHANGE
LEVEL 1 – Low level, minor, infrequent behaviors that do not significantly interrupt the teaching and learning of
others
•Off task
•Littering
•Not finishing work or homework
•Spitting
•Non compliance
•Bringing inappropriate items to school
•Inappropriate moving around the school
•Being late
•Using inappropriate language
•Being in an inappropriate area
•Chewing gum
CONSEQUENCES LEVEL 1 – Logical and planned interventions. Least to most intrusive.
•Clear Direction
•Safe & Supportive Environment Guidelines Reminder
•Choice
•Logical Consequence
•Time Out
LEVEL 2 – Persistent behaviors that disrupt the teaching and learning, or repeated Level 1 Behaviors.
•Non compliance
•Unsafe play
•Defiance or disrespect
•Theft
•Swearing or other verbal abuse
•Vandalism or graffiti
•Sexual or racial harassment
•Leaving school without permission, truancy
•Teasing or bullying
•Inappropriate use of computers
•Physical abuse, fighting
•Cheating
CONSEQUENCES LEVEL 2 – Planned Team Support which may involve teachers, parents, counselors,
administration and may include:
•Time out
•Family Conference
•Suspension of privileges
•Solution Space
•Buddy classroom
•Individual Behavior Plan
•Contracts
•Counseling
LEVEL 3 – Repeated Level 2 Behaviors, Extreme Violence, Dangerous or Illegal Behaviors while under school
jurisdiction.
•Extreme violence towards self, others or property
•Using, possessing or distributing tobacco, alcohol or other chemical products
•Possessing dangerous items or weapons
•Possessing or accessing pornographic material
•Computer hacking, trashing or interfering in any way with another persons’ work or intellectual property
CONSEQUENCES LEVEL 3 – Planned team support which will involve parents, teachers, counselor, administrators
and other support agencies as appropriate:
•Solution Space
•Family Conference
•In-School Suspension
•Drug testing (urine testing)
•Suspension
•Exclusion
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WAB Eementary School Handbook
Supportive Environment
ROLE OF COUNSELORS AND the PRINCIPAL / ASSISTANT PRINCIPAL
The Counselors, Principal and Assistant Principal work very closely as a team. ES Counselors are selected for their
professionalism, high qualifications, skills and ability to work with students and families in times of transition and
need. Counselors’ roles are diverse and their ultimate aim is to promote a safe, supportive environment for all
students.
The Principal and Assistant Principal play a vital role in ensuring that WAB has a safe and supportive environment.
They are readily available to deal with serious student behavioral issues, manage emergency and crisis situations
while also working towards being proactive in preventative programs.
Terms used:
Logical Consequence – e.g. Drop litter, pick up papers for 5 minutes.
Time Out – Student moves to a seat or a place away from the activity until they are ready to follow the SSE
Guidelines.
Thinking Time – A time for a student to reflect on their behavior
Partner Classroom – Student is sent to another classroom with work.
Contract – A written or verbal agreement between a teacher and student outlining behavior or learning
expectations. Parents receive a copy.
In-School Suspension – Student attends school but not regular classes or activities. An IBP is written and
implemented.
Suspension - Student is asked to remain at home for a period of time. Re-entry to WAB is negotiated with the
student, parents and relevant school staff. This is recorded in an Individual Behavior Plan.
Exclusion – A student’s enrollment at WAB will be permanently withdrawn.
WAB Elementary School Handbook
43
Extracurricular
Programs
• WABX Program
• WABX - ES After School Activities Grades 1-5
• WABX - ES Lunchtime Programs
• WABX - ES Tigersharks Swim Team
• Band & String Ensembles
• ES Instrumental Music Program
• Cultural Celebrations
• Class Parties
Extracurricular Programs
WABX PROGRAM
WAB provides extensive extracurricular activities
through its WABX program. A large range of
high-quality activities are available to cater to
the interests and needs of students. These may be
conducted during lunchtimes, after school and on
weekends.
The recreation program focuses on the social needs
of expatriate students in Beijing and endeavors to
provide a range of interesting activities that promote
an active lifestyle and provide support for students
making positive lifestyle choices. In addition, activities
aim to provide opportunity for the development of
leadership skills. Encouraging meaningful interaction
with students from local Chinese schools is an integral
part of the WABX program.
Elementary School students may choose to
participate in the following:
•Choir and Band (full year commitment);
•Swim Team;
•After School Activity Program (one eight-week
block commitment per term);
•Home Language Classes – offers vary from year to
year;
•Library until 4:30pm daily for Grades 3, 4, 5;
•Social activities including movie nights and discos;
•Instrumental Music lessons in strings, woodwind,
brass (full-year commitment).
Information is sent home regularly outlining activities.
Parents may also contact relevant school personnel
for specific information.
WABX-ES AFTERSCHOOL
ACTIVITIES GRADES 1-5
An After School Activities (ASA) Program runs three
days a week for three blocks per year and offers an
opportunity for students from Grade 1 to Grade 5
to select activities. Students have the opportunity
to choose from over 75 activities falling under these
main categories: Arts, Information Communication
Technology, Environment, Dance, Sports, Chinese
Cultural Activities and Home Languages.
A full ASA Program brochure is sent home prior to
each block outlining dates and asking students to
select and register for the upcoming program.
WABX-ES LUNCHTIME SPORTS
PROGRAMs
Olympic Dream Series
The Olympic Dream Series is a series of sporting
events run at lunchtime throughout the year. It is
designed to provide students from Grade 2 – 5 with
the opportunity to be active and experience a
variety of sports during their lunchtime. Depending
on the grade level, students are able to participate
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WAB Eementary School Handbook
Extracurricular Programs
in sports such as the biathlon, cross-country,
badminton, table tennis, handball, swimming,
track and field and benchball.
Lunchtime Sports Program/
Interschool Sports
In addition to the Olympic Dream Series, WAB
Elementary School students have the opportunity
to participate in a lunchtime sports program that
exposes students to the sports WAB participates
in at a representative level. The International
Schools Athletic Conference (ISAC) provides
the Elementary students from Grade 2-5 with
opportunities to represent WAB in soccer, crosscountry, handball, table tennis, track and field,
badminton and benchball. Exposure to these
sports and training for interschool events happens
during the lunchtimes.
WABX-ES TIGERSHARKS
SWIM TEAM
The WAB Tigersharks Competitive Swim Team
is open to those elementary students who can
complete 25 meters of at least three competitive
strokes. The season will run in three parts from
August to May. During these seasons, tryouts
will be held. There will be competitions offered
throughout the year that all participants are
expected to attend. The majority of these will
be in the Beijing area, though we will have a few
outside of Beijing and China.
BAND AND STRING ENSEMBLES
The Beginner Band and Beginner Strings are
instrumental ensembles that give students the
opportunity to play their instrument in a group
setting, even if they have just begun learning.
Students from Grade 3 to Grade 5 can join
Beginner Band and students from Grade 2 to
Grade 5 can join Beginner Strings. Students
within the ES Instrumental Music Program are
encouraged to take part in the ensembles when
they begin private lessons. Ensembles allow
students to develop their skills further and to
give their lessons greater purpose and direction.
Great opportunities exist for string, wind and
brass students! These ensembles are year-long
commitments. The Beginner Band and Strings
perform at assemblies as well as perform a midyear and end-of-year concert for parents. If your
child has been playing longer and is confident in
playing and reading music, opportunities exist in
the Development Band and Intermediate Strings.
Placements in these ensembles are at the Music
Directors’ discretion.
ES INSTRUMENTAL MUSIC
PROGRAM
Weekly instrumental tuition on a wide variety
of instruments is offered. Lessons are offered
after school. There is an additional fee for the
Instrumental Program. All lessons are individual, as
it is believed that students benefit most from a 1:1
teaching and learning situation. Once a student’s
place in the program is confirmed, all fees must be
paid in full prior to the first lesson. Lesson books are
included.
This program requires a full-year commitment and
includes a performance component through
recitals or ensemble performances, such as the
band or string concerts. Students are encouraged
to make a commitment to perform in order to give
their learning a purpose.
It is suggested that parents not wishing or unable
to follow through on these commitments seek
out private tuition as a more suitable alternative
for the needs of their child and family. The ES
Instrumental Coordinator can help with these
arrangements.
All students will need to have (or purchase) their
own instrument to enable them to practice during
the week. The Elementary School Instrumental
Coordinator can assist in the selection and
purchase of any instrument if help is required.
CULTURAL CELEBRATIONS
WAB is a diverse community with over 50
nationalities, with a wide range of languages and
cultures represented within staff, students and
WAB Elementary School Handbook
47
Extracurricular Programs
parents.
WAB values this mosaic of diversity and believes that
it is important to educate the community so that
everyone understands the uniqueness of their own
culture and their interconnectedness with the culture
of others. While taking the opportunity to involve
the WAB Community in the significant celebrations
and traditions of Chinese Culture, WAB also aims to
acknowledge cultural events that are significant in
the lives of our community members in an inclusive
way. In striving to be sensitive to the diversity of our
community, WAB takes great care to plan schoolwide events around celebrations and events that do
not exclude or offend members of our community.
CLASS PARTIES
From time to time, individual classes will hold ‘Class
Parties’ to celebrate a special event, farewell a
student or celebrate the end of term. Teachers will
ask for food or drinks to be sent along to be shared
at this time. Parents are often invited to join in the
celebrations.
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WAB Eementary School Handbook
The School
Day
• Bell Times
• Assemblies
• Play Times - Indoor & Outdoor Options
• Playgrounds and Supervision
• Clothing Recommendations
• Arrival at School
• Absence from School or Late Arrival
• Early Departure
• Attendance and Punctuality
• Field Trips
• Use of School Facilities After School Hours
• Overseas or Alumni Student Visitors
• Student Use of Telephones
The School Day
BELL TIMES
8:10am
Supervision begins on the
playground
8:20am
Students may enter classrooms
8:30am
Classes commence
10:40am-11:00am
Morning Break
12:20pm-12:50pm
K-G2 eat while G3-G5 play
12:50pm-1:20pm
G3-G5 eat while K-G2 play
3:20pm
Dismissal from school
BELL TIMES
(EARLY CHILDHOOD CENTER)
8:10am
Supervision begins on the
playground, in the Piazza and in
the classrooms
8:30am
Classes commence
10:40am-11:00am
Morning Break
12:00 am 3 year old half day:
Dismissal from school
12:00 am 3 and 4 year old full day:
Dismissal from school on
Wednesdays only
12:20pm-1:00pm
Early Years Students eat
1:00-1:40pm
KG Students eat
3:20pm
Dismissal from school
ASSEMBLIES
WAB encourages everyone to be a part of the
WAB Community but also to value the many
communities that exist within the school. Contributing
to community events are assemblies, which
occur at different times throughout the school
year. Elementary Assemblies are divided into two
categories: Grade-Level Assemblies and Elementary
School Assemblies.
Grade-Level Assemblies
Two Elementary Grade Level assemblies occur on
alternate Friday mornings in the Founders’ Theatre
– Kindergarten and Grade 1 alternate with Grade
2 and 3. Grade 4 and 5 Assemblies take place on
Fridays in the Founders’ Theatre approximately every
2 weeks.
The focus of these assemblies is a celebration and
sharing of students’ learning and an opportunity
for students, teachers and parents to enjoy being
together as a group. These assemblies usually feature
one or more classes that prepare and perform
items that reflect ongoing learning in the classroom.
Very often students from various classes will lead
the assemblies. These assemblies are also a forum
to disseminate information from the administration
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WAB Eementary School Handbook
The School Day
and WAB community about events that may be
happening in and around WAB.
In the Early Years, students gather together in the
Piazza for singing and celebrations every Friday
morning.
Elementary Assemblies and
Whole School Assemblies
Elementary Assemblies (Early Years - Grade 5)
and Whole School Assemblies (Early Years - Grade
12) occur usually at the end of most terms and
include Farewells, Leaving Certificates, the WAB
Band and Choir. These assemblies are usually held
in the Elementary Gymnasium.
Special Events Assemblies
Special Events Assemblies are scheduled at
various times throughout the school year to
feature guest artists from outside of WAB such as
traveling performers from other countries or from
others schools in China. The purpose of these
assemblies may be for entertainment, education
and cultural exchange. Traditionally, a Staff
Pantomime is held on the last day of term in
December.
Parents are always welcome to attend Elementary
School assemblies. For safety reasons, and due
to the student population and space restrictions,
parents are unable to attend Whole School
assemblies.
PLAY TIMES – indoor and
outdoor
All students are encouraged to be outside at
break times unless they are participating in an
indoor activity or the Inclement Weather Bell has
rung. Students who do not wish to go outside
can participate in a range of activities indoors
including: Library, which is open at all break times;
as well as the Gymnasium, the Music Suites and
Art rooms which are open as advertised. Students
may also be indoors if they are using the toilets,
are visiting the School Nurse, or meeting with one
of our Counselors.
PLAYGROUNDS
AND SUPERVISION
The following are the playground areas for
students to use at break times:
Area A:Lower Elementary Playground
Grade 1 – Grade 2 (equipment use only)
Area B: Upper Elementary Playground
Grade 2 – Grade 5 (equipment use only)
Area C:Secret Garden
All Elementary students
Area D: Tiger Field, Library, Visual and Performing
Arts Rooms
All Early Years students
An Elementary “Staff Supervision Schedule” is in
operation at all times in all playground areas. The
Early Years Courtyard and Tiger L’Air are also a
supervised play area.
CLOTHING RECOMMENDATIONS
WAB does not require a school uniform, however
many Elementary students find it comfortable to
wear the WAB Physical Education (PE) Kit. As our
students are highly physically active during the
day, we ask parents to send students to school
in shoes that are appropriate, in particular, for
running and ball games, even on non-PE days. For
this reason, students should not come to school
wearing crocs or flip-flops. For students playing
soccer, closed toed shoes are essential. Please
also ensure that open toed shoes or sandals are
not worn on a Personal-Social-Physical Education
(PSPE) day unless your child has swimming.
WAB recommends the following clothing choices
for single subject lessons:
Physical Education
All students should come to school on Physical
Education (PE) days wearing suitable clothing for
PE to maximize their activity time. We recommend
that they wear the PE kit to school, which is
popular with many students who often wear it
throughout the week as well. Specific sports shoes
for PE should be sent or worn to school on these
days. Open sandals, boots and jewelry are not
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51
The School Day
suitable for PE lessons. Additional items of PE clothing
such as tracksuit tops and bottoms, long sleeved
tops and swimwear are available to be purchased
through the Parent Link outlet known as the Tiger’s
Den in the ES, or
Jing Xi Place in the HUB. All PSPE clothing should be
clearly marked for quick return if lost.
Swimming
Swimming is a part of the educational program at
WAB, and all students are expected to participate.
When swimming is scheduled, students should bring
a towel and swimwear. Goggles are optional. It is
recommended that girls wear one-piece swimsuits.
Generally, if students are not feeling well enough to
swim we recommend they not attend school that
day. In the event that a student cannot swim on
any particular day then a note is required from the
parent.
Visual Arts
All students wear supplied art smocks or aprons
during Visual Arts lessons. However, students are
encouraged not to wear ‘good’ clothes on Art days
as accidents can and often do happen.
ARRIVAL AT SCHOOL
Students should not arrive at school before 8:00am.
Indoor and outdoor supervised areas are provided.
The first bell rings at 8:30, at which point students are
expected to go to their homerooms.
ABSENCE FROM SCHOOL
OR LATE ARRIVAL
Parents are asked to telephone, email or send a note
of explanation to the Homeroom Teacher if a student
is absent through sickness or any other reason.
If arriving late at school after the bell at 8:30am,
students are to report to the Elementary reception
desk to sign in. Administration staff will adjust the
official school records accordingly.
EARLY DEPARTURE
Occasionally, a student may need to leave campus
before the end of the school day. Elementary School
students can leave when prior communication has
been received from a parent. Prior to departure
the parent and student are asked to report to the
Elementary reception desk and sign-out with the
receptionist. Elementary School students are NOT
permitted to leave the campus without a parent or
nominated adult during the school day.
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WAB Eementary School Handbook
The School Day
ATTENDANCE AND PUNCTUALITY
To ensure student learning and achievement is
optimized, attendance and punctuality at school
is essential. WAB is committed to maximizing
school attendance. Students are expected to
attend school everyday unless they are sick or
there are any extenuating circumstances that
prevent them from being at school.
Expectations of parents
While we appreciate that some school absence is
inevitable, families are asked to support us by:
•Ensuring that your children attend school and
arrive punctually every school day.
•Providing the school with notification in the
event that your child will be absent or late. This
can be done by emailing or writing to the
teacher or phoning the ES reception desk.
•Communicating with your children about the
importance of daily attendance and
punctuality and their effects on learning and
achievement.
•Informing the school Principal or Assistant
Principal of any special circumstances that may
have an effect on their child’s attendance.
Extended Absence
Parents are requested to advise homeroom and
single subject teachers if your child will be absent
from school for an extended period of time (i.e.
anything greater than three consecutive days).
The nature of the PYP and learning at WAB
is inquiry-based. As such, class activities and
assignments are organized in such a way that
they cannot always be replicated at a later date.
Because it is not possible to replicate the schoollearning environment, teachers are unable to
provide schoolwork for a student who is absent
from class except in the case of a student who
has a documented acute or chronic medical
condition requiring extended time away from
school. Regular daily attendance, therefore, is
necessary and expected of all students.
We urge parents to exercise discretion and avoid
absences due to convenience, travel or vacation
during regularly scheduled school days including
days adjacent to weekends and school holidays.
FIELD TRIPS
China is considered a key platform for learning,
providing opportunities for real-life investigations
and experiences that cannot be replicated in the
classroom.
Field trips and in-school visits are woven through
transdisciplinary and single subject-units of
inquiry with an emphasis on students developing
connections to people and issues in a richer
and more meaningful way than they might do
as tourists. These opportunities are planned to
be developmentally appropriate and also to
be responsive to the needs identified through
students’ inquiries.
When students go on WAB field trips:
•Parents receive written communication about
the field trip which outlines the date, mode
of transport, student’s needs, e.g. lunch, drinks
etc., description and reason for field trip, and
permission slip for parents to sign;
•At least one Chinese speaking adult will attend;
•Written permission from the parent/guardian
must be given otherwise the student cannot
attend;
•Students not attending the field trip will be
placed in another class for the duration of the
field trip.
WAB uses recommended adult/student ratios
when going on field trips. Teachers may request
parental help for field trips, depending on the field
trip.
Students may, from time to time, do local walks
close to school. Parent permission is given upon
enrollment and therefore is not sought each time
for these local walks.
USE OF SCHOOL FACILITIES
AFTER SCHOOL HOURS
Elementary students must be supervised by an
adult when using the outdoor facilities after school
hours. Elementary students in Grades 3 - 5 can
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53
The School Day
independently use the library after school hours
for homework, research and study purposes until
5:00pm. Early Years - Grade 2 students must be
accompanied by an adult.
Parents are welcome to use public areas after
school hours, however, some of these spaces may
not be available if they are being used for After
School Activities. Please refrain from using these
areas during After School Activities.
OVERSEAS OR ALUMNI STUDENT
VISITORS
Requests should be made to the homeroom
teacher and a member of the ES Administrative
Team.
The following procedures should be followed:
•The family should make the request to the
Homeroom Teacher who has the right to decline
if it will in adversely interrupt their teaching for that
day;
•The guest should be approximately the same age
as the student attending WAB;
•The Homeroom Teacher will inform all single
subject teachers if the guest will be attending
school for the day.
All visitors to the school must report to the front
gate. Each visitor will be given a visitor’s badge and
be asked to sign the “Visitor’s Register.”
Visitors may then proceed to their destination if
the visit has been prearranged. If unsure, please
proceed to the Elementary reception desk.
STUDENT USE OF TELEPHONES
Students may use school telephones with the
permission of a teacher and when supervised by an
adult.
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WAB Eementary School Handbook
Campus Map
P.O. Box 8547, 10 Lai Guang Ying Dong Lu, Chaoyang District 100102, BEIJING PRC
Tel: (86-10) 5986 5588 Fax: (86-10) 6432 2440
[email protected]
www.wab.edu