Programmes

The broad aim of the LBIS academic programme and the educational mission of the Le Bocage International School are one and the same: To provide an international education of excellence which challenges and inspires students to realise their full intellectual and personal potential within a caring and supportive environment. To achieve this aim, we offer our students a broad and balanced curriculum with a strong academic foundation that promotes intercultural awareness and supports and nurtures the physical, social and emotional development of adolescent children.

The continuum of learning that LBIS offers all its students is provided through coherence between the following curricula:
· Years 1-3 The Middle Years Contents-Standards curriculum based on 8 Key Learning Areas.
· Years 4-5 The International General Certificate of Secondary Education (IGCSE)
· Years 6-7 The IB Diploma curriculum (IB)

Language Policy

LBIS is an English medium school. Other than in foreign language classes, English is the language of communication with academic staff. The use of English by all students outside the classroom is also encouraged. Whilst both English and French are taught to some students as a second language, the school aims to ensure that each student studies at least one of these languages at first language and literature level.

Special Needs Support

Students are accepted at Le Bocage if they fall within the ‘normal range of ability’ for a child of their age; this is determined by completion of a test in both English and Mathematics. However some small number of students will have learning differences (eg. dyslexia, attention deficit disorder, dyspraxia and dyscalculia) and require extra support to be successful in school. The aim of the LBIS Special Needs Support Programme is to identify the specific learning needs of such students and to collaborate with mainstream teachers to provide the necessary support through differentiation in lessons, support in mainstream classes, withdrawal from a subject on a short-term basis or, in very few cases, a reduced curriculum.

Assessment of Student Performance

At LBIS assessment of student performance involves the use of a range of strategies which are firmly focused on the need to provide the student, teacher and parent with information on how to improve learning for each student. The following categories are used to distinguish the purposes of assessment:
- FORMATIVE - so that evidence and judgements about a student’s present learning are used to decide what teacher and learner need to do to ensure further progress in learning.
- SUMMATIVE - for the recording of a student’s overall achievement over a period of time, through ‘summing up’ with a grade, score or ‘level’.
- EVALUATIVE - for assessing and recording on the quality of departmental and school performance against internal targets, national and international benchmarks.
- MORAL - so that assessment practices and procedures contribute towards the fulfilment of the schools mission to promote the improvement of humankind and quality of life through learning and achievement.

Reporting and Conferencing of Student Performance

Reports are sent home at various stages during the school year according to the Reporting calendar. Different reports serve different functions. An Attitude to Learning report is completed by teachers early on in the school year, and for Forms 4 and 6 a second time in Term 3. This aims to highlight any problems the student is encountering with regard to work habits. In addition to work habits, the report also contains an academic achievement grade and targets set by the Form Tutor for future improvement. A Full Report contains an achievement grade, effort grade and two targets for improvement set for each subject. Full reports are issued twice each year. An Examination Report is issued after the November examination session for Forms 1-3, with a grade based on the examination alone, an effort grade and two targets for improvement in future exams.

Parent-Teacher-Student conferences take place at different time of the school year and are an opportunity for all parties concerned to discuss progress and targets for future improvement. Parents who have questions about their child’s progress may contact the Form Coordinator, Form Tutor, Head of Department or subject teacher at any time during the school year.

Promotion

All students at LBIS must fulfil academic, personal and social objectives each year in order to be unconditionally promoted to the following year. On occasions, students who do not meet these objectives are:
- Promoted to the next academic year, on probation
- Required to repeat an academic year
- Advised to withdraw from school.
For all students: Attendance: A minimum of 80% attendance is required in Forms 1-5 and 100% in Forms 6 and 7 (except in the case of documented medical evidence/circumstance). Any absence from school must be documented and parents are expected to inform the school in writing of student absence. School policy discourages students from going on holiday during term time and any such absence will be classed as unexcused.
Students must successfully show that they deserve to be promoted to the next academic year by satisfactorily fulfilling certain academic and pastoral objectives. These can be obtained from the School Office.
In both the Middle and High School, in all cases of concern, the Form Coordinator and subject teachers, will make recommendations to the Middle School and High School Principals for final decisions concerning promotion.
In cases of doubt the Headmaster will be consulted.

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