Parent/Student Handbook 2015-16
Welcome
Dear Parents and Students,
Welcome to the 2015/16 academic year of Bingham Academy. We look forward to a year that will see your children be challenged and develop academically, personally and spiritually. I trust that you will enjoy working with our teaching staff and the school throughout the year as we partner in the education of your children.
This handbook contains information to ensure that your children enjoy and make the most of the opportunities that a Bingham education has to offer. It is important that you read through it and refer to it throughout the year. There are also some documents that will be distributed with this Handbook that will need to be read, signed and returned to the school.
If at any stage you would like to discuss any matters with teaching staff, please contact them. Generally, communication starts with the Homeroom Teacher or Vertical Tutor Group Leader. The Principal who oversees the relevant section of the school will also be happy to talk to you, as will I. I look forward to a productive and fulfilling year at our school for all members of our school community.
May God bless each of us richly this year.
Brad Adams Director
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Table of Contents
Table of Contents ...... 2 Section One - Vision and Strategic Planning ...... 4 1. Strategic Planning Overview ...... 4 2. Bingham Academy ‘Five Year Strategic Plan’ ...... 5 3. Bingham Academy ‘Continuous School Improvement Plan’ 2015/16 (CSIP) ...... 5 4. History ...... 5 Section Two - Governance and Leadership ...... 6 5. Parent/ Student Handbook Purpose and Use ...... 6 6. Enrolment Criteria ...... 6 7. The KG1 and KG2 Programme ...... 6 8. Enrolments at Other Grade Levels ...... 6 9. Homeschooling ...... 6 10. Non-English Speaking Students ...... 7 11. Non-Discrimination Policy ...... 7 12. Tuition Fees ...... 8 13. Clearance for Students Leaving Bingham ...... 8 Section Three - Spiritual Formation ...... 9 14. Bible ...... 9 15. Scripture Memorisation ...... 9 16. Chapel ...... 9 17. Spiritual Retreats ...... 9 18. Community Service ...... 9 19. Curriculum ...... 9 Section Four - Curriculum ...... 10 20. Curriculum ...... 10 21. Key Instructional Philosophy ...... 10 22. Independent Study – High School ...... 11 23. Self-Study and Online Courses ...... 11 24. Subjects ...... 12 25. Learning Support ...... 13 26. Community Service ...... 13 27. Attendance Records ...... 14 28. Permanently Removing a Child from School ...... 14 29. Checking Homework Diaries ...... 14 30. Daily Schedule ...... 14 31. Student Resources...... 15 32. Library Resource Centre ...... 16 33. Selection of reading books ...... 16 34. Audio-Visuals in the classroom ...... 16 35. Citations of Sources ...... 16 36. Use of IT Facilities at Bingham ...... 17 37. Homework ...... 20 Bingham Academy Parent-Student Handbook 2015 / 2016 2
38. Testing and Evaluation ...... 20 39. Retention (Repeating a Grade) ...... 21 40. Graduation Requirements (Grade 12) ...... 21 41. Sylvia Hicks Award of Excellence ...... 22 42. Year 12 Graduation Trip ...... 22 43. Field Trips ...... 22 44. Activities Week: Grade 6–12 Trips ...... 22 Section Six - Community Relations ...... 24 45. Expectations of Parents ...... 24 46. Communication with Parents ...... 24 47. Purpose of Written Reports ...... 24 48. Grading Structure: ...... 25 49. Cumulative Student Records ...... 25 50. Back to School Night (KG–Grade 5, Grade 6-12) ...... 26 51. Parent/Student/Teacher Conferences ...... 26 52. Grievance Procedure ...... 26 53. Public Performances ...... 27 54. Athletic Uniforms & Events ...... 27 55. House Teams...... 27 56. Merit Award System ...... 28 57. After School Activities (Gymnastics and Taekwondo and others) ...... 28 58. Rock Climbing Wall ...... 28 59. Insurance at Bingham Academy ...... 28 60. Injuries During Athletic Events ...... 29 61. Student Vehicles ...... 29 62. Lockers ...... 29 63. Student Discipline Policy ...... 29 64. Behaviour Expectations...... 29 65. Dress Code ...... 30 66. Electronic Devices...... 31 67. Unethical behaviour in Assessment Tasks – Middle & High School Students Only ...... 31 68. Types of Disciplinary Action ...... 32 Section Seven – Crisis Management, Security & Safety Procedures ...... 34 69. BA Crisis Management & Security Plan...... 34 70. Emergency Drills ...... 34 71. Vehicle Passes and Visitors ...... 35 Section Eight -Student Personal Health and Safety ...... 36 72. Student Health ...... 36 73. Student Lunches ...... 37 74. Anti-Bullying Policy...... 37 75. Child Safety Policy ...... 38 75a. Flow Chart: Summary of Response to Disclosure of Abuse ...... 42 75b. Flow Chart: Summary of Response to Disclosure of Abuse ...... 43 76. Eating Disorders –still being drafted ...... 45 77. Student Self Harm & Suicide Procedures ...... 45 78. Potential Suicide Flow Chart of Action ...... 49 79. Appendices ...... 50 80. Appendix 1: Community Service Approval form ...... 51 81. Appendix 2: Community Service Log ...... 52 82. Appendix 3: Citation of Sources ...... 53
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83. Appendix 4: Parent/Student IT Use Agreement Form ...... 55 84. Appendix 5: Clearance Form ...... 56 85. Appendix 6: BA Student Permission to Drive ...... 57 86. Appendix 7: BA Prescription Medication / Administration Form ...... 58 87. Appendix 8: BA Prescription Medication / Administration Form ...... 59 88. Appendix 9: BA Prescription Medication / Administration Form ...... 60
Section One - Vision and Strategic Planning (ACSI Standard One: Philosophy and Foundations)
1. Strategic Planning Overview The long-term strategy and vision for Bingham Academy is determined by the Bingham Academy Board and laid out in a number of key ‘ENDS’ statements. These Ends statements guide the School Administration in setting out a ‘Five-Year Strategic Plan’ and also a ‘Continuous School Improvement Plan’ (CSIP) which develops the Five-Year Strategic Plan on an annual basis.
Ends # 1 Global Ends Bingham Academy provides quality Christian education for the children of missionaries and of other families who seek to have a long-term kingdom impact in Ethiopia. Through the provision of quality Christian education, Bingham Academy will also seek to reach and disciple families who may have a long-term impact in Ethiopia. Bingham Academy will operate at a cost acceptable to the Owner and Sustaining Missions.
Purpose Statement Bingham Academy provides quality Christian education within a multicultural community, developing students of integrity who can change the world for God’s glory.
Ethos Statement Bingham Academy will be a safe, nurturing, Christ-honoring learning community in which students are developed to be confident, caring, outward-looking followers of Christ. Bingham Academy will maintain this ethos in each class and in all extra-curricular activities and will be guided by it in all its decisions.
Bingham Academy aims to produce students and graduates who:
1. Spiritually: Have a thorough and practical knowledge of the Bible; a saving personal relationship with Jesus Christ that results in Christian character (heart), Christian worldview (head), and Christian lifestyle (hand); and active involvement in the expansion of God’s kingdom in Ethiopia and beyond.
2. Intellectually: Are critical thinkers and lifelong learners with an integrated Biblical worldview, who are equipped to succeed in their own areas of interest, strengths, and giftedness; and, equipped for higher education through an educational foundation in an internationally accepted range of core subject areas.
3. Socially/Emotionally: Know their own strengths and weaknesses; develop strong interpersonal relationships; participate in the global village; make decisions wisely, according to godly character; and accept the consequences of their actions.
4. Physically: Appreciate God’s creation, fulfilling their responsibilities as good stewards; appreciate our bodies as being created in God’s image, committing to a healthy lifestyle; appreciate God’s gift of sexuality, committing to sexual purity and responsible relationships.
As an extension of its purpose and ethos, Bingham Academy will encourage similar results in all its clients (students, alumni, parents) and staff.
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The Purpose Statement in Ends # 2 highlights the following desires that Bingham Academy has for its students:
Quality - Our goal is to provide an excellent education for our students, preparing them with the skills necessary to successfully transition into another school or at the upper level for further education or the work place. Christian - This is at the core of who we are and what we are about. The Bingham staff all have firm commitments to Jesus Christ. All have a strong sense of calling to share their faith and to develop the supportive, encouraging Christian environment for which Bingham is known. For students, Bible is considered a core class as teachers strive to make Biblical truths relevant in all aspects of life. Multicultural Community - Our staff and students are from just under 40 countries from around the world. Our multilingual, multicultural diversity provides a rich environment for working with and learning from others Students of integrity – We desire all students that attend the school will be students whose word can be trusted, who live lives that match their words and are people that display Christlikeness (Gods image of integrity). Change the world for the glory of God - No matter where in the world our graduates end up and irrespective of their careers our desire is that they would glorify God wherever they are and in all that they do.
The Ends statements guide the ‘Five-Year Strategic Plan’ and also ‘Continuous School Improvement Plan’. These two plans are detailed below.
2. Bingham Academy ‘Five Year Strategic Plan’ The Five Year Strategic Plan is available from the Director.
3. Bingham Academy ‘Continuous School Improvement Plan’ 2015/16 (CSIP) The Continuous School Improvement Plan is available from the Director.
4. History BA was founded by the Society for International Ministries (SIM) in 1946. In the beginning, it was a boarding school for the children of mission families. There were four teachers and thirteen students. The school was located near the emperor’s old palace, but in 1952 moved to its present location in Kolfe (Addis Ketema), Addis Ababa.
In July 2000, BA became an intermission school with SIM as the owner mission and the Assemblies of God, the Baptist Mission of Ethiopia and SIL joining as Sustaining Missions. There are currently 4 sustaining missions (in addition to SIM as the owner mission) IMB, SIL, AGWM and NLM. BA continues to educate the children of missionaries, but also accepts students from the broader community, as space is available.
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Section Two - Governance and Leadership (ACSI Standard Two: Governance and Administrative Leadership)
5. Parent/ Student Handbook Purpose and Use The purpose of this handbook is to inform BA parents and students of policies, procedures and expectations, so that we can work together in unity and harmony that is glorifying to God. Please read this handbook carefully and use it for reference.
Policies and procedures found in this handbook have been established by the BA Leadership Team and Staff. Any changes to these policies will be communicated to parents and students as needed. Recommendations for further changes should be made to the Principals or Director.
6. Enrolment Criteria All enquiries regarding enrolment must be directed to the BA Registrar. Applications for Sister Mission status must be referred initially to the Director, they will then be passed on to the Board. The policy determining enrolment can be found in Board Policy. In the table below you will find a guide that is used to determine the appropriate age for any given grade, although it should be noted that age is only one of several factors consider when placing a child into a certain grade. (This table has been adjusted for 2016-17 academic year onwards where August will be the determining month rather than October)
7. The KG1 and KG2 Programme KG1 is run as a play-based programme incorporating the learning of skills through activities designed to encourage students to co-operate, become increasingly independent and learn about the world around them. Those children reaching 4 years before 31st August will be admitted to the KG1 class in August of each academic year. They will attend for 5 mornings, from 8:20-12:30pm.
The KG2 intake will be those new students who turn 5 by 31st August and the KG1 class from the previous year. In KG2 children will attend every morning and 2 afternoons in semester 1 and 3 afternoons in semester 2.
8. Enrolments at Other Grade Levels a. Grade placement of new students is based on Placement Assessment results and recent report cards. b. Students requiring placement two or more years either below or above the grade recommended for their age will not be accepted. c. The Placement Assessments are offered in March and after that as required. Students are admitted to BA classes at the beginning of the school year. It is unlikely that students, other than those from owner/ sustaining mission families will be accepted after this. d. An application is only valid for one year. If an application is unsuccessful, parents must then complete a new application for the next school year. Applications are accepted in January and February. e. We are not able to enroll Ethiopian students unless they have a foreign passport or letter of exemption from the Ethiopian Ministry of Education. f. Ethiopian students enrolled in Grades 8 and 10 can take the ‘Ethiopian National Exam’ if they intend enrolling at Addis Ababa University in the future. BA does not prepare students specifically for this exam. It is the responsibility of parents to know, understand and ensure their children meet any requirements for post High School study within Ethiopia or beyond.
9. Homeschooling The Bingham homeschooling program offers support and encouragement to families in their schooling endeavours. Two options are available through the Home School program at Bingham.
Option # 1 includes: the home school conference at the start of each school year, home school resource centre, Bingham library access, field days, fellowship times among homeschooling
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families, reading/learning assessments, visits to families by the Homeschool Coordinator (HSC) or BA teacher (see Home school Handbook for details), and end-of-year retreat.
Option # 2, in addition to the above includes: allowing up to 5 home school students per grade level to attend classroom times at Bingham for a total of 30 days per school year (10 days of which are predetermined). The HSC is responsible for setting up the classroom visits between the families and staff at Bingham. This is a great part of the program since it allows the home school students to be exposed to a classroom environment and to interact with other students at Bingham.
Please contact the BA office or the HSC for enrolment details. A placement test to determine the most appropriate grade level will be given to home school students who desire the classroom time and to home school students who want to join BA as a full-time day student. Please see the BA Home School Handbook for further program details.
10. Non-English Speaking Students BA Students need to be able to operate in an English speaking environment. For ESL students, competence in their first language and our ability to provide ESL support (or have support provided) will be factors to consider prior to placing students.
BA recognizes the importance of ‘Mother Tongue’ (MT) learning and is committed to providing time to: support, facilitate and develop this area for our families. We want to partner with parents to assist in ensuring that students have a firm foundation in their MT. We recognize that when students are secure in their MT this will significantly assist their acquisition and understanding of English, BA’s medium for classroom instruction.
How can BA help?
10.1 Allowing students to read in their MT as part of daily reading requirements in the elementary school. 10.2 Allowing memory verses learning to be in the MT with parental support. 10.3 Providing information about class programs for parents so that they can check their children’s understanding of academic concepts. 10.4 Where possible, providing MT texts in the library to support understanding and classroom learning. 10.5 Providing the option of MT instruction as an alternative to ‘specials’ e.g. Danish instead of Amharic. Families must provide the person to give instruction in the MT. 10.6 Coordinate with staff to provide ‘sample lessons’ outside of school time e.g. science, with translation by a MT speaker to explain concepts, equipment names and concepts relevant to the subject or topic. 10.7 Provide classroom space if parents want to have MT classes after the end of the school day. 10.8 Assist MT development by providing staff who have expertise in languages to run instruction or conversation classes during available times (e.g. German during Electives)
11. Non-Discrimination Policy BA admits boys and girls of any race, colour or national and ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students at the school. The school reserves its right to operate as a Christian institution and to develop policies consistent with the religious tenets of its sponsoring mission agencies.
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12. Tuition Fees Information about tuition fees and due dates can be found in the weekly school Bulletin. Fees are set in US dollars and this is reflected on the tuition invoices. The exchange rate for settlement of the invoice is calculated using the US dollar rate at SIM on the day of settlement.
Place Holding Invoice Instalment Invoice 2 Invoice 3 Invoice 4 Fee* Tuition fee 10% 30% 30% 30% ‘Annual’ Capital 100% Development Fee ‘New Family’ Capital 10% 30% 30% 30% Development Fee Cambridge Examination 100% Fee Grade 8 & 12 Trip Fee 33% 33% 34% May 20th September 17th November 19th February 19th Due Date 2016 2015 2015 2016 * Non-refundable
Parents wishing to pay the whole year’s tuition fee can arrange this with the BA Finance Department.
Refunds:
a. All Place Holding Fees are non-refundable. b. For families either starting the school year late or leaving before the end of the school year (i.e. for Home Assignment) the full amount of the ‘Annual’ Capital Development Fee and ‘New Family’ Capital Development Fee is still payable. c. Three months advance notice needs to be given, in writing to the BA Director, if a child is going to be leaving the school. If this advance notice is not given the level of any outstanding fees will be charged or deducted from any previously paid instalments. Exceptional circumstances of hardship resulting in unexpected and rapid departure will be considered on a case by case basis by the BA Director.
The policy for Tuition Fee payment is reviewed and updated annually, as are all other aspects of BA Finances as laid out in the BA Finance Manual. The BA Finance Office in conjunction with the School Director carries out this review.
13. Clearance for Students Leaving Bingham Each student leaving the school (including graduates) is required to complete a Bingham Academy Clearance Form. The Clearance Form has to be signed by the Homeroom Teacher, the Librarian, the Athletic Director and the BA Finance Office. It must then be approved by the relevant Principal before a Report Card/transcript will be issued, or a tuition refund is made to the student.The Form can be acquired from the Registrar. The Form has to be completed by any student:
leaving for more than 3 months, or leaving BA permanently.
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Section Three - Spiritual Formation (ACSI Standard Nine: Character, Values and Spiritual Development of Students)
14. Bible This is taught four times per week in each grade. Biblical principles and a Biblical world view are an integral part of our instruction and lifestyle throughout the day.
Each Elementary homeroom contains enough Bibles for students to use. NIV Study Bibles are presented to students in Grade 6 as their personal possessions to use through to the end of Grade 12. New students who arrive at BA in Grades 7-12 are also presented with an NIV Study Bible.
Why do we teach Bible at BA?
We believe the Bible is our Creator’s true and accurate guide to know Him and how this knowledge impacts the way we are to live as His people each day. Therefore Bible is studied at BA with the purpose of encouraging each child in the following areas: Salvation: Our goal is to have every student believe in Jesus Christ as the only way to God (John 14:6). Although a decision for salvation is encouraged, it should not in any way be forced. BA should provide prayer, knowledge and encouragement, but it is the work of the Holy Spirit in the student’s life to bring the student to this decision. Christian Living: We want each student to be developing Christ-like attitudes and actions (Philippians 2:5). We seek to accomplish these goals through learning Bible content. Knowledge of what God has done and said helps students to know Him and his will. Knowledge of what the Bible says and teaches helps direct and encourage students in God’s way. We also seek to create an atmosphere which encourages godly living. Students need loving encouragement in the directions they should develop and discouragement from lifestyles that are not Christ-like.
15. Scripture Memorisation Each Bible teacher will conduct a program of Bible memorization that relates to the Bible curriculum. Some students (following discussion between parents and the HR teacher) may say their memory verses in their first language. As a guide Elementary students learn 1 verse per week. Middle/ High School students learn 2 – 4 verses per week.
We seek to encourage students to ask questions and participate in discussions while grappling with issues and their applications. This is conducted in a manner sensitive to theological differences in beliefs between students from different backgrounds. Parents are encouraged to periodically review the memory verses with their child/ren to help retention.
16. Chapel Chapel is held once a week for Elementary, Middle and High school. Chapel Overviews for each semester are arranged via the Principals and staff within their teams. Please see the Principals for a copy if required.
17. Spiritual Retreats These take place as part of the MS and HS curriculum; please refer to curriculum section of the staff handbook for more details.
18. Community Service This is integrated into the whole school; please refer to the curriculum section of the staff handbook for more details.
19. Curriculum In the delivery of the curriculum a biblical worldview is integrated throughout all subject areas.
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Section Four - Curriculum (ACSI Standard Five and Six: Instructional Programme, Library, Media and Technology Services and Library Media, and Technology Services)
20. Curriculum BA follows the Cambridge International Curriculum as follows:
KG-Grade 5 - The Cambridge International Primary Curriculum in the key areas of Maths, English and Science and supplemented in the other key areas. Grades 6-8 - The Cambridge International Lower Secondary Curriculum for the key areas of Maths, Science and English. Grades 9-10 - The International General Certificate in Secondary Education. Grades 11-12 Cambridge International AS and A level and in some cases IGCSE subjects.
Curriculum objectives, planning and assessment are all based on this system. Further information can be found within the school and also by going to www.cie.org.uk
Our student body consists of around twenty five different nationalities. We want all students to acquire respect for their own cultures and those of others. This process includes learning about cultures and customs through Social Sciences, Literature, and the Arts. It also requires different teaching and assessment styles, knowledge of differences in spelling, punctuation, pronunciation, and vocabulary (see Handbook with Principals on ‘International Usage of English at Bingham Academy’). Students should be familiar with both Imperial and Metric measurements, as well as local currency and that of their countries of origin.
A conscious effort to teach critical thinking skills and a broad spectrum of writing styles and assessment methods should be utilized. Each classroom should have both an American and a British dictionary available for reference purposes. Specific texts and/or workbooks are provided by the school for instruction in core subjects. These books are not to be regarded as the curriculum for any subject, but rather as a resource to support the curriculum we follow. Concepts and skills to be learned are defined in instructional objectives as per the curriculum. It is not expected that students will necessarily complete every part of every book, or that the teacher will rely solely on one source. It is expected, however, that the skills and concepts as set out by the curriculum will be covered and instructional objectives met.
Instructional objectives and subject matter to be covered are defined in the curriculum, and the teacher must use their professional skills to evaluate, select, and develop materials and methodologies that will meet these objectives. These will vary from one year or situation to another, depending on the make-up of the class, the background and strengths of the teacher, and the materials available. Teachers need to be aware of the overall scope and sequence for the subjects they teach.
21. Key Instructional Philosophy We believe that teaching should be differentiated to enable each student to experience a high quality education. To achieve this accurate assessment needs to be used that assesses the students’ prior knowledge. This assessment should use a variety of different methods that show progress over time as well as current ability and knowledge.
Teachers should have a positive rapport with their students and the students should realize that the staff care about them. An individuals learning is celebrated and shared with others. Individual success is based on effort and progress not just attainment. Teaching needs to centre on the student with a focus on equipping students to be lifelong learners. We will use effective questioning that develops deeper thinking and promotes student engagement in the classroom.
An important aspect of the Instructional Program at Bingham Academy is framing each subject area of the curriculum within a Biblical Worldview (BWV). A BWV can be understood as taking the underlining truths and principles of the Bible, which are timeless, and applying them to our world
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today. Although certain subject areas are easier to frame within a Biblical perspective, i.e. social science, science and history, nevertheless an effort should be made to understand all subject areas through this Biblical lens. BWV Integration is about making real world connections and Christian responses to any given topic or discussion. It is expected that this is regularly planned into lessons over the year.
Characteristics of learners
At Bingham we have intentionally focused on the following characteristics of learners. These characteristics are to be encouraged and celebrated in all learning activities at Bingham.
Integrity
Creativity Curiosity
Glorify God in Learning
Resilience Reflection
Collaboration
22. Independent Study – High School BA offers a range of Cambridge courses at the IGCSE, AS, and A levels. A student who follows the recommended course of studies will have achieved an in-depth education and will be well prepared for the next stage of their learning.
Students come to BA from a wide variety of educational experiences to be part of BA’s program. Additionally, some students have future educational goals that require courses not offered in the regular teaching schedule. All independent courses are arranged by consultation involving the student, parents, High School Guidance Counsellor and Secondary Principal. Every course must be under the supervision of a staff member or parent by whom the student will be guided and assisted.
23. Self-Study and Online Courses BA is usually able to offer a standard Cambridge International Curriculum of seven IGCSE subjects and three or four GCE (AS/ A level) subjects each year. However, the addition of self-study and/or online courses in a variety of subject areas offers the possibility of diverse learning experiences for students with a range of academic levels and interests.
Parents have the primary responsibility to choose, register, pay, and facilitate the completion of their child’s self-study and online courses. BA will attempt to assist students in a variety of ways to integrate such courses into the high school learning environment. Where possible, BA will give Bingham Academy Parent-Student Handbook 2015 / 2016 11
advice about available courses, provide computer and internet access, and schedule self-study time with teacher oversight for students who are enrolled in self-study or online courses as part of their BA curriculum.
In the event that a CORE subject cannot be offered (Foreign Language, English, Social Science, Math, Science, and a Vocational subject) and students need to seek out an independent option for credit, BA may assume financial responsibility for that course. Payment of any courses by BA must be approved by the Director NO LATER than the third week at the start of the academic year. Outside of core subjects, students and families will be responsible for payment of courses.
Parents must speak to the BA teaching staff about any self-study or online courses in which they are considering enrolling their child. For more information regarding self-study options, please refer to the BA Cambridge Programme Guide, or see our Guidance Counsellor.
Any decision for self-study MUST be made in conjunction with a parent, and MUST be approved by the Cambridge Coordinator, Guidance Counsellor, Secondary Principal, and Director. A study contract MUST be developed with a supervising teacher for ANY self-study programme. Decisions and contracts for self-study must be completed NO LATER than the third week at the start of the academic year. There may be additional costs for self-study courses.
24. Subjects 24.1 Languages Instruction is generally given in English. Students will be encouraged to speak in English while in school, as a courtesy to fellow students and staff who may not speak their mother tongue, and to provide continual opportunities for increasing their ability in English. Exceptions are made in French, Amharic, German and Spanish classes where all students are learning to use another language.
Amharic is taught to students in Grades 1-5. A variety of Amharic, French, or Spanish language options are available to students in Grades 6-8. Foreign language choices in Grades 9-11 are dependent upon the student’s prior exposure to the foreign language. Students who have been previously enrolled in a French or Spanish foreign language program may continue their studies by enrolling in the IGCSE French or IGCSE Spanish foreign language course in Grades 9-10. However, if a Grade 9 or 10 student has not had prior exposure to a foreign language program, their language options are to either enrol in a BA Amharic course suitable to their level or enrol in an independent/ correspondence foreign language course. If the independent study option is chosen, monitoring this course is the responsibility of the parents.
24.2 Specials Instruction in Art, Music, Physical Education, IT, Amharic and Library are given to students, usually by a specialist teacher. Teachers of self-contained classes may choose to teach these subjects themselves. If a specialist is unavailable then the class teacher (KG-Grade 5) is responsible.
24.3 Art When a specialist teacher is available they will provide two periods a week of Art instruction to ES, and two periods per week for a semester for Grades 6-8. When a specialist teacher is unavailable then the class teacher (KG-5) is responsible for incorporating art into their curriculum. This can be done as separate art lessons or as activities in conjunction with their other curricular activities.
24.4 Computer One period per week in the Computer lab is scheduled for each class from KG – Grade 5. This is taught by the Grade teacher and is for curriculum integration and the teaching of computer skills. Grades 6-8 have scheduled Computer lab time of 2 periods per week for one semester. For Grade 9 and above it is dependent on subject choices. E-mail may be provided for educational purposes and is the property of BA. At all times an adult must be in the Computer lab if students are there. Inappropriate use of IT equipment could result in a ban on use. If computers are present in classes it is expected that they will be incorporated into everyday classroom use.
24.5 Library
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Each class from KG–Grade 5 is allocated one library / information literacy period per week. Information Literacy for Grades 6-8 is integrated into the other academic subjects taken by students.
24.6 Music Each class from KG–Grade 5 is allocated 2 music periods per week. Grades 6-8 will have 2 periods of music classes throughout the year along with an afterschool option.
24.7 Physical Education Each class from KG-Grade 8 has two lessons per week. Grades 9-10 may have the option of doing the IGCES PE subject alongside their one period of PE each week. Grades 11-12 are expected to participate in two periods of PE per week, when offered.
25. Learning Support The aim of the Learning support program at Bingham is to facilitate and coordinate a whole-school approach to meeting the learning needs of students including those with identified learning needs, social / behavioural needs or disabilities or those students requiring extension activities.
The learning support team, made up of relevant teachers, Principals and the Learning Support personnel, will coordinate monitoring and planning of all students receiving support. This will involve receiving referrals from classroom teachers, assessment, coordination and communication of support required, ensuring good communication with parents and continued monitoring and appraisal of student’s progress with all involved in supporting the student.
25.1 Possible Levels of School Support Classroom differentiation including grouping, identified in planning. Collaborative support from colleagues. Referral to the school’s learning Support Team. Team teaching. In class targeted group work. Withdrawal for small group or one on one support. Support from school specialists and / or outside agencies where possible.
26. Community Service Community Service at BA encourages students to; discover and use their skills, gifts and abilities to benefit others, develop a greater awareness of and an opportunity to exercise Christian service to those in the community around them.
Students in the ES and MS are expected to participate in a teacher directed community service activity. This will change year by year for each grade level and could include growing vegetables/seedlings, planting an orchard, collecting food, clothes, recycling materials or visiting and helping at an aid project in the local community. Please ask Ato Ezra or the Elementary or Secondary Principal if you need more ideas or guidance.
Students in Grades 9-12 at BA are required to complete at least 25 hours of unpaid community service for each high school academic year that they are enrolled at BA. It is not possible to ‘carry over’ community service from one year to the next and completion of 100 hours of community service is a requirement for BA Graduation. HR teachers will organize some community service opportunities as classes and these can be counted as part of the 25 hours. The remaining hours must be organized by the students. Students should consider their timetable, including exams, when planning to complete community service. It is possible to complete some community service out of Ethiopia during breaks.
In the HS at least 12.5 hours of the community service must be completed in Ethiopia for each academic year and no more than 6.25 hours can be completed in a church service setting i.e. worship team or Sunday School. There are no restrictions for ministries of a church that are intended as an outreach to the community rather than for church members. Up to 12.5 hours may also be completed doing service for the Bingham community.
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The relevant forms (‘Community Service Record Log’ and ‘Community Service Approval Form’) can be obtained in advance from the Community Service Coordinator (Community Engagement Coordinator) and can also be found in the Student Diaries.
Community Service must be approved by the Community Service Coordinator (Community Engagement Coordinator) before it happens and HS students are required to hand in their ‘Community Service Record Log’ at the end of each of the quarters to HR teachers. Any questions about Community Service should be directed to the Principal or Community Service Coordinator (Community Engagement Coordinator). Students may do community service during the Rainy Season break for credit in the next academic year if they gain prior approval.
27. Attendance Records The office needs to be informed of any absences, please call 0112 791791. Students are expected to bring a note from their parents explaining all absences (unless already covered by: e-mail, phone call or personal contact). All unexplained absences will be followed up by the homeroom teacher or office staff. Students missing 2–4 periods will be regarded as having a ½ day absence; this will be recorded by office staff. Where the number of absent and/or tardy days exceeds 9 days in a given semester, parents will be contacted by phone. As a reminder, children are expected to start class at 8.10am and arrival after is considered as being tardy.
Students leaving school early MUST have their parents collect a pink ‘Early Departure Slip’ from the office, in order to be allowed out of the gate by the guards.
28. Permanently Removing a Child from School Once a student has started the school year, should one or both parents wish to permanently remove their child (ren) from the school, a written letter requesting this must be submitted to the school Director, signed by one parent or the legal guardian as soon as possible. Verification of a written request may be made. Each student leaving the school is required to complete a BA Clearance Form.
29. Checking Homework Diaries ‘Back and Forth’ books are used by students in KG1-Grade 5. Student Diaries are used by students in Grades 6-12. For Grades 6-8, Student Diaries are to be signed by parents each Friday and counter signed by HR teachers each Monday unless an alternate arrangement is made by HR Teachers with students and communicated with parents. Students are required to keep a record of their homework and assignments in this booklet. Please ensure you continue to emphasize with your children their responsibility to copy down their homework.
30. Daily Schedule 30.1 Before School Students are not allowed on the campus before 7:30am. Between 7:30am-8:00am they must stay in the area outside the chapel until the 8:00 am bell rings. 30.2 Bell Times
Elementary School Bell Times Middle/High School Bell Times Period 1 8.10-9.10 60 minutes Period 1 8.10-9.10 60 minutes Period 2 9.10-10.10 60 minutes Period 2 9.10-10.10 60 minutes Morning recess 10.10-10.30 20 minutes Morning recess 10.10-10.30 20 minutes Period 3 10.30-11.30 60 minutes Period 3 10.30-11.30 60 minutes Period 4 11.30-12.30 60 minutes Period 4 11.30-12.30 60 minutes Lunch* 12.30-12.45 15 minutes Tutor Groups 12.30-12.45 15 minutes Lunch recess 12.45-1.25 40 minutes Lunch recess 12.45-1.25 40 minutes Period 5 1.25-2.25 60 minutes Period 5 1.25-2.25 60 minutes Period 6 2.25-3.25 60 minutes Period 6 2.25-3.25 60 minutes
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* Note: For Elementary School only, Period 4 will finish at 12.30 and Lunch Recess will be from 12.30-1.25
30.3 Classrooms during Recess Teachers may have student/s come in during recess for special help or for disciplinary purposes. Students are not permitted in classrooms unsupervised.
30.4 Rainy Days On rainy days students in KG-Grade 5 eat in their classrooms supervised by their HR teachers or duty teachers, Grades 6–12 eat in the corridor of Gowans Center. Students may then go to the gym (without food or equipment), computer lab or library.
30.5 After School Children need to return home after school as the school only provides limited supervision after school. Children may only stay at school after school if they are in the Library or computer room or are watching sporting events with their parent’s consent. Parents must collect their children before 5pm if they have been in the Library or Computer Lab, and immediately after sporting events. Parents need to respect Bingham staff and ensure their children are not left at school after these times. If children are repeatedly left at school the privilege of staying after school will be removed.
Students returning home, after school, must immediately get into their vehicles. The library and the computer lab will be closed after school between 3:30 pm and 3:45 pm. Those participating in after school activities should be present in the appropriate area by 3:45 pm. After 3:45 students who are still on campus because of a late taxi must go to the office and wait until they are collected. If students are still on compound and not involved in after school activities their parents will be contacted and asked to come and collect their children.
Parents MUST inform the office if there is any alteration to travel arrangements for their child/ren. Transport to and from BA is the responsibility of parents.
31. Student Resources Texts are checked out to students at the beginning of the school year and collected at the end or when they are no longer needed. A record is kept of which text each student has by the teacher issuing the text. (Generally students receive the same numbered text in each subject).
Student marking of texts is not allowed. Students will be charged for loss or damage of any texts (including markings). These charges are as follows: Minimum replacement cost of $50 USD where the book is lost or is damaged such that it cannot be used in the following term or year – or the student/parents may source the exact same text and import it for us by a specified time.
Students who do not pay these charges will not be issued with their report card. Students must not loan their text books to other students. If they leave their textbooks unattended they will need to retrieve these from the office and an account charge of 100 EB to parents may be made.
Workbooks
Consumable workbooks (one per subject) are the property of the school until the end of the school year. Teachers are responsible for supplying each student with a reasonable number of notebooks, pencils, pens, etc. Students should be taught to use resources wisely and not to waste paper or other materials. Those using an excessive amount should be charged for additional supplies or asked to bring their own.
Workbooks should be completely used before being replaced. Students whose workbooks have pages (or parts of pages) removed or who have empty or wasted pages are expected to purchase a replacement from the office.
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32. Library Resource Centre 32.1 Opening Times The library is open between 8:00 am and 4:45 pm but closed for daily tea time (10:20am-10:40am).
32.2 Borrowing limits: KG1-Grade 1 two books for one week Grade 2 four books for two weeks Grades 3-5 five books and one bound magazine for two weeks Grades 6-8 six books and/or bound magazines for two weeks Grades 9-10 eight books and/or bound magazines for two weeks Grades 11-12 ten books and/or bound magazines for four weeks
DVDs/Videos – Grades 3-12 may borrow up to two DVDs/Videos on Fridays only. These are to be returned to the library on Monday (or the next school day). Guidelines for student borrowing of DVDs/Videos are as follows: Grades 3-4 only DVDs/Videos rated G Grades 5-6 DVDs/Videos rated G + PG Grades 7 + up all DVDs/Videos except those rated R
32.3 Fines 50 ETB for a book found outside, 5 ETB per day for a late print item, 10 ETB per day per electronic item. The current system of Library system is under review and will change during the year.
20.6 Suggestions for adding new additions to the library Suggestions about adding specific books for the library, from staff, students or parents are always welcome. Suggestions may be made direct to one of the library staff or by completing a Library Recommendation Form and returning this to the library.
33. Selection of reading books As a staff it was decided that for most of the Oxford reading tree books they would be used as a teachable moment about discernment. For other books that may or may not be suitable teacher discernment about what is appropriate for the different ages will be used. Books can be discussed from a biblical perspective with the children. If a teacher decides the book is not acceptable the book will be pulled and discussed with the relevant principal.
34. Audio-Visuals in the classroom The following policy is in place to guide AV use in the classroom, this covers video/DVD/youtube/vimeo and other AV media watching at school events. All must return a Permission to View Form before watching AV media. Only G/U and PG ratings are acceptable for students in KG1-Grade 8. TV editions of PG-13 or R-rated movies are not permitted for these grades. PG-13 rated movies are permissible for students in Grades 9-12. It must be remembered that ratings are relative and may not be a reliable guide. All videos shown to students are first previewed by the teacher responsible. If any parents have forbidden their child to watch a particular video, careful consideration is given about showing the video to the class/group. If it is decided to proceed with the showing, arrangements must be made for the supervision of those students elsewhere.
35. Citations of Sources Written assignments for High School projects should follow the referencing guidelines as provided in the Appendix.
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36. Use of IT Facilities at Bingham Internet access is available to all students on school computers in the Computer Lab, for educational purposes, during the lunch break and after school, when supervision is available. Internet access for personal computers is available at the same times. In order to ensure appropriate use of the IT facilities, each parent and Secondary School student is required to sign a Technology Resource Use Agreement. This Agreement details the terms of use while using the IT facilities at the school. The Homeroom teacher will distribute this form at the commencement of each new school year and the form should be returned within two weeks of the start of term or two weeks after arrival if starting later in the year. Students will have their school account locked until they return the completed form On completion of the form students will be issued the ba-guest wifi password.
The Acceptable Use Policy is as follows:
36.1 Objective The objective of the Bingham Academy (BA) Acceptable-use policies (AUP) is to govern the use of the BA’s technology and Internet service by staff, students, school councils, parents, school volunteers and community members. 36.2 Definitions 1. ‘User’ means all staff, students, volunteers, parents, school councils, school volunteers and community members. i.e., any person using BA technology equipment. 2. ‘Internet’ means an electronic communications system connecting computers all over the world through which individual subscribers can interact and share information. 3. ‘Intranet’ means a network of computer servers holding and sharing information that is accessible only from within an organization, i.e. Bingham Academy.
36.3 Policy 1. The School Administration supports, through Internet and Intranet access, the enhancement of communications and appropriate use of materials and resources consistent with educational goals. 2. The School Administration encourages acceptable use of technology, the Internet and Intranet by staff, students, volunteers, parents, school volunteers and community members. Such use shall be consistent with the School Administration’s code of conduct and mission statement. 3. All use of the School Administration's technology, Internet and Intranet involving BA equipment by staff, students, volunteers, parents, school volunteers and community members shall support education for classroom activities and/or professional or career development. Uses, which might be acceptable on a user's private personal equipment or an account on another system, may not be acceptable on this dedicated network. 4. The School Administration supports efficient, ethical and legal utilization of technology and Internet resources. The School Administration has the right to monitor and if deemed necessary remove the individuals use of its technology.
36.4 Specific Directives 1. Staff shall promote and encourage appropriate use of the BA computer system and access to the Internet/Intranet throughout the curriculum, and shall provide guidance, support and instruction to students in their use. 2. All users of the School Administration's technology and Internet/Intranet shall acknowledge their rights and responsibilities by becoming familiar with BA’s acceptable-use policy. 3. All users who are not employees of the School Administration who apply for access to this technology and service are expected to abide by Bingham’s IT Policy. 4. With access to the Internet comes the availability of material that may not be considered to be of educational value in the context of the school setting. Staff shall supervise, guide and monitor student access to the Internet. 5. Inappropriate technology or Internet use will result in disciplinary actions. 6. The Director of Bingham is authorized to issue such actions as may be necessary to support this policy.
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22.5 Electronic Mail The electronic mail system and all of its constituent software, hardware, and data files (the “System”) is governed by the school and is its property. Users should use electronic mail responsibly. In order to protect the interests of the school system, its employees and students, the school administration reserves the right to access and disclose, without prior notice or permission from the user, the contents of any email account on its System. Any message received from an unknown sender via the Internet should either be immediately deleted or forwarded to the Network Systems Administrator. In no event should any user ever download any file attached to any Internet-based message unless the user is certain of that message’s authenticity and the nature of the files so transmitted. Users should not create, distribute or forward chain letters, offensive or harassing messages, or messages that contain false information. Users must obtain the owner’s written permission prior to distributing copyrighted material.
For Students Please Note: Secondary school students will be issued individual e-mail accounts. This can function as a form of communication between teachers and students for the purpose of schoolwork within child safety guidelines. Students who have electronic mail accounts from sources outside the school division may not access those accounts using the school division’s resources.
For personal safety reasons when communicating electronically, students shall only use their first or called name. Full names, home phone numbers, addresses, or other personal identifying information shall not be revealed without written parental and teacher permission.
36.6 Electronic Media
Throughout the school year, students may have their image, likeness and/or voice captured on digital video, photos, slides, audio and other electronic media. Bingham Academy reserves the right to use this media to promote continuation and improvement of the division and its educational programs through the Internet, mass media, displays, brochures, presentations and other forms of distribution. A list is kept of students who are not permitted to have photos displayed and this list will be maintained on the school database and checked before images are used.
36.7 Web Pages
The School Administration will provide resources to host class/activity Web pages. Such pages must contain only educationally relevant material and must adhere to all applicable school division guidelines, policies, and regulations. Students may only post information to Web pages under the direct supervision of a staff member. Because they will be creating Web pages that depict school activities and projects, students will at times include pictures of themselves or other students within a document. In these instances, picture captions or references will identify the activity or class and will not identify students individually by name. Such pictures will illustrate the activity and will not present portraits of the individual students. If a Web document text does include the name of a student, only the first or called name of the student will be used. At no time will a student's full name, address, or other identifying information be used except for students age 16 and above who may have full name approved for publishing.
36.8 Internet Access
Students wishing to access the Internet via their own computer or media-device will be required to first have completed the Acceptable use form, they will then be issued a password for the ba-guest wifi system. Students will only access the Internet under appropriate supervision. Users will be responsible to view sites that directly relate to a school-related assignment, activity, or responsibility. Users should not use school technology resources to create, distribute, download, or view obscene, threatening, illegal, or inappropriate content. Users should immediately inform a staff member if they encounter material that is obscene, illegal, inappropriate, offensive, or otherwise makes them feel uncomfortable. Users may not download or view copyrighted software, movies, videos, games, and/or music using school resources. Users should not use technology resources to engage in any Bingham Academy Parent-Student Handbook 2015 / 2016 18
commercial activity including the purchase of goods and services; staff members may use technology resources to purchase school supplies and resources provided they follow established school division purchasing guidelines.
For further information see: http://www.media- awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/backgrounders/acc eptable_use.cfm
Parent-Student Technology Use Agreement:
The Bingham Academy technology system is to be used for educational purposes. Persons using the system are individually responsible for the material they use, send, and receive. The network will be subject to review, monitoring, and logging. Usage of the system is a privilege. System users are expected to use the technology appropriately, wisely, educationally, and honourably.
The following list below is a non-exhaustive list of topics that are not appropriate for school use. Students that are found to be viewing any of the listed items or fail to follow the guidelines of this use agreement will lose their technology privileges and/or be subject to school disciplinary consequences. It is understood that some school research projects may require limited visitation to excluded or non-educational sites; however, the teacher making the assignment will notify the supervisory IT staff of such issues in advance.
The following is a non-exhaustive list of unacceptable or non-educational topics/sites/activities:
Pornography or obscene material Teacher/Other User files or folders Downloading Videos/Music/Software Chat Cheating Security/Hacking Music & Movie sites Gambling Drugs Sites dedicated to violence, hatred, racism, terrorism, or weapons
Personal responsibility for actions and messages is mandatory; anonymity is not permitted, nor is representing another at log-on or in correspondence. All mail must reflect the senders account identification. Using someone else’s account, password, or someone else’s email is not permitted. Social Networking sites (i.e. Facebook) are not permitted because of potentially inappropriate content. The Bingham network is for educational purposes. All personal browsing should be done from home. Individuals are responsible for the mail maintained, sent, or stored in their account as well as material received while using the Internet. This means that any email or Internet material must be appropriate, descent, educational, and will in no way harm the system. Each student is allotted 100 Megabytes of server storage space for the purpose of keeping school related files and documents only. The storing of music files (MP3s), video clips, and programs of any type on the school’s workstations or servers is not permitted. In addition, no executable programs may be run or installed on the school workstations without the approval of IT staff; this includes personal games. Copyrighted music, movies, games, and/or other software shall not be copied, borrowed, or shared on school grounds.
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37. Homework The academic progress of individual students should not depend solely on homework assignments. The purpose of homework is to establish study habits, increase student responsibility for the care of their work and to practice and apply skills that have been taught in the classroom. Homework needs to be meaningful, encourage decision making and be aimed at encouraging good attitudes for the future.
37.1 Homework Standards
Homework should relate directly to class work and the purpose of and directions should be clearly understood by students and parents. Teachers will ensure that homework has been completed and marked. They will also give feedback on what has been done. Students will note down their homework assignments in their Back-and-Forth Book or Student Diary.
37.2 Amount of Homework
Homework is NOT to be issued over holidays unless specifically arranged between the Teacher, Parents and Student. Exceptions to this will be for Grades 10-12.
37.3 Elementary school Homework
KG-Grade 5 should complete work during lesson time, with the exception of daily reading, memorizing bible verses, spelling words, or mathematical facts. Special long-range projects may occasionally be given with clearly defined expectations and time frames. KG-Grade 2 may have a maximum of 15 minutes each school day. Grades 3-5 may have a maximum of 20 minutes each school day.
37.4 Secondary school Homework
Teachers of Grades 6–12 must discuss together assignment loads and major projects so that students are not overloaded at certain times. MS students may have homework in the weekend whereas HS students are likely to have homework in the weekend. If homework is issued for the weekend, Staff will follow the guidelines, regarding amount, as per weekdays. Grades 6-8 may have up to 2 hours per day. This is approximately 15 minutes per subject per lesson. Grades 9-10 should have up to 3 hours per school day, approximately 20 minutes per subject per lesson. Grades 11-12 may have up to 3 hours per school day, approximately 30 minutes per subject per day.
38. Testing and Evaluation Teachers should establish a process of ongoing assessment of student progress, whether by means of checklists, portfolios, regular quizzes and graded assignments. There must be a sound basis for tailoring instruction to meet actual needs and for reporting to parents.
38.1 Scheduling Tests
Cambridge Progression, Achievement, and Checkpoint tests for Grades 2-8 will be administered in April or May of each year. Students should not be given more than two major tests in one day or four major tests in one week – except in the case of end of year, mock or CIE exams. These planned assessments need to be placed in the assessment tracker on the wiki. Assessments not on the assessment tracker may be asked to move when assessments exceed the above limit. Students should be given at least one week notice of major tests, so that they may inform their teachers if scheduling conflicts arise. Final exams may be given in Grades 6-9, however these exams will account for no more than 20% of a student’s final grade. No extra credit is to be given in assessment work.
38.2 Grade 9 Examination Period
These examinations are set as a review of the student’s Grade 9 work for the year. It is also an opportunity for Grade 9 students to experience an examination period, similar to what they will experience when they sit the IGCSE examinations. During this examination period students can be Bingham Academy Parent-Student Handbook 2015 / 2016 20
expected to sit up to 3 exams per day and no more than 12 in a week for the three week period of examinations. Teachers must place these examinations on the assessment tracker, ensure students are given details of the examination format, the content and/or skills being assessed and ensure that each examination lasts no longer than 50 minutes each period.
38.3 CIE Examinations
Grade 10-12 students will sit mock exams in the Cambridge International Examinations (CIE) subjects in February as preparation for the actual exams to be held in May and June. These exams are to be set by the relevant teachers, based on past CIE papers. These exams will count as 20% of the student’s final grade.
Since a portion of the MOCK exam may be based on the previous year’s exam papers, students are not permitted to preview these particular papers. Students are welcome to visit the Student Site of the official CIE website, www.cie.org.uk to get resources for revision.
Please note that the cost of ‘retakes’ for any Cambridge exam must be met by Parents.
38.4 Grading Policy
Academic grades (Grades 6–12) are based on a student’s daily work, quizzes, tests, exams and projects. Marks may be deducted for missing or late work. Refer to Grading Table in the Reporting to Parents’ section. If a student has an unexcused absence on the day of a scheduled test, they will be expected to sit the test the next school day and may expect a 50% reduction of marks. It is suggested that three to four assessed tasks be completed for each reporting period to ensure adequate assessment and evidence of student achievement. No extra credit is to be given. For class Grade 10 - 12 grades should be an accurate reflection of expected student achievement in the final CIE examinations.
38.5 Standardized testing
Students in Grades 11 and 12 who wish to pursue tertiary education in the USA can participate in the PSAT and SAT at BA. They can also sit the SAT at ICS at various times throughout the year. These are organized by the Guidance Counsellor.
39. Retention (Repeating a Grade) If there is a possibility that a student will not be able to complete the work of the current grade, the parents and the Director should be aware of the problem and attempts made to correct it by Christmas. Last minute surprise failures or retentions should not happen. Please notify the Director in writing immediately if exceptional circumstances occur that may lead to retention at short notice. Retention is not entered into lightly and the wellbeing of the whole student is considered. This includes the social, emotional, physical and academic needs of the student. A child is only retained in cases where we would not be able to provide the in-class learning support required to assist the individual child.
In cases where a student will be retained (repeat a grade) the following procedures will be followed: Before the decision to retain occurs, the learning support team will assess the child, develop and implement an individual education plan, consult on progress with the grade teacher, parents and relevant principal. If sufficient progress is not demonstrated a meeting will be arranged with the parents, relevant principal, learning support teacher and grade teacher to discuss retaining a child and how the child will be supported next year. If a child's age falls outside of 2 years from the relevant October 31st date, then the child will not be able to attend Bingham due to insufficient support being available.
40. Graduation Requirements (Grade 12) Grade 12 students must have a passing class grade (‘D’) in all subjects for the year along with ‘satisfactory’ or above in regard to effort and have completed 100 hours community service (25 hours per year Grades 9-12) in order to graduate. Grade 12 students enrolled in four AS or A level courses may withdraw from a failing course with the approval of the director. Bingham Academy Parent-Student Handbook 2015 / 2016 21
At Graduation Bingham Academy has been recognizes students with outstanding academic results through presenting a new Diploma. Students who achieve outstanding academic results during their High School years will be awarded a Diploma Magna Cum Laude (Diploma with High Honours). The aim of this Diploma is to formally recognize the outstanding academic achievements of graduating students. At the Graduation Ceremony this will be recognized with a formal certificate and a distinctive coloured sash to recognize their achievements. In order to receive this award, students must meet the following criteria;
Complete High Schooling at BA with an average GPA of 4.0. The GPA is calculated according to the grades the student receives on their end of year school report. Students must have attended BA for a minimum of two years to be eligible to graduate with this Diploma. Each student leaving the school is required to complete a BA Clearance Form.
41. Sylvia Hicks Award of Excellence Each year, a Grade 12 student is awarded the Sylvia Hicks Award of Excellence. The recipient receives a marble plate upon which their name has been engraved (given at the end of year whole school chapel) and their name is added to the plaque located in the school main office. The recipient also receives a scholarship toward their higher education costs at the institution they plan on attending after graduation from BA.
The award is presented to the student with the highest overall grade point average (GPA) during their time in Grades 9-12 for a minimum of three years at BA.
42. Year 12 Graduation Trip The Grade 12 graduation trip is a privilege not to be taken lightly by students. Each Grade 12 student must have met all of the graduation requirements and received the final approval from the BA Leadership Team to be entitled to attend the graduation trip.
43. Field Trips Field trips with an educational purpose are encouraged. Parents should be notified of a forthcoming trip at least two weeks in advance. All classes may be involved in trips, with Grades 7-11 travelling further afield to various parts of Ethiopia and Grade 12 travelling out of Ethiopia. There needs to be at least one staff member on the field trip that has received first aid training in that year (Bingham will offer first aid training at the start of each year). All students are expected to attend. If students do not attend the planned trip, then they are expected to complete sufficient work in lieu of the trip, possibly at school.
44. Activities Week: Grade 6–12 Trips The Activities Week involves all staff from the secondary school and is an opportunity to work with and get to know the students in the secondary school in a different capacity. It is an excellent opportunity to for our students to expand their world view. For all the below trips the class assigned teacher will be responsible for the program and running of the trip and will work with the Community Engagement Coordinator to coordinate logistics.
Activities Week (Last week of term 1) Purpose/ Goals/ Curriculum Links
Grade 6 Retreat Learning to serve Two mornings of community service (usually at two Learning about stewardship of the environment orphanages) Working with orphans and learning about their lives Two afternoons of activities at school (team building Getting to know and relating with others. and reflection) What is a Christian 2 night retreat at Menagesha Forest – staying in the Sharing my faith with my friends house and dormitories Praying for my class.
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Grade 7 Retreat Learning to serve Spiritual Retreat to the SIM compound at Langano 4 Working with Ethiopian students and learning about their nights. lives or understanding the SIM Langano mission The week will involve some community service – Getting to know and relating with others. either working at the school or working on the Discovering Self – Who I am in God campsite Understanding how ‘I’ work within the Body of Christ Grade 8 Northern trip Cultivating Religious and Cultural Sensitivity
A History/ Cultural trip to the north of Ethiopia (Bahr A chance to explore/ experience Ethiopia’s rich cultural Dahr, Gondor, Lalibela, Axum). This 7-8 day trip will history. Devotions to be carried out throughout the trip. compliment Grade 8’s study of Ethiopian History. The BA will cover staff costs, student costs met by parents. organization for this is primarily the HR teacher’s responsibility in conjunction with the Social Studies Social Studies: History of Ethiopia Teacher. Bible: Responding to the Orthodox Church, poverty, social justice (minor prophets)
Grade 9 Retreat Learning about service Part days of community service Myself in Relation to God Retreat to the SIM compound at Babogaya, Debre Understanding the real Jesus Zeit for 4 nights. Students will be challenged to claim their own faith and examine the person of Jesus. Grade 10 Ministry Exposure Myself in Service to Ethiopia This 4-6 day trip. Students will plug into existing ministries and give their This trip is community service oriented – the focus of time and energy to further the mission the trip is learning about the organisation the Devotions centred on students living a life outside of students serve with and actively being involved in a themselves. ministry. Students run a program for youth in Mekelle or learn about Self help groups in Southern Ethiopia. Grade 11 Retreat Discovering My relational Purpose - This 4-5 day trip is held at NLM Resort in Hawassa Purpose as a Woman or man of God (Every Woman’s The focus of the week retreat is relationships, dating Battle, Every Man’s Battle). & sex. Separate seminars for men/women regarding relationships Grade 12 Service Retreat in Addis Ababa Learning about service Class will perform a week long community service Learn about a service organisation project based in Addis, this has traditionally been Actively participate in serving people running a program for blind students at Misrach and street boys at Retrack Grade 12 Graduation Trip
Grade 12 Graduation trip - End of year Exploring my Contribution to the World
This 7-10 days trip, steps beyond the borders of Students will be exposed to another culture. Prior research Ethiopia. The BA Leadership Team in conjunction with of the new culture is required of each student the Grade 12 Homeroom teacher will alternate between a trip to Turkey and Zanzibar. Students must Focus on how the Church operates within the new culture. contribute in planning and organization. Each trip How do women/ men behave? How will you survive on your should also include a team-building physical own in a new context? challenge. Spiritual input will be a daily focus of this trip. BA will cover staff costs and give a ‘Graduation Gift’ of 250 USD per student.
Leaving well, detecting cultural cues, menu and financial planning
Costs met by parents
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Section Six - Community Relations (ACSI Standard Three: Home and Community Relations and Student Services)
45. Expectations of Parents In an international community such as Bingham Academy it is understood that parents may need to travel into rural areas of Ethiopia in which communications are poor, or may need to travel overseas. For the safety of your children please inform the front office and fill in the Parents out of Communication form if children are left in the care of others who are not parents, this will allow the school to contact your appointed guardian of your children in the case of an emergency. Failure to meet this requirement may result in the child not being permitted to continue at Bingham Academy.
46. Communication with Parents Below is an outline of the formal communication opportunities for parents. If parents would like to contact the school or any staff member they are encouraged to do this directly through the school office.
Semester One Semester Two 1st Term 2nd Term 3rd Term 4th Term September November February April Back to School Night ES Parent/Student/ Open parent forum Subject selection KG – Gr.5 Teacher conferences evening (parents of Back to School Night College Application March Grade 8 to 11) IGCSE Secondary 6-12 Seminar for G. 10-12 Mid Semester Reports subject choice form Beyond Bingham Open parent forum (some students) and Grade 10/11 AS evening for High school Parent/Student/ and A subject choice parents (preparing for December Teacher conferences form goes home decisions after Bingham) Semester One written Open parent forum Open parent forum reports (all students) June October Semester Two Mid Semester Reports written reports (all (some students) students) Parent/Student/ Open parent forum Teacher conferences KG-Grade 2 teachers send out a weekly class newsletter Grade 3-5 teachers send out a monthly class newsletter Grade 6-12 teachers send out update each term BA Bulletin is sent out each week Appointments with Staff can be arranged through the office at any time Other class events occur at regular intervals throughout the year. Each Homeroom teacher is encouraged to arrange a class potluck dinner once a year.
47. Purpose of Written Reports 1. To inform parents and students about academic and social progress as individuals and in relation to others 2. To outline student needs for ‘next step learning’ – what skills and/or content knowledge are required. 3. To be part of the ongoing process of ensuring regular, professional communication with parents, throughout the course of the school year
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48. Grading Structure: Academic Achievement - Elementary: KG – Grade 5 (All Subjects) Above Standard Consistently above standards for grade level Meets Standard Meets standard for grade level Needs Improvement Not yet achieving standard for grade level
Achievement - Middle School: Grades 6-8 (All Subjects) Grades 9-12 all non-IGCSE/AS/A level course (Bible, PE, Algebra 2, etc.) A 90% - 100% B 80% - 89% C 70% - 79% D 60% - 69% F 59% and below
Achievement – High school: Grades 9 and 10 (Subjects as listed) IGCSE English, Foreign Languages, Social IGCSE Maths, Sciences, IT, Art, PE Studies, and O level Religious Studies A* 85 % and above A* 90% and above A 75% - 84% A 80% - 89% B 65% - 74% B 70% - 79% C 55% - 64% C 60% - 69% D 45% - 54% D 50% - 59% F 44% and below F 49% and below
Achievement – High school: Grades 11 and 12 (Subjects as listed) AS & A level History, English, Languages,, AS & A level Maths, Sciences, Geography, Business Studies, Economics Computing, Art, ICT A 77 % and above A 85% and above B 69% - 76% B 75% - 84% C 62% - 68% C 65% - 74% D 52% - 61% D 55% - 64% F 51% and below F 54% and below
Effort – KG to Grade 12 Above Expectation Students who are consistently demonstrating the characteristics
Meets Expectation Students who are frequently demonstrating the characteristics
Needs Improvement Students who are rarely demonstrating the characteristics Effort is measured by the following characteristics: participation, preparedness, attitude, and intrinsic motivation.
Reports will not be issued if there are any outstanding tuition fees, fines (e.g. library, lost books, PE fines) or incomplete community service in Grades 9-12.
49. Cumulative Student Records The records of current students are kept securely in the school office in paper format, as well as in the secure database. The records of students who have left are kept securely in the records room. A student and/or parent wishing to see their child’s file may do so with the consent of the Principal or Director. Where a graduate of BA and /or a parent requests a transcript or other personal
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information this will be dealt with by the office on satisfactory confirmation of the student’s or parent’s identity. Requests by a third-party for a student’s transcript or other personal information will be dealt with by the office after the parent’s permission or the student’s permission, in the case of a graduate, has been obtained.
50. Back to School Night (KG–Grade 5, Grade 6-12) Soon after school starts an opportunity is given for parents to meet with their children’s teachers, for teachers to outline what the expectations are for the year. This is also an opportunity to discuss the specific ways parents can assist in the education of their children. Each teacher must prepare a handout to give to parents on the night. This should include information related to expectations, curriculum, homework, etc in a format decided on within the ES and MS/HS Teams.
51. Parent/Student/Teacher Conferences BA organised Parent/Student/Teacher conferences happen once each semester. These conferences provide parents and students with an opportunity to meet with teachers and are greatly appreciated by the community. In addition to these conferences, and as part of our partnership with families, you are likely to have additional meetings to discuss issues and needs as they arise. The 'Parent Meeting Sheet' may be used by teachers to record details from the meeting and also to inform others e.g. Principal and Director.
52. Grievance Procedure The following procedures are for providing students, parents, staff and others in the BA Community with a process for expressing and resolving grievances with regard to academic, administrative or community concerns. This process recognizes that it is much healthier for the BA community if concerns and complaints are addressed to the party with whom one experiences a conflict, rather than addressing concerns and complaints to those not directly involved. In such situations, and in light of our mutual commitment to glorify Christ, the individual shall make every attempt to resolve the conflict according to Christian principles. These principles include:
speaking the truth in love (Ephesians 4:15) taking the initiative to discuss the conflict privately (Matthew 5:23-26, 18:15) enlisting a Christian peace-maker or intermediary (Matt. 5:9, 18:16) not spreading ill will to others (Colossians 3:12-17, Ephesians 4:29-32) not taking the other to court (Matthew 5:23-26, 1 Corinthians 6:1-8) applying appropriate disciplinary measures with the goal of confession, repentance, reconciliation, and restoration providing restitution where necessary
The following steps should be followed for handling grievances.
Informal Grievance Procedures: (Appropriate confidentiality should be maintained throughout this process) 1. The individual shall discuss any problems or grievances first with the person concerned 2. If a resolution cannot be reached the individual may enlist a mutually agreed to mediator to discuss the grievance.
A formal grievance should not be brought until informal attempts have been made to find a solution to the issue. It is in the interests of all concerned that issues are addressed as soon as possible and resolution sought. It is important to identify whether the grievance is a grievance that concerns the school or a mission agency. This will determine which grievance process to follow. This can be done in step 1 below.
Formal Grievance Procedure: (Appropriate confidentiality should be maintained throughout this process) 1. The person should put their grievance in writing and send this to the concerned individual and their immediate supervisor. A grievance should stick to the facts and avoid abusive or
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emotive language. If the grievance concerns the Director this should be sent to the Director and the Bingham Academy Board Chairperson who will inform the individual of the process the Board will follow in addressing the grievance. 2. On receipt of the grievance a meeting should be arranged as soon as possible with the individuals concerned and the immediate supervisor. The purpose of the meeting is for the person to explain their grievance and how they would like to see the issue resolved. Both parties have a right to be accompanied to the meeting by another person of their choosing. A written record of the meeting will be made and given to each person present and to the Director. If the immediate supervisor is required to make a decision they will inform the individuals of a formal decision within two weeks. 3. If the first meeting is unsatisfactory, the individual may request a second meeting with the concerned individuals and the Director. The resolution of the grievance should be communicated to the aggrieved person in writing by the Director (and the relevant sending agency of the individuals concerned, if applicable). 4. If resolution still cannot be reached, the individual may appeal in writing to the Bingham Academy Board, whose decision shall be final.
If someone brings a grievance to you, which is not within your line of authority to address, you should direct them to follow the procedures above.
53. Public Performances During the school year Grades KG–Grades 8 and grade 12 will present what they have been learning in class. These should be linked to the appropriate curriculum area. This assists in developing our students’ skills, along with providing an opportunity for strengthening the BA community. Families and guests are invited to attend each activity. It is the teacher in charge who has the responsibility for publicising the activity. Activity dates are marked on the School Calendar.
When preparing please seek advice from others. Plan ahead. Be aware of time constraints and other commitments.
KG1 & KG2 Nativity Play Grade 1 Arts night Grade 2 Cultural Night Grade 3 Performance Grade 4 Science Fair Grade 5 Living History Museum Grades 6 to 8 MS Expo Grade 12 Antithesis paper presentation
54. Athletic Uniforms & Events Students participating in school athletic events are issued with an athletic uniform. Due to the difficulty and expense of replacing these athletic uniforms, a fines policy has been instituted for lost and damaged uniforms, as well as late fines for uniforms not turned in by the due date each season. These fines apply to any portion of the uniform that is late, lost or damaged. The fines are: lost or damaged fine $50 USD, late fine 10 ETB per late day until turned in.
Students are involved in a variety of sporting events throughout the year. Mostly these operate after school time except for Field Days which are a requirement for all students. All Staff are expected to attend and help with Field Day.
55. House Teams The school has been divided into three “houses” for the purposes of athletics and other events. Each member of staff and each student retains this membership in their house throughout their time at Bingham. The houses are named after three missionaries, Carey, Scott and Taylor, who had a great impact on missions.
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56. Merit Award System The Merit Award system is a system that rewards MS/ HS students for achievement in class for a variety of positive efforts. Merit certificates can be awarded for behaviour or achievement which is praiseworthy of encouragement, including; extra effort, consistent effort, a good quality piece of work (assignment, homework, assessment work or other), showing initiative, good level of improvement, service to others, cooperation, and going out of the way to help others. These awards are to be presented to students in MS/ HS Chapel. The students are to be responsible for keeping their merit certificates safe and handing them to the MS/ HS Principal or designated coordinator when the required number has been earned. The certificates earned in a year will carry over to the next year.
Merit certificates are awarded by classroom teachers. Students who have earned 20 Merit Certificates are eligible for a Bronze Award to be presented in MS or HS Chapel; at the end of the term those students who have received a Bronze award are eligible for a Pizza or ice cream lunch supplied by the school. Once a student has earned 3 Bronze Awards they are eligible for a Silver Award to be presented in MS or HS Chapel. Once a student has earned 3 Silver Awards they are eligible for a Gold Award to be presented at the end of year Awards night. Bronze, Silver or Gold Awards will not be presented to students who are working on an Individual Behaviour Plan.
57. After School Activities (Gymnastics and Taekwondo and others) In order to further serve BA families, after school activities are often run on campus. These are NOT run by Bingham Academy although the Athletic Director is the school coordinator for all such activities. Payment for after-school activities must be given directly to the instructors, not through the Athletics Department or the school office. Each term, the Athletic Director will inform parents of these activities.
Instructors must sign a Facility Use agreement and abide by all policies stated in the agreement. See the Procedures for Facility Reservation and Bingham Academy After School Facility Use Agreement Forms.
58. Rock Climbing Wall Bingham Academy is privileged to have the use of a rock climbing wall in the gym. Given the potential dangers surrounding the use of this climbing wall, a student may not use this facility under any circumstances, until they and their parents have signed the Release, Waiver, and Indemnification Contract. All climbing activities must be supervised by appropriately trained staff. The school will ensure at least one staff member has up to date training in managing the climbing wall.
59. Insurance at Bingham Academy Bingham Academy has the following insurance polices in place:
Third party vehicle insurance SIM Group insurance policy (for SIM registered vehicles) Public liability The extent of insurance coverage in Ethiopia is NOT as comprehensive as many western countries. Where the above coverage is felt to be too little, it is the responsibility of the individual to arrange for more comprehensive insurance. In light of this, staff members and parents are asked to sign a waiver indicating acknowledgement of this situation. The waiver states:
Bingham Academy does not provide medical insurance for students while at school. It is the responsibility of student’s parents to respond to, make arrangements for, and pay for any medical emergency or issues that occur concerning their child. Bingham Academy does not provide insurance for personal possessions, clothing or other items that belong to students or their families that are lost, stolen or damaged while at school. Bingham Academy does not provide medical cover or personal possessions cover while a student is on a school event or activity that is off- campus. Such cover may be personally arranged by a Parent.
If you have any concerns or questions regarding the level of coverage, please talk to the Resource & Relations Manager.
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60. Injuries During Athletic Events The following statement can be found at the bottom of the annual Medical Form
Authorization of Parent / Legal Guardian – Please read carefully
In the event of an emergency or physical injury the school administration will attempt to call parents or designated emergency contacts. Depending on the circumstances, the school may contact or transport your child to one of the following medical facilities: Girum Hospital, Brook Clinic, Korean Hospital, St. Gabriel’s Hospital, Black Lion Hospital, Viking Clinic, CURE Ethiopia Hospital.
Should an emergency occur which involves my child and I am unable to be contacted, I understand that the school personnel may provide First Aid and may see that my child is given medical treatment under the direction of a physician.
This procedure will apply to both emergency and physical injuries occurring on-campus and off- campus, for example in the event of a sports away-game or field trip.
61. Student Vehicles Students who drive to school must have written permission from their parents or guardians, a valid driving licence for Ethiopia and adequate insurance for the vehicle they are driving. Parents should complete the Student Permission to Drive Form (see Appendices). A copy of this must be kept on file in the school office. Another copy must also be kept in the student’s car and produced on request. These students are not permitted to leave the school campus during school hours. Their vehicles must be kept in the car park at all times. Passengers travelling to and from school driven by another student must also have permission from parents/guardians to travel in the car.
62. Lockers Lockers are provided for students to help facilitate storage of their possessions while at school. Students must ensure that they have all necessary equipment/books so that access to their lockers occurs only at recess and lunch times. Access during class time will not be permitted. This is to minimise the disruption caused by coming to class late because of having to obtain forgotten books.
63. Student Discipline Policy Students are responsible for conducting themselves appropriately with the knowledge that failure to do so will result in disciplinary action. General rules relating to safety and respect for others and for property are clearly stated to the whole school body. Each teacher is responsible to maintain behaviour guidelines for his/her classroom. All staff are also expected to be aware of and respond to behaviour issues as appropriate, outside the classroom. The process of disciplinary action will begin as soon as possible after an alleged offence has been brought to the attention of the appropriate authority. It will be investigated thoroughly and fairly, seeking to determine the appropriate facts, giving all parties an opportunity to comment.
64. Behaviour Expectations During class time, all student behaviour is the direct responsibility of the teacher. Teachers are required to clearly define behavioural expectations for their classes, actively reinforce positive behaviours, and provide consistent and reasonable, positive and negative consequences for behaviours. Teachers should feel free to refer difficult cases to the ES and MS/HS Principals and must keep the Leadership Team informed regarding any significant discipline problem/s. Do not allow improper behaviour to continue unchecked. Teachers must ensure that behavioural expectations are clearly posted in the classroom.
The following expectations are part of the requirements that ALL teachers must uphold:
1. Respect yourself (honesty, respect and good manners will be expected at all times). 2. Respect others (respond to staff promptly, ready to begin class, no close physical contact between student couples, treat others with respect). 3. Respect the environment (no chewing gum or eating food during class hours, follow guidelines about electronic devices).
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Inappropriate behaviour will not be tolerated and will result in the following action:
Step 1: Teacher gives in class consequence and communicates with parents
Step 2: School consequences and HR teacher, Principal and parents notified.
Step 3: HR Teacher and Principal meet with the parents.
Step 4: Director notified. Director meets with the parents.
65. Dress Code Each staff member is also responsible for upholding and modelling the BA dress code which is as follows: Standards of dress should be in line with Biblical concepts of modesty and sensitivity to others. Neatness, cleanliness and avoidance of extremes are principles providing guidance in our decisions regarding appropriate dress. HR teachers should take responsibility for ensuring that students in their grade adhere to the dress code guidelines.
65.1 For all students: No caps, hoods or bandanas are to be worn indoors, (scarves that keep the hair neat or out of the eyes are permitted). Outside the classroom footwear must be worn at all times With the exception of small earrings, no visible body piercing is allowed BA athletic gear must be worn by students in Grades 6-12 during physical education classes and during interschool sports competitions
65.2 For male students: Trousers and shorts must cover their underwear
65.3 For female students: Spaghetti and thin-strapped tops may only be worn with a shirt under or over them and all tops should cover undergarments, should not be unbuttoned or low-cut, and when arms are lifted should not expose midriff skin. Trousers/pants should not be low cut and clothing should not be inappropriately tight or see-through. The hem of shorts must not be above the tip of the middle finger when standing with arms hanging straight down. Dresses and skirts must reach the knee. Make up must be used sparingly and is only permissible in the High School
65.4 For field trips: Students must be smartly dressed in accordance with the dress code. If swimming is involved, swimsuits for females must be modest and cover midriff at all times.
65.5 For High School Banquet, Graduation any other formal school functions: The dress or top should not be low-cut (i.e. if the wearer bends down underwear should not show) Backless dresses, or dresses with cut-outs are not appropriate The hem of the dress or skirt must not be above the tip of the middle finger, when standing with arms hanging straight down When sat down, the skirt should not rise above mid-thigh All visible layers of the dress should conform to the above length guidelines A strapless dress or top is permitted, as long as the dress is not low-cut. A wrap, scarf or cardigan is recommended, particularly to accompany a strapless dress or top A low neckline is not appropriate
65.6 Violations and modifications:
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Students will be requested to change into appropriate clothing – t shirts and trousers/pants may be provided. The school Leadership Team and the student’s parents will be notified. Frequent or repeated issues in relation to the dress code with individual students will result in more serious action. Final authority for the interpretation of the dress code rests with the school Leadership Team.
65.7 Student’s Personal belongings
These are at all times the responsibility of the student and they must be named. Any inappropriate items: electronic games, knives, inappropriate music etc will be confiscated and could result in disciplinary action.
66. Electronic Devices The purpose of this policy is to ensure appropriate school related use of electronic devices (ED) during school hours. Therefore, devices should not be distracting students from their academic work but enabling or complementing academic school work. These devices must also be used in accordance to the IT Use Agreement signed by students and parents at the start of each year.
66.1 In Class Electronic devices (ED) can be used during class time with the permission and direct supervision of the teacher during the class period.
66.2 Out of Class Headphones – headphones are not permitted at any time outside of class time. “Phone” devices – While on campus, all “phones” are to be switched off between 8:00 a.m. and 4:00 p.m. Permission from teaching staff or office staff needs to be obtained to make emergency calls during this time period, with the staff member present. Electronic readers - Electronic readers may be used in the library, tented lunch area, computer room and study hall during recess times.
66.3 Inappropriate Use of Electronic Devices Any time that Electronic Devices are used without teacher approval, the ED will be confiscated and parents will need to collect it from the office.
66.4 Missing/Stolen Electronic Devices Students are responsible for the ED that they bring to school. If an ED is lost, stolen, or broken, it is the full responsibility of the student and not of the school.
Known electronic devices include, but are not excluded to: laptops; Kindle; Nook; ipad; iphone, ipod, DS, smart phones, regular phones, etc…..
67. Unethical behaviour in Assessment Tasks – Middle & High School Students Only Students are subject to the normal rules of the school throughout the period of assessments. Failure to observe these rules may incur a penalty determined by the Principal (on the advice of the teacher) according to the circumstances.
Charges of unethical behaviour may include:
1. Speaking to any person other than a supervisor during an assessment task. 2. Deliberately behaving in any way likely to disturb the work of any other student during an assessment task. 3. Deliberately behaving in a way likely to upset the conduct of the assessment task. 4. Communicating or receiving communication regarding the content of an assessment task before the task is completed by all classes involved. 5. Passing notes during an assessment task. 6. Possessing unauthorised written material during an assessment task. 7. Being dishonest in any way during an assessment task. 8. Plagiarism - Using work written or prepared by another person without written acknowledgement. 9. Collusion – Giving answers or work to other students in order to cheat or deceive others. Bingham Academy Parent-Student Handbook 2015 / 2016 31
10. Bringing a mobile phone into an examination room.
Students who do not comply with these rules will be reported to the Principal. The penalty for proven unethical behaviour will be cancellation of marks achieved. In relation to that particular task they will receive a zero. A statement to this effect will be issued to the student by the teacher and Principal.
Students who are confident that they have a reasonable suspicion of unethical behaviour on the part of another student should feel obliged to discuss their concern with the teacher or the Principal in confidence, as soon as possible after the assessment task has finished
68. Types of Disciplinary Action 68.1 Extra Duties
Topical compositions, picking up stones or trash, sweeping, tidying up classrooms, detention, are examples of extra duties.
68.2 Warning
A letter will notify parents/guardians of a student’s consistently unsatisfactory conduct or academic performance. It will summarize previous offences/issues and the disciplinary measures that have been taken. It will state what further action/s will be taken should the problem/issue persists. It will offer (or request) a conference with parents. A copy of the letter will be placed in the student’s permanent file.
68.3 Individual Behaviour Plan
A student who persistently performs below his/her academic potential, or whose social conduct continues to be unsatisfactory, may be placed on restricted status at school for a stated length of time. Such action will be structured to enable the student to concentrate on overcoming particular academic or behavioural problems.
When a decision is made to place a student on individual behaviour plan, the parents will be notified in writing and a conference will be arranged if necessary. A copy of the individual behaviour plan letter will be placed in the student’s permanent file. The letter notifying parents of the use of an individual behaviour plan will contain: A summary of the academic and/or discipline problem(s). The specific attitude or behavioural changes expected to be made and/or the academic progress to be achieved by the student during the period of the individual behaviour plan. Further measures to be taken should the student fail to achieve satisfactory progress towards the goals. Failure to achieve satisfactory progress toward the goals of an individual behaviour plan may result in the student losing the privilege of attending BA.
68.4 Removal of Privileges
Unable to attend special events, sports team participation, etc …
68.5 Extra Curricular Eligibility
BA offers a variety of extra-curricular activities for students. Each semester BA offers coaching in various sports. Competition is then held between the house teams or between BA and other international schools in Addis. A student may be denied participation in extra curricular activities if the coach/activity coordinator determines that the student’s behaviour has been below an acceptable standard. Parents must be informed. An appeal may be made in writing to the Director. Normal grievance procedures will be followed. Extra curricular activities are school sponsored activities, optional and are normally conducted outside of the regular academic hours.
68.6 In-school suspension:
Keeping a student at school but separating them from their peers. When a decision is made to place a student on in-school suspension, the parents will be notified in writing and a conference arranged
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if necessary. A copy of the letter will be placed in the student’s permanent file. Students will also be unable to participate in any school sport or other school activities on that day.
68.7 Out-of-school suspension
Parents and faculty will be notified of the reasons for, and the duration of, the suspension. A copy of the letter will be placed in the student’s permanent file. A parent conference will be held before the student is re-admitted to classes. A school/student/teacher contract will be agreed upon during this meeting to monitor the student’s behaviour upon readmission. It may be that initially the student returns for part of the school day. Students will be unable to participate or attend any school sporting or other activities during these days.
68.8 Expulsion
The BA Director may decide on expulsion from school for an extremely serious offence and/or a history of continued misbehaviour. The decision to expel will be made by the Director in conjunction with the Leadership Team. The BA Board will be notified of this decision via the Director’s monthly BA Board report. If expelled, a student is unable to be enrolled again at BA. A copy of the letter/documentation will be placed in the student’s permanent file.
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Section Seven – Crisis Management, Security & Safety Procedures (ACSI Standard: Crisis Planning, Safety, Health and Food/Nutrition Services)
69. BA Crisis Management & Security Plan The Bingham Academy Crisis Management & Security Plan puts in place procedures that enable BA to respond effectively in a crisis and provide support for those in BA affected by the crisis.
The Plan is to be implemented in times of crisis including fire, earthquake, lock down, death, suicide, vehicle accident, medical emergency, safe haven procedure or other situations that impact on the physical and emotional well-being of the BA community. Procedures for fire, earthquake, evacuation and lock down are described here. Vehicle accident procedures can be found in the Community Handbook. The plan will be reviewed annually by the BA Leadership Team and Facilities and Operations Manager, who has overall responsibility for Campus Safety, to ensure both familiarity with the Plan and ensure that the procedures to be followed are flexible enough to respond to a wide variety of crisis situations. The Plan reflects cultural sensitivity on handling death and dying as they affect BA and the BA community with the BA Leadership being aware of varying cultural perspectives and, where possible, given culturally appropriate information to assist in dealing with crisis situations. It is the responsibility of the Crisis Management Team to function immediately if a recognised crisis occurs. The Crisis Management Team will comprise of the Director, Elementary and Secondary Principal, Facilities and Operations Manager and the Resource and Relations Manager. Members of the Crisis Management Team must carry their phones with them at all times. The Crisis Management Team should identify professionals and community figures from outside BA who can be called in to help as required. This section also includes general security matters like car passes and ID.
The following general precautions are taken at Bingham Academy:
The boundary wall will be maintained and topped with razor wire. Speed bumps and/or zebra crossing strips will be maintained at strategic points. Guards will be employed 24/7. Guards will have “walkie-talkies” for direct communication. A central alarm will be maintained which can be heard in all parts of the campus (see below for the specific alarm designations for each type of emergency). A Public Address system to enable communication in the case of emergencies (Still to be established) Fire extinguishers strategically placed around the campus. Vehicle passes will be issued annually to parents and campus residents on request. Parents may also apply for a taxi pass for regular taxis used to bring and collect school children. Guards will check all vehicles not displaying current vehicle passes. Any driver wishing to enter the campus, but with no current pass will need to provide identification. Visitors (other than parents or known persons) will be checked by guards before entry is allowed. All visitors are required to sign in at the guard office and will be issued with a visitor pass, which should be returned to the guard office when signing out.
70. Emergency Drills Bingham Academy has a comprehensive Crisis Management and Security Plan in place covering emergencies such as fire, earthquake and lockdown. This plan may be viewed upon request.
Fire, Earthquake, Lockdown and Emergency evacuation procedures should be communicated to students by the Homeroom teachers and to staff and campus residents by a member of the Crisis Management Team (CMT) at the beginning of every semester. Regular drills will be carried out each year. Each exercise should present opportunity for Bingham Staff to evaluate and improve the procedures accordingly.
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BA recognises its responsibility to ensure appropriate care for students, staff and residents on the BA campus. Information explaining procedures to be observed during times of emergency or disaster will be displayed in every room in on the BA campus.
In the event of a crisis situation the safety of your children is of utmost importance and communication with parents will be a priority.
Additional Emergency Concerns (requiring overnight facilities) BA is equipped with the following supplies in the case of an emergency that requires students to stay overnight at school: An emergency water supply. A supply of gas and firewood for cooking, light and heating. Emergency food supplies. Blankets to accommodate students. Basic First Aid and Medical supplies. Communication with parents/embassies will be maintained where possible. Students and other adults on the compound will be allocated to appropriate accommodation under the responsibility of homeroom teachers. Care will be taken to ensure the emotional and physical safety of students including the oversight of their eating and sleeping arrangements
71. Vehicle Passes and Visitors Parents who want a Vehicle Pass will complete an application form, available from the office, giving details of the car(s) to be used and the names of the students being transported. All passes will be renewed each school year. This information is recorded in the school database. Guards will stop all vehicles not showing a BA Vehicle Pass and question drivers and/or passengers about their reason for seeking entry. If guards have not been previously advised, they will check with the Office or Director if entry should be allowed. Unless the reason is acceptable, the vehicle will not be allowed into the campus. If there is any suspicion that the vehicle and/or its occupants could cause harm to the school, the guards will inform the office/Director and the police should be called. If necessary, the “Lockdown” alarm should be sounded.
Visitors coming onto the Bingham campus without a vehicle pass will be required to surrender an official form of personal ID at the guards’ office. They will be issued with a Bingham Academy Visitor ID and escorted or directed to the Main Office or appropriate activity. Upon leaving, the campus, personal ID will be returned and the Visitor ID returned to guards.
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Section Eight -Student Personal Health and Safety
72. Student Health 72.1 First Aid Policy There is a school first Aid policy outlining first aid that the school has adopted in more detail. This is available from the Principals and Director, or in the School medical room. The policy outlines the need for staff to have First Aid training and the appropriate resourcing of First Aid containers/kits in appropriate locations. Defibrillator There is a portable defibrillator located in the main office sick room. If you are worried that someone is going into cardiac arrest send someone to get the defibrillator (and the relevant pads) and use it (there are instructions inside the cover and first aid training will also cover its use). Reporting Accidents Report to the Director any accidents resulting in the person being taken from the site of the accident to a hospital or if the accident arises out of any School activity, both on or off the premises.
72.2 Parents Responsibility: Parents must arrange for medical treatment for their children. BA provides only immediate, basic First Aid. On occasions where it is deemed helpful medication like Ibuprofen or paracetamol/acetaminophen will be administered to students. Parents may indicate if this is permissible or not on the annual medical form. This is then recorded in the school database. Any tendency towards asthma, convulsions, fainting, diabetes, allergies or other conditions must also be reported to the school (and recorded on an Emergency Medical Information Form).
The student health officer or designee will see sick students. If a student has received treatment they will be given a note to take home to parents detailing the particular treatment they have received at school. If necessary, parents will be contacted to collect the student. Parents must come immediately when contacted and collect their child from the office.
72.3 Immunisations and Medical Treatment All students should be immunized with DPT, Polio, and Measles vaccines before entering school. Parents are responsible for keeping immunizations current. The annual ‘BA Student Medical-Contact Information Form’ is sent to all parents each year. This provides parents with the opportunity to update immunization and emergency contact details. Current information regarding these details can be found on the school’s database. Where a student’s medical condition is life-threatening or could require hospitalisation an additional medical form (Student emergency medical information) should be completed and the Director / Principal informed. This information will be kept in the First Aid room and with the appropriate Home Room teachers.
72.4 Illness & Exclusion List Parents are requested to use good judgement as to whether or not a child is well enough to attend school. If there is any doubt a doctor should be consulted. An ‘Exclusion List’ for students, i.e. when they must NOT come to school, is given below. The Schools decision on sending a student home is final.
If your child is displaying any of the following symptoms they will be excluded from school;
Body temperature (taken in the mouth) of 100°F/37.8°C or a body temperature taken under the arm of 99°F/37.2°C or higher the child should stay home until he/ she is has a normal temperature for 24 hours; vomited since waking; Contagious acute conjunctivitis (“pink eye”) or discharge from the eye (refer to a doctor; may return 24 hours after treatment begins); Any rash that might be contagious (or of unknown cause); Three or more loose stools since waking; Bingham Academy Parent-Student Handbook 2015 / 2016 36
A bacterial infection (e.g. streptococcal sore throat, scarlet fever, impetigo)that has not been treated with at least 24 hours of antimicrobial therapy; Unexplained lethargy; Untreated lice, ringworm or scabies; Significant respiratory distress. If you have any questions please contact the school office or your doctor.
72.5 Medicine For the purposes of BA, “medicine” is defined as any drug or medication to be taken internally or applied externally. This includes prescription and non-prescription medicines such as Aspirin, Panadol, Tylenol, antibiotics, asthma medications, medicinal ointments and lotions. All medications must be brought to the office, accompanied by a completed BA Student Prescription Authorization Form. Medicines that are not handled according to the BA Health Policy will be confiscated and deposited in the office, until the above guidelines are met. Students are not allowed to administer medicine to others. Possession of illegal drugs will be dealt with in accordance with the BA discipline policy. The BA Medical Treatment Slip will be used by the classroom teacher and the office staff to communicate about what medical treatment has been administered.
Note: If students need to use asthma medications they may carry them with them and ‘self- administer’ as long as details of this are noted on the medical records submitted by parents.
73. Student Lunches Bingham Academy aims to provide healthy food and snacks for students and staff particularly during school hours. BA provides fruits and vegetables daily with lunches and is also making an effort to incorporate vegetables, fruit, cheese and yogurt in our baked goods. School lunches can be ordered on line through a link in the Bulletin.
The encouragement to eat healthily also guides what the school shop offers. Currently fruit juices and a variety of healthy snack options are available. The shop also offers some Ethiopian meals as well as tea and coffee, though tea and coffee is only available to Grade 10 students and above. Students may only purchase items from the school shop during recess periods and after school.
74. Anti-Bullying Policy Below is a summary of the Anti-Bullying policy. The full Bingham Academy Anti-Bullying policy is available on request.
74.1 Reason and Aim of Policy Bingham Academy aims to provide a positive, safe and supportive learning environment for its students. At Bingham Academy we recognise that bullying can occur within the school community and can affect any age, culture, gender and socio-economic group. As a result of this we also recognise that students may experience bullying at some time in their schooling, whether as the person being bullied, as a bystander or as the bully. However, we seek to ensure that every Bingham student will spend each day at school without being bullied, harassed or intimidated. We also seek to recognize and celebrate the unique character, attributes, gifts and talents in each of our students, whether this is in the formal or informal curriculum or in extra-curricular activities of the school.
74.2 Statement of responsibility for all school community members School staff, students, parents, caregivers and other members of the school community have a responsibility to ensure that Bingham Academy provides a positive, safe and supportive learning environment is created and maintained at the school. These responsibilities include the need to; • model and promote positive relationships that respect and accept individual differences and diversity within the school community • work collaboratively with the school to resolve incidents of bullying when they occur.
74.3 Behaviours that constitute Harassment and Bullying
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Bullying is repeated verbal, physical, social or psychological behaviour that is harmful or causes distress and involves the misuse of power by an individual or group towards one or more persons. Bullying can involve humiliation, domination, intimidation, victimization and all forms of harassment including that based on sex, race and disability. Bullying of any form or for any reason can have long term effects on those involved including bystanders.
Conflict or fights between equals and single incidents are not defined as bullying.
Bullying involves the abuse of power in relationships.
Bullying behaviour can be:
• verbal e.g. name calling, teasing, threats, demeaning comments, implied or explicit threats, • physical e.g. hitting, spitting, tripping • social or psychological e.g. ignoring, alienating, spreading rumours, dirty looks, malicious SMS, written and email messages. This includes Cyber bullying, which refers to bullying through information and communication technologies.
74.4 Preventative strategies Bingham Academy will provide opportunities for students to take part in learning experiences that address key understandings and skills relating to positive relationships, safety, gender equity, discrimination, bullying and harassment. These strategies involve regular evaluation of bullying and harassment in the school community and an annual review of this anti-bullying policy.
74.5 Responsive strategies to Bullying If bullying does occur, students should expect that their concerns about bullying will be responded to by school staff and that appropriate support will be provided (for both the target of, and the person responsible for, the bullying behaviour). Bingham Academy seeks to respond to incidents of bullying that have been reported to the school quickly and effectively through the implementation of a formal action plan that will investigate and deal with the incident/s effectively.
75. Child Safety Policy Below is a summary of the Child Safety Policy. The full Bingham Academy Child Safety Policy is available on request.
75.1 Principal Statement
Scripture places a high value on the development of healthy relationships in a community and the safety of children (Mark 9:42) therefore this policy is intended to ensure the safety of children for whom Bingham Academy has responsibility. BA expects every individual to be treated with dignity, care and respect. The devastation created by abuse, deliberate self harm and / or neglect in its many forms is deplored. The safety of students is paramount and will guide us in the process of evaluation and decision-making in situations that arise.
Bingham Academy believes that it is always unacceptable for a child to experience abuse of any kind. Bingham Academy further recognises its responsibility to safeguard the welfare of all young people within its care by protecting them from abuse. Accordingly, this policy has been written with increasing standards of child protection. It aims to clearly state unacceptable behaviours towards children and help create environments where unacceptable behaviours (real or perceived) are recognised. Bingham Academy is committed to take seriously all reports of child safety concerns and take appropriate action.
Bingham Academy is a member of the Child Safety Protection Network (CSPN), an international organisation committed to ensuring best practice child safety standards are maintained in organisations.
75.2 Definitions
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• Child: “Child” refers to any person under the age of 18 years. • Student: “Student” refers to any person currently enrolled at Bingham Academy. • Teaching staff: “Teaching staff” is any Bingham Academy staff member including teacher assistants. This includes Bingham Academy employees who work directly with children. • Employee: “Employee” is any person employed by Bingham Academy in a manner not directly responsible for students. For example, cleaners, kitchen workers or gardeners. • Volunteer: “Volunteer” refers to any person who assists in any capacity at Bingham Academy. • Parent/Guardian: “Parent/Guardian” refers to any person whose child is enrolled at Bingham Academy. • Child Abuse: “Child abuse” is the treatment of a child under the age of 18, often in the context of a relationship of responsibility, trust, or power that endangers or impairs the health or welfare of a child.
75.4 Types of Abuse
• Emotional abuse Behaviour by a parent or caregiver which damages a child’s confidence resulting in significant emotional disturbance or trauma. This can include a range of behaviours such as extreme criticism, excessive demands on a child’s performance, withholding affection, exposure to domestic violence, intimidation or threatening behaviour.
• Physical abuse Physical abuse is any act that results in a non-accidental physical injury. Such acts may include, but are not limited to: slapping, punching, beating, kicking, biting, shaking, burning, holding under water, pulling hair, or holding against one's will.
• Neglect The continued failure by a parent or caregiver to provide a child with the basic elements needed for his or her proper growth and development, such as food, clothing, shelter, education, medical and dental care and adequate supervision.
• Sexual abuse Sexual abuse is the involvement of a child in sexual activity with an adult or another child which includes but is not limited to:
a. Verbal: Remarks which include sexual threats, solicitation, sexually explicit language (whether in person, on the telephone, or via text messaging or the internet), or any verbal expression with the intent to arouse or stimulate. b. Visual: Indecent exposure, showing or taking of suggestive pictures, pornographic material of genitals, or the showing of unclothed persons, any sexual activity or simulated sexual activity such as masturbation or intercourse, peeping, leering, or staring. c. Physical Touching: Physical contact (or penetration by penis, fingers, or any other body part or object) with a person's clothed or unclothed genitals, pubic area, buttocks, or in the case of a female, breast, or causing a child to perform any of these acts. Masturbation in front of or to the victim, rubbing, holding, or kissing for the purpose of sexual gratification.
75.5 Prevention procedures
Prevention procedures occur through screening, training and adherence to the relevant code of conduct for all overnight visitors, volunteers and staff working at BA.
75.6 Responding to Disclosure of a Child Safety Issue
See Flow Charts below
75.7 Reporting
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Any disclosure or concern regarding the abuse or safety concerns of a child will be treated seriously with adherence to the following procedure. Particular care will be taken in regard to confidentiality and the sharing of information. All personnel are required to report any child safety concern to the Director following instances of: o abuse (observed or suspected) o an allegation of abuse o a child’s disclosure of abuse o self harm o neglect Staff members will ensure the immediate safety of the student as far as possible. Staff members must report to the School Director as soon as possible, no later than 24 hours after the disclosure. If the School Director is unavailable, the report must go to the either the Elementary or Secondary Principals. This report must be passed on to the SIM Ethiopia Director and the SIM International Child Safety Coordinator All reports must be made in writing using the “Twenty Four Hour Child Safety Reporting Form” - see Appendix 6. The report must be written and must include any questions asked and responses that were made. This is also available on the T drive in the forms folder and also on the wiki and a hard copy will be available in the office. Students are also expected to report safety concerns as per the child safety training provided by Bingham Academy. Specifically, in instances where a student discloses to a teacher, that teacher then facilitates a conversation between the student and the Head of School. Each report and subsequent follow up will be documented by the Head of School and filed appropriately. All complaints received will be dealt with according to the BA policy and every attempt will be made to conduct a thorough and unbiased assessment of the complaint. Staff should be aware that every effort will be made to ensure that the name and reputation of anyone falsely accused will be protected/restored.
75.8 Initial Assessment The purpose of the initial assessment is to ensure the safety of the alleged victim and other Bingham Academy students by ensuring the alleged accused is not in contact with other Bingham Academy students until initial determination of the need for a secondary investigation is made or the report has been made.
The Head of School will convene the Bingham Academy Child Safety Team within 24 hours of receiving a report to evaluate the next steps. The Head of School will ensure that the SIM Director is kept updated throughout this initial process and notify the appropriate mission(s) or organization(s). The Head of School will inform the SIM International Child Safety Coordinator. The Head of School will notify the BA Board Chairperson of disclosure. The Head of School will be guided through the initial process by the SIM International Child Safety Coordinator. The Head of School inform parents of disclosure. In the case of a parent being identified as the abuser, the mission or organization will be contacted first. Make sure the discloser will at no time during the assessment period face the accused (if at Bingham Academy). Arrange for medical attention and / or physical evaluation, if appropriate / possible. Provide support for the complainant and accused through a trusted adult, preferably of the same sex (This person is required to be available and listen to them, not asking any questions as this may compromise a future investigation). Protect the discloser from further contact with the accused. If the accused is a Bingham resident, and the safety of the child is in question or contact between accused and victim is a concern, remove the accused from the Bingham Academy Bingham Academy Parent-Student Handbook 2015 / 2016 40
campus until the assessment is complete, or from Bingham work duties Give a brief notice to the staff informing them that the student, or if applicable the perpetrator, has been placed on compassionate/administrative leave. After the report is received by the mission/ organisation director, he /she will contact the mission’s/ organisation's International Child Protection Co-ordinator. The mission’s/organisation’s Child Protection Co-ordinator will then determine whether the matter lies within the missions/organisations authority to resolve. If under the mission’s/ organisation’s authority, the Child Protection Co-ordinator will determine if further action is required including ongoing monitoring or a secondary assessment (safety plan). If outside of the mission’s/organisation’s authority, it may require a report to be made to appropriate Ethiopian authorities. The mission/organisation may request further information from the field in order to make these determinations. If the mission/organisation does not have adequate policies and procedures in place, SIM as the owner mission of Bingham will provide assistance to conduct an initial assessment. If after an initial assessment (by the relevant organisations Child Protection Co-ordinator) it is found that this report does not meet Bingham Academy’s definition of abuse and does not require a secondary assessment, all personnel and students will be reinstated. The findings from the initial assessment will be given to the Bingham Academy Chairperson, the SIM Director, the appropriate mission/organisation director and placed in the staff member’s confidential personnel file and the school’s investigation file by the Head of School.
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75a. Flow Chart: Summary of Response to Disclosure of Abuse (Report to Initial Assessment) In an environment where all staff have Student or other discloses abuse or neglect, been screened, signed a Code of Or where abuse or neglect is suspected Conduct, and Person who is aware of threat to safety: participate in annual training. Ensure immediate safety of student or others. Person being disclosed to: Listen to the student. Reassure them that they did the right thing telling you and that you believe them. Let them know that it cannot remain a secret. Ensure they feel safe and that they understand not to talk about it with their peers. Direct the student to return to class, unless immediate medical attention is necessary or if this places them in a situation with the person they are concerned about.
Person who was disclosed to or suspects abuse: Completes the “Twenty Four Hour Disclosure Form” within 24 hours of disclosure/suspicion– see Appendix 6 Informs BA Director, The Director is required to inform the SIM Director immediately, the SIM International Child Safety & the BAB Chairperson Coordinator.
School Director: Begins a record of disclosure, including objective observations and further details if disclosed. Convenes the Bingham Academy Child Safety Team within 24 hours of receiving the report. Informs, and keeps apprised, SIM Director and BA Board Chairperson of disclosure and response. Informs and keeps appraised the SIM International Child Safety Coordinator. Informs discloser’s parents of the disclosure
BA Child Safety Team: Arranges for medical/physical evaluation if possible and appropriate Identifies a trusted adult of the same gender, each for the complainant and the accused. Protects complainant from further contact with the accused. Determines as to whether to remove accused from BA campus/work duties based on the safety of the student, in consultation with the SIM Child Safety Coordinator. Issues brief notice to staff regarding any compassionate or administrative leave arrangements if staff member is removed.
SIM International Child Protection Co-ordinator Advises whether the matter is within the mission’s authority to resolve (further info may be requested). Issues Terms of Reference for investigation to stakeholders (mission(s)/organisation) and waits for their agreement.
If it is within the mission’s authority to resolve, the Child Protection Coordinator If it is not, a report to Ethiopian determines whether further action is required. authorities may be required.
School Director Submits findings from Initial Assessment to SIM International Child Protection Co-ordinator for feedback Submits findings (Final Report) from Initial Assessment to BA Chairperson, SIM Director, appropriate mission/organisation and in the staff member’s confidential personnel file
If further action is required: If further action is not required: Conduct ongoing monitoring Conduct ongoing monitoring Support secondary assessment, if determined to be required. Reinstate all personnel and students (See Section 109.3 onwards and Flow Chart B)
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75b. Flow Chart: Summary of Response to Disclosure of Abuse (From Secondary Assessment to Communication)
A secondary assessment is deemed necessary by SIM International Child Protection Co-ordinator
SIM International Child Protection Co-ordinator will organise a team of at least three people to conduct the secondary assessment in Ethiopia (at least one member of the team must be from a different mission without an interest in case).
BA assists the team to reach an agreement plan, any disciplinary action and any reporting to external authorities.
Assessment team:
Presents findings to all involved parties and affected communities
School Director, with the support of the BA Child Safety Team:
Dismisses immediately any BA personnel found guilty of sexual abuse. Expels immediately any BA students found guilty of sexual abuse. Suspends immediately any BA students found guilty of inappropriate sexual behaviour until adequate safety concerns are addressed. Suspends any BA personnel or student found guilty of emotional abuse, physical abuse or neglect and provides them with follow up care and, in regards to their possible return to the BA community, assesses whether sufficient demonstrable rehabilitation has occurred.
School Director, with the support of the BA Child Safety Team:
Submits findings from Secondary Assessment to BA Chairperson, SIM Director, appropriate mission/organisation and in the staff member’s confidential personnel file. Ensures adequate follow up occurs for the affected community, the victims, their families, offenders and their families (see 109.9.5). Evaluates the reporting and assessment process and incorporates appropriate changes identified as a result of the evaluation. Ensures all documentation generated or collected during the reporting and assessment process is destroyed, except that which is stored in confidential personnel files.
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75.9 Secondary Assessment
When a secondary assessment is deemed necessary, after the initial assessment, the mission/organisation will arrange an assessment team comprised of a minimum of three people to conduct the secondary assessment in Ethiopia. These team members will be unbiased and fully trained regarding all agency policies and protocols involving child protection issues with their agency. One of these team members must come from outside the lead investigative mission/organisation and the team will have representatives from both genders. Assessment procedure will follow the Child Safety and Protection Network’s Best Practice Standards. Bingham Academy will cooperate with the secondary assessment and provide information and support to the assessment team.
75.10 Outcome
The Bingham Academy Child Safety Team will assist the assessment team and the relevant mission/organisation to reach an agreed safety plan and any disciplinary action if required. The Secondary assessment team will present their findings to all involved parties and affected communities. If it is found that a staff member of BA has been found guilty of sexual abuse he / she will be dismissed from service with BA with immediate effect. No option of resignation will be offered. Bingham will recommend to the sending organisation that their membership be terminated. If it is found that a student has been involved in inappropriate sexual behaviour as defined by this policy the student will be suspended until adequate safety concerns are addressed. This will include follow up care and subsequent demonstrable rehabilitation. Otherwise the student may be expelled from the school. Depending on the circumstances of the inappropriate sexual behaviour, the student may or may not be offered the opportunity to exit the school without expulsion. Any staff member whose children (under the age of 18) have been determined to have committed sexual abuse or to have initiated inappropriate sexual behaviour with another child will be asked to follow through with the action plan put in place to resolve the causes and effect of the abuse or inappropriate sexual behaviour, taking into account such factors as age, age difference between offender and victims(s), seriousness of the offence(s), acknowledgement of responsibility, and effective treatment. Failure to do so will lead to termination of the staff families’ relationship with Bingham Academy. Reapplication would be evaluated on a case-by-case basis and involve effective treatment and other factors listed above. If it is found that a student, aged 18 years or older, is found guilty of sexual abuse, they will be immediately removed from the Bingham campus and expelled without the option of re- enrolling. If it is found that a student of a staff member is found guilty of other forms abuse, they will suspended from BA and a plan of follow up care and subsequent demonstrable rehabilitation will be required. Failure to comply with this care and rehabilitation will result in expulsion from school activities. After the follow up plan has been completed, school administration with a member of the child safety team, will assess whether rehabilitation has been sufficiently demonstrated and whether returning to the BA community is appropriate. In cases where abuse is determined after a member has resigned or retired from BA, the recommendation will be made that the sending organisations membership status be changed retroactively to actively reflect this new information. A determination may be made regarding reporting to law enforcement and child protection authorities locally and/or in the individual’s country of origin. Bingham Academy Parent-Student Handbook 2015 / 2016 44
The findings from the secondary assessment will be given to the Bingham Academy Chairperson, the SIM Director, the appropriate mission/organisation director and placed in the staff member’s confidential personnel file and the school’s investigation file by the School Director.
75.11 Communication of Outcome and Follow Up
Based on the statement of finding the Bingham Academy Director will ensure that the appropriate affected community is notified Bingham Academy will ensure via a written report that the mission/organisation has addressed administrative and member care follow up for victims and their families Bingham Academy will ensure that a written report is received that addresses the follow up care for offenders and/or their families. Bingham Academy will co-ordinate with the assessment team to provide necessary follow up care that is needed by the affected community. Bingham Academy will work with the assessing organisation as to how to address the financial costs for affected persons within the Bingham Academy community. The Bingham Academy Child Safety Team will complete an evaluation process of the reporting and assessment process. Incorporate appropriate changes identified as a result of the evaluation process. All documentation generated or collected during the reporting and assessment process is to be securely destroyed except for those that are placed in confidential personnel files. The secondary assessment team will determine what information is communicated to the different parties involved. These parameters will be made clear to the School Director, SIM Director and the director of the relevant mission/organisation.
75.12 Annual Review
The Bingham Academy Administrative Team will ensure that this policy is reviewed annually (April) by the Bingham Academy Child Safety Team. All comments and suggestions from children and personnel will be taken into consideration during this review.
75.13 Additional Notes
It is recommended that the Child Safety Team maintains a current list of emergency pastoral, mission contacts to assist its response to any disclosure and subsequent development.
76. Eating Disorders –still being drafted
77. Student Self Harm & Suicide Procedures BA expects every individual to be treated with dignity, care and respect. The devastation created by self harm or injury and suicide is deplored. The safety of students is paramount and will guide us in the process of evaluation and decision-making in situations that arise.
Medically the term self harm means to deliberately harm or injure oneself through any behaviour that causes detriment to your health, like over-eating or smoking. A more appropriate term to use is that of self injury or deliberate self harm.
There are countless ways that someone may self harm, with the most common being cutting, used by over two thirds of those who self harm. Here are just a few examples: cutting, burning, punching, head banging, hair pulling, poisoning to cause discomfort or damage, insertion of foreign objects, excessive nail biting, scratching, bone breaking, gnawing at flesh, picking wounds, trying ligatures around the neck etc, medication abuse, illegal drug use, smoking-some are socially acceptable. Starvation, binge-eating, vomiting. This list is endless – it is important to be aware that someone who stops self injuring may replace their harming behaviour with a different type.
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People often harm themselves because they can find no other way to relieve a feeling of being overwhelmed by intense emotions.
These emotions commonly fall into five groups: a) Anger and frustration: Feeling so wound up and annoyed that you want to scream and shout. b) Low self esteem (punishment): Feeling so undervalued and low that you want to harm and feel you may even deserve it. c) Dissociation: Feeling so overwhelmed by everything going on around, they want to escape or distract themselves by making a louder metaphorical noise. d) Control and focus: Feeling that so much is out of your control that the only thing that you can control is the harm you inflict on yourself. e) Self nurture: Feeling unreal and needing to harm to know you exist, or to help yourself heal. Normally someone who is self harming will be able to identify at least one of these, if not more, as a reason for their behaviour. Once someone has found a way of coping, that both works and brings relief, it is a very daunting prospect to try relinquishing that way of coping in favour of another.
When someone cuts themselves, they send a rush or endorphins through the body, which travel to the wound sight to help heal it. The experience of this is described as being similar to being walked up on from behind and startled, and then taking a sudden intake of breath to recover from the fight: the relief of that breath feels similar to the buzz felt by harmers. This feeling is addictive and is considered as a chemical addiction, underlining why it can be difficult to stop harming.
77.1 How do you know if someone is self harming?
The short answer is you might not: it is a very secretive thing, and often purposefully hidden from others. A person is three times more likely to harm if they feel they lack emotional support, so those who are isolated, or feel isolated, may be more likely to harm. Those who find coping with the strains of life very difficult may also self harm.
77.2 What immediate risks are associated with self harming?
Someone who self harms is a hundred times more likely to commit suicide, whether accidental or not. In other words, there is a risk of death, even though that is not the intention of the harming action.
Infection of wounds is also a significant risk. The cleanliness of implements used in cutting is a significant factor in whether infection occurs, as is treatment of wounds. Proper medical treatment for cuts and burns etc will give better healing prospects and reduced risk from infection.
77.3 What long term risks are associated with self harming?
If a person harms regularly over a period of time they are likely to weaken their body, depleting the essentials needed to maintain themselves. For example, the body’s ability to clot blood may be reduced, immune systems could weaken and pulled hair may not grow back. These are a few examples of potential long-term effects on health. However the body is also surprisingly resilient, and is not impossible to have just scars as an indication of times spent harming.
Notes supplied by Leonie Menzies, Counselor, April 2009
77.4 Suicide Awareness
When dealing with a student be non-judgmental, calm and matter-of-fact.
Step 1: Empathize. Understand the person’s situation and distress and why they may be viewing suicide as a viable option.
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Step 2: Chronologize. “Walk me through all that is happened in the last few days”
Symptoms of depression? Sleep, eating, appetite, energy changes: depressed mood; crying, inability to cry; discouragement, irritability; helplessness; hopelessness; worthlessness; isolation and withdrawal; inability to concentrate; decreased pleasure.
Step 3: Normalize. “When someone feels very upset, they may have thoughts that life isn’t just worth living. Have you felt that way?”
Challenge the “no” (if needed)
“Do you have a plan? Tell me.” (Is it specific, Available, Lethal?)
“Have you ever had thoughts of suicide? How many times?”
“Had a close friend or family member attempted suicide?”
Step 4: Overestimate. “In the last 2 weeks, how many times did you think of killing yourself? 20 or 30?”
Step 5: Prohibit
“What would prevent you from killing yourself?”
Willing to sign a hand-written promise (Safety agreement)?
Step 6: Recognize and support strengths.
Aid construction of a “Feeling Thermometer) (0-100) – 10 scenarios.
Make and write down a plan for what to do if you approach 100.
Step 7: Evaluate
What thoughts are leading the person to think about suicide and likelihood of implementation?
How impulsive is the person?
Any drug or alcohol use?
Any antisocial behaviour?
Is the plan SPECIFIC, AVAILABLE, LETHAL?
What caused the thoughts about suicide?
Is the person future-oriented?
Can I trust a safety agreement signed by this person?
Level of Risk
None-no suicidal thoughts
Mild-some suicidal thoughts, no plan
Moderate suicidal thoughts, vague plan, low on lethality, wouldn’t do it
Severe suicidal thoughts, plan specific and lethal, wouldn’t do it
Extreme suicidal thoughts, plan specific and lethal, will do it
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Highest risk group has suicidal thoughts, a plan (any plan so long as it is definite and detailed is high risk), high lethality (guns and walking in front of busses are more serious than overdosing on Tylenol and slashing wrists), few inhibitors (few reasons not to kill self), low self-control (especially drinking or using drugs – can decide not to kill self but fail to act to reverse events and accidentally kill themselves).From www.psychpage.com see also www.suicide.org.
77.5 BA procedures concerning self harm and potential suicide
Self harm and / or suicide are obviously not desirable behaviours. It is recognized that they may occur at BA. All staff are expected to be familiar with the information on this and act professionally and in a mature Christian manner as required.
Staff members are required to report any suspected self harm or suicide ‘risk/s’ to the school Leadership Team (Director or in his / her absence one of the Principals) immediately. Students are also expected to report possible self harm or suicide risk situations to the School Leadership Team immediately. All concerns received will be dealt with according to the BA Potential Suicide Flow Chart, and every attempt will be made to conduct a thorough and assessment of the student at risk. Every reasonable attempt will be made to maintain confidentiality on a strictly “need-to-know- basis”. Persons involved are to discuss the incident only within the context of information gathering, assessment, assistance and action. The Director, in consultation with other School Leadership and staff members will arrange for mandatory education of staff (during initial staff orientation) regarding prevention, nature, and signs of self harm and suicide risk on an annual basis. Staff will be clearly informed of our procedures. The Director (or the Director’s designate) will remain current on trends concerning self harm, and suicide awareness or prevention. In the event of concern:
Staff will report all concerns to the Director (or in his/her absence one of the Principals) at the first opportunity, in no case longer than 24 hours after there is reasonable cause to believe that a student is self harming or having suicidal thoughts. The following procedure will the be followed:
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78. Potential Suicide Flow Chart of Action
Education and training for staff annually as part of Orientation or on arrival
Student has suicidal thoughts or suicide is suspected
If immediate danger or safety of student or others is an
issue, act with urgency
Listen to the student and reassure them that they did the
right thing telling you.
Person who was disclosed to or suspects, completes the 24 hour disclosure form
Inform the Director immediately (Director to begin record of disclosure) Parents and Organization (e.g. Mission) to be informed Discuss as appropriate with the Guidance Counsellor, by the Director as soon as possible. An action plan will Leadership Team, class teacher depending on be requested (in writing) with a response date indicating circumstance clearly what/when the next steps will be taken. If no response is received then further action will be taken Inform BA Board Chair of disclosure and response with the next step up in the organization (keep updated)
Inform organisation of disclosure being made
Document any objective observations and details of the Any factual concerns or observations about the safety of disclosure made by the student a child or young person must be documented and filed
Inform organization and liaise with them for further action. It is expected that secondary assessment/action will be taken by the organization and fed back to BA. Ongoing dialogue will occur if the action is not considered sufficient
Ensure all documentation is kept confidential and filed for future reference if necessary. A copy of documentation must remain securely on site at BA. Follow guidelines of investigation team on disclosure of information
Get trained support for staff dealing with the situation from appropriate persons as available/appropriate
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79. Appendices
Appendix 1: Community Service Approval Form Appendix 2: Community Service Log Appendix 3: Citation of Sources Appendix 4: Parent Student IT Use Agreement Appendix 5: Clearance Form Appendix 6: Student Permission to Drive Appendix 7: Prescription Medication Authorisation Appendix 8: Emergency Medical Information Appendix 9: Parents Out of Communication Form
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80. Appendix 1: Community Service Approval form
Bingham Academy provides quality Christian education within a multicultural community, developing students of integrity who can change the world for God’s glory.
Community Service Supervisor’s Approval Form
Bingham Academy requires all high school students, Grades 9-12, to complete one hundred hours of community service. This is to be done at the rate of 25 hours per year beginning with Grade nine. If you are approached by a Bingham student, and if you can use this student to assist with a task or project, we would appreciate your taking time to fill in this form.
Student’s Name: ______Grade: ______Date: ______
Organization: ______
Type of volunteer service to be done: ______
Describe some duties, activities, responsibilities that will be contributed by this student volunteer: ______
Schedule to be followed: (example Mon. and Wed. 4:15 – 6:00): ______
Supervisor’s signature: ______Parent’s signature: ______
(Note to Supervisors: at completion of the Community Service could you please write a letter outlining the hours completed and dates of service).
This form must be completed and approved (see below) by the High School Principal before the Community Service begins.
Approved Yes No – Reason for not being approved: ______
High School Principal: ______Date: ______
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81. Appendix 2: Community Service Log
Community Service Log
Student Name: ______
This form is so you can keep a record of the number of Community Service Hours that you complete during the year.
Students in Grade 9-12 at Bingham Academy are required to complete at least 25 hours of unpaid community service for each academic year they are enrolled at Bingham Academy.
At least 50% (12.5 hours) of the community service must be completed in Ethiopia for each academic year. No more than 25% (6.25 hours) can be completed in a church setting i.e. worship team or Sunday School teaching.
Date Times Name of Organisation Supervisors signature (to (dd/mm/yy) (Start/ Finish) Task/s performed verify that the student completed the task/s)
This form needs to be turned in to the MS/ HS Principal at the end of each quarter.
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82. Appendix 3: Citation of Sources Citation of Sources
(Complied by Muriel H. Teusink)
1. Print Sources 1.1 Book with one author
Author’s last name, first name. Title of book underlined. City, State abbreviation: Publishing Company, copyright year.
Firth, Rachel. Knights and armor. London, U.K.: Usborne Publishing, 2006
1.2 Book with two authors
First author listed last name, first name, and second author’s first name last name. Title of book underlined. City, State abbreviation: Publishing Company, copy right year.
Jackson, Dave, and Neta Jackson. Hero tales. Minneapolis, MN: Bethany House Publishers, 1996.
1.3 Article from print encyclopaedia and other familiar reference books
Author of article (if available) last name, first name. “title of article in quotation marks.” Title of book/encyclopaedia underlined. Copyright year of edition (volume and page number not necessary if articles are arranged alphabetically).
Shelby, Lon. “Castle.” World Book Encyclopaedia. 1997.
“Castle.” Compton’s Encyclopaedia. 2004. [no author]
1.4 Article in periodical / magazine
Author’s (if available) last name, first name. “Title of article in quotation marks.” Title of periodical underlined. Date of issue—date month year: pages.
Bower, Bruce. “The Black Death chose its victims selectively.” Science News. 09 Feb. 2008: 94.
1.5 Interview conducted by the researcher
Name of person interviewed. Type of interview. Date of interview—date month year
Overton, Murray. Telephone interview. 03 Nov. 2008
2. Electronic Sources 2.1 Article from an encyclopaedia on CD-ROM
Author’s (if available) last name, first name. “Title of article in quotation marks.” Title of product underlined. Edition or version of product (if relevant). CD-ROM. City, State abbreviation: Publisher, copyright year of publication.
Galloway, J.H. “Bolivia.” World Book. 2006 Deluxe ed. CD-ROM. Chicago. IL: World Book Inc.2005.
“Peru” Encarta 97 Encyclopaedia. 1997 ed. CD-ROM. Redmond, WA: Microsoft Corp., 1996.
[Example has no author]
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2.2 Periodical article found in CD-ROM database
Author’s (if available) last name, first name. “Title of article in quotation marks” Title of periodical underlined. Date of issue—date month year: pages. Title of database underlined. CD-ROM. City of publication, State abbreviation: name of electronic publisher, date of electronic publication.
Gray, Robert. Do you believe in dragons?” Ranger Rick. Oct. 1993: 21-29. SIRS Discover. CD- ROM. Boca Raton, FL – SIRS, Inc., Spring 1996.
2.3 Article from an encyclopaedia found Online
Author’s (if available) last name, first name. “Title of article in quotation marks” Name of encyclopaedia underlined. Name of publisher, copyright year of publication. (if available). Date of your visit—date month year. Name of the online subscription service (database) hosting the encyclopaedia
“Indian paintbrush.” The Columbia Encyclopaedia. Sixth ed. Columbia University Press 2008 03 Nov. 2008. www.encyclopedia.com
“Navajo (people).” Microsoft Encarta Online Encyclopaedia. 2008 ed. Microsoft Corporation, 1997- 2008. 03 Nov. 2008. http://encarta.msn.com
“Plague.” The Columbia Encyclopaedia, Sixth ed. Columbia University Press, 2008. O3 Nov 2008. www.encyclopedia.com
3.3 Periodical article from an online database
Author’s (if available) last name, first name. “Title of article in quotation marks” Title of periodical underlined. Volume#. Issue# (Date of issue—date month year): pages. Name of the database underlined. Publisher of database (if available). Library name, City, State abbreviation. Date of visit—date month year.
Bower, Bruce. “The Black Death chose its victims selectively.” Science News. 1780 (09 Feb 2008): 94. Middle Search Plus. EBSCO Publishing Bingham Academy: Addis Ababa, Ethiopia. 2 Nov 2008 http://search.ebscohostcom
3.3 Article from the World Wide Web
Author’s (if available) last name, first name. “Title of article in quotation marks” Title of complete work (if relevant) underlined. Date of visit—date month year.
Aspel, Joyce. “Remembering the extermination of the Americans.” 03 Nov. 2008.
3.4 Personal email
Author’s last name, first name. “Subject line from posting.” Date of posting—date month year. Personal email. Date of access—date month year.
Teusink, Muriel H. “Bulletin 2008 10 09.” 08 Oct. 2008. Personal email. 03 Nov. 2008.
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83. Appendix 4: Parent/Student IT Use Agreement Form
PO Box 4937, Addis Ababa, Ethiopia Phone: + 251 11 279 7480 Fax: +251 11 2791783 [email protected] www.binghamacademy.net BINGHAM ACADEMY
PARENTAL / STUDENT IT USE AGREEMENT FORM The Bingham Academy technology system is to be used for educational purposes. Persons using the system are individually responsible for the material they use, send, and receive. The network will be subject to review, monitoring, and logging. Usage of the system is a privilege. System users are expected to use the technology appropriately, wisely, educationally, and honourably.
The following list below is a non-exhaustive list of topics that are not appropriate for school use. Students that are found to be viewing any of the listed items or fail to follow the guidelines of this use agreement will lose their technology privileges and/or be subject to school disciplinary consequences. It is understood that some school research projects may require limited visitation to excluded or non-educational sites; however, the teacher making the assignment will notify the supervisory IT staff of such issues in advance.
The following is a non-exhaustive list of unacceptable or non-educational topics/sites/activities: Pornography or obscene material Teacher/Other User files or folders Downloading Videos/Music/Software Chat Cheating Security/Hacking Music & Movie sites Gambling Drugs Sites dedicated to violence, hatred, racism, terrorism, or weapons
Personal responsibility for actions and messages is mandatory; anonymity is not permitted, nor is representing another at log-on or in correspondence. All mail must reflect the sender’s account identification. Using someone else’s account, password, or someone else’s email is not permitted. Social Networking sites (i.e. Facebook) are not permitted because of potentially inappropriate content. The Bingham network is for educational purposes. All personal browsing should be done from home. Individuals are responsible for the mail maintained, sent, or stored in their account as well as material received while using the Internet. This means that any email or Internet material must be appropriate, descent, educational, and will in no way harm the system. Each student is allotted 100 Megabytes of server storage space for the purpose of keeping school related files and documents only. The storing of music files (MP3s), video clips, and programs of any type on the school’s workstations or servers is not permitted. In addition, no executable programs may be run or installed on the school workstations without the approval of IT staff; this includes personal games. Copyrighted music, movies, games, and/or other software shall not be copied, borrowed, or shared on school grounds.
Parent/Guardian: For Parent/Guardian Signature: ______Date: ______
For Middle / High School Students ONLY: Family Name: ______
Student Name: ______Student Signature: ______Student Name: ______Student Signature: ______Student Name: ______Student Signature: ______Student Name: ______Student Signature: ______
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84. Appendix 5: Clearance Form
PO Box 4937, Addis Ababa, Ethiopia Phone: + 251 11 279 7480 Fax: +251 11 2791783 [email protected] www.binghamacademy.net BINGHAM ACADEMY
Clearance Form
Student Name: ______, ______Grade: ______Last First Middle
Home Room Teacher: ______Last Day at School: ______
Requirements: Each student leaving the school is required to complete a clearance form. Kindly request signatures from those staff identified below after complying with the following: Subjects Staff Members Name Signature (Students to list all subjects) (Students to enter) 1) All Bible books/resources returned
All ______books/resources returned
All ______books/resources returned
All ______books/resources returned
All ______books/resources returned
All ______books/resources returned
All ______books/resources returned
All ______books/resources returned 2) * All borrowed library books returned, paid fines Librarian * No outstanding fines 3) Returned all sports uniforms Athletic Director
4) Settled all tuition fees and other payments Accountant
Leaving permanently (please complete below) ______New postal address New e-mail address ______Name of the new school Address of the new school ______Name of contact person at the new school E-mail address or website of the new school
If leaving early and returning next year (complete below) (I would like to receive a copy of my child’s end of year report at the email address below )
E-mail address: ______
All students complete below The above-mentioned student is hereby cleared from all liabilities and requirements and is hereby officially withdrawn from Bingham Academy ______Home Room Teacher Principal or Director School Bingham Academy Parent-Student Handbook 2015 / 2016Seal 56
Student Permission to Drive Form
______Date Date 85. Appendix 6: BA Student Permission to Drive
Student Name: ______Grade: ______
Date of birth: ______
Vehicle Type: ______Vehicle Licence Number: ______
Student Driving Licence Number: ______
I hereby give permission that my son/daughter has permission to drive to school. He/she has a valid driving licence to drive in Ethiopia and is insured to drive the car. I understand that Bingham Academy accepts no responsibility for students driving to and from school, for driving to school events, or for vehicles left on school property. Passengers travelling with the above named student remain the responsibility of the student driving the vehicle.
Parents Name: ______
Parents Signature: ______
Date: ______
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86. Appendix 7: BA Prescription Medication / Administration Form
BA Prescription Medication / Administration Form
Students Date of Birth Today’s Date: Name: (dd/mm/yy) (dd/mm/yy)
In order for BA staff to administer prescription medication: The medication must be in its original container, with a label (student’s name, date, name of medication, dosage, and instructions for use). Parents are expected to give as many doses as possible at home.
Medication Reason for : administering
Start date: End Dosage: Times to be AM: PM: date: administere d at BA
Route: mouth/ skin Possible side effects: (location)/ eye (R/L)/ ear (R/L) (circle)
Special handling/ storage Refrigeration: Signature of parent/ guardian: instructions: YES / NO (circle)
BA staff member administering the medication to enter the details in the chart below for each dose given.
Days Date Time Dosage Safety Check Signature (dd/mm/yy)
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
Tuesday
Wednesday
Thursday
Friday
Unused medication: Returned to parents? Yes/ No / Discarded appropriately (circle one)
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87. Appendix 8: BA Prescription Medication / Administration Form
Please attach a Bingham Academy Emergency Medical Information for picture of your 2015/2016 child here To be completed for every student where a medical concern has been indicated as ‘life threatening’ or ‘very serious’
Student Name: ______
Grade:______Homeroom Teacher: ______
Mother’s Name: ______
Mother’s Mobile Number: ______
Father’s Name: ______
Father’s Mobile Number: ______
Emergency Contact: ______
Siblings at Bingham Academy: ______
Medical Condition: ______Description:______
Usual medication:______
______
Triggers:______
______
Action to take in case of emergency:______
______
Please provide your doctor’s name and mobile number here in Ethiopia: ______
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88. Appendix 9: BA Prescription Medication / Administration Form
Parents out of Communication Form To ensure that Bingham Academy Staff are informed as to who is the best in country person to contact while parents may be travelling (either in rural Ethiopia or overseas) please complete the following form.
Please return this form to office before travelling, a copy will be given to Home Room teacher.
Parents Name Overseas contact details
Children’s Names and Grade
Date and Time parents will be travelling; from: to
Are children staying with: the Guardian Yes/No At the family home Yes/No
Guardian Details
The Guardian needs to be someone that can make decisions regarding your child/ren in case of emergency or other urgent matters while parents are absent.
Name
Phone no.
Email address
Preferred language of communication
Parents Name
Signature Date
Thank you for assisting us in supporting your children.
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