Parent Handbook 2019-2020 - Footprints International School
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Footprints International School Parent Handbook 2019-2020
2019-2020
Parent Handbook
TABLE OF CONTENTS
1
Footprints International School Parent Handbook 2019-2020
2019-2020 Academic Year
Vision and Mission___________________________3 Contacting Parents_________________________36
Message from the board and founder___________ 4 Napping_________________________________ 36
Welcome from the School Director_____________ 5 Biting Policy______________________________ 36
The School_________________________________6 Head Lice________________________________ 37
School Day and Calendar_____________________ 8 Library and Kindle_________________________ 37
Enrollment Procedures_______________________9 Student Communication &
Withdrawal and Re-enrollment________________ 9 School Announcements_____________________38
Class Placement___________________________ 10 Homework_______________________________39
Payment of Tuition Fees_____________________10 Healthy Snacks and Lunch___________________39
Staffing___________________________________12 Items to Bring to School Daily________________40
FIS Curriculum Policy________________________12 Prohibited Items__________________________ 40
Early Childhood Curriculum__________________ 14 Dress Code______________________________ 41
Primary Curriculum________________________ 15 Everyday Footwear for Students_____________ 41
Secondary Curriculum______________________ 17 Lost and Found Items______________________41
The Khmer Curriculum______________________ 28 Physical Education (P.E.) and Swimming_______ 42
Extracurricular Activities_____________________28 Transportation___________________________ 42
Inclusion_________________________________ 28 Pick Up/ Drop Off_________________________42
Children with Special Needs__________________29 Pick-up Cards____________________________ 43
Counseling Services Offered__________________29 Leaving School Grounds____________________43
Behavioral Expectations for students___________30 Visitor Policy____________________________ 43
Behavioral Expectations for parents____________32 Parents in Partnership Policy________________44
Behavioral Management____________________ 32 Confidentiality Policy______________________44
Attendance Expectations____________________ 33 Photography Policy_______________________ 44
Tardiness_________________________________33 Conflict Resolution_______________________ 45
Illness and Absence________________________ 33 Ways to Assist Your Child at Home___________45
Parents Away_____________________________ 35 Suggestions for Improvement______________ 46
Accidents, Injuries, & Health Problem__________35 Final Words_____________________________46
Emergency Contact________________________ 35 FIS Uniform and Tardiness Policies___________47
Medication_______________________________35
2Footprints International School Parent Handbook 2019-2020
3Footprints International School Parent Handbook 2019-2020
A Message from the Founder
Dear Parents and students, and the community of Footprints International School
It is my privilege to be called the founder of the school but that does not mean I have much credit to claim
for the success of what Footprints is today. The growth of our school would not have been possible if it
were not for the dedicated team from its top management to cleaners and security guards, whose hard
work and passion to make sure our students have a safe environment conducive for them to learn to the
most of their potentials. It is especially impossible without the confidence and trust that parents have
accorded to us to educate their children.
Footprints International School is committed to create a community of compassionate, responsible and
determined learners who will make a meaningful contribution to humanity. Footprints International School
will go through changes but our commitment and dedication to do our best for our students will never
waver.
It is our humble pride to see our students bringing home prizes from joining academic competitions but this
does not end here. We aim for each of our students to be a big contributor to humanity. We want to see
them leaving Footprints International School as young graduates with good character, full of compassion
and responsibility not only for themselves but their families, friends, and their community as well.
On behalf of Footprints International School's staff and management, I sincerely appreciate your trust,
confidence, and your participation in growing a compassionate, responsible, and determined community of
Footprints International School.
Sincerely Yours,
Keng Chansopheak, Ph.D
Founder and President
4Footprints International School Parent Handbook 2019-2020
Welcome from the School Director
Greetings Parents, Children, Staff and the Community,
It is with high expectations that I have joined Footprints International School as the Director of Schools as
well as the Secondary Principal. I am from the United States, having worked from the classroom to
Administration over school districts in the United States. Additionally, my International experience spans
from the Middle East, Africa and Asia. I have held the position of Superintendent of Schools, Headmaster,
School Director and Principal. Additionally, I have extensive experience in Human Resources.
Footprints International School is dedicated to inspiring a passion for learning and encouraging emotional
and intellectual vitality. Together, I will be working with the already amazing staff to empower our
students with the confidence and courage to contribute to the global community and supply them with the
tools necessary to achieve their dreams. Education is not the filling of a pail but the lighting of a fire. We as
educators aspire to be that spark that lights the flame. In the classroom and as a school, I will continue to
pursue the balance that provides strong academic preparation with opportunities for students to be
successful on their educational journey.
As an educator I understand the students are individuals who learn in varied ways, develop at different
paces, and bring a wide variety of talents and interests to the classroom. My goal is to foster the
relationship between the students and their teachers by maintaining a constant stream of information
between them in person and on paper. I fully understand the concept of the “whole child” and I will
continue to support the teaching staff, enrich the curriculum as well as ongoing professional development.
As an educator I am devoted to assisting each child grow intellectually, socially, physically, and with a sense
of civic pride. I have a deep appreciation for the philosophy of life and what constitutes real happiness; I
strongly believe that it is not attained through self-gratification but through fidelity to a worthy purpose.
From my point of view, this philosophy also applies to education. Our heritage and ideals, our codes and
standards, and the things we live by and teach our children are preserved or diminished by how freely we
exchange ideas and feelings. We must have vision to share with our students, but vision is not enough; it
must be combined with venture. As a philosopher once said, “It is not enough to stare up the steps – we
must step up the stairs”. Children need excitement and drive to move forward in order to succeed and
learn. Without motivation, children begin to lose interest, and the result is they lose the motivation to
succeed.
I believe that knowledge is power, and we should empower children with the knowledge of their potential.
I believe that education should be global in its scope and broad-based in its implementation. With the
diversity in the world in which we live, we as the educator should execute lessons that are not just
appropriate, but also instill in our students an excitement towards learning. I truly believe that without
encouragement, the best powers of the mind remain dormant.
In closing, I look forward to the 2019-2020 academic school year. I will be here in the schools working
during the summer, meeting with administration as I plan the implementation of enhanced teaching
modalities. I encourage you to stop by the school and meet with me. Parents are the most important part
of a child’s life. Together, you the parents, myself and the school as a whole will help each child to reach
their full potential and reach success.
Truly,
Mr. Dwayne Lehman, School Director
5Footprints International School Parent Handbook 2019-2020
1. The School
Footprints International School was started in 2007 and now has five branches that offer classes
ranging from nursery through grade 12.
Name Location Classes offered
Tumnub Teuk Branch
No. 220, Street 430
Tumnub Teuk I Grade 2 – Grade 5
Sangkat Tumnub Teuk, Khan Chamkar Mon
Phone: 023/015 222 084
No. 1, Corner Street 181 & 475
TumnubTeuk II Nursery - Grade 1
Sangkat Tumnub Teuk, Khan Chamkar Mon
Phone: 087 222 084, 011 563 760
No. 84, Street 135
Toul Tumpong Grade 6 – Grade 12
Sangkat Tuol Tom Poung I, Khan Chamkar Mon
Phone: 069/017 222 084
Toul Kork Branch
No. 16-18, Street 570
Toul Kork Nursery – Grade 8
Sangkat Boeung Kak II, Khan Toul Kork
Phone:089 33 77 52, 015 620 768
Beoung Keng Kang Branch
Boeung Keng No. 45, Street 334
Nursery – Grade 3
Kang Sangkat Boeung Keng Kang 1, Khan Chamkamon
Phone: 023 214 890, 077 450 279
Bak Touk Branch
Nursery –
N 05, Street 134 Sangkat Veal Vong
Bak Tuk Kindergarten
Khan 7 Makara, Phnom Penh
Phone: 087 788 563/ 089 788 563
Chanthormok Branch
Nursery –
N 33, Street 208 Sangkat Boeung Raing
Chantormok Kindergarten
Khan Duan Penh, Phnom Penh
Phone: 070 788 569/ 089 788 568
6Footprints International School Parent Handbook 2019-2020
Class Age
Nursery 18 months – 3 years (split up into 2 groups)
Preschool 1 (also called PreK1) 3-4 years
Preschool 2 (also called PreK2) 4-5 years
Kindergarten (also called Kindy) 5-6 years
Grade 1 6-7 years
Grade 2 7-8 years
Grade 3 8-9 years
Grade 4 9-10 years
Grade 5 10-11 years
Grade 6 11-12 years
Grade 7 12-13 years
Grade 8 13-14 years
Grade 9 14-15 years
Grade 10 15-16 years
Grade 11 16-17 years
Grade 12 17-18 years
FIS uses an American system of naming classes, which aligns with the Khmer Program. However,
since FIS uses a British curriculum for the international program, we adjust so all learning is based
on the proper age group. Please see the chart below.
So for example, a child in our Grade 1 will be using Year 2 Cambridge materials. When providing
letters of recommendation or transcripts this is made clear, which helps to avoid confusion when
moving between different education systems.
American Age British
Kindergarten 5-6 years Year 1
Grade 1 6-7 years Year 2
Grade 2 7-8 years Year 3
Grade 3 8-9 years Year 4
Grade 4 9-10 years Year 5
Grade 5 10-11 years Year 6
Grade 6 11-12 years Year 7
Grade 7 12-13 years Year 8
Grade 8 13-14 years Year 9
Grade 9 – IGCSE level 14-15 years Year 10 – IGCSE level
Grade 10 – IGCSE level 15-16 years Year 11 – IGCSE level
Grade 11 – A level 16-17 years Year 12 – A level
Grade 12 – A level 17-18 years Year 13 – A level
7Footprints International School Parent Handbook 2019-2020
2. The School Day & Calendar
The School’s academic year is from the beginning of August until the beginning of June, and is divided into
three terms for Early Childhood and Primary Programs. For Secondary Program, it is divided into two
semesters. We have 185 school days.
For nursery, preschool and kindergarten, class hours:
7:45am - 11:30am (morning session)
11:30am - 1:30pm (lunch and napping)
1:00 pm - 4:00pm (afternoon session)
For the International Program:
For primary school (grade 1 -5), class hours are as follows:
Monday – Friday: 7:45am – 4:45pm with and 1 hour lunch break
For secondary school (grades 6 and above), class hours are as follows:
Monday – Friday: 8:00am – 4:45pm with a 1 hour lunch break
Saturday: 8:00am - 11:45am (Khmer Program)
There is special learning hours for Grade 12 of Khmer Program:
- Monday, Thursday, and Friday: 1:40 - 4:45pm
- Tuesday and Wednesday: 2:30 - 4: 4:45pm
- Saturdays: 8:00 - 11: 45am and 1:00 - 3:00pm
In nursery and preschool, Footprints International School offers full time or part time classes and parents
can choose between the morning session or the afternoon session for their child.
In kindergarten, FIS offers part time or full time classes, although part time is offered in the morning only.
We strongly encourage parents to enroll their child full time in kindergarten to help prepare for primary
school.
In the primary school (grades 1 and above), FIS runs a dual curriculum: the international program is in
English and taught by foreign teachers; the Cambodian public school curriculum, accredited by the Ministry
of Education, Youth and Sports, is taught by Cambodian teachers. FIS only accepts full time students for
grades 1 and above. The Khmer Program is optional, although most of the student body chooses to study it.
Students who do not study Khmer have an early release time.
We encourage students to arrive fifteen minutes prior to the start of class to participate in active play. Our
gate opens at 7:00am. Prior to 7:00am there are no staff members to supervise students and students will
not be permitted inside the campus grounds. We request that students are on time for class. Tardy
students are disruptive to their peers and interrupt learning.
8Footprints International School Parent Handbook 2019-2020
We offer a babysitting service for students who must stay after 5:00pm. Please contact the office for
further details of this service.
Supervision of students is provided from 7:30am to 12:00pm for students who only attend the morning
session. For those students in preschool who only attend the afternoon we have supervision available
starting at 12:45pm. We ask that parents pick up their child by 5:00pm. For students who attend full day,
students can access library, study hall and playground after lunch. Children in preschool and kindergarten
who are full day students have a supervised lunch and rest time between 11:30am-1:30 pm.
The school also has breaks at Pchum Ben, Water Festival, and Christmas/International New Year and at
Khmer New Year. A school calendar is available and can be downloaded from our website. School holidays
are marked on the calendar, but FIS reserves the right to make changes to the calendar as determined
necessary by management. Parents will be notified in writing of any changes.
Professional development days are days which are set aside for training and development of our staff.
These occur throughout the school year, with effort given to disrupt learning as little as possible.
3. Enrollment Procedures:
To enroll at Footprints International School, parents must provide the following documents:
● Photo of student size 3x4 2
● Photo of parent size 3x4 2 for each parent
● Photo of other adults size 3x4 1 for each person who will pick-up student from
school
● Copy of Birth Certificate
● Copy of Vaccination Report
● Copy of school record/report from previous school
Footprints International School may also request any additional documents it deems necessary to assess a
child for entrance to FIS.
Parents applying to enroll at Footprints International School must provide the above documents upon
registration, as well as paying the enrollment fee to the office. When all the documents have been given to
the office, the application will then be reviewed by the administration. If the enrollment is not accepted the
enrollment fee and all documents will be returned to parents. Parents will be informed of their acceptance
within 5 working days. Students enrolling into the primary and secondary grades (kindergarten and above)
will also be asked to complete a placement test.
Upon acceptance of enrollment, students must wait five full working days before they are able to attend
school. This is to give the office time to inform the teacher of the new student, and to prepare stationery
and books.
All school fees must be paid before any child starts school.
4. Withdrawal & Re-enrollment
Parents who wish to withdraw their children from Footprints International School are asked to fill out the
termination of enrollment format least one week in advance, to enable the office to process all the
9Footprints International School Parent Handbook 2019-2020
necessary documentation. If at a later date, parents wish to re-enroll at Footprints International School, the
enrollment fee and capital and admin fee will be waived if it is the same school year. FIS does not hold
space for students unless a parent pays full tuition fees. Re-enrollment after an absence depends on
availability. Depending on the length of absence a student may be requested to sit an enrollment test.
5. Class Placement
Placement for new students is primarily based on age to provide for a student’s social and emotional
growth by ensuring they are placed in a class of their peers. However, consideration is given to English
language skills, prior schooling and a student’s academic history. Students who wish to enroll in the primary
and secondary school (kindergarten and above) undergo a placement test and the results of this are also
taken into account when considering placement. FIS retains the right to refuse enrollment based on a
child’s academic, social or behavioral conduct.
FIS reserves the right to assign a class for the students. Class assignments cannot be changed.
6. Payment of School Fees
School fees comprise tuition fees, capital and administration fees, enrollment fees and other fees as
determined by FIS.
Tuition fees: cover tuition and other costs and payable by year or by term. Parents are encouraged to pay
tuition fees by year.
Enrollment fee: is payable once, on first time enrolment of each new student. It is non-refundable and non-
transferrable. This fee holds a child’s place at the school for 5 working days only, during which time parents
must complete all requested forms and payments. After the fifth day, the school cannot guarantee to hold
a space for the child.
Capital and Administration fees: are paid annually either upon enrollment for new students, or at the end
of April (generally by April 30th) for students who are going to the next academic year. They are used for
the purchase or maintenance of equipment and facilities, for construction or for renovations of classrooms.
These fees are non-refundable and non-transferable.
Book Fees: are payable annually and non-refundable.
Placement Test Fee: is charged for administering a placement test for students before enrolment. It is non-
refundable. If a student enrolls at FIS, the cost of the placement test is deducted from tuition fees.
Cambridge Exam Fees: FIS administers Cambridge International Examinations annually. These exams have a
fee applied in the following years:
· Grade 10- IGCSE
· Grades 11-12- A or AS levels
Parents are responsible for paying the cost of the exams and are able to opt out if desired. These exams are
external examinations given and marked by Cambridge International Examinations.
Replacement document fee: FIS will write letters of recommendation for students, and will issue letters for
traveling purposes. We will also fill out any forms for families for tuition fee reimbursement from work
places. FIS gives out report cards to students each term. Please note that the first copy of any document is
always given out complementarity. If a document is lost, and a parent requests a document to be reprinted,
a $3.00 fee will be charged and a 48 hour waiting period is required.
10Footprints International School Parent Handbook 2019-2020
Other Fees: These fees are charged only when services are required. For example, a fee of $3.00 is charged
when parents request a new Pick-Up Card or a new Student Communication Book. These fees are set by
Footprints International School and explained on the fee schedule. FIS reserves the right to change or alter
fees without prior notice.
Other Services
Information on bus services, early drop off service, babysitting and after school activities is available from
the office.
Fee Timetable
Fees are generally scheduled below. Specific dates will also be indicated on the school calendar.
Capital & administration fee Payable upon enrollment for new students;
Or by the end of April to hold a place for the
following school year
Tuition fees for Term 1 Due on the last day of July
Tuition fees for Term 2 Due on the last school day of term 1
Tuition fees for Term 3 Due on the last school day of term 2
Parents will be notified of the due dates through payment notice which are sent via students bags (or
through email if requested) before the close of each term and parents will be notified via telegram and
posted on notice boards. Parents are requested to regularly check their child’s bag and follow up with the
School. In cases payment notices are lost or damaged, parents may request a new one to be sent out via
telegram.
Refund policy (only for annual tuition fee)
All fees, except tuition, are non-refundable. Parents must fill out the refund request form and submit it to
the office. In case of refund, the following is applicable:
• If the student is in grade 5 or below, 2/3 of paid tuition fees can be refundable if request is submitted
before end of term 1; if the request is submitted before end of term 2, only 1/3 of paid tuition fees can be
refundable.
• If the student is in grade 6 and above, ½ of paid tuition fees can be refundable if request is submitted
before end of semester 1. No tuition fees are refundable when request is submitted after the end of
semester 1.
Please note that processing fee equal to 10% of the refund amount shall be charged when parents request
for refund. Please refer to the school calendar for term and semester information. FIS reserves the rights to
change the school calendar without prior notice.
11Footprints International School Parent Handbook 2019-2020
Late Pick-up Fee
Late payment of tuition fee is penalized at $5 per day. To avoid the $5 per day late charge, parents are
expected to contact the school before the due date to arrange late payment of fees and to fill out the late
payment form, which requires authorization from the Executive Director.
After 12 school days of non-payment of fees, students will not be permitted to attend school until all
outstanding fees have been paid. Should a parent wish to un-enroll their child at this time, leaving
certificates, report cards, and letters of recommendation will be given out only on full payment of all
outstanding fees.
On the first day of the school year, no student will be permitted to attend classes without full payment of
all annual fees. Returning students who have not paid their annual fees, and not confirmed with the school
regarding their intent to return are not guaranteed a place for the following academic year.
Late Collection of Student Fee
All students are expected to be collected from school by 5pm at the absolute latest. Any student collected
after this time is considered late (unless they have been attending after school activities). On the 3rd and
subsequence late pick-up parents will be charged $5 per time, regardless of how much time has elapsed
after 5pm and be invited to meet the Principal.
Requests for Held Places
Footprints International School will not hold a place for a child who will be absent for an extended period of
time without full and prior payment of tuition fees covering the period of absence.
FIS does not discount, refund or credit fees for holidays, sick days, or any other reason which result in a
student missing school.
Should a parent pay to hold their child’s place through a period of absence, and at the end of that time
decide not to attend Footprints International School, the student’s tuition fee for this period is non-
refundable. Any other fees paid are subject to the school refund policy.
7. Staffing
All teachers at Footprints International School are carefully selected taking into consideration their
qualifications, experience and dedication, as well as their love and respect for children. They undergo
regular performance evaluations, training and professional development sessions throughout the year.
They are encouraged to support each other and work together in planning and teaching, sharing ideas and
strategies with the team. Regular staff meetings provide opportunities for staff to undertake curriculum
planning and to discuss any difficulties, questions, or issues that arise.
8. Footprints International School Curriculum Policy
DEFINITION
If learning is the core purpose of school, then the curriculum is at the heart of all the school does.
The curriculum is all the planned activities that the school organises to promote learning, personal growth
and development. It includes elements such as what is taught, how it is arranged into learning experiences,
12Footprints International School Parent Handbook 2019-2020
the teaching methods used to deliver such experiences and how learning is assessed. It is the framework
within which teaching and learning takes place.
In addition, it is what the children learn from the way they are treated and expected to behave.
BELIEFS AND PRINCIPLES
Underpinning the international curriculum at FIS are a number of beliefs and principles about education,
teaching, learning and curriculum.
The curriculum should:
● be aligned to the vision, mission and values of the school
● develop enjoyment and commitment to learning
● engage children in their learning and activities
● equip students with essential literacy and numeracy skills
● provide for current and future learner needs
● be relevant and context specific
● be goal-oriented and aligned in terms of planning, teaching, learning and assessment
● encourage an understanding of their own and other cultural heritages
● develop their capacity to learn and work independently and collaboratively
● provide opportunities to think creatively and critically, to solve problems and to reflect on their
learning
● promote opportunity, quality, continuity and cohesion across all the school
● promote the academic, social and emotional well-being of children
Helping children learn should be at the core of everything the curriculum does. Good teaching that delivers
and facilitates opportunities for effective learning is the most essential ingredient of all.
Teaching and Learning should:
● be fun and active
● be purposeful
● be achievable but challenging
● build on prior learning
● make connections across different aspects of their learning and life
● address different learning styles
● cater to multiple intelligences
● allow time for reflection and consolidation
● happen most effectively in an environment in which children feel safe, comfortable and able to
take the risks involved in learning new things
AIMS AND OBJECTIVES
The curriculum is embedded in the vision and mission of the school and as such the primary aims of the
curriculum are to give children the knowledge, skills and attitudes to become confident, responsible,
reflective, and innovative and engaged learners.
Furthermore, the curriculum aims to:
● provide all children with the opportunity to learn to the best of their ability
● instill in children a love of learning and prepare them to be lifelong learners
● develop appropriate knowledge, skills and understanding in a range of disciplines
13Footprints International School Parent Handbook 2019-2020
● nurture the social and emotional development of each individual
● develop an understanding and appreciation of their own and other cultures and beliefs
Finally, we believe that responsibility for the learning of students needs to be shared between their
teachers, parents, caregivers and students themselves. Learning will be organized in such a way that, by the
end of the primary years, children begin to take responsibility for their own learning.
FIS Early Childhood Curriculum
Educational experts believe that children learn better when new skills and ideas are taught to them using a
theme or a topic to help them learn.
Footprints Early Childhood Curriculum is designed around different topics. Each month pupils have a
different Science or Social Studies Unit which they focus on. Within this topic the teacher teaches all the
other subjects in a cross-curricular manner. Pupils are given time to be creative and innovative during
drama and role playing and rhythmic and music time. We also designate time for sensory and fine motor
skills and for core subjects such as phonics, math and story time.
Topics and Learning Goals guide the teachers’ planning. Teachers use the Internet and other available
activity guides, materials and resources to plan their lessons.
Math
Pre-Math Skills: Pupils in Nursery and Preschool learn shapes, numbers, counting, patterns, and
classification of objects, writing numbers, and many other math concepts through hands on learning. PreK
2 is using the Early Bird Math Textbook A, while the kindergarten is using the Textbook B. The Early Bird
Math Textbooks are adopted from Singapore. Besides these, teachers also use many hands on activities to
teach these ideas in an age appropriate manner. Teachers also focus on writing numbers 0-9 correctly, as
these forms the basis of all English numbers. Calendar time and other practical activities are used to
encourage confidence with Math. Kindergarten progresses to the next Early Bird Math Textbook B.
Concepts are taught with follow up hands-on activities for children to demonstrate understanding and
develop thinking skills in an engaging and fun way. Children count, represent, and write numbers 1-100
and later, move up to counting by groups of 10's and skip counting by 10's, 5's, and 2's. The concept of
addition and subtraction are taught using hands-on activities and written exercises. Problem solving
strategies are presented through stories.
Science & Social Studies
Learning Goals are set to teach pupils about the world around them, and to encourage them to learn, to
think and to ask questions. Students study one topic for 4 - 5 weeks, and cover things such as Animals,
Solar System, Transport, Home Sweet Home, Cultural Activities and Weather. Teachers use different
activities to teach this curriculum, and also use these topics to support Math and Language Arts. All
teachers in the ECP are guided by key concepts and key words for each monthly theme. ECP activities are
presented in various ways such as videos, stories, music, crafts, and role playing.
Language Arts
Language Arts in the Preschool grades is focused on developing Pre-Reading and Pre-Writing skills.
Teachers use story books, drawing pictures, and storytelling to develop children’s ideas of writing and
reading. Phonics is taught using the Zoo Phonics and Reading A-Z, an American based curriculum created as
a way to teach children the sounds, letter recognition and early use of the English alphabet. The
Kindergarten will adapt Cambridge Primary English beginning school year 2019-2020. Teachers also teach
correct letter formation as pupils learn to write and recognize each letter of the alphabet. This is a very
hands-on approach to Language Arts.
14Footprints International School Parent Handbook 2019-2020
Pupils are provided with workbooks compiled by the school and writing books for each pupil to draw stories
and pictures, as well as a whiteboard for classroom activities, Projectors to project online lessons and
teachers use worksheets and other copied material as necessary.
Please note that pupils are not expected to be able to read and write by the time they finish PreK1. We
expect that at the end of PreK2, pupils should be able to write letters of the alphabet, their names and can
begin reading basic word families and sight words.
Preschool is about teaching pupils the very important skills they need to know before they learn to read
and write fluently.
The Language Arts curriculum for Pre-Kindergarten 2 and Kindergarten incorporates and integrates all four
areas of literacy: Reading, Writing, Speaking, and Listening.
●Phonics, Mechanics, and Fluency - Understanding sounds through letter recognition, blending, and
decoding is the foundation for pre reading and reading.
●Reading Comprehension Strategies - Building critical thinking skills through read-aloud, questioning, and
hands-on activities to foster pre-comprehension skills such as sequencing, retelling, and predicting.
●Writing - Beginning with prewriting, applying the writing process, sentence structure, spelling,
sequencing, conventions, various genres of composition, response, analysis, and creative thinking
structures students' writing.
This is done through the Reading Program and using resources from www.readinga-z.com.
Kindergarten Khmer Lessons
Kindergarten pupils are also learning the basic of Khmer Language and Mathematics for stronger
foundation of the Khmer lesson when moving to grade 1. Every kindergarten class is given forty five
minutes lesson in Khmer Math and Language. The pupils learn the Khmer vowels and consonants and basic
scribbling of the Khmer alphabet and numbers. The lessons are being taught by a local Khmer teacher. The
teacher uses Khmer workbooks, videos and other Khmer manipulative to support the class engagement in
learning.
FIS Primary School Curriculum
Cambridge International Examinations (CIE) Primary Mathematics
The FIS Primary program follows the Cambridge Mathematics Curriculum. The Mathematics Curriculum
framework explores five content areas: Number (which includes mental strategies), Geometry, Measure,
Handling data and Problem Solving (integrated into the other strands focusing on applying techniques, skills
and understanding in order to solve problems). The framework is presented through learning objectives.
The learning objectives detail what the learner should know as well as do in each year of the program.
Learning objectives are organized into six content areas listed above, which are also known as 'strands',
with each strand being broken down further into sub-strands (for example 'calculation'.) The curriculum
fosters students applying mathematical knowledge and developing a holistic understanding of the subject.
Cambridge International Examinations (CIE) Cambridge Primary English
Learning objectives with in the Cambridge primary English curriculum are divided into three main areas
called ‘strands’ which runs through every Grade. Strands within the Cambridge English Curriculum include
Reading, Writing and Speaking and listening.
15Footprints International School Parent Handbook 2019-2020
The Curriculum Framework has been designed to provide balanced coverage of the fundamental skills and
knowledge of English at this level. Although the Curriculum Framework is divided into three strands, they
are taught in conjunction with each other. Within the Reading and Writing strands, learning objectives are
grouped into the following ‘sub-strands’: Reading
1. Develop broad reading skills
2. Demonstrate understanding of explicit meaning in texts
3. Demonstrate understanding of implicit meaning in texts
4. Explain, comment on and analyses the way writers use stylistic and other features of language and
structure in texts
5. Recognise conventions and evaluate viewpoint, purpose, themes and ideas in texts.
Writing
1. Develop broad writing skills
2. Select and develop content and use register and language appropriate to genre, purpose and
audience
3. Structure and organise ideas coherently using sections or paragraphs
4. Use a range of sentence structures and punctuation accurately to convey meaning and create
particular effects
5. Use accurate spelling. It may be appropriate to introduce this framework at slightly different ages
to suit your own particular circumstances.
Writing
Alongside the CIE English curriculum sits our writing program. In the Primary program students complete
one, 45 minute lesson and five 20 minute lessons devoted to developing our students’ ability to write well
structured, coherent, purposeful texts written to entertain, inform and persuade. Writing lessons are
taught using the widely acclaimed ‘Talk For Writing’ approach developed by Pie Corbett in the UK. The Talk
for Writing approach enables children to read and write independently for a variety of audiences and
purposes within different subjects. A key feature is that children internalise the language structures needed
to write through ‘talking the text’ as well as close reading.
Reading Groups
Alongside the CIE English curriculum sits our own reading program that is taught four times a week. The
main focus is whole-class reading of a single text with the teacher as a guide. Pupils are encouraged to read
out-loud to the class and with their peers. Teachers approach each lesson with an approach of reflective
questioning and discussion with pupils. They have high expectations of what pupils can read and give
support to those that need it. In Grades 1 and 2 pupils follow the Reading A to Z program, which is also
used for assessment in primary. In Grades 3, 4 and 5, pupils read chapter books. Pupils also get the
opportunity, once a week, to visit the library and to practice their reading skills independently using the
online program RAZ Kids.
Phonics
In Grades 1 and 2, pupils are given regular practice at recognising common phonics knowledge to help
consolidate and improve on their achievements in ECP and support them with reading.
CIE Global Perspectives
Our Primary Program will use the Cambridge Global Perspectives curriculum this year. The programme
develops the skills of research, analysis, evaluation, reflection, collaboration and communication. It
strengthens the links across English as a first or second language, mathematics, science and ICT Starters.
Students will be asked to work collaboratively on different projects throughout the year, each project
allowing students to focus on a different set of transferable skills.
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Science
The FIS Primary Program follows the Cambridge Science curriculum. The Cambridge Science curriculum
focuses on stimulating enquiry-based style of learning by breaking down both skills based and enquiry
based objectives into topics and reinforcing understanding through a variety of activities (including
opportunities for students to create and conduct hands on experiments). Within the teaching of the
curriculum there is also dedicated support for practicing scientific language, as well as resources that are
visually appealing and apply language that is accessible to EAL/ESL learners.
Personal, Social and Health Education (PSHE)
Our PSHE (Personal, Social and Health Education) curriculum uses the UK ‘Jigsaw’ curriculum. Footprints
International School believes in the development of children not just academically but also Socially and
Spiritually. As a result all Primary students take part in a 1 hour PSHE class at the beginning of each week.
Teachers plan their PSHE lessons using the Jigsaw framework which ‘perfectly connects the pieces of
Personal, Social and Health Education, emotional literacy, social skills and spiritual development’.
Assessment
Assessment conducted in the primary program includes daily assessment used to inform instruction day to
day (formative) and assessment used to inform curriculum achievement (summative). Strategies used to
inform instruction (formative) include Q&A on whiteboards, exit ticket questions, marked book work, self-
assessment and mini projects.
Summative assessments vary depending on the Grade. All grades conduct summative reading assessment 3
times a year, which include testing reading fluency and depth of understanding using the reading A to Z
running records. They also all complete 3 expository, imaginative and persuasive summative writing pieces
a year.
Grades 1 and 2 complete 9 short mathematics quizzes that are created in-house and completed
periodically. They also complete end of term English quizzes, also created in house.
In Grades 3-5 they complete 6 short mathematics quizzes, created in-house and then in term 3 they
complete CIE created progression tests. In English, they complete in-house tests in terms 1 and 2 and then
a CIE created progression test. In science students complete an end of year CIE created progression test.
Secondary Curriculum
Maths
Footprints International School follows the Cambridge Curriculum. Students develop numeracy, reasoning,
thinking skills, and problem solving skills through the learning and application of mathematics. Students in
Grade 9 and 10 will be preparing for their IGCSE examinations which will be written at the end of Grade 10.
Grade 11 students will sit their Math’s AS Levels examinations at the end of their Grade 11 year. In Grade
12, students will write the A-Level examination.
Language Arts
The Language Arts Curriculum at Footprints International School incorporates and integrates all four areas
of literacy: Reading, Writing, Speaking and Listening, and is based off the Cambridge learning objectives.
Student’s writing is developed through the teaching of writing skills such as idea development,
organization, word choice, sentence fluency, presentation and grammatical conventions for the 21st
Century. Children are taught to see writing as a process that doesn’t just happen but requires sustained
engagement and is an essential component in all subjects. Grade 6-8 students will sit the Cambridge
Progression Tests at the end of the school year. Grade 9 and 10 students will complete the Cambridge
IGCSE course at the end of their Grade 10 year. Students in Grade 11 will write AS Level examinations at the
17Footprints International School Parent Handbook 2019-2020
conclusion of their school year. In Grade 12, the A-Level examination will be written at the conclusion of
the school year.
Social Studies
Social Studies consist of Grades 6-8 with two different areas of focus. Students spent part of each year
learning global perspectives with a focus on research, analysis, evaluation, reflection, collaboration and
communication, then learn about issues that are relevant today from the history of Europe, the Americas,
Asia, and Cambodia. Students will be required to finish the year with a paper based from their own
research on historical issues. Once in Grade 9 students will follow the IGCSE History and Global Perspectives
courses and in Grade 10 will sit the IGCSE History and Global Perspectives exams. Grade 11 students will
follow the AS Level Global Perspectives course or the AS Level History course. In Grade 12, the students will
have the option to take these subjects as A-Level courses.
Science
Footprints International School follows the Cambridge Curriculum, which divides each school year between
physics, chemistry and biology learning objectives. Grades 6-8 will help prepare students for the
International Cambridge Examinations in Combination Sciences, the IGCSEs, which students will take at the
end of Grade 10. In Grade 11, students will study Biology, Chemistry and Physics as individual AS Level
subjects. In Grade 12, students will take these individual subjects in the A-Level course
To learn more about the Cambridge International Examinations please visit their website at
http://www.cie.org.uk/.
Foreign Language
Beginning with the 2017-18 school year, FIS will offer French classes to all Secondary students. Grades 6-8
will take mandarin (Chinese) language, while Grades 9 and 10 will take IGCSE French with the option to sit
the IGCSE exam at the end of two years of French study.
Cambridge International Examinations for Secondary
Cambridge International Examinations (CIE) is used in 160 counties by 10,000 schools to help prepare
students for their future. FIS is registered with Cambridge and uses Cambridge endorsed textbooks. Please
see the chart below for more information.
Grade level CIE stage CIE program name Annual assessment
Grade 6 Stage 7 Secondary 1 Progression test
Grade 7 Stage 8 Secondary 1 Progression test
Grade 8 Stage 9 Secondary 1 Progression test
Grade 9 IGCSE Secondary 2 School given test
Grade 10 IGCSE Secondary 2 IGCSE
Grade 11 A level Advanced AS/A levels
Grade 12 A level Advanced AS/A levels
Please note that for secondary 1 CIE offers learning objectives and tests in Math, Language Arts (first
language) and Science. Social Studies, health, IT, art, PE and music are designed by the school since CIE
does not offer them at this time. These learning objectives are primarily adopted from Singapore.
In secondary 2 CIE offers over 70 courses. FIS is currently teaching CIE English Language Arts, History,
Geography, Biology, Chemistry, Physics, Global Perspectives, and Math. At the end of Grade 10 we will urge
students that want to go abroad to sit 4-6 subjects for the IGCSE examinations. Students may also sit a
18Footprints International School Parent Handbook 2019-2020
subject that the school does not offer if they study independently. For example, a Korean student could sit
the Korean language exam. In Grades 11-12 students will narrow their focus and be encouraged to sit 3 A
levels, while continuing to study their other core subjects. This is what is expected for university admission
abroad.
Progression tests are provided by CIE at no charge. IGCSE tests and A/AS level tests are charged per subject.
The cost changes annually, and will depend on how many subjects the student chooses to sit. Parents are
responsible for the cost of the examinations. In Grades 9+ guidance counseling will be provided to students
and parents to help guide decision making on whether to sit the exams, and if so, which exams to sit. This
will primarily depend on the student’s future plans for university. If planning to study abroad it will be
necessary to sit the CIE exams, and do well. University admission varies from country to country and
institution to institution. FIS will do everything to help students prepare for exams required by different
countries and universities.
Please note that textbooks given the beginning of Grade 9 are used for 2 years (Grades 9-10) and students
will be expected to keep them in good shape. Textbooks given at the beginning of the Grade 11 will also
need to be used for 2 years (Grade 11-12).
Secondary Grading Policy Conversion from percentage to grade level
Weighing Scale Grades Percentage of
6th – 12th Total Grade
Tests and Quizzes 30%
Semester Exam 20%
Homework and Classwork 20%
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Projects 20%
Class Participation 10%
Graduation Requirements: Credits are from grade 9 to grade 12:
FIS Students must obtain 24 credits to qualify for graduation:
Credit Subject Description:
4 English 2 years IGCSE First Language or ESL
2 years AS/A Levels English
4 Mathematics 2 years IGCSE Math Core or Extended
2 years AS/A Levels Math
4 Science 2 years IGCSE Core or extended
2 years AS/A Levels Science
4 Social Studies 2 years IGCSE Global Perspectives (1 Credit)
2 years IGCSE 20th Century History (1Credit)
2 years AS/A Levels Social Studies
1 Physical Education .25 yearly
2 Foreign Language .25 yearly
2 Electives 2 semesters (one must be debate and one
public speaking
1 Health Education . 25 per year
2 Fine Arts Music or Fine Arts Electives
Total 24
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Primary Grading Protocol for Termly Report Cards
Student grades in the primary program are ascertained using both formative assessments conducted
regularly during instruction and summative assessments completed at the end of the term and/or year.
Termly, all students are identified as meeting the following level of achievement, according to in class
performance throughout the term and summative assessments completed at the end of term:
1. Not meeting Expectations (NE)
2. Beginning to meet expectations (BE)
3. Approaching Expectations (AE)
4. Meeting Expectations (ME)
5. Exceeding Expectations (EE)
Identifying a students’ level of achievement, reported termly to parents, varies depending on the subject
area due to differing summative assessments completed per subject at the end of the term or year. Once
teachers have collated formative and summative assessments completed throughout the term, they plot
where their students fit on the parameters for consideration document (see below). Teachers however,
have the agency to alter their students’ level of achievement (one increment above or below) identified on
the parameters for consideration document, based on their in class performance.
For example:
Hypothetically, if a student were to get an average score of 2.6 for writing in Term 1, according to the
‘Parameters for consideration document (see below),’ they’d be plotted at AE (or approaching expectations)
on their termly report card. However, based on formative assessments conducted throughout the term the
teacher believes AE is not a fair indication of the students’ level of achievement and they are in fact ME
(meeting expectations) the teacher may report that the student is ME (meeting expectations) for writing.
The teacher however, would not be able to make two incremental jumps and report the student is EE
(exceeding expectations) for writing.
In science, students in Grades 1 and 2 do not sit a summative assessment throughout the year and in
Grades 3-5 they only complete a CIE progression assessment at the end of the year. Thus, teachers are
required to plan formative assessments for their students throughout the year and base reporting for
students in science on performance in those assessments.
Parameters for consideration (Summative Assessments) – Termly Report Cards
Writing:
Level of understanding according to Term 1 Term 2 Term 3
framework objectives
EE ≤4.1 ≤4.1 ≤4.1
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ME ≤3 ≤3 ≤3
AE ≤2.5 ≤2.5 ≤2.5
BE ≤1.1 ≤1.1 ≤1.1
NE 1 1 1
English in-house summative assessment (Writing/Reading/Speaking and Listening):
Level of understanding according Parameters for consideration %
to framework objectives
G1 G 2-5
Term 1 - 3 Term 1 - 2
EE 95 - 100 90 - 100
ME 75 – 94 75 – 89
AE 60 – 74 60 – 74
BE 45 – 59 45 – 59
NE 0 - 45 0 - 45
Spelling:
Level of understanding according Parameters for consideration %
to framework objectives
Term 1 - 3
Term 3
EE 90 - 100
ME 75 – 89
AE 60 – 74
BE 45 – 59
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NE 0 - 45
English CIE Progression Test (Term 3):
Grade Level of understanding Parameters for
according to framework consideration %
objectives
Term 3
2 EE 80-100
ME 56-79
AE 40-55
BE 20-39
NE 0-39
3 EE 80-100
ME 56-79
AE 40-55
BE 20-39
NE 0-19
4 EE 80-100
ME 56-79
AE 40-55
BE 20-39
NE 0-19
5 EE 80-100
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ME 56-79
AE 40-55
BE 20-39
NE 0-19
Reading
Term 1
NM BE AE ME EE
Grade 1 Less than A/B C/D E/F Higher
A than F
Grade 2 Less than D/E F/G H/I Higher
D than I
Grade 3 Less than G/H I/J K/L Higher
G than L
Grade 4 Less than I/J K/L M/N Higher
I than N
Grade 5 Less than N/O P/Q R/S Higher
N than S
Term 2
NM BE AE ME EE
Grade 1 Less than D/E F/G H/I Higher
D than I
Grade 2 Less than F/G H/I J/K Higher
G than K
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Grade 3 Less than I/J K/L M/N Higher
I than N
Grade 4 Less than K/L M/N O/P Higher
K than P
Grade 5 Less than P/Q R/S S/T Higher
P than T
Term 3
NM BE AE ME EE
Grade 1 Less than F/G H/I I/J Higher
F than K
Grade 2 Less than H/I J/K L/M Higher
H than M
Grade 3 Less than K/L M/N O/P Higher
K than P
Grade 4 Less than M/N O/P Q Higher
M than Q
Grade 5 Less than R/S T/U V/W Higher
R than W
Mathematics In – house summative assessment:
Level of understanding Parameters for consideration %
according to framework
objectives G1 G 2-5
Term 1 - 3 Term 1 - 2
EE 90 - 100 80 - 100
ME 65 – 89 65 – 79
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AE 50 – 64 50 – 64
BE 40 – 49 40 – 49
NE 0 - 40 0 - 40
CIE Mathematics Progression Test:
Grade Level of understanding Parameters for
according to framework consideration %
objectives
Term 3
3 EE 70-100
ME 40-69
AE 26-39
BE 13-25
NE 0-12
4 EE 70-100
ME 40-69
AE 26-39
BE 13-25
NE 0-12
5 EE 70-100
ME 40-69
AE 26-39
BE 13-25
NE 0-12
26Footprints International School Parent Handbook 2019-2020
CIE Science Progression Test:
Grade Level of understanding Parameters for
according to framework consideration %
objectives
Term 3
3 EE 66-100
ME 45-65
AE 31-44
BE 15-30
NE 0-14
4 EE 70-100
ME 50-69
AE 33-49
BE 16- 32
NE 0-15
5 EE 76-100
ME 50-75
AE 33-49
BE 16- 32
NE 0-15
Any grade below a D- is considering failing and the student may be asked to repeat the course.
In the secondary level students are expected to participate fully in class and try their best. The grading
distribution for secondary recognizes effort and attitude, in addition to academic performance. Each
semester, teachers will follow the guidelines below to award a student a number grade for each core
27Footprints International School Parent Handbook 2019-2020
subject. That number grade is then recorded with the school and converted into a letter grade for the
report card. Report cards are given out each semester. Halfway through each semester, teachers will issue
mid-semester reports to all students. This informs parents and students on their progress during the
semester. It is required that the parents and students sign and return the mid-semester and semester
report to acknowledge they have received and understand it.
Cheating and plagiarism
FIS has a zero tolerance policy towards cheating or plagiarism, in any form. Students caught cheating or
plagiarizing will be awarded a zero for the exam, quiz or assignment they are working on.
Cheating includes copying answers, or discussing answers outside of class when a test is ongoing. Plagiarism
is when an individual copies work and presents it as their own without quoting or giving the author credit.
Teaching Methodology
Footprints International School provides teaching which is deliberate, planned and responsive to
each child’s needs. Teachers receive regular training on teaching methodologies, helping them to
develop teaching practices which are built on how children learn as well as the curriculum content,
which leads to more effective learning in the classroom.
Assessment
Assessment is used at FIS as a way to track students’ progress and ensure that each child is making the
appropriate progress for their grade and ability. The main objective of assessment at FIS is to provide
feedback on the learning process. The principal purposes of assessing what has been learned are to:
● determine what the student knows and understands about the subject/ topic
● inform and differentiate teaching and learning
● monitor student progress
● provide feedback to teachers, students and parents
● monitor the effectiveness of the curriculum
● inform the professional development of teachers
Formative assessment is interwoven with daily learning and helps teachers and students find out what the
students already know in order to plan the next stage of inquiry.
Summative assessment occurs at the end of the teaching and learning process and provides students with
opportunities to demonstrate what they have learned in a particular unit. Children are assessed against
specific learning goals set for each subject in each grade. These Learning Goals incorporate knowledge,
skills and understanding we expect children to gain from their learning.
In addition to regular tests, each student will have a portfolio which will be used to determine growth and
development across school years. Portfolios begin in kindergarten and remain with a student for their
entire career at FIS. These do not go home and are kept at the school unless a child un-enrolls.
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·
The Khmer Curriculum
Footprints International School is licensed by the Ministry of Education, Youth and Sports (MoEYS).
Therefore, FIS follows the national curriculum, which is set by the government. General Education, called
the Khmer Program at FIS, to make it consistent with International Program, or in Khmer means កម�វ ិធី
សិក្សោចំ េណះទូ េទែខ�រ is the formal education controlled by MoEYS. The Khmer Program allows learners
to develop their knowledge and skills by enhancing their personal, intellectual and physical capacity. We
run both Primary and Secondary Education in our Khmer Program. Like those at state schools, our students
in the Khmer Program have to sit for three different exams in their school life:
1. Moving Level Exam (grade 6): Grade 6 is the border between Primary and Secondary. Thus, all
students are required to take Final Semester 1 and Final Semester 2 exam like those from other
grades. However, the difference is that FIS Khmer Program creates the tests and arranges the
exam, but MoEYS will set the exam date, issue the test guidelines, train the individuals involved,
and inspect the exam process.
2. Grade 9 National Exam: The exam is the student assessment for moving from phase 1 called Low
Secondary to phase 2 called Upper Secondary within the secondary program. FIS students are
afforded plenty of review time for the exam. Our students usually take the exam in the state school
which is proctored by MoEYS.
3. Grade 12 National Exam: This exam is the bridge for students to go to a local university. It is the
most challenging exam and requires extensive knowledge to pass. Like the Grade 9 National Exam,
we prepare our students for this examination with intensive review. Passing this exam is necessary
to receive a diploma for the Khmer Program.
From school year 2019-2020, the school hours will be:
Weekdays: Three days are from 1:40 - 4:45 PM and two days are from 2:30 - 4:45 pm
Saturdays: Morning is from 8:00 - 11:45 am and afternoon is from 1:00 - 3:00 pm
FIS makes every effort to align the Khmer and International curriculum where possible, so students have
the opportunity to make connections and learn cross-culturally.
9. Extracurricular Activities
In addition to our daily curriculum, FIS offers a range of extra-curricular programs and activities in the after
school hours. These vary depending on the expertise of our current teaching staff and the interests of our
students. These include subjects such as Chinese, Computer, and Karate. At the beginning of each term
parents will be informed of the extra-curricular activities available and can register in the office.
10. Inclusion
In accordance with the Ministry of Education, Youth and Sports, we at FIS will not discriminate. No person
should be disadvantaged or receive less favorable treatment than any other on grounds of age, gender,
sexual orientation, class, employment status, race or religion, or any other status. Footprints International
School considers all discriminatory behaviors and remarks to be unacceptable. School staff members will
always strive to maintain a respectful school climate and to be sensitive to the feelings of others. We do not
allow physical or verbal harassment of any individual or group by another individual or group.
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