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PARENT STUDENT HANDBOOK
2019-2020
ACS Hillingdon | ICONTENTS
Page
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Physical Education (PE) Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Premier Academic Programmes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Food and Drink . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
International Baccalaureate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Lost and Found . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
IB Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Trips and Sport Team Travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
The IB Learner Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Lockers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Valuables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Description of Advanced Placement Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Mobile Phones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Backpacks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Communication Between Home and School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Student Guests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Change of Address/ Telephone Number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
School Cancellation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Student Welfare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Parental Absence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Student Counselling Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Parent Volunteers/Security Checks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Safeguarding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Parent-Teacher Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Pictures or Videos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
School Newsletter – The Hillingdon Hawk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Email Etiquette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Crisis Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
School Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Emergency Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lines of Communication - How to Address Concerns . . . . . . . . . . . . . . . . . . . . . . . . .9 Medical Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Complaints Policy and Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Medication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Academic Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Immunisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Attendance and Punctuality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Routine Childhood Immunisation Schedule UK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Materials/Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Unwell Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Scheduling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Students with Specific Health Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
How much Homework is typical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 School Rules and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Recommended Times for Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Teacher Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Academic Honesty at ACS Hillingdon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Further Considerations for Work/Life Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Dangerous Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Student Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Anti-Bullying Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Parent Responsibilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Fighting/Assault . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Academic Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Public Display of Affection (PDA)/Inappropriate Sexual Exposure or Activity . . . 39
Academic Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Damage to School Property or Fire Alarms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Students on Conditional Acceptance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Personal Honesty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Placement of Current Middle and High School Students on Academic Probation15
Proficiency Scales and Making Sense of Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Drugs, Alcohol and Misuse of Substances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Grading Table for Grades 9-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Standardised Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Digital Citizenship and Digital Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Additional Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Digital Citizenship and Digital Literacy in the Curriculum. . . . . . . . . . . . . . . . . . . . . 42
Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Parental Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Day-to-Day Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Managing Information Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
School Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Digital, Video, Audio and Still Images . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Dress Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Electronic Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
ACS Hillingdon | II ACS Hillingdon | IIIINTRODUCTION
ACS Hillingdon International School (referred to as ACS Hillingdon) is a co-educational
BYOD (Bring Your Own Device) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 school serving approximately 600 students from ages 4 -19.
The Responsible User Agreement 2018-19. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 This booklet has been prepared to provide you with information that will help you
Athletic Programme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 understand our school and take advantage of the opportunities it offers. We intend it to
High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 be a guide for both students and parents regarding general school rules and regulations.
Hosting Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 The school is organised into three divisions, with a lower, middle, and high school.
High and Middle School Athletic Code of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Administratively, a principal is responsible for each division and the Head of School
Middle School, Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 coordinates the overall school programme.
Middle School, Grades 6-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 We inspire our students to become successful life-long learners and responsible global
After School Activities Lower and Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
citizens. We promote high standards of scholarship and challenge all members of
Facilities Usage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 the community to fulfil their potential. The positive student learning environment and
School Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 emphasis on individual attention contribute to successful student outcomes. We offer
Weekends/Holidays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 the Advanced Placement Capstone Diploma (AP), an American accredited High School
Pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Diploma, and International Baccalaureate Diploma Programme (IBDP) courses, leading
to college and university placement worldwide. We are also a Candidate school for
ACS Busing Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 the International Baccalaureate Careers-related Program (IBCP) anticipated for first
ACS Hillingdon Bus Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 graduates in 2022. In addition to our strong academic programme, we have a wide
Door to Door . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 range of co- and extra-curricular activities. Many of our students take part in these
Seating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 activities.
New Busing Arrangements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Change of Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Field trips into London, extended U.K. field trips, and school trips abroad, are a regular
Absence due to Illness or Holiday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 feature of ACS Hillingdon. All field trips are curriculum based. In addition, we run a
Door to Door Bus Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 generous Artist in Residence programme.
Door to Door Pick Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Please keep this handbook for easy access in case you have a query about school
Door to Door Afternoon Drop Off . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 policies or guidelines. Feel free to contact the school when you have questions or
Express/Shuttle Routes Pick Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 comments.
Late Busing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Signing up for Late Bus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Main Switchboard: 01895 259771
Missing the Regular After School Bus or Late Bus . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Lower School: 01895 816811
School Bus Transfers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Suspension From Riding the Bus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Middle School: 01895 816819
Signature Required . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 High School: 01895 816812
Procedure to Follow in an Emergency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Security: 01895 816807
Private Transportation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Transportation: 01895 816803
Mobile Phones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Web Page: https://www.acs-schools.com/hillingdon#1
Speed Limit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Students Walkig Home After School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Students Travelling Home with Parents Other than their Own. . . . . . . . . . . . . . . . 56 To email administrators/teachers/staff:
Students Travelling To and From School with Chauffeurs . . . . . . . . . . . . . . . . . . . . 56 Type the individual’s first initial, and then last name followed by @acs-schools.com
Taxis and Ubers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Please note that there are some exceptions; if in doubt, please check by contacting the
Vehicles and Emergency Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Main Switchboard.
Student Driving Privileges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
ACS Hillingdon | IV ACS Hillingdon | 1PREMIER ACADEMIC PROGRAMMES
The curricular standards ACS Hillingdon has adopted provide coherent learning
progressions beginning in Kindergarten and continuing through to Grade 12. Curricular
standards communicate to students, parents, teachers and school leadership the skills International Baccalaureate Advanced Placement
and concepts that students are expected to learn in each subject area and at each
Grade level. The standards are used to guide curriculum development, instruction and Fosters critical thinking and
assessment. Allows subject specialisation
independent learning
Curriculum is designed backwards, beginning with the standards as evidence of
learning. Teaching and assessment strategies are matched to the standards. Student Highly recognised in the US and
Provides an International qualification
Canada
achievement is compared only to the standards, not to other students.
Assesses through more than one
Standards at ACS Hillingdon Offers breadth and flexibility
examination technique
• AERO World Languages (based on ACFTL- American Council on the Teaching of
Foreign Languages) - Language Acquisition
DP CP CAPTSTONE
• ACS Hillingdon PE Standards (based on the English National Curriculum) -
Physical Education
• ACS Hillingdon STEAM Standards (based on ISTE - International Society for
Technology in Education) - STEAM
• ACS Hillingdon Digital Teaching and Learning Standards (based on ISTE and
AASL - American Association of School Librarians’ Standards) - Integration of
Digital Teaching and Learning
• College, Career and Civic Life Framework (C3) - Social Studies and Humanities
• National Core Arts Standards - Visual and Performing Arts
• Next Generation Science Standards - Sciences
• Personal, Social, Health and Economic Standards (based on the U.K. PSHE
Association Framework) - PSHCE, Personal Development Programme
• U.S. Common Core State Standards - English Language Arts and Maths
Advanced Placement (AP) and International Baccalaureate (IBDP and IBCP) courses
are also underpinned by the above subject-specific standards in addition to the end-of-
course assessment objectives as determined by each programme of study.
The school’s website for information regarding curriculum and course descriptions is
http://acs-hillingdon-public.rubiconatlas.org/
ACS Hillingdon | 2 ACS Hillingdon | 3THE INTERNATIONAL BACCALAUREATE®
As an IB World School, ACS Hillingdon is proud to offer the International
Baccalaureate® (IB) Diploma Programme in Grades 11 and 12. Our Lower School and Communicators They understand and express ideas and information con-
Middle School Programmes are based on sound educational curriculum practices and fidently and creatively in more than one language and in a
provides students with the knowledge and skills to be successful in the High School. variety of modes of communication. They work effectively
In the High School, students in Grades 11 and 12 are also able to gain an American High and willingly in
School Diploma that includes Advanced Placement course offerings and from August collaboration with others.
2019 the AP Capstone (see page 6).
Principled They act with integrity and honesty, with a strong sense of
THE IB MISSION STATEMENT fairness, justice and respect for the dignity of the individual,
The International Baccalaureate aims to develop inquiring, knowledgeable and caring groups and communities. They take responsibility for their
own actions and the consequences that accompany them.
young people who help to create a better and more peaceful world through intercultural
understanding and respect.
To this end the organisation works with schools, governments and international Open-minded They understand and appreciate their own cultures and
organisations to develop challenging programmes of international education and personal histories, and are open to the perspectives, values
and traditions of other individuals and communities. They
rigorous assessment.
are accustomed to seeking and evaluating a range of points
These programmes encourage students across the world to become active, of view, and are willing to grow from the experience.
compassionate and lifelong learners who understand that other people, with their
differences, can also be right.
Caring They show empathy, compassion and respect towards
the needs and feelings of others. They have a personal
THE IB LEARNER PROFILE commitment to service, and act to make a positive
difference to the lives of others and to the environment.
IB LEARNERS STRIVE TO BE: Courageous They approach unfamiliar situations and uncertainty with
courage and forethought, and have the independence of
Inquirers They develop their natural curiosity. They acquire the spirit to explore new roles, ideas and strategies. They are
skills necessary to conduct inquiry and research and show brave and articulate in defending their beliefs.
independence in learning. They actively enjoy learning and
this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local
and global significance. In so doing, they acquire in-depth
knowledge and develop understanding across a broad and
balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically
and creatively to recognize and approach complex
problems, and make reasoned, ethical decisions.
ACS Hillingdon | 4 ACS Hillingdon | 5DESCRIPTION OF ADVANCED CAPSTONE
DIPLOMA PLACEMENT PROGRAM
The Advanced Placement Capstone Diploma (APCD) is a challenging academic program
designed to provide motivated high school students with college-level academic Teacher Training AP teachers complete comprehensive training that includes
courses. The AP program is a cooperative educational endeavour between secondary developing curriculum, teaching strategies, and preparing
schools and colleges and universities and is considered a standard for academic the students for examinations. Teachers continue to attend
excellence in the U.S.A. AP Capstone is built on the foundation of a new, two-year workshops every 5-7 years.
High School course sequence — AP Seminar and AP Research — and is designed to
complement and enhance the in-depth, discipline-specific study provided through AP
Diplomas and Students may enrol in as many individual AP courses as
courses. It cultivates curious, independent, and collaborative scholars and prepares them
Recognition they wish based on academic strengths and interests.
to make logical, evidence-based decisions.
The College Board recognises students with exceptional
performance in the Advanced Placement program as
follows:
Mission The College Board’s mission is to connect students to • AP Scholar – 3 or higher on 3 exams
college success and opportunity. The AP program supports • AP Scholar with Honor – Average 3.25 with a 3 on at
the principle that each individual school must develop its’ least 4 exams
own curriculum based on a set of expectations that colleges • AP Scholar with Distinction – Average 3.5 with a 3 on at
and secondary school faculty nationwide have established least 5 exams
for college-level courses.”
• AP Capstone – 4AP subjects at a 3 or above with
“For over 100 years, the College Board has partnered AP Seminar and AP Research at a 3 or above
with leading educators, schools, and colleges to create
innovative programs that help students, families, and
Examinations Students sit for an examination at the end of the AP course.
educators to evaluate each student’s academic strengths;
AP tests are scored on a scale of 1-5. All examinations are
challenge students to explore their interests and reach their
graded by a group of AP readers.
potential; inspire students to do their best work; and pursue
educational opportunities beyond high school.”
Courses Individual teachers develop their own curriculum based
on established course requirements and AP standards
that must be approved by the College Board as part of the
AP Course Audit process. University professors review
the course syllabi for rigor and content to match college
standards. All AP courses are one-year.
Why take AP? AP provides a challenging educational program that
prepares students for selective universities and colleges. AP
is a rigorous program dedicated to educational excellence
with a long-standing history in the United States.
ACS Hillingdon | 6 ACS Hillingdon | 7COMMUNICATION BETWEEN HOME AND SCHOOL PARENT-STUDENT-TEACHER CONFERENCES
Parents are always welcome to arrange conferences at school and, likewise, the school may
initiate a conference with parents at any time during the year. Throughout the year, specific
Good communication between home and school is essential. Teachers and principals will keep days are set aside for parent-student-teacher conferences.
parents informed regularly. Likewise, parents are welcome to contact teachers, counsellors or
principals with any questions regarding school-related matters. If you wish to contact teachers SCHOOL NEWSLETTER – THE HILLINGDON HAWK
during teaching hours, please call the appropriate office to leave a message. Alternatively, The Hawk newsletter is posted on a regular basis with news about events within the school
teachers can be emailed by using the teacher’s first initial and last name followed by @ and other important information. Parents will be sent an email to notify them when it has been
acs-schools.com. Please note that there may be some exceptions to this rule. All staff email updated.
addresses can be found on the ACS intranet.
For Middle and High School students, the teacher email addresses can be found on the Parent
EMAIL ETIQUETTE
Portal of PowerSchool under the ‘Teacher Communication’ tab. For Lower School students, Email is often being used between parents and also between parents and the school. As a
teacher email addresses can be accessed via SeeSaw. If you have any questions, please general rule, when sending an email to a large group of people, please use the blind copy “bcc”
contact your child’s divisional office. function.
In addition, the school asks designated homeroom parents to create email groups for each
CHANGE OF ADDRESS/TELEPHONE NUMBER homeroom. Designated divisional parent liaisons can then send PSO information to room
Please notify the Admissions Office in writing with any changes of telephone number parents, who can then cascade the information to all parents. This email cascade system
(including mobile), address, or emergency contacts as soon as possible. may only be used for PSO business or for other information authorised by ACS Hillingdon.
Divisional liaisons and principals must work closely together to ensure that information is
SCHOOL CANCELLATION accurate before it is cascaded. All PSO emails sent through the cascade should be copied to
Should it be necessary to close the school at short notice (severe weather, national emergency divisional principals.
or transport strike), there is an emergency system called Clarion Call by which all families will
be sent a text via their mobile phones. Please ensure that Admissions has your UK mobile
SCHOOL WEBSITES
phone number and any updates are submitted via Forms Online. The school’s website address is http://www.acs-schools.com. Contact details and consent
must be completed in Forms Online before school commences each year. The URL for Forms
In addition, there will be a general email message sent through the Head of School’s office for
Online is http://athena.acs-schools.com/login . Grading and reporting information can be
closings when school is in session.
accessed through the Powerschool gradebook portal. The URL for the gradebook is http://
In the event of school closure for an extended period of time, the school will provide work for uk-ps.acs-schools.com . New parents are required to create an account and will receive an
all students. This work may be accessed electronically. initial setup password from the IT department. Information about curriculum and coursework
can be found on the Powerschool Learning website. The URL for Powerschool Learning is
PARENTAL ABSENCE http://acshillingdon.learning.powerschool.com. Parents are strongly encouraged to access
Please notify the school if you are planning to take a trip out of town for more than one day. Forms online and Powerschool, amongst other resources these websites contain divisional
ACS Hillingdon must be given details of appointed guardians and emergency telephone information including field trip information and details of our curriculum. The IT department
numbers. issues usernames and passwords to all new parents and will provide assistance with logins as
needed.
PARENT VOLUNTEERS/SECURITY CHECKS
LINES OF COMMUNICATION – HOW TO ADDRESS CONCERNS
New changes to the regulatory requirements for volunteers were introduced in September
2017. The arrangements will vary by individual and activity. The School must assess whether If a student is unable to resolve a misunderstanding or problem with a teacher, sports coach,
the individual will be in ‘regulated activity’ or not. This means that if a Volunteer is coming into bus driver, etc., the parent should first contact that person. The best course of action is to go
school to work on a regular basis to work with students, there are Safeguarding checks to be directly to the person involved. The school secretaries can assist in setting up appointments.
Another effective way to communicate is via email. Most of the time questions/concerns are
completed prior to starting: Disclosure and Barring Service (DBS) Check, Overseas Check (if
resolved, but if further discussion is necessary, parents are welcome to make an appointment
you have lived or worked abroad for more than three months in the last 10 years, 2 references
with the divisional principal. The Head of School may also be consulted if the lines of
as well as other relevant checks. Should you be interested in volunteering please contact your
communication have been followed and the issue is still unresolved. Our goal is to promote
Divisional Principal in the first instance.
open communication and a positive climate in our school.
COMPLAINTS POLICY AND PROCEDURE
The Complaints Policy and Procedure are available on the ACS website.
ACS Hillingdon | 8 ACS Hillingdon | 9ACADEMIC INFORMATION
Please refer to the curriculum guides for each division. These guides are available on SCHEDULING
the School’s website http://www.acs-schools.com/acs-hillingdon.aspx Parent or student requests for schedule changes must be submitted in writing within the
first ten school days of each semester in order to receive full school credit. In exceptional
ATTENDANCE AND PUNCTUALITY cases, schedules may be reviewed and changed on the recommendation of subject
• Attendance records will be maintained and each absence from school must be teachers, in collaboration with the administration and parents.
explained by the responsible parent.
• UK law requires all children must receive a full-time education between the school HOMEWORK
term following their fifth birthday and the last Friday in June of the school year in
At ACS Hillingdon, we believe that homework is a vital and valuable part of our
which they turn 16. Children of this age must attend school so long as they are well.
If permission for absence is not given or ten days’ unauthorised absence exceeded educational programme. The overall purpose of homework is to assist the learning
in a given school year, the family is in breach of the law and the school is obliged to process and to help students gradually develop independent study skills. Homework
make an annual return of such unauthorised absences to the government. tasks are connected to curriculum content and afford students the opportunity to receive
feedback regarding their progress. Homework is designed to reinforce, extend, and/or
• Since a child’s attendance at school is primarily the responsibility of his or her
consolidate learning.
parent(s) and the student himself or herself, the parent(s) must verify the reasons
for the dates of absence in writing, at the request of the school. Homework may be set to:
• When a student wishes to be excused before the close of the school day, • practise skills or processes that students can do independently
permission must first be secured by the parent from the school. • introduce new ideas
• The Divisional Principal’s authority is required for permission for a student to be • extend educational opportunities beyond the classroom
absent for any reason other than illness.
• deepen students’ knowledge and understanding
• A complete register of attendance will be made at the beginning of each morning
• check for student understanding of concepts and mastery of skills
and afternoon session, and, in the case of middle and high school settings, at the
beginning of each lesson. The register will record which students are present and • develop time management skills and independent learning habits
absent from school, including which students are attending approved educational • provide opportunities for students to explore topics of their own interest
activities outside school, which students are unable to attend school through • involve parents in the learning process.
exceptional circumstances, which students are taking authorised leave of absence
and which students are taking unauthorised leave of absence.
HOW MUCH HOMEWORK IS TYPICAL?
• The parent of any student on the list whose absence is unexplained will be
contacted to ascertain the reason for the absence, and a written explanation for Based on a combination of what research (Harris Cooper - The Battle Over Homework,
the absence will be required from the student’s parent upon the student’s return to US Dept of Education Guidelines – report http://eric.ed.gov/?id=ED536245) indicates
school. about the positive effect of homework for children in upper Grade levels and the
growing academic demands of courses as students move up the age range and
• In unusual circumstances of prolonged absence, the school will reserve the right to
require a student to retake courses or to repeat a year. More unusually, the student transition between divisions, typical times for homework are outlined in the table.
will not be invited to return for the next academic year.
MATERIALS/SUPPLIES
The school loans textbooks and workbooks as part of the tuition charge. Parents are
charged for lost or damaged books. iPads loaned to students as part of the tuition
charge must be cared for and returned free of damage, along with charger and case on
withdrawal. Parents will be responsible for the cost of replacement/repair of damaged
iPads. Materials the student is responsible for providing are conveyed through different
means in each division. At the end of the year, students in middle and high school must
complete a ‘check out’ form to indicate the return of all resources and that
all debts are cleared. Failure to complete this form may result in report cards and
transcripts being withheld.
ACS Hillingdon | 10 ACS Hillingdon | 11RECOMMENDED TIMES FOR HOMEWORK* FURTHER CONSIDERATIONS FOR WORK/LIFE BALANCE
• Teachers in each division will collaborate to ensure that, as far as possible,
Elementary** homework assigned between different subjects is coordinated so that students do
Research shows homework has little or no effect. not suffer excessive workloads at certain times.
Grades 1-3
• High stakes assessment tasks, assigned as homework, should not be set to be due
the following day.
Upper Typically 30 minutes per weekday
Elementary** The benefits of homework begin to grow in this transitional • With regards to homework set over school holidays, teachers will be mindful of
Grades 4-5 stage. the following:
• Importance of relaxation and family time
Typically 60 minutes per weekday • Possible limitations of internet access
Middle Years**
Homework has a greater positive impact and courses • Students’ need for further clarification on complicated tasks and/or
Grades 6-8
become more challenging. instructions
High School Typically 90 minutes per weekday STUDENT RESPONSIBILITIES
Years** The impact of homework is stronger and students must
• Record homework as it is assigned in classes.
Grades 9-10 adapt to the demands of the High School years.
• Attempt all homework and submit by the due date.
Typically 120 minutes per weekday • Clarify with the teacher any instructions not understood or help needed, before
Homework has the greatest benefits and students take IB/ the due date.
Pre-University**
AP courses. Students at this level should also expect to • Establish a regular weekly study schedule that is relatively free from distraction
Grades 11-12
complete school work, especially long term projects and (television, phone calls, chat, social media etc.)
assessments, on weekends and school breaks. • For pre-planned absences (family holidays, school activities, sports, etc.) approach
the teacher prior to the absence.
*The guideline times are estimates based on the average student. While every
effort is made by teachers to manage students’ homework load, there are times PARENT RESPONSIBILITIES
when these guidelines may be exceeded, particularly for students taking IB and AP
courses. • Provide a quiet space with adequate supplies for students to work.
• Be available to support the student but allow the students to work independently.
• Communicate with child’s teacher regarding homework expectations
TEACHER RESPONSIBILITIES • Assist the student in making wise decisions in order to maintain a healthy balance
• Only set homework where deemed appropriate and necessary for learning. between school, home and extra-curricular activities.
• Ensure the homework has a clear purpose and learning value relevant to the objectives • For Lower/Middle School students, contact teachers via email or a handwritten
of the class. note when extenuating circumstances have prevented your child/ren from
• Communicate the purpose, benefits and expectations of the homework to students. completing homework.
• Ensure that materials and instructions are clear.
• Ensure that homework is appropriately differentiated, and do-able for all students.
• In appropriate Grades, check homework regularly and provide timely, constructive
feedback to students.
• Where possible, collaborate with colleagues to ensure consistency across Grades/
subjects.
• Where possible, space homework evenly throughout the quarter.
• Expected timings for homework are given.
ACS Hillingdon | 12 ACS Hillingdon | 13ACADEMIC REPORTS family, the student, and specific support providers (Learning Support staff, EAL staff,
The school year is divided into two semesters. Semester 1 ends in January and Semester school counsellor) will determine the level of support required.
2 ends in June. Report cards, including final semester marks and narrative comments For assistance with routine school matters, students may meet with teachers before
from teachers, are available to parents at the close of each semester, with additional school, during lunch recess and after school. Prior arrangement may be necessary.
interim progress reports in November (as well as April for some courses). Further Students who require intensive help may need to seek private tuition beyond the school
information regarding academic performance is regularly made available for middle day.
and high school students via PowerSchool and via SeeSaw for lower school students. Sometimes ACS recommends for a student to have an assessment from a specialist, for
Grading procedures in each subject area are shared and explained at the beginning example, a speech therapist, occupational therapist, physical therapist or an educational
of each academic year. Serious concerns about a student’s academic performance psychologist. ACS does not employ these specialists, and therefore the cost of an
are communicated to parents in writing, and a conference may be requested as assessment and any subsequent follow up therapy must be met privately. As such,
needed. Reports outline the student’s strengths, progress, areas for improvement, and parents have choice in providers, and we are able to provide parents with the names of
recommended action for next steps in learning. various professionals in the London area.
ACADEMIC ASSISTANCE ACS will not screen students or assess them without parent permission, so if there is
a question as to whether a student may need to be assessed, or it appears that a child
ACS Hillingdon provides English as an Additional Language (EAL) for students who may benefit from the services of a private outside service provider, parents will be
have a range of language needs. The EAL programme assists students whose first informed by the student’s teacher.
language is not English to become competent enough in English to participate fully in
the mainstream social and academic life of the school. It is important to note that meeting a private specialist for a short period of time does
not necessarily equate to a child requiring pull-out learning support from the ACS team.
Middle and high school students who are non-native speakers may be required to sit a
However, for communication purposes, we appoint a member of our student support
language placement test either prior to admission to the school or at the point of starting
services team to be the “case manager” for the duration of the student receiving support
ACS Hillingdon to assess their level of English proficiency, and any additional language
or having an evaluation. As a student’s assessment and any outside services received
support required. These needs are supported and reviewed regularly by the EAL staff,
is both private and confidential, staff working with that child are conscientious of
subject teachers, the student support team, and where appropriate, the student, with
confidentiality and will share or disclose only relevant information, in order to provide the
the implementation of an “Individual English as an Additional Language Plan” (IEALP).
appropriate support for that student
ACS Hillingdon provides learning support for students who have a range of educational
needs. Some of these needs may have been identified within the enrolment process.
STUDENTS ON CONDITIONAL ACCEPTANCE
ACS Hillingdon International School uses a collaborative model for providing support
services across the three school divisions. Our commitment to this philosophy ensures Students who have been accepted with conditions will be monitored by a key point
that children with varied learning styles can be successfully supported in mainstream person such as an administrator, counsellor, or specialist. The school will work in
classrooms. partnership with the family and will provide the required support and the tools
necessary to help a new student meet the standards of the school. Conditions generally
Parents are required to provide all records upon their initial application to the school.
last for the duration of the first year and may be extended as necessary. However, if
These may include individual educational plans, cognitive and/or academic evaluation
the terms of the conditions are not satisfied, a student’s continued enrolment could be
results, psychological assessments, and medical reports. The learning support teacher,
affected.
in collaboration with the student’s subject teacher, parents, outside agencies and the
student, supports the student’s needs with the implementation of an Individual Learning
Support Plan (ILSP). This plan is reviewed regularly with the relevant teachers, parents,
the student support team, and where appropriate, the student. In order to access
student support services in the middle and high school divisions, students must have
an appropriate professional assessment, diagnosis and relevant documentation, e.g. an
educational psychologist assessment, occupational therapy assessment, etc. There are
instances where students may receive learning support services, including an ILSP with
pull-out Learning Support, and in-class accommodations, either while a student is in
the process of being assessed, has demonstrated recent academic difficulty, or requires
short-term more intensive support. The student support team, with approval of the
ACS Hillingdon | 14 ACS Hillingdon | 15PLACEMENT OF CURRENT MIDDLE AND HIGH SCHOOL STUDENTS
ON ACADEMIC PROBATION
Students with two or more failing grades on their report card will be placed on
Academic Probation. In all cases of probation, the parents (and student) are notified
directly by the principal of the school. Students on Academic Probation may lose their
privilege of participating in co-curricular activities or on ACS Hillingdon athletic teams.
An administrator of the school will be assigned to monitor the student’s progress during
the probationary period. If the terms of probation are not satisfied, the administration
will notify the student and parents accordingly and recommend that they find another
school.
PROFICIENCY SCALES AND MAKING SENSE OF GRADES
The flexibility in our curriculum across our different divisions is a strength of our school,
as it allows us to tailor the way we assess students to different development stages.
On the other hand, we know this can be confusing, as students and parents seek to
understand grading as their child moves from Lower to Middle to High School. To help
make sense of the different grading scales, some of which are dictated to us by the
external exam systems that we use (especially in the High School), we have drawn up a
table showing how the different grades match up.
More important than the numbers and letters, which are really just symbols, are the
accompanying descriptions. We encourage you to read those to see what they say
about different achievement levels. We want our students to be continually focussed on
improving their grades and we hope that the descriptors provide clarity on what high
achievement “looks like”.
Please note that the grading scale for all programmes in Grades 9–12 is 1-7, with the
exception of the Advanced Placement courses which uses a grading scale of 1-5. A
conversion table is used to translate IBDP and AP grades onto transcripts required for
North America. This table is available in the divisional offices. In addition, an explanatory
letter will accompany report cards detailing the grading scales.
ACS Hillingdon | 16 ACS Hillingdon | 17Not Yet Meeting Expectations Approaching Expectations Meeting Expectations Exceeding Expectations
Lower School
The student is not yet understanding the key concepts, The student is still learning the key concepts, processes, The student consistently and independently demonstrates a The student consistently and independently exceeds the
processes, and skills and is still learning the skills of a lower and skills. The student may require teacher assistance, be proficient level of understanding. The student has exhibited expectations by adding creativity, depth and complexity.
grade level. The student requires teacher assistance and inconsistent, and/or need additional time and practice to evidence of mastering key concepts, processes, and skills. The student exhibits higher-level thinking by applying and
needs additional time and practice. solidify his/her learning. extending key concepts, processes, and skills in a variety of
situations.
1 2 3 4
Limited Novice Proficient Distinguished
Middle School
The student demonstrates a limited level of understanding. The student demonstrates a novice level of understanding. The student consistently and independently demonstrates a The student consistently and independently demonstrates
The student does not yet exhibit understanding of key The student is progressing towards proficiency and is proficient level of understanding. The student has exhibited a distinguished level of understanding by adding creativity,
concepts, processes, and skills of the standard. The student still learning the key concepts, processes, and skills of the evidence of mastering key concepts, processes, and skills of depth, and complexity to the achievement of the standard.
has made little to no progress with considerable teacher standard. The student may require teacher assistance, be the standard. The student exhibits higher-level thinking by applying and
assistance. inconsistent, and/or need additional time and practice to extending key concepts, processes, and skills of the standard
solidify his/her learning. in a variety of situations.
1 2 3 4 5 6 7
Very Limited Limited Novice Satisfactory Proficient Very Good Distinguished
Demonstrates very Demonstrates little Demonstrates basic knowledge or Demonstrates, with some Demonstrates sound Demonstrates very good content Demonstrates excellent content
rudimentary knowledge knowledge or understanding understanding of the content. Limited gaps, secure content content knowledge or knowledge and understanding, knowledge and understanding,
or understanding of of the content. Weak evidence of conceptual and contextual knowledge or understanding. understanding. Good conceptual and contextual conceptual and contextual
the content. Very weak comprehension of concepts awareness. Inquiry is evident, yet Some evidence of critical conceptual and contextual awareness and critical, reflective awareness and critical, reflective
comprehension of concepts and context. Little evidence undeveloped. Some ability to comprehend thinking. Research, awareness and evidence of thinking. Competent research, thinking. Highly effective research,
and context. No evident of application. Superficial and solve problems. Responses are investigation and technical critical, reflective thinking. investigation and technical skills investigation. Technical skills evident.
ability to comprehend, evidence of research and/ sometimes valid and appropriately detailed, skills are evident, but not Research, investigation are evident. Analyses, evaluates Analyses, evaluates and synthesises
solve problems or express or investigation. Little ability yet lack clarity. Some expression of ideas thoroughly developed. and technical skills are and synthesises evidence. qualitative and quantitative
ideas. Responses are to comprehend and solve and organisation of work. Some material Analysis is generally valid, evident and sometimes well Responses are mainly accurate evidence, knowledge and concepts
rarely accurate or valid. problems. Responses are is repeated or irrelevant. Basic use of but more descriptive than developed. Analytical ability and clear, with sufficient detail, to reach valid conclusions or
Organisation is lacking. rarely accurate, valid or appropriate terminology. evaluative. Solves basic or is evident. Responses using consistent terminology solve problems. Responses are
Responses lack appreciation convincing. Some attempt routine problems. Limited may at times be more and with appropriate attention highly insightful, accurate, with
of context or audience. to express ideas, use ability to deal with new or descriptive than evaluative. to purpose and audience. sufficient detail, precise use of
Inadequate terminology. terminology appropriate to difficult situations. Responses Responses are sometimes Responses show creativity. appropriate terminology and
Little intercultural the subject and organise are mostly accurate and clear well developed, generally Evidence of intercultural appropriate attention to purpose and
understanding. work. with little irrelevant material. accurate, clear, logically understanding. audience. Responses are creative.
Some ability to logically structured and coherent. Clear evidence of intercultural
structure responses with Uses suitable terminology. understanding.
adequate coherence. Uses
appropriate terminology.
1 2 3 4 5
AP Grades
No recommendation Possibly qualified Qualified Well qualified Extremely well qualified
"Qualified" means that the student has proven him or herself capable of doing the work of an introductory-level course in a particular subject at college. Many colleges and universities grant credit and placement for scores of 3, 4 or 5;
however, each college decides which scores it will accept.
E D C B A
IB ToK Grades 11-12
Distinguished; work of an
Limited; work below the required standard Novice; work of a mediocre standard Proficient; work of a satisfactory standard Good; work of a good standard
excellent standard
ACS Hillingdon | 18 ACS Hillingdon | 19Exceptions:
GRADING TABLE FOR GRADES 9-12 a) medical excuse from a doctor
The grading scale for all programmes in Grades 9–12 is 1-7, with the exception of the b) schedule conflict
Advanced Placement courses which uses a grading scale of 1-5. A conversion table c) exemptions given by the high school principal to students with a heavy academic
is used to translate IBDP and AP grades onto transcripts required for North America. load and co-curricular sports activity
This table is available in the divisional offices. In addition, an explanatory letter will
There are specific requirements for students to graduate with honours diplomas.
accompany report cards detailing the grading scales.
Grade Point Average
STANDARDISED TESTING The grade point average is based on a 4.0 point scale. Only semester grades earned in
grades 11 and 12 are included in calculating the GPA.
Students take various standardised tests where appropriate. Standardised tests
originate from external sources. These tests normally take place in the autumn and Weighting of IB and AP Grades
spring of each academic year. Grades in AP and IB courses are weighted (i.e., increased) by 1.0. (The weighted grade
point average is reported on the transcript).
ADDITIONAL FEES
Transcripts
There are a number of fees associated with IB and AP examinations, which are the
Each student who attends ACS Hillingdon receives a transcript of their school academic
responsibility of parents, as are SAT or ACT tests. In addition, there are fees connected
record for Grades 9 –12. Students taking High School courses in ACS Hillingdon Middle
with university applications and the year of graduation (for example caps/gowns). School receive credit for these on their transcript. Courses and grades from prior schools
of attendance are not incorporated into the ACS Hillingdon transcript at the present
GRADUATION REQUIREMENTS time. As a result students and parents need to ensure that official transcripts from prior
Regular Diploma schools are requested during the university application process. Most universities require
an official transcript from each school attended.
A student must earn a minimum of twenty credits in acceptable high school courses and
must complete at least one semester of his/her senior year at ACS Hillingdon in order to
be eligible for an ACS Hillingdon diploma. The following are required credits:
4 in English Language and Literature
6 in Social Studies and Language Acquisition*
6 in Mathematics and Science**
1 in Arts (Art, Drama, Film and/or Music)
2 in Physical Education***
1 elective
* at least two credits in the same foreign language and three credits in Social Studies
** at least two credits in each
*** students are required to take Physical Education in Grades 9 and 10.
PLEASE NOTE: These are ACS high school graduation requirements only. Universities
may require additional course work for admission. Students and parents need to plan
accordingly.
ACS Hillingdon | 20 ACS Hillingdon | 21DAY-TO-DAY PROCEDURES
SCHOOL HOURS PHYSICAL EDUCATION (PE) CLOTHING
The standard school day is from 8:30 a.m. to 3:15 p.m. Any parent coming to school to Pre-Kindergarten to Grade 3
pick up their child is asked to contact school if they will be delayed. Students staying
Students in kindergarten through grade 3 will only change their footwear for P.E. Therefore
after school must be in supervised activities with an adult. Middle and High School
they should wear suitable clothing on P.E. days, i.e., no dresses, no jewellery, no clothing with
students who stay after school must sign up for late buses during morning homeroom
protruding zippers or metal studs, no baggy or big pocket type clothing. No jeans.
on the day they wish to travel. ACS Hillingdon is a ‘Closed Campus’. Students are not
permitted to leave school during the day without authorisation or adult supervision. Students will need sports shoes for outdoor lessons and a different pair of sports shoes for
Students leaving early must have a pass issued by the divisional office. This pass must indoor lessons which should be clean with a non-marking sole. No jewellery may be worn
be presented to security upon departure and retained in case local truancy officers ask and long hair should be tied back for all lessons.
to see it.
Grade 4
DRESS CODE Grade 4 students are required to change into P.E. clothing for all lessons. The minimum
The personal appearance of ACS Hillingdon students should reflect a respect for the requirement is t-shirt, shorts, socks, and appropriate footwear. A warm tracksuit should be
school and worn during cold weather.
the international community so that individual student dress or hair style/colour does These should be sports clothes and reasonably clean (Hawks P.E. clothing is optional, but
not distract from the learning process. ACS Hillingdon is a place of work and study and not required).
therefore appropriate dress is neat, clean, modest and in good repair. Students will need sports shoes for outdoor lessons and a different pair of sports shoes for
In order to provide parents and students with guidance as to what is appropriate, the indoor lessons which should be clean with a non-marking sole. No jewellery may be worn
following points make the school’s expectations clear: and long hair should be tied back for all lessons.
• Tops should be appropriate for school wear (low cut tops, and bare midriffs are not
allowed). Grade 5 to Grade 12
• Shorts and skirts/dresses should be appropriate in length for school wear. All students in Grades 5 to 12 are required to change into Hawks P.E. clothing for all lessons.
• Trousers should fit properly at the waist, be of appropriate length. A range of ACS Hillingdon P.E. clothing is available online at https://www.lisssport.co.uk/ACS
• Hats or baseball caps may not be worn inside the building. • The usual minimum requirement is t-shirt, shorts, socks, a mid-layer top for the winter
• Clothing should not contain printed messages that promote alcohol, drugs, tobacco, months and appropriate footwear.
inappropriate language, promiscuity, violence or cultural messages not shared by • Students are encouraged to purchase additional warm / waterproof Hawks clothing.
everyone in the community. • All P.E. clothing must include the Hawk logo and can only be purchased from Liss Sport.
• Earrings should be limited in number. Unless there is a cultural reason, rings/studs, • Students will need appropriate sports shoes for outdoor lessons and separate clean,
etc. or other body piercings should not be visible. non-marking shoes for indoor lessons.
If there is any doubt, students should check with their principal whose decision will be • Students may wear Hawks tech pants, Hawks running shorts or a Hawks skort as an
final. Students are permitted to wear national/religious dress as long as it meets the alternative to the “complete pack shorts”.
school’s dress code requirements on neatness and cleanliness. The wearing of such
• With the exception of gymnastic lessons, students will not be able to participate in bare
dress should not keep the student from participation in the curriculum.
feet.
Students attending field trips in middle and high school are expected to adhere to a
• No jewellery may be worn.
specific dress code (unless otherwise instructed by the teacher responsible for the trip).
Students who are inappropriately dressed for school may be asked to return home to
change clothes. In order to save a student from embarrassment, parents are requested The P.E. department also recommends the following:
to see that their children are appropriately dressed. • Studded footwear for all grass activities
• Shin pads for soccer and hockey lessons
• Mouth guards / gum shields for rugby and hockey lessons
• Long hair should be tied back for all lessons.
ACS Hillingdon | 22 ACS Hillingdon | 23FOOD AND DRINK LOST AND FOUND
A student may choose to buy lunch or bring it from home. Our catering facility offers a The lower, middle and high schools maintain separate lost and found repositories.
balanced and nutritious range of meals and snacks for students. Information regarding Students should check with the appropriate secretary if they have lost anything. Lost
how to purchase school lunch is shared with parents at the beginning of the academic year property in the gymnasium may be located through the PE staff. To ensure a speedy
and/or at the time they enrol. Alternatively, students may bring a packed lunch from home return of lost possessions, please label
(no soft drinks/fizzy drinks or energy drinks, please). all personal belongings where possible. Periodically, lost items will be donated to charity,
Milk and water are both provided free of charge to all students at lunchtime. All students after published notice to parents.
should also bring a healthy snack from home each day. Only middle and high school
students have access to cafeteria food during the morning break. Food and drink must be TRIPS AND SPORT TEAM TRAVEL
consumed in the designated areas only. Chewing gum is not allowed. As part of the curriculum, field trips are arranged to local places of interest: art galleries,
Across England, schools are introducing a wide range of initiatives to meet the needs of theatres, historic buildings, and museums. The field trips are considered part of the
anaphylactic children. ACS International Schools, as part of its policy of making the school course content and participation is expected. It is expected that student athletes and
environment safe for students, will take steps to exclude as much as possible allergy students on field trips will travel both to and from the competition/field trip location with
causing products from school menus and snacks or foods provided. Steps taken to support the team/school group.
this policy include information and awareness programmes, avoidance of using particular For all trips, students are to maintain good behaviour and follow dress code and school
ingredients and emergency response protocols. The school cannot guarantee an allergy rules. Students attending field trips in middle and high school are expected to adhere
free environment. to a specific dress code (unless otherwise instructed by the teacher responsible for the
In order to ensure the safety of anaphylactic children, the cooperation of the entire school trip). Boys are expected to wear trousers (no jeans), shirt and tie. Girls are expected to
community is required. ACS Hillingdon is a nut and nut product free school. Please ensure wear dresses, skirt, trousers (no jeans), blouses and sweater/jacket.
that any foods your child brings to school for any reason is free of nuts or nut products. The school fees cover the cost of most day trips. The cost of extended field trips must
A partnershipamong school, parents and medical professions in which agreement can be be met by the parents. Parents will be notified in advance and given all available
reached on issues such as excluding nuts and nut products from packed lunches or class information.
party foods will drastically reduce the risk of potential tragedy.
Inappropriate behaviour on school trips will have more serious consequences, including
suspension and/or the immediate return home at the parents’ expense. At the discretion
LIBRARY of the school leadership, students may be barred from future trips. In the case of any
Each division has its own library and librarian. The librarians work with teachers to overseas trip where deposits or additional fees apply, payments may be forfeited.
integrate information literacy skills and digital citizenship into content courses by co- The trip group leader or designated teacher will be responsible for dispensing any
teaching and delivering research lessons to whole classes. Each librarian provides medication. With the exception of middle and high school students carrying inhalers and
individual assistance to school community members in finding and using resources, epi-pens, no medication may be carried by students on school trips.
whether online or in books, for school work and personal interest. The librarians Once again, in all but exceptional cases and with prior agreement in writing, students
also promote reading for personal enjoyment through book talks and individual must return with the team/school group.
recommendations. By consulting with staff, students, and professional resources, the
Students in middle and high school on extended trips must be responsible for
librarians work to provide a collection of resources that support the curricula and personal
completing any assigned work in their absence. In high school, a student trip agreement
interests of the community. Recommendations are welcome.
form needs to be completed prior to departure. Any student who has low academic
Library books will be loaned to all constituents of our school community and should be standing in any class may not be invited to participate in sports trips.
returned in accordance with each library’s policies. Should titles be lost, patrons will be
asked to provide the replacement cost. In addition to books, each library has databases and
websites* that are accessible for all school community members on and off campus. LOCKERS
On the first day of school, middle and high school students will be assigned a locker
in which to keep books, coats and other personal property. There will be a charge to
LIBRARY WEBSITES*
replace lost locker keys. The school is not responsible for lost or stolen items.
LS: lslib.hillingdon.info
Lockers need to be locked at all times.
MS: mslib.hillingdon.info
HS: hslib.hillingdon.info
* Please contact your librarian for usernames and passwords.
ACS Hillingdon | 24 ACS Hillingdon | 25You can also read
