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Parent Handbook
2022-23
Hangzhou International School

Once a dragon always a dragon!
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Table of Contents
Greetings from the Lower School Principal…………………………………………………. 4
Important Contacts……………………………………………………………………………… 5
Mission Statement………………………………………………………………………………... 6
Vision Statement…………………………………………………………………………………. 6
Accreditation……………………………………………………………………………………… 6
Governance………………………………………………………………………………………… 6
Financial Status…………………………………………………………………………………… 6
International School Foundation…………………………………………………………………….. 6
Not For Profit Status………………………………………………………………………………… 7
Section 2: Campus Information………………………………………………………………… 7
2.1 School Hours………………………………………………………………………………….. 7
2.2 Security on Campus………………………………………………………………………….. 7
2.2.1 Entering Campus………………………………………………………………………………. 7
2.2.2 Exiting Campus During the School Day……………………………………………………….. 7
2.3 Parking on Campus…………………………………………………………………………... 7
2.4 Bus Transportation…………………………………………………………………………... 7
2.4.1 Registration……………………………………………………………………………………. 8
2.4.2 Rules for Bus Conduct………………………………………………………………………… 8
2.4.3 Bus Expectations……………………………………………………………………………….. 8
2.4.4 Bus Consequences……………………………………………………………………………... 9
2.4.5 Pick-up Times………………………………………………………………………………….. 9
2.4.6 Morning Drop Off Procedures………………………………………………………………… 9
2.4.7 Health and Safety Measures……………………………………………………………………. 10
2.4.8 Pick Up Procedures……………………………………………………………………………. 10
2.5 Lunch…………………………………………………………………………………………… 10
2.6 Lost and Found……………………………………………………………………………….. 10
Section 3: Teaching and Learning in the Lower School……………………………………. 10
3.1 The HIS Lower School Standards and Curriculum Framework……………………… 10
3.1.1 The Primary Years Programme (PYP) ………………………………………………………… 10
3.1.2 Curriculum Standards………………………………………………………………………….. 12
3.1.3 Learning in Context.…………………………………………………………………………… 12
3.1.4 About Our Library…………………………………………………………………………….. 12
3.15 Borrowing Library Materials…………………………………………………………………… 12
3.16 Library Hours…………………………………………………………………………………... 12
3.17 Library Fees…………………………………………………………………………………….. 12
3.2 Timetable and School Day………………………………………………………………….. 12
3.3 Physical Education, Music, Art, and Design Technologhy……………………………... 13
3.4 Language Learning in the Lower School…………………………………………………. 13
3.4.1 Mandarin Program……………………………………………………………………………... 14
3.4.2 English for Speakers of Other Languages……………………………………………………… 14
3.4.3 ESOL Program Progression……………………………………………………………………. 14
3.5 Assessment and Reporting………………………………………………………………….. 14
3.5.1 Standardized Testing…………………………………………………………………………… 14
3.5.2 Comprehensive Reading Assessments………………………………………………………… 14
3.5.3 Parent-Teacher Conferences………………………………………………………………….. 14
3.5.4 Student-Led Conferences……………………………………………………………………… 14
3.5.5 Progress Reports………………………………………………………………………………. 15
3.6 Learning Resources: technology, Texts and Materials…………………………………. 15
3.6.1 Respect for Others’ Privacy and Property…………………………………………………….. 15
3.6.2 Cyber Bullying and Tampering with Equipment……………………………………………….. 15
3.6.3 Other Materials and Supplies………………………………………………………………….. 16
3.7 Homework…………………………………………………………………………………….. 16
3.7.1 Homework Guidelines for Teachers, Students, and Parents …………………………………. 16
3.7.2 Homework Make-Up………………………………………………………………………….. 17
3.8 Student Support Services…………………………………………………………………… 17
3.8.1 Counseling Services……………………………………………………………………………. 17
3.8.2 Learning Support and Positive Behavior Support……………………………………………… 17
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3.9 Assemblies…………………………………………………………………………………….. 18
3.10 Co-curricular Activities and Athletics…………………………………………………… 18
3.11 Classroom Birthday Celebrations and Class Parties………………………………….. 18
3.12 Tutoring………………………………………………………………………………………. 18
3.12.1 Field Trips…………………………………………………………………………………….. 18
3.13 HIS Academic Honesty/Honor Code……………………………………………………. 19
Section 4: Admissions, Placement and Attendance Policies………………………………. 20
4.1 Admissions…………………………………………………………………………………….. 20
4.1.1 Eligibility to Attend HIS………………………………………………………………………... 20
4.1.2 Class Placement………………………………………………………………………………... 20
4.1.3 Retention/Promotion/Dismissal of Students…………………………………………………... 20
4.1.4 Withdrawal from HIS………………………………………………………………………….. 20
4.1.5 Tuition and Fees……………………………………………………………………………….. 21
4.2 Student Attendance…………………………………………………………………………. 21
4.2.1 Record Keeping, Absences, and Tardies………………………………………………………. 21
4.2.2 Students Arriving/Leaving School Mid-day…………………………………………………….. 22
4.2.3 Activities and Absences………………………………………………………………………... 22
Section 5: Lower School Culture………………………………………………………………. 22
5.1 Positive Culture Development in the Lower School…………………………………… 22
5.1.1 The PYP Learner Profile Attributes…………………………………………………………… 24
5.1.2 Structures, Routines, and Expectations for Positive Culture Development………………….. 24
5.2 Discipline Guidelines…………………………………………………………………………. 24
5.2.1 Behavior Support Services Through the Student Support Team……………………………... 25
5.3 Other HIS Expectations…………………………………………………………………….. 25
5.3.1 Uniform and Dress Code……………………………………………………………………… 25
5.3.2 Physical Education Uniform……………………………………………………………………. 25
5.3.3 Personal Belongings and Valuables…………………………………………………………….. 25
5.3.4 School Property………………………………………………………………………………... 26
5.3.5 Weapons……………………………………………………………………………………….. 26
5.3.6 Drug Use………………………………………………………………………………………. 26
5.4 Child Protection Policy……………………………………………………………………… 26
Section 6: School Community Relations……………………………………………………… 27
6.1 Communication………………………………………………………………………………. 27
6.1.1 Dragon News………………………………………………………………………………….. 27
6.1.2 Principal Newsletters………………………………………………………………………….. 27
6.1.3 Director’s Communication……………………………………………………………………. 27
6.1.4 Homeroom Teachers………………………………………………………………………….. 27
6.1.5 Issues of Concern……………………………………………………………………………… 27
6.2 Parents Code of Conduct…………………………………………………………………… 28
6.2.1 Parent Contact Information…………………………………………………………………… 28
6.2.2 Parent Absences……………………………………………………………………………….. 28
6.3 Parents and Friends Association (PAFA) ………………………………………………... 29
Section 7: Health Protocols and Services……………………………………………………. 29
7.1 Sickness/Accident…………………………………………………………………………….. 29
7.2 Medication……………………………………………………………………………………... 29
7.3 Medical Emergencies………………………………………………………………………… 29
7.3.1 Injury and Emergency………………………………………………………………………….. 29
7.3.2 Epidemics………………………………………………………………………………………. 30
7.4 Allergies………………………………………………………………………………………... 30
7.5 Head Lice………………………………………………………………………………………. 30
7.6 Emergency Drill and Evacuation Procedures……………………………………………. 30
7.7 Insurance………………………………………………………………………………………. 30
7.8 Health Card…………………………………………………………………………………… 30
7.9 Air Quality Monitoring………………………………………………………………………. 30
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Greeting from the Lower School Principal
Dear HIS Students and Parents,
Welcome to Hangzhou International School (HIS) for the school year 2022-2023 and our new campus. We are
delighted to finally have the opportunity to experience this new space and truly make it our own. The HIS
community is warm, welcoming, and active, while our teachers are passionate, capable, and caring. Since
2001, HIS has provided expatriate students from over 50 nations worldwide with the highest standard of
educational experiences. We are excited to be celebrating our 20th anniversary this year.
At HIS, we value active, constructive, intentional, rigorous, authentic learning in a creative, principled, and
nurturing community. It empowers students to retain information and apply what they learned to solve
problems in different contexts beyond the classroom.
We communicate high expectations and encourage learners to achieve to the best of their abilities to
motivate students to reach their potential and keep them engaged.
Learning which focuses on enduring concepts and encourages curiosity challenges each student
to reach their goals.
This handbook seeks to support students and parents to understand the organization, practices, and
expectations at HIS; to appreciate what is essential and unique about HIS. Discuss and share the information
in this book as a family.
While we attempt to ensure that this is a comprehensive document, situations may arise that require
additional clarification. Please refer to the HIS webpage for further updates or information. Questions not
addressed in this handbook, please consult with the classroom teacher(s) for curriculum, assessment, and
issues related to learning. For other matters, please do not hesitate to contact the school office.
On behalf of our talented and experienced staff, a rewarding and challenging year awaits at Hangzhou
International School.
Yours Sincerely,
Lynn Pendleton
Lower School Principal
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Important Contacts
School Phone Number: 86 571-8669-0045
Administration
Director of School Mr. Jeffry Stubbs
Email: jstubbs@his-china.org
Lower School Principal Ms. Lynn Pendleton

Email: lynnpendleton@his-china.org
Lower School Vice Principals Dr. Aaron Ayers (Pastoral)

Email: aaronayers@his-china.org
Ms. Cilla Giannopoulos (Curriculum)

Email: cgiannopoulos@his-china.org
Upper School Principal Mr. Fursey Gotuaco

Email: furseygotuaco@his-china.org
Upper School Vice Principals Ms. Liam O’Shea

Email: TBD
Monica Prieto
Email: TBD
Director of Athletics and Mr. Filipe Nogueira

ASA Coordinator Email: fnogueira@his-china.org
Director of Technology Mr. Danie de Beer

Email: daniedebeer@his-china.org
Director of Admissions and Ms. Andrea Stubbs

And HIS Community Liaison Email: astubbs@his-china.org
Lower School Secretary Ms. Lily Fan

Email: lfan@his-china.org
Transportation Secretary Ms. Tracy Zhu

Email: transportation@his-china.org
Reception / Admissions Ms. Kerri Liang

Email: kliang@his-china.org
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Mission Statement
We provide international learners with opportunities to pursue academic and personal excellence
within a caring community.
Vision Statement
We will be defined as a school of excellence by each of the constituents of our international school
community. We envision…
• a diverse student population from around the world

• a system in which every student has equal opportunities for success and for university admission,
based on a variety of performance indicators
• a system meeting the needs of individual learners, rather than making the learner fit the system
• a system that allows teachers to teach the GLTs (General Learning Targets) in creative and motivating
ways
• students who will be well-rounded, community contributors armed with the academic and personal
skills to succeed in the adult world and who see the relevance and purpose in their learning
• faculty and staff who feel a high degree of purpose, job satisfaction, pride, and personal growth
• parents who feel informed, valued, and satisfied
• a strong connection to the Hangzhou community and the perception that HIS represents ‘excellence’
Accreditation
HIS is an IBO World School offering the Primary Years Programme (PYP), Middle Years Programme
(MYP), and Diploma Programme (DP) of the International Baccalaureate Organization (IBO). HIS is
fully accredited by the Western Association of Schools and Colleges (WASC), and in 2022 earned
its highest possible accreditation term of a continuance of six years. HIS is a member of the East
Asia Regional Conference of Overseas Schools (EARCOS) and the Association of Chinese and
Mongolian International Schools (ACAMIS).
Governance
HIS is overseen by a Board of Governors, which is appointed consistent to the bylaws of the
school’s Deed of Foundation. The self-perpetuating, “corporate governance” model used at HIS and
the other ISF schools has been supported for many years by the European Council of International
Schools in the United Kingdom and has been more recently endorsed by International Schools Services
in Princeton, New Jersey.
Financial Status
International School Foundation

HIS is overseen by members of a Board of Directors appointed according to the bylaws of the
school’s Articles of Association, of the International School Foundation (ISF) as a not-for-profit
status. ISF is domiciled in Lansing, Michigan, and is directed by Larry Balli, Michael Dougherty and
Kristy Risjad. Affiliated schools include the American International School of Cape Town and
Hangzhou International School.
The ISF was established to solicit tax-deductible philanthropic contributions to benefit its
affiliated international schools, but it does not own, nor does it have legal connection with or
liability for any of these schools. Each school affiliated with ISF is registered in its respective
country under the auspices and not for profit regulations of that country.
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Not-for-Profit Status
HIS undergoes an annual audit, which is required by the Chinese Finance and Education Departments.
This audit and the finances in general are also reviewed by the school’s two accrediting agencies, the
Western Association of Schools and Colleges, and the National Council on Curriculum and Textbooks.
The ISF has been vetted and accorded a 501 c3 status (not-for-profit) by the International Revenue
Service of the United States.
Section 2: Campus Information

2.1 School Hours
• School gates open at 7:30 am

• School gates open for early years at 8:00 am
• The school day starts at 8:00 am for K-5
• The school day starts for EY & Pre-K at 8:30am
• Dismissal is at 3:00 pm
• Buses leave school at 3:10 pm
• CCAs are from 3:15 pm to 4:15 pm
During evening events, the campus will be open based on the activities occurring.
School offices are open Monday to Friday: 7:45am to 4:30pm.
2.2 Security on Campus

Security guards are onsite 24 hours a day to ensure a secure school environment. Additionally, security
cameras are installed in various locations throughout the school to monitor student movement and to
ensure student safety at all times.
2.2.1 Entering Campus

On normal school days, campuses are open from 6 am to 6 pm. Members of the school community and
visitors can enter and exit when school is open. Students in uniform enter freely; teachers, parents and
administrators enter using their ID card (or sign in if they have forgotten their card), and parents and
visitors sign in on entry. ID cards for HIS parents and alumni are available by application.
All visitors must sign in at the entrance gate and proceed to the main office to check in. For security
purposes visitors need to wear the “visitor” name card during their visit.
2.2.2 Exiting Campus During the School Day

Students are not allowed to leave campus before the end of the school day without permission from
the principal or vice principal. Lower school students must be accompanied by a guardian to depart
campus.
2.3 Parking on Campus

There is no parking on campus except for school-owned and/or faculty and staff vehicles.
2.4 Bus Transportation

Hangzhou International School has routes to many parts of Hangzhou. The school reserves the right to
refuse service to any part of the city that is impractical because of its location relative to other pick-up
points.
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2.4.1 Registration
A bus service registration form should be given to the office at least one week before the desired
commencement or address change for bus service. Every new address affects the routes and service
cannot be started prior to this one-week period. Registration and pick-up change requests are filled in
the order of payment made and are subject to seat availability.
2.4.2 Rules for bus conduct

Parents are asked to review with students the regulations governing the bus service. Students who do
not adhere to these rules are subject to suspension and ultimately expulsion from the bus service. Bus
Monitors, students, or parents may report bus misconduct to the Principal.
2.4.3 Bus Expectations

Student safety is our number one concern regarding transportation. Violations of bus expectations
could result in disciplinary action consistent with HIS policies or termination of bus services to ensure
the safety of all.
The school reserves the right to suspend or remove students from the bus service should they not adhere to
the safety rules set forth below.
• The bus driver’s primary responsibility is the safety of the passengers. Children must be respectful
towards the driver and obey any requests made by the driver and the bus monitor.
• Younger students are required to sit nearest to the bus monitor toward the center.
• Remain in your seat with the seat belt firmly fastened around your waist.
• Do not get up and move around the bus while it is moving.
• No eating on the bus.
• Only soft comfort toys are permitted on the bus. No other toys are permitted at school
unless directed by the classroom teacher.
• Do not do anything that might distract the driver. These actions include:
• Loud noises such as yelling, screaming, or the use of inappropriate language
• Throwing items inside the bus or out the window
• Fighting and/or arguing with other students, the driver, or bus monitor
• Turning around, standing or jumping on the seat
• Music may not be played on the bus, either via the van’s radio or your own device unless it
is a personal device that will not bother others.
• Windows stay closed at all times (unless there is a breakdown or the air conditioning is not working).
• Keep the bus clean. Remove all rubbish from the areas where you were seated.
* If there is an accident or the bus breaks down, students should listen for instruction from the driver or
monitor. If they are told to leave the bus, stay together with the other students as far from the road as
possible until a service vehicle and another van arrives.
Parents are asked to bring bus concerns to the transportation coordinator and/or divisional school
administration.
2.4.4 Bus Consequences

First Violation:
• Discussion with adult on bus duty
• Bus rules are reviewed with the student
• Behavior is documented
Second Violation:
• Bus rules are reviewed with the student
• Parents are informed about the consequence of subsequent violations
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Third Violation:
• Parents are informed about the consequence of subsequent violations
• Student is suspended from the bus for a minimum of one week
Fourth Violation:
• Possible expulsion from the bus
• Meeting with parents before bus privileges reinstated
Of primary concern to parents and the school administration is the safety of each child. Rude or
disruptive behavior that might distract the driver will not be tolerated. Severe incidents which
compromise the safety or wellbeing of staff or students on the bus may incur immediate suspension.
There is one basic rule that supersedes all others in importance and simplicity: All passengers must
remain in their seat with their seat belt fastened and do nothing that distracts the driver.
2.4.5 Pick-up times

The driver will wait two minutes past the scheduled time; after that, they have been instructed to leave
so that the others on the route are not late to school. If your bus often is late or very early, please report
this to the school office so that the driver can be reminded to move along to the next house after the
two-minute waiting period. Please check with the office if there is any doubt about your own pick-up
time. If your bus comes too early, it will wait until your scheduled pick-up time. This time may change
every time a new student is added to the bus system! If your bus is always early, please inform the office
know so that the preceding students can be assigned a later pick-up time.
If your bus does not arrive, please telephone the school to see if it is late. Please understand that the
drivers cannot control unusual traffic conditions such as weather, roadwork, or accidents.
Students who have not obtained prior approval and are not able to board a late bus will have to wait at
school until their own car can come collect them or taxi transportation can be arranged at the
student’s expense.
If there is an accident or the bus breaks down, students should listen for instruction from the driver or
monitor. If you are told to leave the bus, stay together with the other students as far from the road as
possible until a service vehicle and another van arrives. Please contact HIS transportation coordinator at
transportation@his-china.org or an administrator with any questions or concerns.
2.4.6 Morning Drop Off Procedures

Parent vehicles are currently not allowed on campus. Parents should drop off their children outside the
front gate of the school. Parents should park sensibly and avoid blocking the road or entrances to the
school. Please take care while crossing the street and encourage your child to look out for traffic as they
approach the school entrance.
2.4.7 Health and Safety Measures

HIS are implementing safety measures which require parent cooperation and support. All
students/parents must confirm green health status by showing the green code at the school gate or prior
to entering the school bus. Students will undergo temperature checks and hand sanitization before
entering campus.
2.4.8 Pick Up Procedures

Drivers of private vehicles may pick students up outside the front gate. Please inform drivers that they
should not blow their horns outside of campus and should move along if directed to do so by school
security.
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2.5 Lunch
Lunch at HIS is provided for all students. The menu
is available on the website weekly. Our chef
prepares menus that are well balanced and
nutritional. Please direct any questions or concerns
regarding school lunches to the cafeteria manager.
(cafeteria@his-china.org).
2.6 Lost and Found

Lost and Found items are stored in or near the café area. The school will eventually donate unclaimed
items to a charity group, which supports local schools and students with special needs.
Section 3: Teaching and Learning in the Lower School
3.1 The HIS Lower School Standards and Curriculum Framework
3.1.1 The Primary Years Programme (PYP)

HIS is an authorized IB World School, offering the Primary Years Programme (PYP) of the International
Baccalaureate (IB). The PYP is an international curriculum framework used at HIS from Early Years to
Grade 5 and focuses on the development of the whole child as an inquirer, both in the classroom and in
the world outside.
The PYP Programme, as with all IB programmes, is centered on

students developing the attributes of the IB learner profile. The
Learner Profile is a set of values, which collectively describe the
qualities of internationally minded people.
Recognizing that knowledge is not static, the PYP seeks to uncover

enduring understandings through a concept driven,
inquiry-based curriculum framework. Important features of this
framework are the explicit teaching of skills, the development of
personal attitudes and student engagement in self - initiated,
responsible action.
The PYP framework is guided by six transdisciplinary themes of global significance:

• Who we are
• Where we are in place and time
• How we express ourselves
• How the world works
• How we organize ourselves
• Sharing the planet
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Knowledge:
The six subject areas identified within the IB Primary Years Programme are language; social studies;
mathematics; arts; science; and personal, social, and physical education.
Learner Profile:
These values form the culture and ethos of our school and apply not only to our students, but to our whole
school community. The learner profile attributes are inquirers, knowledgeable, thinkers, communicators,
principled, open-minded, caring, risk-takers, balanced and reflective.
Agency:
The agency component involves students having voice, choice and ownership in their learning.
Students drive the learning process and may extend their own learning. Exploration of areas of interests
and deeper learning occur through these processes. Agency can lead to personal, local, and global
actions that look different depending on age and have meaningful impacts beyond the classroom.
Approaches to Learning:
Through the PYP, students are introduced to and begin to

master a universal set of skills that are valuable for their
learning within the classroom and in life outside of school.
These skills are called the Approaches to Learning because they
are like tools that students use to approach, manage and take
ownership for their learning.
Approaches to Learning include:

• Self-Management:
o Organization
§ Managing Self, Time Management, and Goal Setting
o States of Mind
§ Mindfulness, Perseverance, Emotional Management, Self-Motivation, and
Resilience
• Social Skills:
o Intrapersonal
§ Self-control and Emotional Intelligence
o Interpersonal
§ Respecting Others, Supporting Others, Social Intelligence, and Resolving
Conflicts
• Communication Skills:
o Exchanging Information
§ Listening, Interpreting, and Speaking
o Literacy
§ Reading and Writing
o ICT
§ Media Representation and Informed Choices
• Thinking Skills:
o Critical
§ Analysis, Evaluation, and Forming Decisions
o Creative
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§ Generating Novel Ideas and Considering New Perspectives
o Transfer
§ Application and Application in Multiple Contexts
o Reflection
§ Reflection and Metacognition
• Research Skills:
o Information Literacy
§ Formulating and Planning, Gathering and Recording, Synthesizing and
Interpreting, Evaluating and Communicating
o Media Literacy
§ Consuming and Processing, Considering Online Perspectives, and Creating
o Ethical Use
§ Ethical Use and Reliability of Sources
To learn more about the PYP visit www.ibo.org
3.1.2 Curriculum Standards

The HIS academic standards were chosen to serve the multi-national nature of our learning community.
The standards include competencies in languages including English and Mandarin, Social Studies,
Science, Mathematics, the Arts and Physical Education. These standards are based on research,
standards, and are continually developed in Australia, China, New Zealand, Singapore, the United
Kingdom, and the United States, that target dispositions toward life-long learning, college/university
preparation, as well as life and work in a global society.
3.1.3 Learning in context

Students engage in a wide range of interactive learning experiences, both on and off campus. These
activities assist each student to develop a sound core of knowledge, a sense of logic, intellectual
confidence, life-long learning skills, and the opportunity to engage in learning activities beyond the
classroom. HIS also takes advantage of the many learning opportunities unique to an international school
setting and our location in China. Most importantly, the school aims to foster a lasting love of learning.
Please view the Lower School curriculum information on the “Learn” section of the school website.
3.1.4 About Our Library

Lower School students have access to two libraries. ECE's library is located on the ground floor of the ECE building,
serving students from Early Years to Kindergarten and Grade 1 - 5 Lower School students' library is located on the
Ground floor of the Lower School Wing in the main building. Our collection includes a selection of books covering a
variety of genres and topics in both fiction and non-fiction literature. These range from Early Years board books, to
engaging picture books for all ages, chapter books and PYP, MYP and DP appropriate material. Online research
databases, such as the Encyclopedia Britannica, JSTOR and others are accessible through the
library portal. Additionally, we have a selection of books in our students’ home languages. The library is a place where
students can conduct research, work on projects together or independently, relax and explore stories through
multiple ways. Our librarian provides teachers and students with supports and supplies in order to enhance the
program of inquiry (POI), independent research projects, and the PYP Exhibition. Additionally, the librarian conducts
lessons to support students with ethical use of digital citizenship that support proper research skills involving proper
resources.
3.1.5 Borrowing Library Materials
Books are loaned out each week during class library time or at other times when the library is open. *
3.1.6 Library Hours
The HIS library is open weekdays from 7:45 a.m. until 4:30 p.m. *
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3.1.7 Library Fees
Students are asked to return books on time, but there are no fees for
late books. However, lost books will be charged. Please note, that your
child’s reports or documents may not be released if there are
outstanding charges on your child’s account.
3. 2 Timetable and School Day

Lower School students participate in Mandarin daily, and Performing Arts, Physical Education (PE) or
Rhythm and Movement (students in Early Years – K), Art (students in Grades K-5), Design Technology and
Library with specialist teachers. Students learn the remainder of the day with their homeroom teachers.
Through the use of transdisciplinary learning, relevant concepts and issues are integrated into these
diverse and different learning opportunities in order to allow students dive deeper into learned knowledge
and make connections to real life.
3.3 Personal, Social, and Physical Education, Music, Art and Design Technology
Personal, Social, and Physical Education (P.S.P.E.)

The HIS Lower School Personal Social, and Physical, Education
Program uses an inquiry-based approach to teach lifetime health
and fitness. The program focuses on movement competence,
active living, and healthy living through class discussions and a
wide variety of games and activities in the gym, on the field, and
in the swimming pool. The goal is to develop healthy habits,
locomotion skills, spatial awareness, hand-eye and foot-eye
coordination, physical endurance, and strategic thinking in a safe
and active environment that encourages students to be
cooperative and inclusive towards others.
Performing Arts
Performing Arts at HIS develops students’ ability to sing, play instruments, dance, compose, improvise,
perform and experience music, dance and drama of diverse origins. Performing Arts incorporates an active
environment that encourages students to develop through creating, performing, reflecting on, and
presenting. It is through this practice that students acquire new skills and master those skills developed in
prior learning.
Art
The Lower School Visual Arts Program develops

skills through a wide variety of concept-based units
and collaborative art projects. Students create
express, reflect, and problem-solve during the
artistic processes. Students are encouraged to use
art as a form of expression for themselves, their
culture, artists, and reflect the contributions of the
world around them.
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Design Technology
To support the Units of

Inquiry, Design Technology
blends several disciplinary
skills together to develop
students’ problem-solving and
creative skills. The students
will inquire and analyze,
develop ideas, create solutions
to problems, and evaluate its
effectiveness of the solution.
3.4 Language Learning in the Lower School

HIS creates a multi-lingual learning environment in which the language of instruction is English, while
also fostering other languages, including mother tongue. The acquisition of additional languages
provides students the opportunity to thrive within our culturally rich community. The ability to
communicate in a variety of modes in more than one language is essential to the concept of an
international education that promotes intercultural understanding.
3.4.1 Mandarin Program

The Mandarin Program is a unit-based language program and aligned, where possible, to the PYP
Language scope and sequence. Students attend Mandarin for 40 minutes a day. For the ECE, Mandarin is
embedded in day to day class programs with assistance from the bilingual teachers in the classroom.
Our program offers multiple levels for Mandarin Literacy and Language (MLL) and Mandarin for
Speakers of Other Languages (MSOL) at Beginners, Intermediate and Advanced. Students are assessed
for class placement. All levels integrate listening, speaking, reading and writing skills. Students have a
variety of ways to approach learning, such as project-based learning, story-telling, and other activities
related to Chinese culture.
3.4.2 English for Speakers of Other Languages (ESOL)

HIS provides support within the school day to students for whom English is not the first language.
ESOL teachers provide a push-in support program for students within the regular classroom and
pullout ESOL classes are provided as deemed appropriate. Our ESOL program follows research and
evidence-based best practices in academic language acquisition; is guided by WIDA’s English
Language Development standards; and is aligned with IB PYP philosophies. HIS charges an additional
one-time ESOL fee at admissions to students for whom English is not their dominant language.
3.4.3 ESOL Program Progression

At the beginning levels, the ESOL program concentrates on equipping students with the vocabulary and
structures for meeting immediate school needs and assisting in the settling process. As students gain
confidence, they move onto broader themes designed to develop speaking, listening, reading, and
writing skills to a level that will enable them to participate effectively in all regular classroom lessons.
Students with limited English proficiency, or transferring from non-English speaking schools, will be
evaluated at admissions and may be recommended for ESOL support services. New ESOL students will
be assessed in the first few weeks at HIS.
ESOL and homeroom teachers collaborate to evaluate the progress of English Learners receiving
support services using multiple measures.
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3.5 Assessment and Reporting
HIS Lower School uses both formative (informal) assessments and summative (formal) assessments to
inform student progress and achievement across the curriculum. HIS provides parents with various
opportunities to learn about their child’s achievement (e.g. report cards and conferences).
3.5.1 Standardized Testing

The HIS Lower School utilizes the Northwest Evaluation Association (NWEA) MAP
standardized tests. These scores are used to guide learning and to measure growth.
3.5.2 Comprehensive Reading Assessments

Teachers continually assess students’ reading levels through daily classroom work and reading groups.
Additionally, each student’s reading level is assessed twice per year using the Fountas and Pinnell
Comprehensive Reading Assessment.
3.5.3 Parent-Teacher Conferences

Parent–teacher conferences take place in the first semester. These conferences provide parents
with an opportunity to discuss their child with the teacher. At the beginning of the school year there is an
opportunity to formally discuss your child with the teacher.
3.5.4 Student-Led Conferences

Student-led conferences take place in the second semester and are a time to celebrate student growth
and interests. Students get the opportunity to showcase their learning to their parents during these
sessions with the focus on demonstrating knowledge, skills, understanding, and resetting goals.
Progress Reports
The progress report is another form of communication from the teacher to the parent. It highlights the
student’s achievements, growth points, and development throughout the year.
The school year is divided into two semesters. Student performance is reported as follows:
- Mid-Term (October): Mid-Term Progress Report
- End of Semester 1 (December): Semester 1 Progress Report
- Mid-Term (March): Mid-Term Progress Report
- End of Semester 2 (June): Semester 2 Progress Report
Students must be in attendance for a minimum of six weeks of the assessment period to be issued a
complete progress report.
3.6 Learning Resources: Technology, Texts and Materials

Resources are checked out in the student’s name. If not returned or if damaged, the student will not
be issued school records until the fine is paid.
3.6.1 Respect for others’ privacy and property.

Students must respect others’ property including work, files, passwords and software. Users are
responsible for keeping their own passwords secure and for changing them as often as necessary. Users
must not misrepresent themselves, others or the HIS community via online communication. Lastly,
students are not to use the school network for streamed media or downloading as it slows down the
network performance.
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3.6.2 Cyber bullying and tampering with equipment
All students should be aware that tampering of any kind with someone’s computer, files, etc. or participating
in cyberbullying is considered an extremely serious offense and will be disciplined accordingly by staff and
administration.
Consequences may include but are not limited to:

• Parent meeting
• Engaging parental controls on the student’s computer
• Loss of access to the school’s network
• Complete loss of access to technology
Please understand that communication systems and use of the school’s network is private. HIS reserves
the right to monitor any student at any time without prior warning to ensure reliability, integrity,
security, and appropriate use.
Cyberbullying is defined by the Center for Safe and Responsible Use of the Internet as “being cruel to
others by sending or posting harmful material or engaging in other forms of social cruelty using the
Internet or other digital technologies. It has various forms, including direct harassment and indirect
activities that are intended to damage the reputation, or interfere with the relationships of the student
targeted, such as posting harmful material, impersonating the person, disseminating personal
information or images, or activities that result in exclusion.”
3.7.4 Other Materials and Supplies
Textbooks, library books and other school

materials issued to a student on a loan basis
should be returned within the time allotted
for borrowing. Students who lose textbooks,
library books, or other school materials are
liable to pay for their replacement.
It is the responsibility of the student to return the book and other materials in good condition (with
allowances made for normal use). These resources are checked out in the student’s name, and if they
are not returned (or a fine paid), the student will not be issued a progress report or HIS transcript.
Students are encouraged to check periodically that they have their own books and have not accidentally
swapped with a classmate. Students and parents can check their Oliver accounts to see what is currently
checked out to them.
Students will have access to some stationary resources such as notebooks or writing tools. Students may
be requested to provide classroom materials (pens, pencils, notebooks, binders, etc.).
3.7 Homework
Homework is to be meaningful and assigned in a manner that enhances student learning. It helps
establish patterns of study, build responsibility and develop time management skills. While
homework is a student’s responsibility, it also enables parents to learn more about what their child is
doing in school and become involved in the learning process. We recognize the value of family time in a
student’s life and learning, and we aim to only intervene with purposeful homework.
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At HIS, homework may be used to:
• reinforce class lessons
• gain a better understanding of material and skills already taught
• continue learning activities started during class time
• pursue personal interests and projects
3.7.1 Homework Guidelines for Teachers, Students and Parents

ECE -Parents read aloud daily in their native language.
Kindergarten -home reading and parents read aloud daily in their native language.
Grade 1- Up to 15 minutes per night and parents read aloud in their native language.
Grade 2- Up to 20 minutes per night and parents read aloud in their home language.
The bulk of homework should be reading and pursuing personal interests************
Total home learning time for any given night will vary. The times above should be considered as the
maximum amount of daily time per grade. Some children will find some assignments more time
consuming than other children, and sometimes this divergence will vary according to the subject.
If home learning is consistently taking considerably more or less than the time suggested by the teacher,
or if the student insists that "we never have any homework in that subject," then there could be a
communication problem. The parent should contact the teacher to address this misunderstanding or any
problems which may exist in the way the student is addressing the assignments.
Mandarin homework is often set with a maximum expectation of 30 minutes per day. If parents wish
their child to spend longer than this, it is expected that they finish all English homework before
continuing beyond 30 minutes.
Further guidelines: Homework…

• is relevant to the classroom instruction
• is engaging and authentic
• can be completed independently by the student and may have differentiated options for different
learners
• should not be completed by the parent. Parents may be involved in other ways (e.g. interviews,
games, etc.)
• should be ended by the parent when the effort exceeds what is reasonable and productive
3.7.2 Homework Make-Up
If students know they will be absent due to a family obligation or a school-related activity, they should
speak to their teachers prior to the absence in order to stay on-track with their classmates.
Teachers are not expected to create extensive individual programs. However, for students who miss
school for long periods due to illness or other approved reasons, the teacher will provide some
support to help the child continue in the program successfully upon their return.
3.8 Student Support Services
3.8.1 Counseling Services

Social/emotional counseling services are available to all students through a comprehensive model
that includes whole-class counseling lessons, small group counseling, and individual counseling
support. Referrals for group and individual counseling come from teachers, parents, and students.
The counselor collaborates with teachers, parents, students, and outside agencies to minimize
barriers to success.
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3.8.2 Learning Support and Positive Behavior Support
Students experiencing academic difficulties may receive intervention support as a way of learning
support. Support through an intervention means that the student will receive short-term
supplemental instruction to build a skill to help catch him or her ‘up to speed.’ Any student who is
experiencing extended academic or behavioral difficulties may be placed on probation, which
mandates extra study sessions and other strategies to assist students and may need additional
supports that could also include extra fees.
Counseling is available at school to assist students in need of behavioral, emotional, or social

support. Common issues students and their parents seek help for include conflict resolution, peer
problems, transitional struggles, study and organizational skill, conflicts at home, and crisis or grief
response. HIS counseling services are meant to provide short-term support focused on immediate
improvement. If extended support is needed, or services cannot adequately be provided at school,
the counselor will assist the family in locating appropriate help within China.
When a student’s behavior consistently goes beyond what is reasonably managed in the classroom, a
collaborative team approach is taken. Positive behavioral support services may include individual
counseling, behavioral contracts, additional administrator support, increased home-school
communication, and/or other behavioral interventions and supports.
Student files are regularly reviewed, and services are adjusted accordingly. When appropriate, HIS
collaborates with outside agencies to service students’ unique needs. HIS may consider conditional
enrollment status on a case-by-case basis, taking into consideration home-school collaboration, and
the student’s level of need relative to the school’s service capacity.
3.9 Assemblies
Our Lower School community gathers for assemblies throughout the year. The purpose of assemblies is
to provide students with an opportunity to celebrate achievements, build community, and showcase
what has been learned in their units of inquiry. These assemblies are student-led and designed to share
learning in an entertaining manner. Assemblies may be followed up by a showcase of learning in the
homeroom classes. Parents are invited to grade level assemblies.
3.10 Co-curricular Activities and Athletics

In addition to the academic program, HIS also runs a comprehensive activities program for all students
in Kindergarten-Grade 5. These activities allow students to explore their strengths outside of the main
curriculum and provide opportunities for team building and leadership. In the Lower School, students
can choose from activities with an academic, artistic, or health/wellness focus.
An HIS Activities Handbook will be sent out at the beginning of each Co-Curricular Activities session.
3.11 Classroom Birthday Celebrations and Class Parties

Birthday parties are generally not held in class or during school hours. Invitations to private
birthday parties may be distributed at school only if all children in the class are to be invited. The
giving of gifts is prohibited, including goodie-bags or party favors. Birthday cakes should not be
brought to school.
3.12 Tutoring
HIS teachers are not available for tutoring because of the labor laws in China. Our teachers are
granted Work Permits and Visas for the sole purpose of working for the school while the teachers
reside in China. Any work outside of the school’s authority is not legally condoned and could put
the teacher at risk of deportation and the school at risk of a fine or censure.
Occasionally, our counselor can coordinate tutoring for Lower School Students with volunteer Upper School
students.
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3.12.1 Field Trips
Any HIS sponsored excursion off our campus with students is considered a trip. Field trips are an
important part of our school program, and student safety is a priority at every step. Field trips are
planned to provide learning opportunities that are significantly enhanced by an off - campus venue,
including exposure to the culture and geography of China.
Expenses: The school will provide transportation for approved local trips in the general Hangzhou area.
While meals are generally provided by the cafeteria, parents may be asked to help support these trips
by paying entry fees, or other related costs. All field trips are tied to curricular goals.
Participation: All class/grade members are expected to participate in field trips. In most cases,
alternate activities will not be provided for students not attending. Our established student -to- adult
ratio may require that parent volunteer chaperones are necessary for trips to proceed.
Mandarin speaking parents are especially encouraged to volunteer.
Permission: Details of the trip and its connection to the curriculum will be sent via a letter from the
sponsoring grade level/department leader. This letter will include a permission form, which must be
signed by the parent and returned to the teacher.
The school uniform is required on field trips unless expressly indicated otherwise on the permission
slip. HIS expectations and understood codes of behavior are in effect on all field trips.
Parent Participation/Parent pick up at Field Trips: Parents are encouraged to participate in field
trips; however, the classroom teacher will determine the number of parent volunteers. There may
be an occasion where a specific child may need to be accompanied by their parent for disciplinary
or safety reasons, after consultation with administration. Furthermore, if a parent is participating in
a field trip and wishes to take their child home directly from the event, the parent must inform the
homeroom teacher face-to-face before doing so.
3.13 HIS Academic Honesty/Honor Code

The school expects students to work together
and to help each other learn and the school
encourages a classroom environment in which
the ideas of students are valued both by the
teacher and by fellow students. In the lower
school we work to help students understand
what plagiarism is, how to avoid, it, and fully
understand these approaches as they adhere to
the school’s policy.
Students may get help from a parent in understanding an assignment or in solving a problem. Parents
and students should realize that the purpose of the homework is to reinforce what the child has been
doing in the class and to solidify understanding. Therefore, parents or tutors who help children with
homework should ensure that the student is able, after receiving help, to solve the problems or do the
work independently. We also encourage students to ask their teachers for help. This same thinking
applies when a student receives help from another student.
Most tests, quizzes, and written assignments (compositions, research paper, and so forth) are intended
by the teacher to be done independently by the student. Students who copy information from another
student, or who in any way present work or ideas as their own when they were, in fact, taken directly
from someone or someplace else, have violated the code of academic honesty.
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The school's Honor Code is as follows:
"I realize that copying and presenting the work of someone else as if it were my own is dishonest. I
realize that it is my responsibility not only to adhere to the above code, but also to report to the
teacher any such dishonesty of which I am aware. Whether I myself copy the work of someone else,
give my own work for someone else to copy, or tolerate such action in others, I am guilty to one degree
or another of academic dishonesty."
Students preparing compositions or papers must acknowledge any passages which they quote
verbatim or paraphrase, in whole or in part, from any source, according to guidelines which will be
made clear by the teacher.
Academic honesty is required at HIS. In the event that a student is shown to be dishonest, one or more
of the following will occur: the assignment will not be accepted, the student’s parents will be notified,
(s)he will serve a suspension. Note that the student will lose the right to appear on the honor roll for that
semester. Repeated results will result in a student being asked to leave HIS. Examples of academic
dishonesty include:
• Copying the work of others
• Allowing / assisting others to copy work. Giving your work to a classmate and then being
surprised that they copied it is not an acceptable excuse.
• Plagiarism of any form (copying websites, not citing ideas presented by other authors, etc.)
Section 4: Admissions, placement and Attendance Policies

4.1 ADMISSIONS
Admission and continued enrollment will be determined by the Principals and the Director of
Admissions. All questions regarding admissions should be forwarded to the Director of Admissions for
HIS admissions@his-china.org. Admission requirements may change from year to year.
All students of appropriate age are eligible for admission based on the following criteria:
- If it is believed that the school has the capacity to meet the educational needs of the
applicant.
- The potential of the applicant to benefit from the educational services provided.
- The ability of the applicant to meet the attendance and behavioral expectations of the school.
- Fulfillment of the school’s financial and medical requirements.
4.1.1 Eligibility to Attend HIS

HIS is subject to the laws of the Government of the People’s Republic of China, and the regulations set
by the Ministry of Education. International schools in China are exclusively for the children of foreigners
temporarily residing here. By Chinese law, international schools may accept children of expatriates
residing temporarily in China and travelling on a foreign passport. The school must see the original
passport and visa of the student at the time of registration and will maintain photocopies in the
student’s file.
4.1.2 Class Placement

Upon enrollment, students are placed in a grade or section based upon their previous academic
history and their chronological age. Grade placement is the purview of the school administration.
While parent input will be considered, the school determination will be final. ESOL support for
students will be determined at the time of admissions. A one-time ESOL fee will be charged to
parents of students, for whom English is not their dominant language.
4.1.3 Retention / Promotion / Dismissal of Students

It is the intention of the school to keep children within their age groups whenever possible. The
decision regarding the promotion/retention/dismissal in the case of a student is the sole
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responsibility of the Director. Consultation with Administration, Admissions Office, teachers, parents,
and students will be held prior to a final decision. Review of possible candidates for retention will
begin as early as possible.
In some cases, there may be a need to retain students at a grade level for the next school year.
Prime consideration for retention of a student will be his or her maturation in all areas. School
administrators are aware of the various social and psychological issues surrounding retention, and
this recommendation will only be made when they feel it is in the best overall academic and social
interests of the child. In some cases, this is a recommendation only, and parents will
make a decision after meeting with a Student Support Team who will advise on the situation.
4.1.4 Withdrawal from HIS

Students leaving HIS should inform the office as soon as they know they will withdraw. This will enable
the office to prepare leaving documents. Before such documents can be issued, a withdrawal form must
be prepared, which checks on such things as library and textbooks being held by students, outstanding
fees, forwarding addresses, and so forth.
Students who withdraw within three weeks of a normal Progress Report issuance will not receive an early
report. The Progress Report will be forwarded to the parents or the office when it is issued on the regular
date. Students leaving more than three weeks prior to a Progress Report issuance will receive a special
interim report, listing the progress of the student at the time of the withdrawal.
4.1.5 Tuition and Fees

Tuition fees pay for all the operating and capital costs of the school including teacher salaries and
benefits, books and materials, computers and software, utilities, building, and operating expenses.
School fees also include many other ancillary goods and services as detailed each year on the annual fees
document and according to current board policy. All fees must be paid prior to a student starting school.
For specific information regarding payment and refund policies, please contact the admissions
department.
4.2 Student Attendance
At HIS we believe that regular school attendance is essential to the

progress and achievement of the student. All students are expected to
arrive at school on time and attend all scheduled classes. Not only does
attendance reinforce and enrich the learning process, it also establishes
patterns and attitudes that will carry forward into adult work habits.
Arrival at school on time is essential for the students as they have time
to organize themselves for learning, connect with others, and hear the
learning intentions for the day. It is prime instructional time and
students are expected to arrive ready to learn.
4.2.1 Record Keeping, Absences, and Tardies

Teachers keep a daily record of student attendance and will record any absent or late students. Students
arriving late to school (after 8:00 am) should report to the front office to obtain a late slip before going
to their first class. They will be marked late unless they have an excused absence.
Students who are late due to the late arrival of an HIS bus will not be penalized and will receive an
excused slip.
Excused / Unexcused Absences

It is the parent’s responsibility to inform HIS on the first day and each successive day of a student’s
absence. Parents should send an email to the Lower School secretary, Lily Fan lfan@his-china.org)
indicating the nature of the absence and a return date/time.
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If the parent does not contact the school regarding an absence, the school secretary will endeavor to
contact parents after 9:00 am each day of a student absence. If there is no response, the absence will be
listed as an unexcused absence.
For pre-planned absences, students are encouraged to inform their teachers prior to their absence.
Whenever possible, please schedule doctor and dental appointments after school hours. The following
absences are excused**:
• Illness
• Serious illness or death in the immediate family
• Emergency medical situations
• Absences approved in advance by administration
** Students are given the opportunity to make up missed work by communicating directly with teachers
or meeting with teachers. Students should be aware that, they will be responsible for all material that
was missed due to any type of absence and should be prepared for assessments that take place upon the
student’s return to school. Teachers are not expected to create extensive individual programs; however,
for students who miss school for long periods, due to illness or other approved reasons, they can provide
more extensive support to help the child continue in the program successfully upon his/her return. In
cases of quarantine matters, families must directly communicate with the office and teacher to ensure
online learning occurs and absences are tallied as needed.
4.2.2 Students Arriving / Leaving School Mid-day

All students arriving to school after 8:15 should report to the main office and have their name marked
off the absence list. Students are not allowed to leave campus before the end of the school day without
permission from the principal. Students wishing to leave school before 3:00pm must show written
parental permission or have parents contact the lower school secretary at the beginning of the day so
that the office can notify the appropriate teachers. In an unplanned situation, parents should report to
the main office or the principal’s office to gain assistance from the school staff for dismissal of their
child.
4.2.3 Activities and Absences

A student will not participate in CCAs if:
• They are absent in the morning because of illness. If this involves an important single event, the
administration and event supervisor will decide on a case-by-case basis.
• They leave during the day for illness
• They have an unexcused absence in either the morning or afternoon
Section 5 Lower School Culture
HIS Lower School aims to facilitate an environment that is conducive to the intellectual, social and personal
development of each student, as stated in the school’s mission. Respect is at the core of the HIS school
culture. We believe that students need to feel safe and valued in order to be engaged in their learning. HIS
develops positive school culture through the use of the PYP Learner Profile Attributes, as well as
collaborating to create structures, routines and expectations.
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5.1 Positive Culture Development in the Lower School
Every HIS student will demonstrate the following:
Effective Communication:
Expressive skills - the processes and skills used to share ideas in verbal and non-verbal forms
• I can listen to others to understand meaning

• I can watch others to understand meaning
• I can read what others have written to understand meaning
• I can speak clearly and confidently to tell others what I want them to understand
• I can use my creativity through music, art, and movement to help others understand what I want
them to understand.
High Level Thinking:

The ability to expand learning beyond simple knowledge and recall
• I can use different thinking skills to see relationships, evaluate, make decisions, and solve problems
• I can think creatively. I approach topics and problems with lots of ideas.
A Solid Foundation of Knowledge:

Mastery of basic skills in all academic areas in order to integrate and apply skills in real life situations
• Academic
• Artistic
• Physical
• Technological
Positive Behaviors and Approaches to Learning:

Affective and behavioral processes and skills that develop personal responsibility within a learning
environment leading to the development of quality products
• I can set goals in areas that I need to improve. I can plan ways to reach my goals. I can reflect on my
goals to see if I improved.
• I can work well with my peers to solve problems.
• I can make my work look great! I am organized and prepared to be a good learner.
International Mindedness and Community Appreciation:

Affective and behavioral processes and skills that develop an individual’s recognition of his or her role and
responsibility within the family, the HIS school community, regional communities and the global community
• I am a good friend. I get along with people.

• I can help my community become a better place. I understand that I can make a difference in the
world.
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5.1.1 The PYP Learner Profile Attributes
The learner profile attributes give us a framework for how we treat one another and our
environment. We are defined by our diversity, collaborative nature, and supportive community.
We equip our students with the skills they need to be accepting, dynamic, and expressive
communicators. We implement the learner profile attributes across the school day through
academics, at social-emotional learning times, and during school gatherings.
The aim of all IB programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more
peaceful world.
5.1.2 Structures, Routines and Expectations for Positive Culture Development
Faculty and students collaborate to establish shared schoolwide structures, routines and
expectations to enable students to reach their full potential. All community members are
expected to exhibit positive attitudes and language towards one another and our environment. Student
participation and leadership plays an important role in building a positive culture.
5.2 Discipline Guidelines
HIS offers the following guidelines and expectations to assist teachers in handling student discipline:
• Respect for all people is expected in all aspects of the school environment. Teachers can expect
that members of the administration will treat staff, parents, and students with the highest
degree of respect. The school can expect that all teachers treat all students, other staff, and
parents with respect. As a faculty, we will expect that all students and parents will treat all of
the adults in the school with respect, as well as each other.
• When disciplining students, there will be no yelling, degrading, or demoralizing a student and
that a student’s privacy will be respected. Sarcasm has no place in the classroom. Put-downs, or
teasing, will not be tolerated between students and those students who do so will face
consequences. Our expectation in this area will be to maintain only positive interactions at all
levels.
• At no time should a teacher ever strike or touch a student during discipline. If for some reason
the student is out of control and their actions could, in the judgment of the teacher, bring harm
to others, the student may then be restrained. In student interactions with peers, behaviors such
as hitting, kicking, pinching, biting etc. will result in serious consequences and will not be
tolerated.
• Respect for property reflects the need for all equipment books, supplies and materials, as
well as the facility itself, to be properly treated. Care of our teaching and school environment
will help us maintain the facility and our supplies and materials in support of students.
• There is no place for profanity of any kind in the school, and respect for language must be
maintained. This includes any language that may be spoken informally in the school other
than English.
• Respect for each other’s personal space includes student’s desks, coats, backpacks or any
space that is of a personal nature. In turn, it also means that students must respect the
teacher’s personal space as well.
In summary, most matters can be dealt with at a teacher level using positive reinforcement, encouragement,
support, and monitoring.
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5.2.1 Behavior Support Services through the Student Support Team
When a student’s behavior consistently goes beyond what is reasonably managed in the classroom, the
student may be referred to the Student Support Team (SST), so a collaborative team approach can be
taken. Behavior support services may include individual counseling, behavioral contracts, additional Vice
Principal support, increased home-school communication, and/or other behavioral interventions and
supports.
In the SST process, student files are regularly reviewed, and services are adjusted accordingly. When
appropriate, HIS collaborates with outside agencies to service students’ unique needs. HIS may
consider conditional enrollment status on a case-by-case basis, taking into consideration home-school
collaboration, and the student’s level of need relative to the school’s service capacity.
5.3 Other HIS Expectations
5.3.1 Uniform and Dress Code

HIS students adhere to a dress code which promotes a sense of orderliness and school community,
and helps with campus and field trip security.
Lower School students (Early Years through Grade 5) wear navy blue trousers, shorts, or skirts and
the HIS light blue polo shirts (short or long sleeved). Tights and socks should be white, black, nude, or
navy blue. During cooler weather students may wear sweaters, jackets or hoodies of school colors
and winter coats.
All students wear laced shoes or sturdy sandals. Athletic shoes or sneakers are acceptable. Flip - flops,
thong sandals, and other beach-type footwear are not appropriate for school. Caps or hats in buildings
are also inappropriate.
All students are expected to be well groomed and appropriately dressed at school or during school-
related functions off campus. Immodest or distracting attire is inappropriate. Facial jewelry or
distracting jewelry is also not allowed. This interpretation can extend to haircuts, jewelry, makeup,
or other aspects of personal appearance. Unnatural hair color is not consistent with the school
uniform or dress policy.
There are occasionally free dress days on which students are not required to wear the school uniform.
These may occur approximately once a month, usually in connection with a special holiday or event.
Students will normally wear the school uniform for field trips, unless otherwise indicated on the
permission form.
5.3.2 Physical Education Uniform

Students are expected to wear a PE uniform during PE class. This is provided as part of the HIS uniform
package. Proper footwear that supports safe movement is recommended.
5.3.3 Personal Belongings and Valuables

Students are discouraged from bringing personal items to school such as toys, electronic devices, and
large amounts of cash or valuable personal belongings. Apple/Smart watches are not permitted to be
used during the school day. If it is seen to be used, the teacher will hold the item and return it to
the parents. The school and its teachers take no responsibility for lost or stolen personal belongings.
5.3.4 School Property

The school assumes that children will respect school buildings, books, furniture and equipment. If a
student has damaged school property, it will be the child‘s responsibility to fix or replace what has
been damaged.
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5.3.5 Weapons
Students are prohibited from bringing weapons of any kind, including realistic toy weapons, onto
the campus. Any instrument which can propel a projectile which might cause physical injury,
including sling shots, BB guns or any sort of guns, knives, martial arts objects, or any such
instrument or machine that could either cause harm or give the appearance of being capable of
causing harm should not be carried on to the campus.
5.3.6 Drug Use

HIS campuses are always non-smoking environments, both indoors and out. All members of the
school community are expected to adhere to the laws of the host country regarding alcohol and
drugs.
5.4 Child Protection Policy

We believe...
• students are our primary focus

• all students can learn when given the appropriate support and resources
• in a holistic approach to learning, which encompasses social, emotional, behavioral and cognitive
development
• in taking a proactive approach to identify and address student needs
• in fostering student growth to promote self-awareness, self-advocacy and effective communication
skills
• that our programs and responses must be sensitive and mindful of family belief systems and cultural
backgrounds.
The purpose of the HIS Child Safeguarding Guidelines is to support and advocate for the physical,
emotional, and mental well-being of our students through an integrated partnership of home, school, and
community.
HIS fills a special institutional role in society as protectors of children. Schools need to ensure that all
children in their care are afforded a safe and secure environment in which to grow and develop, both at
school and away. Educators, having the opportunity to observe and interact with children over time, are in
a unique position to identify children who need help and protection. As such, educators have a
professional and ethical obligation to identify children who need help and protection, and to take steps to
ensure that the child and family avail themselves of the services needed to remedy any situation that
constitutes child abuse or neglect.
All faculty employed at HIS must report suspected incidents of child abuse or neglect whenever the faculty
member has reasonable cause to believe that a child has suffered or is at significant risk of suffering abuse
or neglect. Reporting and follow up of all suspected incidents of child abuse or neglect will proceed in
accordance with administrative procedures respective to these guidelines. Furthermore, cases of
suspected child abuse or neglect may be reported to the appropriate employer, to the respective
consulate in China, to the appropriate child protection agency in the home country, and/or to local
authorities.
HIS seeks to be a safe haven for students who may be experiencing abuse or neglect in any aspect of their
lives. As such, HIS will make these guidelines accessible to all community members, will make every effort
to implement hiring practices to ensure the safety of children, and will review the guidelines annually for
compliance and effectiveness. In the case of a faculty member reported as an alleged offender, HIS will
conduct a full investigation following a carefully designed course of due process, keeping the safety of the
child at the highest priority.
If parents have any concerns regarding the safety of their children or someone else’s child please contact
the Principal, Lynn Pendleton, in person or via email.
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Section 6: School Community Relations
6.1 Communication
A child’s school life is greatly enriched by a family that is well informed
and active in school life. HIS welcomes parent involvement and
encourages close ties and frequent communication between parents
and school. Parents can expect communication to take the following
forms:
6.1.1 Dragon News

Dragon News is the HIS magazine written by HIS faculty that will be sent home throughout the
year with students. It is also available on the school website.
6.1.2 Principal Newsletters

Each week, the Lower School Principal will publish an electronic newsletter, which is designed to
communicate general information about upcoming events at the school and showcase various aspects of
the school’s programs.
6.1.3 Director’s Communication

The Director will communicate with parents and community members regularly in order to give a
macro view of the strategic directions for HIS.
6.1.4 Homeroom Teachers

Homeroom teachers communicate with parents on a weekly basis. Each teacher has their own digital
source and will post news, photos and details about upcoming events in the classroom. This form of
communication may also be supplemented by emails.
6.1.5 Issues of Concern

Any specific queries a parent may have regarding the school program should first be discussed
between the parent and the teacher. Then, if necessary, with the principal.
Any concerns about school personnel should first be raised with the principal will investigate,
follow up, and seek to find a positive outcome or if necessary refer the matter to the Director for
further investigation. In no case will complaints be made or discussed in the presence of
students.
6.2 Parents Code Of Conduct

HIS expect parents and/or guardian to show respect and concern for others by:
• supporting the respectful ethos of our school by setting a good example in their own speech and
behavior towards all members of the school community
• working together with teachers for the benefit of children. This includes approaching the school
to resolve any issues of concern, follow stated lines of communication, and to discuss and clarify
specific events in order to bring about a positive solution
• correcting own child’s behavior, especially in public where it could otherwise lead to
conflict, aggressive or unsafe behavior
• respecting the school environment, including keeping the school tidy by not littering
• observing campus security measures
27
• In order to support a peaceful and safe school environment, the school cannot tolerate:
o disruptive behavior, which interferes with the operation of a classroom, an office area or
any other part of the school grounds. This includes threats, words or actions that bring
the institution into disrepute or significantly affect the conduct of school business
o using loud and/or offensive language or displaying temper
o threatening harm or the use of physical aggression towards another adult or child. This
includes approaching someone else’s child in order to discuss or chastise them and
physical punishment against your own child on school premises. (Some actions may
constitute an assault with legal consequences)
o damaging or destroying school property
o abusive or threatening emails, phone, social network messages or other

communications, especially those implying contact of media, police, education bureau
to further a complaint
o chain email communications that elicit unsolicited support for a concern or complaint
and do not follow appropriate lines of communication.
Violations of the Parent Code of Conduct will be reported to the appropriate Administration and
may result in a parent and/or guardian being restricted from entering the school grounds to
safeguard our school community. In extreme cases involving a major violation and/or repeated
violations of the parent code of conduct, disenrollment of the parents’ children from HIS may be
necessary.
6.2.1 Parent Contact Information

It is essential that the school have accurate phone numbers, addresses, and emergency contact
information for all children. Please advise the Lower School office of any change of contact information
as soon as possible.
6.2.2 Parent Absences

If parents or the legal guardian leaves Hangzhou temporarily and leaves a child in the care of
someone else, they are required to notify the school in advance. The parents should give the dates
of their absence; the names, numbers and pertinent information of the temporary guardian; and the
parents’ contact details should be given to the school during the absence from Hangzhou.
6.3 Parents and Friends Association (PAFA)

Membership to the Parents and Friends Association (PAFA) is conferred to parents and/or guardians
upon the enrolment of their child. Other relatives or family friends with an interest in the school and its
students may join. PAFA's goals are
• To encourage parent and community involvement
• To help coordinate programs outside of the provided curriculum in which volunteer parents
provide assistance to the teachers and the school.
• To encourage participation by all without discrimination
• To work collaboratively with school leadership including administrators, teachers and staff
• To effectively communicate decisions and events to all PAFA members
PAFA may raise funds to support various efforts that build our community. It does so under the aegis
of HIS.
HIS operates on a not-for-profit basis and all monies arising from fund raising are to benefit our
school and our children. All money raised by PAFA will be allocated towards items outside of the
scope of the school’s planned operating budget. PAFA will be allowed the liberty to make charitable
28
donations based on membership approval. However, at fund-raising events parents will assume
that their contributions will be going towards the school and its children. Therefore, when events
are planned in order to aid a charity, that information should be publicized before and during the
event so that participating parents know who is benefitting from their participation.
Section 7: Health Protocols and Services

7.1 Sickness/Accidents/Incidents
School medical staff are initially responsible for caring for children who become ill at school and for
dealing with accidents. Students who are ill should not be sent to school as they pose a health risk to
other students. If a child comes to school sick the nurse will telephone the parent and request a
chaperone is sent to return the child home.
Children who have been absent due to illness may be required to bring a doctor’s note to school with
them when they return and submit the note to either their classroom teacher or school office.
7.2 Medication
Any medication to be administered during the school day must be sent to the school nurse with full
instructions and proper labeling. Students may take the medication in the nurse’s office. Teachers are
not able to administer medication to students.
7.3 Medical Emergencies
7.3.1 Injury and emergency

In the case of an accident involving serious medical emergency or injury, a student's parent/s will be
contacted as soon as possible. The nearest faculty member will stay with the afflicted child and send for
help from the school office. If the child needs to be removed to the hospital, he or she will be taken (by
school transport unless inadvisable due to neck or back injury) to the nearest location where they can
receive an appropriate level of care. A representative from the school will accompany the child and
remain with them until the parents arrive to take responsibility. The office will notify the parents and
instruct them to proceed to the location where the child is being transported. When the parent arrives,
the school representative can depart after explaining all relevant circumstances.
7.3.2 Epidemics
In the case of a serious disease epidemic the school will adjust procedures and protocols in line with the
Hangzhou Education Bureau and government authorities to protect the health and safety of students.
Details of these procedures will be updated on the school website at his- china.org/inform/news.
7.4 Allergies
Parents are responsible for notifying the school nurse, classroom teacher and administration of all
physician diagnosed food, environmental or medical allergies, prior to the child’s first day of school.
Once they have notified the school, parents will receive an Allergy Waiver Form. This should be
submitted to the Nurse’s office within 48 hours. Related medications such as antihistamine or an Epi-
pen must be kept on campus with the school nurse.
7.5 Head Lice

Parents should be advised that it is not uncommon during any school year to have cases of head lice at
school. Head lice, although not a serious condition is quite common in schools and can create great
difficulty within the school setting. Students who are detected as having head lice will not be able to
remain in school until free of any lice or nits. Unless the hair is free from the nits, it is highly likely that
an infestation of lice will continue to reoccur. If live head lice are detected, the hair should be treated
with shampoo products designed for treatment of head lice. When students return to school after
having been identified with head lice, they will need to have
the school nurse’s approval to attend classes. Please inform the school if your child has head lice.
29
7.6 Emergency Drill And Evacuation Procedures
Fire drills, evacuation and lockdown exercises are carried out regularly throughout the year. Parents visiting
the school should be familiar and follow the emergency procedures that are clearly posted around the school.
7.7 Insurance
We expect that all students enrolled at HIS have current medical insurance that covers them for
treatment in Hangzhou. We also expect that a parent or guardian will promptly arrive at the hospital in
case of an emergency. Although the school has liability insurance for major accidents, we do not provide
routine medical insurance reimbursement for any medical costs.
7.8 Health Card

All students must have a Health Card on file in the office. (The blank health card form is part of the
admissions packet; copies are available in the office.) Current TB (tuberculosis) tests are required for
each student annually.
7.9 Air Quality Monitoring

The HIS administration team and school nurse are responsible for monitoring air pollution information.
This information will be gathered daily from the US consulate and Chinese government monitoring
centers and, when there is elevated air pollution, disseminated to all staff members. In addition,
information from the media, the Hangzhou Education Commission, local air pollution control agencies,
and health departments will be considered where applicable. The school will communicate any concerns
regarding air pollution using a color-coded system that is based on the US Environmental Protection
Agency’s Air Quality Index (also used by US Embassy and Consulates in China).
Decisions for reducing exposure to air pollution will be based on individual student risk. Students at highest
risk (including students with respiratory diseases, and sports or activities that require heavy exertion for
extended periods of time) will be given greatest consideration.
The indoor environment at the HIS campus is fully filtered, thus the above practices are applicable
only for outdoor activities.
30

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Parent Handbook

Hangzhou International School

Dear HIS Students and Parents,

Lower School Principal

School Phone Number: 86 571-8669-0045

Lower School Principal Ms. Lynn Pendleton

Lower School Vice Principals Dr. Aaron Ayers (Pastoral)

Ms. Cilla Giannopoulos (Curriculum)

Upper School Principal Mr. Fursey Gotuaco

Upper School Vice Principals Ms. Liam O’Shea

Director of Athletics and Mr. Filipe Nogueira

Director of Technology Mr. Danie de Beer

Director of Admissions and Ms. Andrea Stubbs

Lower School Secretary Ms. Lily Fan

Transportation Secretary Ms. Tracy Zhu

Reception / Admissions Ms. Kerri Liang

• a diverse student population from around the world

International School Foundation

Section 2: Campus Information

• School gates open at 7:30 am

School offices are open Monday to Friday: 7:45am to 4:30pm.

2.2 Security on Campus

2.2.1 Entering Campus

2.2.2 Exiting Campus During the School Day

2.3 Parking on Campus

2.4 Bus Transportation

2.4.2 Rules for bus conduct

2.4.3 Bus Expectations

2.4.4 Bus Consequences

2.4.5 Pick-up times

2.4.6 Morning Drop Off Procedures

2.4.7 Health and Safety Measures

2.4.8 Pick Up Procedures

2.6 Lost and Found

Section 3: Teaching and Learning in the Lower School

3.1 The HIS Lower School Standards and Curriculum Framework

3.1.1 The Primary Years Programme (PYP)

The PYP Programme, as with all IB programmes, is centered on

Recognizing that knowledge is not static, the PYP seeks to uncover

The PYP framework is guided by six transdisciplinary themes of global significance:

Through the PYP, students are introduced to and begin to

Approaches to Learning include:

3.1.2 Curriculum Standards

3.1.3 Learning in context

3.1.4 About Our Library

3. 2 Timetable and School Day

Personal, Social, and Physical Education (P.S.P.E.)

The Lower School Visual Arts Program develops

To support the Units of

3.4 Language Learning in the Lower School

3.4.1 Mandarin Program

3.4.2 English for Speakers of Other Languages (ESOL)

3.4.3 ESOL Program Progression

3.5.1 Standardized Testing

3.5.2 Comprehensive Reading Assessments

3.5.3 Parent-Teacher Conferences

3.5.4 Student-Led Conferences

3.6 Learning Resources: Technology, Texts and Materials

3.6.1 Respect for others’ privacy and property.

Consequences may include but are not limited to: