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ESPOO INTERNATIONAL COMPREHENSIVE UPPER SECONDARY SCHOOLING 1.
MISSION STATEMENT |
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”Confidence and Competence”Espoo International offers a comprehensive secondary school programme aimed at achieving academic excellence. It is committed to fostering personal fulfilment and social competence through active participation in the life of the school and the community at large. Our mission is to equip students with the academic, social and linguistic skills that will enable them to confidently take their place in higher education and the world of work. Espoo International is committed to promoting an international outlook in the ethos and day-to-day running of the school. 2. VALUES OF ESPOO INTERNATIONAL Espoo International prioritizes the same values as Etelä-Tapiola lukio (of which our school is a part). These values include highlighting one´s own cultural identity, an appreciation of other cultures, adopting an international outlook, social awareness and active citizenship. Indeed, according to lukio law (article 2) it is the task of upper secondary education to support students in becoming good, balanced, and well informed individuals and participants in society. The law stipulates the need to provide skills and knowledge that will enable students to reap benefits in their further studies, working life, leisure activities and personal development. Schooling ought to provide a firm foundation to a process of life-long learning. In Espoo International we are committed to upholding these values. As a point of departure, we believe that the possibility to live an active and useful life depends to a considerable extent upon how far individuals can perceive and make use of their own abilities and strengths. Development of the student´s personality, spiritual balance and a healthy conscience rest upon this rock. The task of the school community is to recognise and foster these diverse individual capabilities. A healthy conscience, in particular, is an essential foundation in generating self-respect, respect for one´s peers, and one´s culture as well as tolerance towards those who live according to different cultural mores. Indeed, the need for such inner resources is bound to grow in significance as the pace of development and change speeds up in the modern, globalising, environment. Students need to be given opportunities across the curriculum to show initiative, shoulder responsibility, hone their learning skills, and deepen their wider social awareness. Espoo International aims to embody such a value system within all its policy documents, and, above all, realise these values in its day-to-day parctice. Staff and students alike are expected to act with a sense of responsibility, openness, honesty, initiative, and display a respect and tolerance for others within the school and the community at large. Unlike many schools, Espoo International is able to offer a rare degree of consistancy in its efforts to inculcate and foster such values through offering an integrated programme of schooling from the seventh grade to pre-university level. What this means in practical terms is outlined below. 3.
SPECIFIC OBJECTIVES OF ESPOO INTERNATIONAL The school sets out to: INTERNATIONAL AWARENESSThe most distinctive feature of Espoo International is the study of all subjects (except foreign languages) in the medium of English. Our school recognises the value of English as an international medium of communication and business, and seeks to prepare students for an internationally recognised qualification – an Advanced International Certificate of Education (or AICE) Diploma. Schools in more than 40 countries around the world regularly enter students for the AICE Diploma examinations, administered from Cambridge University. The AICE curriculum is designed to have international currency. It seeks to avoid national or cultural bias, and does not exist to serve the educational purpose of any individual country. Curriculum content is chosen specifically to be of world-wide relevance. Students are encouraged to broaden their international outlook in a variety of ways. Study of language and culture is embodied in English Language and Literature, French, Swedish and Finnish. One´s own sense of place in the world, and awareness of cultural identity, is reinforced through the study of History, Sociology, Religion/Ethics. The school will also participate in EU Commenius projects and international student exchanges. It is anticipated that many students will go on to study or work in other countries. It is fortunate that in undertaking an internationally recognised Diploma, the avenue into higher education is considerably facilitated. Indeed the AICE Diploma is recognised by universities in a growing list of countries, that include Britain (110 institutions), the United States (150), Argentina, Australia, Austria, Canada, India, Malta, Mexico, New Zealand, Pakistan, Portugal, Ireland, South Africa, Spain, Switzerland, and the United Arab Emirates. An up-to-date list of institutions is available from the school office and will be posted on the school webpage. SOCIAL AND ECONOMIC AWARENESSSocial and economic awareness is a second area of emphasis shared with Etelä-Tapiola lukio. The aim is to give a many-faceted appreciation of the world in which we live, how it came to be so, and what possibilities (and threats) face society and our planet in the future. Students on the AICE scheme are offered relevant subjects not normally found in upper secondary school programmes, such as Sociology and Business Studies. In addition, History courses lay special emphasis on recent historical developments and upon the concept of active citizenship. A series of courses in the Finnish language concerned with Entrepreneurship are open to students with sufficient linguistic skills. It is anticipated that all students will thus have a firm grounding in social and economic awareness that will serve them well in higher education and the world of work. In practical terms, too, students are empowered through the opportunity to shape their own individualised study programme, including self-study of selected courses;: through active participation in the activities of the student body; through taking responsibility for organising school festivals and other events; and through charity or voluntary work in the local community. The Advanced International Certificate of Education (AICE)
is an international pre-university curriculum and examination system.
The AICE programme has the following aims: AICE is administered by the University of Cambridge Local Examinations Syndicate (UCLES) First intoduced by Cambidge in 1994, AICE has been designed to cater for academically able students, with courses written specifically as preparation for honours degree programmes. The examination is normally taken at the age of 17 – 18. The full AICE Diploma comprises a ”group” certificate, awarded on the basis of a broad and balanced curriculum of six full-credit courses, studied at Advanced Subsiduary (AS) level. Subjects must be selected from three curriculum areas: Group A: Maths and SciencesGroup B:
Languages Group C: Arts and Humanities At least one subject must be taken and passed from each curriculum area. AICE examinations use a variety of assessment techniques. Particular stress is placed upon externally-marked examination papers, which require a high level of literacy, and reward the ability to organise knowledge and ideas in producing reasoned written answers. Other types of test are used as appropriate in various subjects, for example: practical work is compulsory in Science; examinations in non-mother tongue languages test speaking and listening, as well as writing skills; some subjects offer the opportunities for individual research; practical work forms a substantial part of the final assessment in Art and Design. Success in the final exams qualifies the candidate to receive an AICE Diploma. The Diploma will show the grades achieved by the student in each of the subjects taken, as well as the overall level of achievement and points earned in the group award. The full AICE Diploma is awarded on he basis of a points system, as shown below:
Candidates who meet the requirements of the group award receive a Diploma at one of three levels: Pass, Merit or Distinction on the basis of their overall AICE score. An AICE Diploma with Distinction is awarded to candidates with a combined score (over six subjects) in the range 320 and above. A Diploma with Merit is awarded to candidates with a score in the range 220 – 315. A Diploma at Pass Level is awarded to candidates in the range 120 – 215 points. Candidates who do not meet the requirements of the group award will receive certificates recording individual subject results. The AICE curriculum seeks to equip students to cope
successfully with the demands of higher education. Courses are designed to
encourage students to develop an independent approach to their work.
The curriculum also encourages: The skills-based approach aims to provide positive educational experiences for students and teachers. Teaching methods ought to be geared to serving the needs for further academic study and an active role in society. This end is best served through awakening critical thinking about the subject in hand. It is obviously important that the students also command the central ideas and arguments embodied in their studies. The teaching staff is expected to deploy their pedagogical skills to ensure that learning occurs most effectively – whether through discussion, group work, practical sessions, or periods of independent study. Students learn best when material is presented in an interesting and enjoyable way and when their own backgrounds, experience, needs and expectations are recognised and built upon. Innovation is welcome. Classroom methods can foster social competence as well as academic learning. Students may be called upon to lead discussions, give presentations, complete project work, conduct sociological research, and harness various media (including source material, newspaper articles, and the internet). The school is well equipped for international contact using email. Students are expected to take responsibility for the quality of their own work. To this end, a course of Study Skills is taught in the first year of schooling, including guidance on note-taking, essay writing, research skills, effective presentations, and exam techniques. Students are encouraged to identify their learning styles and develop relevant strategies. Individual teachers will provide subject-specific guidance. Certain AICE courses, such as Art and Design, include course-assessed work. In most subjects, students are given the opportunity to take some of their courses independently. The academic year is divided into 5 periods; each period is 7 weeks in duration. On average students need to take 6 – 7 courses per period. Each course comprises five hours of study per week. Courses are of two kinds: compulsory lukio courses and optional AICE courses. LUKIO COURSES. There are 45/49 compulsory courses (depending on whether students select Short or Long Maths) which all students need to take in order to qualify for a lukio leaving certificate. On the basis of the successful completion of these courses it is possible for candidates to enter for the Finnish-language matriculation examination. AICE COURSES. There are 29 – 42 AICE courses, the number of which depends on the AICE subjects chosen to study. Each student selects six AICE subjects from a range of ten subjects on offer. There are two contraints in making choices: i) English
Language and Literature is a subject compulsory for all students.
COURSE SELECTION Each spring students select from a palette of courses on offer in the coming academic year. Teaching groups are anticipated on this basis. Although some courses are not available every year, efforts are made to ensure that such courses are held at least once in a two/three year period. When student numbers are too low it may be necessary to cancel a course altogether. Compulsory upper secondary school courses are underlined. AICE courses are marked in bold print. Courses should for the most part be studied in sequence (except optional courses which may be studied in any order). In studying languages it is possible to ”jump” a course providing the skippied course is returned to subsequently (eg in a sequence such as 1, 3, 2). In AICE French, however, the sequence must be respected. Immediately at the beginning of the autumn term students are required to check their schudules for the coming year. If students wish to change their choice of AICE subjects this may be possible before the end of the first period, and thereafter only in exceptional circumstances. Students in Espoo International may also opt to study courses taught in Etelä-Tapiola lukio, providing their Finnish skills are sufficient. Certain individual courses can be studied independently either in part or in entirety. In such cases, students take full responsibility for their own learning. Indeed, in keeping with attempts to foster initiative and personal study skills, it is hoped that each student will select at least one course for independent study. However, not all courses can be studied in this way. In the current academic year, the following courses may be studied independently:
The following exceptions also apply: The teacher is responsible for determining a suitable workload for independent study. Possible forms of evaluation might include: an oral test, completion of a research project, filing a report, essay writing, giving a practical demonstration or leading a seminar. A final written test, in itself, is insufficient. Students are advised to observe the timetable for submissions and to maintain regular liaison with the teacher throughout. 9.
COURSES COMPLETED OUTSIDE ESPOO INTERNATIO Courses completed in lukio: Courses with comparable content studied in other educational institutions may be credited within the school. The Principal arbitrates in such cases. In any case, a request for such recognition needs to be submitted prior to the commencement of studies (according to lukio law, article 23). Students are able to study foreign languages elsewhere in the event of these being unavailable in Espoo International. Or Etelä-Tapiola lukio. However, students are advised against studying elsewhere any of those subjects which are available in the school. Courses studied in summer school: Courses with comparable content studied in summer schools or Open University may be credited within Espoo International. The Principal reserves the right to decide. The aims, contents, hours of study of such courses needs to be clarified, as do he qualifications of the teacher in question. Courses taught by private tutors will not be accepted. Where a student seeks compensation for a compulsory course, the teacher may still require participation in a test at the beginning of the academic year. Courses studied abroad: Courses with comparable content taken at lukio level in other countries may be credited. In order to allocate a grade, however, the student may be required to sit a test with the subject teacher in Espoo International. Courses studied abroad which do not equate with compulsory lukio courses can usually be credited without further testing. The Principal is responsible for all such decisions. Exchanges with other AICE schools are encouraged and credits automatically allocated. 10. COMMUNITY LINKSGuest lecturers and speakers are welcome into the school. At the same time, teachers are encouraged to build and maintain links with public institutions, businesses and community groups in the locality. The most important contacts are listed below:
11. SCHOOL EVENTSEach year the school celebrates Finnish Independence Day, and the spring Matriculation Ceremony. In addition , there are church visits and theme events relating to social and economic awareness and an international outlook. All such events are jointly organised by staff and the student body. Among other cherished traditions, Espoo International organises the ”Wanhat tanssit” for second year students (and to which all are welcome to attend), and Sports Days, held twice a year Information about forthcoming events is distributed at the beginning of the school year, both in the student handbook and via the school´s own webpage. Each week students are informed about topical events by the group tutor. Furthermore, parents are informed on paper in good time about important dates for the diary. 12. REPRESENTATION OF THE STUDENT BODYAccording to the lukio law, each lukio has its own student assembly, to which all students automatically belong. The task of the student assembly is to represent students´views in all matters relating to their interests – including changes in the curriculum, the planning of special events or other initiatives within the school. The student body must be consulted over all important matters. Representatives of the student body are selected at the beginning of the year from among candidates in direct elections. The resultant committee then appoints a spokesperson and other requisite officials. A member of staff is appointed by the student body to act as facilitator in committee meetings. A general student assembly in January approves an action plan for the coming year. Needless to say, when the assembled committee is active and committed the voice of the student body is heard most effectively. Teachers and students alike participate in organising events alongside the Parent-Teachers Association (PTA). Students may, for example, be involved in producing a programme, selling tickets, or distributing advanced publicity for events such as theatre visits, musical productions, and lectures. 13. EVALUATIONEvaluation is understood in far wider terms than simply a composite of subject grades. Self-evaluation is a motive force in the philosophy of the school as a whole, and is seen as part of an ongoing process aimed at achieving ever-better educational results. STUDENT EVALUATION: The purpose of student evaluation is to give accurate feedback on performance in each subject over a three year period. This feedback includes both academic achievement and the progress in developing social skills. The specific award of a grade is one aspect of this. Just as significant in many ways is the day-to-day support and encouragement that students can expect from their teachers as the school goes about its business. Parents and guardians (of those under 18 years of age) have the right to enquire of progress at any time in the course of a student´s career; and at least once a year a parents´ evening is organised to discuss progress in general and specific concerns. Finally, the provision of references about students applying to institutions of Higher Education or employment, ought to be understood as another form of evaluation. Every effort is made to ensure that evaluation is fair, realistic and constructive. To facilitate understanding of such feedback it is important that the student is aware in advance of the criteria upon which judgement is based. The teacher is responsible for making clear the parameters for evaluation in each subject area. Students are urged to continually strive to attain the highest standard that is within their reach. COURSE EVALUATION: Lukio studies are divided into courses, each of which comprises 38 hours tuition. For each course a final grade is awarded in most instances on the basis of written assignments, effort and attendance in class, and a final examination. A student´s own self-evaluation is also accorded recognition. Every final grade is awarded on a standard basis throughout the school, and indeed throughout all lukio level institutions in Finland. The grades 4-10 can be understood to equate with the following standard of evaluation:
In the event of a student failing a given course it is possible to re-sit an examination or participate in the course over again. If the student selects to re-sit the examination and fails once more, it is obligatory to undertake the entire course a second time (which cannot be studied independently). In general, students are advised to undertake any re-sits at the earliest possible opportunity in order to minimize disruption to their sequence of study. The times and dates of re-sit exams are noted in the Student Handbook. It is also possible to re-sit an examination for a given course in order to improve upon an earlier performance (which was nevertheless a pass). The better grade of the two will be credited to the student´s grade book. However, each student may only seek to improve performance in this way once per course. Such opportunities are arranged twice a year for lukio courses and more frequently for AICE courses. The extra opportunities to re-sit AICE exams is a reflection of the demanding nature of the Cambridge Local Examinations Sydicate moderation.. Experience suggests that a grade 5 or 6 (which is a pass in the Finnish education system) may well fail in the Cambridge Sydicate examinations. Therefore it is very important for students to attain a consistantly high level of performance throughout the programme. Two consecutive fail grades will prevent a student from progressing in the study of a subject until at least one re-sit exam has successfully been passed. THE
IMPACT OF ABSENCE ON STUDENT EVALUATION: Absence from class will lower the course grade. This is due to the fact that evaluation is based upon overall performance and not simply success or otherwise in the final exam. Performance is often judged on the basis of active participation in class, degree of general interest, and commitment to the topic in hand. If a student is forced to give up study of a particular course for some reason, written notification, signed by the Principal and class tutor, will be sent to the student´s home. If a student is absent from a final examination due to illness it may be possible for a grade to be awarded on the basis of prior performance. In the event of a student requesting an opportunity to sit a re-test, a parent´s or doctor´s note will be required as evidence for failure to attend the original exam. FINAL EVALUATION AND GRADINGStudents in Espoo International are awarded a final grade in each subject based upon an average of all grades achieved during the lukio career. This final grade may be adjusted upwards or downwards by the subject teacher in the light of knowledge, skills and commitment displayed during the years of study. Students need to pass a minimum of 75-79 courses during the entire lukio period of study. It is necessary for each student to pass two thirds of lukio courses in order to be eligible for a School Leaver´s Certificate. These courses need to be completed in the month of February or August during the final year of study. If they wish, students may register for the Finnish matriculation examination in addition to the AICE Diploma examinations. In this case, all compulsory lukio courses need to be completed prior to enrollment. It is also necessary for students to pass all component Advanced Subsiduary courses before the school will permit them to sit the final AICE exams in any given subject. In total, students are required to pass six Advanced Subsiduary subjects in order to qualify for an AICE Diploma. In certain circumstances students may enter for less than six subjects, in which case it is no longer possible for them to gain a Diploma. They will, however, receive a certificate in each individual subject. A ”mock” examination in most subjects will be organised in the month prior to sitting the AICE examinations in May or November. The result from these mock exams is used as a basis to assessing the likely final grade that will be achieved in the actual exams. Notification of the mock grade may be required by overseas universities as a basis for making provisional offers to applicants. SELF EVALUATION IN THE SCHOOLOngoing evaluation is regarded as crucial to maintaining a sense of dynamism and innovation in the school. It is important that the school is actively guided and led by its mission statement. Likewise, its values need to be manifest in its daily activities. Each year, therefore, the school as a whole and individual teachers in the classroom are asked to evaluate in these terms. In the following year, for example, an international outlook, and socio-economic awareness will be actively integrated into the context of the classroom, daily working practice, projects, theme events, and such like. Final evaluation at the end of the school year will reveal successes/failures, and suggest ways forward in planning for the following year. Self-evaluation needs to reach out to include an assessment of – and praise for - initiatives by students in the classroom, in the school as a whole and within the local community. In the same spirit, once a month a team meeting is called by the Principal to encourage a free exchange of views as regards the general atmosphere within the school premises. Students are represented at these meetings. SELF EVALUATION BY TEACHERS AND STUDENTSThe purpose of self-evaluation by teachers is develop their own skills and expertise in the classroom. The aim is to improve student performance and create an ever better working environment. It is a sound principle to reflect upon how far stated objectives were achieved at the end of each course – both from the point of view of students and the teacher. Providing opportunities for written feedback and a class discussion are probably the best ways to achieve this. Criteria for evaluation might include grades, student satisfaction, the number of absences and drop-out rate. Students are urged to set their own objectives and work towards achieving them in the same way as teachers. Self-evaluation is a part of good working practice that we all need to develop in our lives. Indeed, it may be apparent that teachers and students have quite different expectations – in which case an open discussion ought to help achieve a meeting of minds. It is obviously important that objectives are realistic and attainable |
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