BES Code of Behavior and Discipline Policy


To promote desirable student conduct and behavior, the school has adopted the behavioral standards in line with the Beijing Educational Bureau.


Beijing Enlighten School nurtures a climate in which all students act positively, irrespective of their academic abilities, to create an ethos where positive and considerate behavior becomes the norm.

北京市朝阳区致知学校致力于创建让所有的学生都能积极行动的学校氛围,创造一种 良好的校⻛,让积极和考虑周全的行为成为学校的规范,无论学生的学术能力如何。

Scope: 范围:

Essential elements of a school Code of Behaviour and Discipline of Beijing Enlighten School include the following:

  • Its context is the school community where mutual respect, co-operation, and the practice of humanistic values should be integral features.


  • It is in accordance with the rights and responsibilities of all the stakeholders’ concerned management, educators, students, parents, and support staff.



  • Its standards permeate all the school phases and create a sense of social cohesion within it.



Responsibilities: 职责:

Managerial Responsibility: 管理层职责:

• The school management is responsible for ensuring that a fair and effective Code of Behaviour and Discipline that includes rules, ways of encouraging and affirming student efforts, rewards, penalties, and implementation procedures, be developed and implemented with the participation of all the stakeholders of the institution.

学校管理层负责确保在学校所有利益相关者的参与下,制定和实施公平有效的 行为和纪律准则,包括鼓励和肯定学生的努力、奖励、惩罚的规则、方式和实 施流程。

Staff Responsibility 员工职责:

• Staff will take every opportunity to raise students’ awareness and understanding of the many issues related to behavior and discipline through effective use of Student Council, Morality Education, PE, and an all- pervading strand of social and moral life.员工将利用每一个机会,通过学生会、思想道德教育、体育及广泛的社会和道 德生活,提高学生对许多行为和纪律问题的认识和理解。

• School staff should consider themselves responsible at all times for the behavior of students within sight or sound of them and should respond promptly and firmly to any instances of unacceptable behavior.学校员工应时刻为他们所看到或听到的学生的行为负责,并应对任何不可接受 的行为作出迅速和坚决的回应。

Parental Responsibility 家长职责:

• Parents should provide a conducive home environment as it plays a crucial role in shaping attitudes that produce good behavior in schools. Therefore, it is important that parents be aware of the aims, values, and the nature of expected behavior of the school. 家⻓应提供一个良好的家庭环境,因为它在孩子在学校形成良好行为和态度方 面起着至关重要的作用。

Student Responsibility: 学生职责:

• Students should apply themselves to the learning and application of real-life- enhancing skills such as self-control, conflict management, problem-solving, decision-making, and effective intra- /inter-personal communication. They should also learn to appreciate that offensive behavior has consequences

and that good behavior shapes the desired community environment. 学生应 致力于学习及应用提高实际生活能力的技能,例如自我控制、冲突管理、解决 问题、决策及有效的人际沟通。他们还应该学会理解攻击性的行为的后果,以 及良好的行为能塑造理想的社区环境。

Attitudes and Behaviour:
The cornerstones of standards of students’ behavior are: 学生行为标准的基石是:

  • -  respect for oneself, 尊重自我,

  • -  respect for others, 尊重他人,

  • -  respect for the school and local community, 尊重学校和当地社区,

  • -  and respect for the environment. 尊重环境.

    Beijing Enlighten School strives to offer all its students a hazard-free and emotionally safe environment in which they can achieve their full academic and personal potential. In order for schools to achieve this objective, the responsibilities of students and parents include:

    北京市朝阳区致知学校努力为所有的学生提供一个没有危险和情感安全的环境,在这 里他们可以充分发挥他们的学术和个人潜力。为了使学校达到这一目标,学生和家⻓ 的责任包括:

• Abiding by the school’s behavior policy. This policy will cover the expected code of behavior during the school timings, during extra-curricular activities, on school buses, during school trips, and students’ participation in social media forums.

遵守学校的行为准则。这一政策将涵盖在校时间、课外活动、校⻋、研学活动 和学生参与社交媒体讨论等活动中期望的行为准则。

• Ensuring the student understands the school’s expectations and possible consequences that may arise due to a breach of the behavior code.


The school has a zero-tolerance for bullying in all its forms.


- Bullying is the intentional and deliberate intimidation of another person through emotional, physical, psychological, and/or cyber means. Instances of proven and intentional bullying may result in immediate suspension of the aggressor from the school.

霸凌是指通过情感、身体、心理和/或网络手段对他人进行有意和蓄意的恐吓。经过证 实的和故意的霸凌行为可能会导致攻击者立即被学校停课。

The matters will be referred to Educational Bureau for ratification depending on its severity.


Aligned with the above, the school will not tolerate any form of defamation or intentional harm practiced through social media forums.


  • Parents and students in all grade levels using any social media forum must, at all times, demonstrate respect for the members of the school community (including all students and personnel);



  • Parents and students must not breach confidentiality, defame or make

    threats to any person in the school community。 家⻓和学生不得违反保密规定,不得诽谤或威胁学校社区的任何人;

    Instances of proven and intentional breach of the above will result in sanctions that may include suspension from the school.



Unacceptable Behavior: 不可接受的行为:

Given that students have a right to be in an orderly and safe learning environment, they are expected to behave, both inside the school premises and on school buses, in a friendly and orderly manner and to show respect for all persons and property.

鉴于学生有权在一个有秩序和安全的学习环境中学习,因此无论在校内还是在校⻋ 上,学生都应表现出友好和有秩序的举止,并尊重所有人和财产。

Unacceptable behavior in such contexts includes repeatedly disrupting the class, shouting, leaving the class without authorization, showing disrespect for teachers and other students, fighting, using inappropriate language, playing rough, behaving disrespectfully with others, throwing objects at others, bullying someone and indulging in acts of vandalism.

不可接受的行为包括反复扰乱课堂、大喊大叫、擅自离开课堂、对老师和其他学生不 尊重、打架、使用不当语言、粗暴行为、对他人不尊重、向他人投掷物品、欺负别 人,肆意破坏行为。

Bullying and Interpersonal Abuse:


All students have a right to learn in a safe environment without fear. Bullying can undermine and even prevent students from progressing academically and socially, and it can have lifelong negative consequences for both the victim and the bully. We, therefore, have zero tolerance for bullying.

所有学生都有权利没有恐惧地在安全的环境中学习。霸凌会破坏甚至阻止学生在学业 和社交方面的进步,对受害者和霸凌者都可能产生终生的负面影响。因此,我们对霸 凌行为绝不姑息。

All students involved in bullying will be disciplined and receive appropriate counseling and support from the school, whether the bullying is physical, social, conducted in cyberspace, or verbal.

无论霸凌是身体上的、社交上的、在网络空间中进行的,还是口头上的,所有参与霸 凌的学生都将受到纪律处分,并从学校获得适当的心理辅导和咨询。

The school has zero-tolerance for Cyberbullying and media misuse for defamation purposes.



Assemblies: 集会:

Assemblies are an essential communication tool. The goal of a successful assembly is to contribute to the development and maintenance of a quality environment for all students that will enable them to enjoy their daily collective experience.

集会是重要的沟通工具。成功集会的目标是为所有学生提供一个高质量的环境,使他 们能够享受日常的集体体验。


Travel on School Buses: 乘坐校⻋:

While traveling on a school bus, students must behave in an orderly and respectful manner.



Changing Classes between Lessons: 课间换班:

When it is necessary to move between lessons, this should be done quickly and quietly. No lingering should be allowed. Where a system of student-based classes is in use, teachers and class leaders or prefects should ensure that the class group is not left unsupervised for an unreasonable length of time. Students are expected to abide by school rules.

当需要课间进行换班时,应该迅速而安静地完成。不允许逗留。在实施以学生为基础 的班级制度时,教师和班组⻓或年级组⻓应确保班级学生不会在不合理的时间段内无 人监督。学生应遵守校规。


Organized Excursions: 有组织的外出:

Educational visits, field trips, and seminars are authorized and may be taken as an extension of the classroom to contribute to the achievement of the school’s educational goals. Students are expected to attend these activities. While on such excursions, students are to consider themselves as guests and ambassadors of their school. Students must treat teachers, helpers, and guides with respect and courtesy. Schools are required to notify parents and obtain their written consent in advance.

被学校批准的教育访问活动、研学和研讨会等被视为课堂的延伸,旨在实现学校教育 的目标。学生应参加这些活动。在这样的短途外出中,学生应该把自己视为到访地的 客人和学校的大使。学生必须尊重、礼貌地对待老师、帮助他们的人和向导。学校须 事先通知家⻓,并取得他们的书面同意。


Property: 财产:

Students are expected to respect such school property as furniture, buildings, books, materials, and equipment. Students have an important role in ensuring that the physical environment is kept clean and attractive.

学生应尊重学校的财产,如家具、建筑物、书籍、材料和设备。学生在确保所处环境 保持清洁和令人愉悦方面,扮演着重要的⻆色。


Break time: 课间休息:

Students are expected to leave the classrooms during the break and keep the school premises eco-friendly by disposing of the garbage appropriately.



Lockers: 储物柜:

Where lockers are available, they are the property of the school. Students should use the lockers assigned to them solely for storing their school materials and personal items necessary for school attendance. It shall be the responsibility of each student to keep the assigned locker clean and undamaged. Items found in students’ lockers in violation of school policies, rules, and regulations are to be confiscated.

储物柜属于学校财产。学生应使用指定的储物柜,只供存放在校时的学校资料及所需 的个人物品。每个学生有责任保持自己储物柜的清洁和完好。如在学生的储物柜中发 现有违反学校政策、规章制度的物品将被没收。


Behavior in Common Areas: 在公共区域的行为:

While in the library, in the laboratories, study areas, canteen, grounds, and other common areas, students are expected to behave well as they would in class. Standards of behavior and hygiene in toilets must be ensured.

在图书馆、实验室、学习区域、⻝堂、操场和其他公共区域,学生应像在课堂上一样 举止得体。学生在卫生间必须确保行为标准和保持卫生间的卫生。


Behavior and Sanctions: 行为和处分:

A clear school behavior policy, consistently and fairly applied, underpins effective education. School staff, pupils, and parents should all be clear of the high standards of behavior expected of all pupils at all times.

一个清晰明确的学校行为政策,在学校持续和公平的执行,是有效教育的基础。学校 的员工、学生和家⻓都应该清楚所有学生在任何时候都应该有高标准的行为。


Parent Code of Conduct: 家⻓行为准则:

To support a peaceful and safe school environment, the school cannot tolerate parents, guardians, and visitors exhibiting the following:

为了营造一个和平及安全的校园环境,学校不支持家⻓、监护人及访客在校内进行下 列活动:

  • Disruptive behavior interferes or threatens to interfere with the operation of a classroom, an employee’s office, office area, reception, or any other area of the school grounds.

    破坏性的行为干扰或威胁教室、员工办公室、办公区、接待区或学校其他区域的 运行。

  • Using loud/offensive language, swearing, cursing, using profane language, or displaying temper.


  • Abusive or threatening e-mails, phone calls, or other written communication.


  • Defamatory, offensive, or derogatory comments regarding the school or any of the students/parent/staff on social sites.


  • Any concerns you may have about the school must be made through the

    appropriate channels by speaking to the Heads of School, Principals, so they can be dealt with fairly, appropriately, and effectively for all concerned.

    对学校的任何问题,都必须通过适当的渠道向学校的总校⻓和学部校⻓提出,以 便他们能公平、适当和有效地处理。

    Should any of the above behavior occur on school premises, the school may feel it is necessary to contact the appropriate authorities and, if necessary, even suspend the offending adult from entering the school grounds.

    如果上述任何一种行为发生在学校,学校将联系有关部⻔,在必要的情况下,甚至可 以禁止有此种行为的成人进入学校。

    The school has the right to refuse re-enrollment of the child whose parent has been disrespectful to the School Authorities and Staff in spite of receiving repeated warnings.


如果家⻓在收到多次警告后,对学校和教职员仍有不尊重的行为,学校有权拒绝该家 庭孩子的重新入学。

Managing Inappropriate Behaviour: 管理不当行为:

A Stepped Approach: 阶梯式方法:

BES has a range of options and rewards to reinforce and praise good behavior. These will be proportionate and fair responses that may vary according to the age of the pupils and any other special circumstances that affect the pupil.

北京市朝阳区致知学校有一系列的方法和奖励措施来加强和表扬良好的行为。这些适 当和公平的措施将根据学生的年龄和任何影响学生的特殊情况而有所不同。

When poor behavior is identified, sanctions should be implemented consistently and fairly in line with the behavior policy. We have a level of measures clearly communicated to school staff, pupils and parents.

当学校发现不良行为,将按照行为政策公平地进行处置。我们已向学校员工、学生和 家⻓明确传达了相应措施。

These can include: 措施包括:

  • First Warning is filling an Incident Report 第一次警告为出具事件报告

  • Second Warning is a written warning 第二次警告为书面警告

  • Third Warning is again a written warning, and the student is referred to the counselor


  • Fourth Warning is Suspension from school 第四次警告将从学校停课

  • The Last Step in extreme cases is communicating to the family about the need of a tutor allocated to the specific child and provided by the family or even for the need of finding another school.

    在极端情况下,最后一步是与家⻓沟通,告知他们需要安排一名家庭教师陪同 孩子,并由家⻓自行提供,甚至需要为孩子另找一所学校。


Suspension Examples of Inappropriate Behavior 因不当行为而停课的范例* 1-day examples 3-days examples 5-days examples



Swear words repeatedly shared in the school context


Swear words and bad language towards others in the school context


Swear words, bad language, insults and provocative behavior towards others

学校环境对他人使用脏 话、冒犯性语言,侮辱和 挑衅行为

Violent/aggressive behavior towards things


Violent/aggressive behavior towards others


Violent/aggressive behavior affecting others physically and/or psychologically

暴力/侵犯性行为对他人的 身体/心理带来影响

Taking others’ property without consent


Stealing objects


Perpetrating theft


Bullying/cyber bullying behaviors present


Bullying/cyber bullying behaviors impacting others

霸凌/网络霸凌行为影响他 人

Bullying/cyber bullying behaviors impacting others and the school as an organization

霸凌/网络霸凌行为影响他 人和学校

*Other examples of inappropriate behavior may be applied to the specific context and situation.


Through all the steps, parents will be kept updated by the relevant teachers or staff members about how to support the students at home and how to create a rigorous educational connection between family and school.

其中所有步骤,相关的老师或学校员工会随时通知家⻓如何在家支持学生,以及如何 在家庭和学校之间建立缜密的教育联系。


Rewarding Good Behaviour: 奖励良好行为:

Accentuating the Positive: 强调积极方面:

Rewarding good behavior addresses two important aims of the school: 奖励良好的行为体现了学校的两个重要目标:

  • To develop a Rights and Responsibilities Approach in our students to ensure that they develop into responsible world citizens.


  • Build Team Spirit-Together Everyone Achieves More ensures that a larger scope of the student body is acknowledged for their good work.

    建立团队精神,团结一致,人人争创佳绩,确保更大范围的学生群体因他们的 优秀行为而得到认可。

    In order to promote the best code of conduct to enhance academic progress, a deserving student will be chosen from each year group every month for “The BES Student of the Month” Award.

    为了推动最佳行为规范,促进学习进步,每个月都会从各年级中选出一名优秀的学 生,获得“北京致知学校月度最佳学生”奖。

    A “Merit Chart” through Toddle or Managebac systems will be used by the teachers to keep track of the students’ behavior and additional achievements.

    通过Toddle或Managebac系统,教师将使用“成绩表”来跟踪学生的行为和额外获得的 成就。

    The below-mentioned categories are outlines for students to be consistently aware of:

  • Respect for others 尊重他人

  • Personal cleanliness and hygiene 个人清洁卫生

  • Discipline-School/Bus/Playground/Outing 遵守纪律-学校/校⻋/操场/外出

  • Respect for school property



• Neatness and timely submission of assignments 作业的整洁和及时提交

• Punctuality 准时

• Endeavor 努力

Policy Reviewed by Faculty on the 18th of February 2022. 2022年2月18日此政策由教学员工审核

Approved by SLT on the 7th of March 2022. 2022年3月7日由高级管理团队批准

The policy will come into effect and be implemented from March 15th, 2022. The school principals' committee reserves the rights for final explanation and future updates. 该政策自2022年3月15日开始生效并执行,学校校长委员会负责解释并有权更新。



Language Policy Beijing Enlighten School


Mission, Vision, and Value

Mission: Committed to the development of thoughtful learners and caring global stewards, within a community that is a model for the future in which we all live and grow in harmony.

Vision: A vibrant learning community, blending and balancing wisdom, beauty and culture of East and West.

Values: Cultivate oneself and others; unity of thought and action; be honest with oneself and others

The IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Language Philosophy

At Beijing Enlighten School (BES), all teachers are language teachers. This philosophy aligns with the IB’s aims and mission. Since language is essential to the development of the whole child, the school is responsible for supporting the students’ language development – and learning through languages – during this process. Students at BES can effectively use their speaking and writing skills to express themselves, finish their schoolwork, and work on projects in or outside of school.

To achieve these aims, reading must be a key part of the learning process. BES will supply rich reading resources at the appropriate language level for each student. “Learning language is ongoing and further fostered through reading.”1 Within the context of the Primary Years Programme (MYP), Middle Years Programme (MYP), and Diploma Programme (DP), students concurrently develop cognitive academic language proficiency2 and the ATL skills, thus intimately linking language and the learning process.

BES encourages students to learn and use their home and family language(s), and other languages, both within the school environment and outside of school. In line with the school mission and vision, we recognize the importance of cultural understanding that fosters global understanding and respect for the world. Since home and family language is a central part of students’ identity awareness, we are committed to multilingualism as a way for students to be internationally-minded.

Language and Culture

International-mindedness is an important part of learning at BES. We also recognize the importance of cultural identity. We strive to create an atmosphere where all languages and cultures are celebrated through events like:

  • Chinese New Year

  • International Day

  • Music and Art concerts and festivals

  • Family events

    The Parent-Teacher Association (PTA) is a strong promoter and supporter of community events which promote cultural awareness. We recognize that the school community is an invaluable resource especially for language support. The school will provide the necessary services and materials to ensure that a multilingual environment is fostered and supported.

    Language Profile

    Types of language learners at BES

  • Home and family language Chinese (90%): most of the students at BES. In general, these students are enrolled in BES because parents want them to have a strong cultural identity and fluency in Chinese while acquiring English as an academic language.

  • Home and family language English (8%): Currently, all these students are teachers’ children.

  • Other languages: These students come from a variety of other countries.


School Language Policies

Languages of learning and teaching

As students move up in school, the focus on English as an academic language increases. Chinese Language courses will use the PYP, MYP, and DP as the curriculum framework and, where beneficial, be informed by the Chinese National Curriculum.

Early Childhood Center

Students spend around 50% of their learning time in Chinese and 50% in English. There are English and Chinese teachers assigned to each class who collaborate to ensure cohesiveness of learning.

Elementary School/PYP

Students in the Elementary School (ES) spend around 50% of their learning time in Chinese and 50% in English. Subjects taught in Chinese are:

  • Chinese Language or Chinese Language Acquisition

  • Calligraphy

  • Chinese culture

    Subjects taught in both Chinese and English are:

  • Math

  • Science

  • Social studies

  • ICT

  • Arts

  • Physical Education (PE)

    Middle School/MYP

    Students in the Middle School (MS) spend around 35% of their learning time in Chinese and 65% in English. Subjects taught in Chinese are:

  • Chinese Language and Literature

  • Chinese Language Acquisition

  • Chinese Morality


Subjects taught in both Chinese and English are:

  • Math

  • Individuals and Societies

  • Science

  • PE

  • Visual Arts

    All other subjects are taught in English.

    As the school grows the option for offering an additional world languages for MS students will be explored as well as an adaptive policy with respect to home and family language support.

    High School/DP

    Students in High School (HS) will follow all requirements of the DP program. In general, most subjects will be taught in English, as most of the culminating exams and assessments will be administered in English.


    BES admits students based on previous school records as well as the oral and written language assessments. (Exception: Kindergarten or Grade 1 students are not required to take written assessments.) The school will place students in either Language Acquisition or Language and Literature based on the admissions test scores. We monitor students’ progress regularly with the intent of flexibility in class allocation.

    BES tries to ensure that all students admitted to the school have sufficient language proficiency to be successful. Please see the Admissions Policy for further details.

    Language Assessment

    During the admissions process, a student’s language proficiency is assessed through written and listening tests as well as an oral interview. The ES and MS currently use MAP data to assess students’ English language development and to group students accordingly for instructional purposes.

    Language Support

    Home & Family Language - Chinese

    In addition to the subjects taught in Chinese, students engage in a variety of activities that showcase and promote their language and culture. Some examples are:

  • Chinese traditional festivals/celebrations

  • Speech and poetry showcases

  • After-school activities

  • Field trips

    Home & Family Language - English

    In addition to the subjects taught in English, students engage in a variety of activities that showcase and promote their language and culture. Some examples are:

  • Cultural festivals (e.g., Halloween)

  • Speech and poetry showcases

  • After-school activities

    Chinese Language Acquisition

    Starting in Grade 1, students in the PYP whose home and family language(s) do not include Chinese must take Chinese as a Second Language (CSL). In the MYP, students who do not demonstrate sufficient proficiency to access the Language and Literature curriculum will enroll in Chinese Language Acquisition.

    English Language Acquisition in the PYP

    Support for PYP students is given in form of English as a Second Language (ESOL) classes, which can be either push-in or pull-out.

    English Language Acquisition in the MYP

    Students who do not demonstrate sufficient proficiency to access the Language and Literature curriculum will enroll in English Language Acquisition. Over the five-year MYP, increasing emphasis will be placed on learning English, in order to adequately prepare students for the language of instruction in the DP.

    English Language Acquisition in the DP

    Students choose their most fluent language for their "Language A" requirement and their next most fluent language for their "Language B" requirement. Typically, these will be English and Chinese but could include other languages as the school grows. The school will offer other languages via online platforms if required. Students will have the option to choose two "Language A" subjects to obtain a Bilingual Diploma. Depending on the specific home and family languages of our student population, and their prior learning experiences, the school may offer ab initio language classes to meet their learning needs.


Language in Context

In addition to specific MYP language courses in Chinese and English, MS students take Mathematics, Science, and Individuals and Societies in both Chinese and English.

Support for Beginning Language Learners

For students that have difficulty accessing the curriculum due to language skills or learning difficulties, individual education plans (IEPs) will be established in consultation with the student and family. Please see the Inclusion Policy for more information.


BES wants parents to feel included in school activities and events. School communication to the parents uses both English and Chinese. All school meetings with parents are bilingual (Chinese and English). Additionally, school media is bilingually presented (Chinese and English). As the school grows, the school may offer translation support for parents in other languages, based on the needs of the parents.


The school acknowledges that all students need support in their mother tongue or home and family language. While the school may not offer classes in every student's mother tongue, the school will offer support for mother tongue language development. This support could include after-school activities, enrichment programs, or services from out-of-school providers.

Professional Development

The teaching staff and Pedagogical Leadership Team have identified a need for ongoing professional development (PD) in language acquisition and teaching strategies for language learners. PD could include internal and external speakers, workshops for staff and parents, or online training.

Since all teachers (including the Librarian) at BES are language teachers, one of the responsibilities of the Head of English is to support teachers in building academic vocabulary and language strategies in the subject areas. The Head of English will coordinate PD training in strategies such as Robert Marzano’s “Six-Step Process.”

Language Resources

BES is currently adding to its library collection (both print and digital materials) to include languages other than Chinese and English. The administration and the Librarian aim to ensure that the collection reflects the diversity of languages present in our school. In addition, all teaching staff, students, and parents are encouraged to suggest additions to the library collection that will facilitate language learning.

The school has language acquisition resources that support English Language Learners along the continuum of emergent learners to proficient learners. These resources address the needs of students in a multilingual school environment and cover language needs across the curriculum.

Roles and Responsibilities

The BES Language Policy is formally evaluated and reviewed by the teaching staff and the Pedagogical Leadership Team (PLT) each year. During the annual review process, the school will evaluate its current language profile and teaching practices, such that the needs of the school community, and government regulations, are being met.

As the school grows, interested students, parents, and other community members will join program coordinators, librarians, and administrators to form the Language Policy Steering Committee (LPSC). The LPSC will gather, organize, and communicate the views of the school community at least annually. This data may be gathered in a variety of ways (e.g., surveys, informal discussions, interviews) from students and members of the school community. The finding of the LPSC will drive the reflections, and revisions, of the BES Language Policy.

Works Cited

1 Learning in a language other than mother tongue in IB programmes. International Baccalaureate, 2008.

2 Language and learning in IB programmes. International Baccalaureate, 2012.



Inclusion Policy

Beijing Enlighten School (BES) Mission, Vision, and Values

Mission: Committed to the development of thoughtful learners and caring global stewards, within a community that is a model for the future in which we all live and grow in harmony.

Vision: a vibrant learning community, blending and balancing the wisdom, beauty, and culture of the East and West

Values: Cultivate oneself and others; unity of thought and action; be honest with oneself and others

The IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Inclusion Philosophy & Aims

BES endeavors to create an environment in which all students feel accepted and successful. Our school fosters a mindset that not only accepts individual differences but welcomes learning diversity as an opportunity to enrich the learning experience for everyone. We believe that all students deserve an education that will enable them to develop their full potential – academically, physically, intellectually, emotionally, socially, and creatively. The school strives to do this through the admissions process, advisory system, valuing cultural and linguistic differences, and offering many academic choices and after-school or enrichment programs.

BES considers specific, proactive inclusion practices for students if they have significant difficulties in learning compared to most students in their age group. This may be due to a cognitive or learning difficulty, emotional or behavioral difficulty, or physical or sensory difficulty.

The aims of this policy are to:

  • recognize students’ individual learning needs

  • support all learners in accessing the full curriculum

  • help students to feel, and be, successful

  • encourage each student to reach their potential

  • find ways to overcome barriers to learning

  • meet the learning needs of each student

  • take reasonable steps to include all students in all aspects of school life


    BES uses the following procedures to fulfil the aims of this policy.

    Students of concern – program entrance

    The school uses the following procedures to identify and take appropriate action for students of concern.

  1. Subject teachers or homeroom teachers identify students who may require learning support. These teachers inform the Social-Emotional Learning (SEL) Coach, their line managers, and the relevant program coordinator (i.e., the PYP, MYP, or DP Coordinators).

  2. The SEL Coach investigates whether a student is experiencing difficulties in their classes. When appropriate, a meeting is held between the parents, teachers, and the SEL Coach.

  3. Subsequently, the SEL Coach meets with the principals and relevant program coordinators, who may recommend specific actions and update the faculty on these actions where appropriate.

  4. If needed, the SEL Coach recommends that the student meet with the school psychologist or an outside educational psychologist for testing.

  5. Once the test results are available, the SEL Coach, principals, and program coordinators meet with the relevant teachers about the accommodations, modifications, or learning supports needed for the student. This team develops an individualized education plan (IEP).

  6. The SEL Coach meets with the parents to discuss the IEP before implementation and agree upon the final details of the plan.

  7. The teachers, SEL Coach, and program coordinators implement the IEP according to the final plan. The principals approve any required resources or materials needed for implementation of the plan.

  8. The SEL Coach, parents, and relevant teachers review the IEP every six months. The timing of this review may be adjusted to less or more often to meet the needs of the individual student. The IEP may be adapted depending on needs of the student and their specific goals.

Students of concern – program exit

The school uses the following procedures to transition students from an IEP to the standard learning practices.

  1. After one year, if a student no longer requires accommodations, modifications, or learning support, then the student and/or parents can apply to have the IEP reviewed.

  2. The principals, SEL Coach, relevant program coordinators, parents, and teachers will meet to review the needs the student and whether continuation or modification of the IEP is necessary.

  3. If all parties agree that the IEP is no longer required, the IEP is discontinued. During this meeting the length of time for the post-IEP monitoring process is decided.

  4. The SEL Coach periodically meets with the student and monitors their progress after the IEP is discontinued to ensure that the student is adjusting well to the standard learning practices.


BES provides several services within the school’s organizational structure to meet the needs of the student population, support the teachers and parents, and fulfil the aims of this policy.

SEL Coach

The SEL Coach provides a key service within the school community. Their responsibilities include:

  • providing support to students in identifying strategies to deal with academic and emotional needs

  • guiding teachers and program coordinators in finding the relevant ways to communicate to parents and students about the learning needs of children

  • organizing and leading workshops on emotional intelligence, social-emotional learning, and learning support strategies

  • leading individual meetings with parents about topics relevant to the families’ needs

  • creating a space for parents, students, and teachers to openly discuss matters

    related to diversity and inclusion

  • developing IEPs for students to be specifically supported in the classroom


    Teachers at BES provide the daily learning support and care for students. Teachers work with the SEL Coach, program coordinators, administrators, and parents to support learning diversity within the school. Teachers implement the IEP with support from the SEL Coach and program coordinators. The school provides IEP specific training, such as learning support strategies, social-emotional learning, and inclusions strategies. Please see the “Training” section of this document for more information.

    Program Coordinators

    The SEL Coach works with the PYP, MYP, and DP Coordinators to advise them on appropriate strategies to help students that need extra support. The SEL Coach and/or programs coordinators provide additional support to teachers, both inside and outside of the classroom, when necessary. During the elementary school or secondary school weekly meetings, program coordinators and/or the SEL coach provide coaching on learning support strategies for the teachers, as well as making provisions for planning time allocation.

    Schoolwide Enrichment Model Committee

    The Schoolwide Enrichment Model (SEM) Committee monitors the SEM program within the school. The SEM program supports talent development of all students, regardless of academic performance or learning diversity, by allowing students time to engage in student- led enrichment activities. The responsibilities of the SEM Committee include:

  • organizing and monitoring services to support the development of interest-based learning for all students in the school

  • collecting data and making decisions to support engagement, enjoyment, and enthusiasm during the enrichment activities

  • fostering a mentality of talent development across the school based on research and data analysis



BES provides opportunities to teachers and staff to attend both internal and external professional development (PD) training related to a variety of areas. Training may include, but is not limited to:

  • social-emotional learning through the RULER’s platform

  • inclusion strategies

  • communication strategies

  • International Baccalaureate official PD (virtual, online, or face-to-face)

  • child protection & safeguarding

  • giftedness & talent development Resources

    BES provides physical structures to support students with physical access needs. The south and north wings of the connected campus buildings have elevators and/or ramps that assist student mobility throughout the entire facility. Students who require access to elevators can get an electronic key code added to their student cards.

    While developing an IEP, certain materials or resources may be required for learning support, or separate areas for individual coaching and instruction. These resources will be determined based on the needs of the student and allocated accordingly. The office of the SEL Coach can also be used to provide a separate area for students that require any specialized interventions, such as a testing location for students who experience test anxiety.

    First Review by All Faculty on the 18th of August 2021 Final Review by Policy Committee on the 23rd of Sept 2021



Academic Integrity Policy

Beijing Enlighten School (BES) Mission, Vision, and Values

Mission: Committed to the development of thoughtful learners and caring global stewards, within a community that is a model for the future in which we all live and grow in harmony.

Vision: a vibrant learning community, blending and balancing the wisdom, beauty, and culture of the East and West

Values: Cultivate oneself and others; unity of thought and action; be honest with oneself and others

The IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Philosophy & Aims

At Beijing Enlighten School, integrity is a core value not only to students but to every member of our community. This embodies the IB Learner Profile qualities. All members of the BES community are committed to academic integrity in everything that is produced at the school.

“Academic honesty must be seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. It is influenced and shaped by a variety of factors including peer pressure, culture, parental expectations, role modelling and taught skills. Although it is probably easier to explain to students what constitutes academic dishonesty, with direct reference to plagiarism, collusion and cheating in examinations, whenever possible the topic must be treated in a positive way, stressing the benefits of properly conducted academic research and a respect for the integrity of all forms of student work in the MYP.”1

By following this policy, BES students develop into principled learners who understand the need for original content and for all work to be carried out ethically. Students become lifelong learners and creators of content in a manner that exemplifies the IB aims and mission.

The school understands that developing academic integrity is a long-term process, and that discussion about this process must start in the Primary Years Programme (PYP). Within the PYP, students are expected to understand the need for academic integrity and will start to reference images and simple text. During the first three years of the Middle Years Programme (MYP), the school Librarian instructs students on the citation style developed by the Modern Language Association (MLA). MYP subject teachers reinforce the expectation that students reference quotes and other content they use in their work. By the fourth year of the MYP, students are expected to fully adhere to the academic integrity policy in all aspects of their work. By the time students enter the Diploma Programme (DP), they are proficient in demonstrating academic integrity. Extra support will be given to students depending on their language levels.

The school’s values emphasize students’ sound judgement and taking responsibility for their learning. As students will often be engaged in reading, independent study, research, and synthesizing their own writing and knowledge, academic integrity is an especially important issue. This policy was developed to promote an ethical academic culture.

Relevant Terms

To better clarify what constitutes academic integrity, authentic authorship, and academic misconduct, this section of the policy will define the terms used throughout the document.

A student demonstrating academic integrity will:

  • complete all work with their own thoughts and ideas (authentic authorship)

  • understand the definition of intellectual property as any creation of the human intellect encompassing, but not limited to printed academic works, literature, works of art and music, etc.

  • use proper citation format as directed by the school librarian

  • accurately cite information and ideas from resources used

  • work with other students collaboratively and recognize others’ contributions

    Examples of academic misconduct may include, but are not limited to:

  • using other’s information or ideas as their own (plagiarism)

  • using unauthorized resources, notes, or facilities during exams (cheating)

  • changing grades or answers after the fact to get better results or grades (forging)

  • changing or obliterating collected data

  • allowing someone else to present one’s work as their own (collusion)

  • reusing the same components from a different work assessment (duplication of work, or self-plagiarism)

  • purchasing of work done by a third party

  • selling of work or test materials to fellow peers or other students

  • using a quote to support information that is not true, not contained in the original source, or is misleading the reader (misquoting)

  • using translation software to auto-translate essays requested in a specific language

  • any other forms of plagiarism

    Role of the Library & Librarian

    The BES Librarian will collaborate with subject teachers on strategies for teaching academic integrity in classroom instruction and/or during scheduled information literacy sessions in the library. The school Librarian will provide instruction to students on how to use the citation tool available online and will provide students with research methods so that students can properly utilize resources. Clear guidelines on research skills and pathways will be accessible for students through the Padlet wall (https://padlet.com/stojanap/c9wb9fgjag5i) where documents, guides, links to tutorials on research skills and plagiarism will be curated and updated regularly.

    Within the context of the MYP and DP, the Librarian will hold specific sessions with students to develop students' ability to reference work using the MLA citation style. Collection of print resources on research skills will be available in the library. Posters with samples of the MLA style of citing various works will be displayed in the library and classrooms.

    Role of the School

    BES is committed to providing the faculty and staff with the environment and resources needed to develop a school culture focused on academic integrity. To this end, the school will:

  • provide relevant resources to check plagiarism with the school

  • train all staff on the school’s academic integrity policy

  • promote principled and ethical production of content

  • recruit experienced individuals to support and train staff and students on how to use the MLA citation style

  • periodically review policies and practices to maintain fairness and consistency

  • promote parent awareness

    Role of the Teachers

    Teachers are responsible for consistently guiding the students on the practices that embody academic integrity. Together with the students, teachers will practice the MLA citation style and provide timely feedback on ways to improve. Homeroom teachers will work closely with subject teachers to reinforce students’ awareness of the school philosophy and aims regarding academic integrity. Teachers demonstrate to students the academic integrity policy by citing source material for all presentations, images, and resources used in the classroom.

    Role of the Parents

    Parents provide an important role in reinforcing the idea that all BES students complete and submit authentic work. All parents sign a copy of this policy at the commencement of the school year and commit to encouraging their children to follow the school's academic integrity policy. Additionally, parents agree to work with the relevant principal during instances of academic misconduct.

    Role of the Students

    Students at BES must hold themselves to the highest standards of academic integrity. All parents and students will agree to, and sign a copy of, this policy at the commencement of the school year. By signing this policy, students agree that they will not engage in any form of academic misconduct. Students agree to:

  • demonstrate authentic authorship by only submitting their own work and ideas

  • carefully recognize and properly reference any intellectual property using the MLA

    citation style

  • have an authenticity report run on all final drafts of their Extended Essay (EE), Theory

    of Knowledge (TOK) Essay, or any other summative assessments as needed

    A viva voce will be used as a final authenticity check for EEs and the TOK essay but may also be used by other teachers to verify authenticity of any other assessment.


Reporting Academic Misconduct

If any member of staff has reason to believe academic misconduct has taken place, they report the incident details to the relevant program coordinator along with the evidence. The program coordinator records the incident in the school's information management system, Toddle. The program coordinator verifies the details and informs the relevant section principal. The section principal tracks this information and takes appropriate action.

Consequences for Academic Misconduct

Should a student commit any form of academic misconduct, there are a series of consequences to guide them towards making better decisions in the future.

  1. For the first offence, there will be a conference between the student, teacher, parent, and an administrator about the importance of academic integrity. The student will be allowed to redo the assignment after the conference.

  2. For the second offence, the student will receive reduced or no credit for the assignment. A second conference will be held between the student, teacher, parent, and an administrator. At the school’s discretion, the student will be placed on academic probation, during which the student may be excluded from some or all after school activities. Sanctions may be applied at the discretion of the principal.

  3. For the third offence, the student receives no credit for the assignment. The student will be suspended from school and may be removed from the relevant program.

Students who have been accused of academic misconduct will have the right to appeal. Evidence must be submitted to the program coordinator, and this will be analyzed and submitted to the relevant section principal for review.

Training and Resources

BES provides annual internal training the Academic Integrity Policy. The school Librarian offers at least one annual session to train faculty and staff on the MLA citation style. As the school grows, online or software resources, such as Turnitin (www.turnitin.com) may be used to assist with checking the authenticity of submitted work. BES offers the Padlet online resource tool for helping students with research. Toddle is used for recording student information.

Works Cited

1MYP: From principles into practice. International Baccalaureate, 2020. p. 77.



BES Child Protection Policy


An effective whole-school child safety and protection policy provides clear direction to staff and others about prevention of illness, prevention and treatment of sickness, the physical safety of children as also the expected behavior when dealing with child protection issues. An effective policy also makes explicit the school’s commitment to developing good practice and sound procedures. This ensures that child protection concerns, referrals, and monitoring may be handled sensitively, professionally, and in ways that support the child's needs. 有效的全校儿童安全和保护政策为工作人员和其他人提供了明确的指导,包括预防疾 病,预防和治疗疾病,儿童的人身安全以及处理儿童保护问题时的期望行为。有效的 政策还明确了学校对发展最佳实践和健全程序的承诺。这确保了可以敏感地、专业地 处理儿童保护问题,转介和监测,从而支持儿童的需求。

Beijing Enlighten School is committed to establishing and maintaining a safe and secure environment for all students; hence the school will: 北京市朝阳区致知学校致力于为所有学生建立和维护一个安全可靠的环境;因此学校 将:

  • Encourage children to talk and ensure that they are listened to, whilst remembering that unconditional confidentiality cannot be promised (it may be necessary to seek help from others for the child); 鼓励孩子说话,确保他们被倾听,同时记住不能承诺无条件保密(可能有必要 为孩子寻求他人的帮助);

  • Ensure children know that there are adults in the school who they can approach if they are worried; 确保孩子们知道如果他们有担心,学校里有成年人可以为他们提供帮助;)

  • Include opportunities throughout the curriculum, including ICT (e.g. online safety) and PE (health education), for children to develop the skills they need to recognize and stay safe from abuse (including online abuse).

通过课程设置,包括 ICT(例如:在线安全) 和 PE (健康教育)获得学习机会,让儿童发展他们识别和免受虐待(包括在线虐待)所需的技能。

• Ensure that all children are protected against all forms of negligence/exploitation, physical and psychological abuse

确保所有儿童都受到保护,免遭一切形式的疏忽/不当利用、身体和心理虐 待。

Aims 目标

This policy applies to all staff, governors, and volunteers working in the school. The policy has five main elements: 此政策适用于在学校工作的所有员工,董事会成员和志愿者。该政策有五个主要要 素。

  • Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children (police checks, reference and background check);

  • 确保我们的招聘工作流程,重视审查员工和志愿者是否适合与儿童一起工作 (包 括无犯罪记录证明、背景调查);

  • Raising awareness of child protection issues and equipping children with the skills needed to keep them safe;


  • Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse;

  • Supporting students who have been abused, in accordance with their agreed child protection plan;


  • Establishing a safe environment in which children can learn and develop 建立一个安全的环境,让孩子们可以学习和发展;


Policy Statement 政策声明



Child abuse


Refers to physical abuse, corporal punishment, emotional abuse, sexual abuse and also includes bullying, exploitation, and neglect. 指身体虐待,体罚,情感虐待,性虐待,还包括欺凌,剥削和忽视。

Physical Abuse


Is the deliberate physical injury to a student or the intentional neglectful failure to prevent physical injury or suffering. This may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of or deliberately induces illness in a child. (refer to appendix 1 for possible signs of physical abuse) 是故意对学生进行身体伤害或故意忽视未能防止身体伤害或痛苦。这可能涉及打、摇 晃、投掷、中毒、烧伤或烫伤、溺水、窒息或以其他方式对儿童造成身体伤害。当父 母或照顾者捏造儿童的症状或故意诱发儿童疾病时,也可能造成身体伤害。(有关身 体虐待的可能迹象,请参阅附录 1)

Corporal Punishment


A physical punishment inflicted on a child by a teacher or any adult in authority, such as the guardian, as a form of discipline and is considered as Physical Abuse. 教师或任何当权的成年人(如监护人)作为一种纪律形式而对儿童施加的体罚,被视 为身体虐待。


Emotional Abuse 情感虐待

It is the persistent emotional ill-treatment of a child such as to cause severe and persistent adverse effects to the child’s emotional development. It may involve conveying to children they are worthless, unloved, and inadequate or valued only in so far as they meet the needs of another person. It may cause the child to feel frightened, in danger, or to be exploited or corrupted. (refer to appendix 2 for possible signs of emotional abuse) 这是对儿童的持续性情感虐待,以致对儿童的情绪发展造成严重和持续的不利影响。 它可能涉及向儿童传达他们毫无价值,不被爱,不够好或只有在满足另一个人的需求 时才有价值。它可能让孩子感到害怕,处于危险之中,或被利用或伤害(有关精神虐 待的可能迹象,请参阅附录 2)

Sexual Abuse 性虐待

Involves but is not limited to forcing or enticing a child to take part in sexual activities, whether they are aware of what is happening. It may involve physical contact, penetrative or non-penetrative acts, and also includes children in looking at, or in the production of, sexual online images, watching sexual images, or encouraging children to behave in sexually inappropriate ways. (refer to appendix 3 for possible signs of sexual abuse) 涉及但不限于强迫或引诱儿童参加性活动,无论他们是否知道正在发生的事情。它可 能涉及身体接触、插入性或非插入性行为,还包括儿童观看或制作色情在线图像、观 看性图像或鼓励儿童不适当的性行为。(有关性虐待的可能迹象,请参阅附录 3)

Neglect 忽视

This is the persistent failure to meet a child’s basic physical and/or psychological needs, which is likely to result in serious impairment to their health and development. May involve a parent or carer failing to provide adequate food, shelter, clothing or a failure to protect from physical and emotional harm or danger, or allow access to medical care or treatment, provide education and regular school attendance and maintain personal hygiene. It may also include the neglect of, or

unresponsiveness to, a child’s basic emotional needs. (refer to appendix 4 for possible signs of neglect) 这是指持续未能满足儿童的基本身体和/或心理需求,这可能导致其健康和发育受到严 重损害。可能涉及父母或照顾者未能提供足够的食物,住所,衣服或未能保护免受身 心伤害或危险,或未能获得医疗护理或治疗,提供教育和定期上学并保持个人卫生。 它还可能包括疏忽或对孩子的基本情感需求的迟钝反应。(请参阅附录 4,了解可能 的疏忽迹象)

Data Confidentiality 数据保密

Case reports and student data are strictly confidential. The identities of the student subject to alleged abuse or neglect, the alleged perpetrator, and the person reporting the case must be kept confidential and will only be shared with authorized individuals/authorities. 病例报告和学生数据信息将严格保密。报告被虐待或忽视的学生,被指控的肇事者和 报告案件的人的身份必须保密,并且只会与授权的个人/机构共享。

Roles and Responsibilities 角色和职责

Staff in this school is well placed to observe possible signs of abuse in children. It is neither the role nor responsibility of those working with children in the school to assess, diagnose or investigate whether a child is at risk of or suffering harm or abuse. It is the responsibility of all staff to be aware of the need to report any concerns about a child to the Safeguarding Lead (Mr Michael Cascianelli) as a matter of priority or to one of the Designated Members of Staff (SLT Members). 学校的工作人员能够很好地观察儿童可能遭受虐待的迹象。在学校与儿童一起工作的 人既没有任务也没有责任来评估、诊断或调查儿童是否面临伤害或虐待的风险或遭受 伤害或虐待。所有工作人员都要知道且有责任有必要第一时间向儿童保护负责人 (Michael Cascianelli 先生)或指定工作人员之一(高层管理团队成员)报告有关儿 童的任何疑虑。

The Head of School and Principals will: 总校长和其他校长将:

• Comply with the provision of this policy 遵守本政策的规定

  • Ensure that procedures to prevent situations that could lead to the abuse or neglect of students are in place and understood by all staff and leaders 确保防止可能导致虐待或忽视学生的情况处理流程制定,并得到所有员工和领 导者的理解

  • Ensure that there is priority emphasis within the school on the protection of the students and for taking immediate actions where there is concern of cases of student abuse or neglect. 确保学校内部优先强调保护学生,并在有学生虐待或忽视的担忧情况下立即采 取行动

  • Ensure that the students can safely report their concerns about abuse and/or neglect without fear of retribution or punishment 确保学生可以安全地报告他们对虐待和/或忽视的担忧,而不必担心受到报复或 惩罚

  • Ensure that the staff and others can safely report their concern about the potential exposure of any student to abuse and/or neglect 确保教职员工和其他人可以安全地报告他们对任何学生可能遭受虐待和/或忽视 的担忧

  • Ensure that all staff and administrators targeted for child protection training are fully attend and participate in all training sessions. 确保所有工作人员和管理人员参加针对儿童保护的所有培训课程

  • All Staff have completed a Child Protection and Safeguarding Introduction training 所有员工都已完成儿童保护和安全防卫介绍培训

    The SEN COORDINATOR (if in place) or the SLT will: 特殊教育需求协调员(如果到位)或 高级管理团队将:

  • Ensure that the school has a child protection policy and procedures in place, and the policy is made available to Parents on request. 确保学校有适当的儿童保护政策和程序,并根据要求向家长提供该政策

  • The school operates safe recruitment practices, including appropriate use of references and checks on new staff. 学校实行安全的招聘流程,包括对新员工进行背景调查

  • There are procedures for dealing with allegations of abuse against members of staff. 有处理针对被指控有虐待行为的工作人员的程序

  • Responsibility for dealing with child protection (the “Safeguarding Lead”) 负责处理儿童保护("儿童保护指定负责人")

  • The Principals and all other staff who work with children undertake appropriate training as part of their induction of the school’s arrangements for child protection and their responsibilities. 校长和所有其他与儿童在一起的工作人员接受适当的培训,作为他们因承担学 校儿童保护责任而必要的入职培训中的一部分。

  • Policies and procedures are reviewed annually 每年审查政策和流程

    Senior Leadership Team will ensure the following: 高级领导团队将确保做到如下:

  • Make sure all staff know about the procedures relating to child protection. 确保所有员工都了解与儿童保护有关的流程。

  • Ensure the supervision of students at all times while in school’s care. 确保学生在学校期间始终有监管。

  • Ensure that all staff is clear about their responsibilities within the child protection procedures. 确保所有工作人员都清楚自己在儿童保护流程中的责任。

  • Make sure that all staff knows that the designated teacher should be informed about any suspicions or allegations of abuse. 确保所有工作人员都知道任何涉嫌虐待的怀疑或指控应告知指定的教师。

  • Attend relevant Child Protection training. 参加相关的儿童保护培训。

  • Keep all records up to date. 所有记录保持及时最新。

  • Advise staff in cases of uncertainly and give informed advice and guidance to new staff.


  • Consider, in conjunction with the Head of School, at what point to involve parents/carers. 与校长一起讨论在什么时候让家长/监护者参与进来

  • Contact and Liaise with other relevant agencies. 与其他相关机构联系并联络

  • Be supportive to those members of staff to whom students have made disclosures. 支持学生向其披露信息的教职员工

  • Be active in supporting the Child Protection Plan. 积极支持儿童保护计划。

    The Role of All Staff 全体员工的角色

  • Report all suspected cases of abuse and/or neglect inside and outside the

    school upon immediate discovery 立即报告学校内外所有疑似虐待和/或忽视案件

  • All staff will be alert to signs of abuse and will act upon any concerns or

    suspicions. Observations/comments should be recorded (e.g. write a brief note in your laptop) and immediately communicated to the SLT or Safeguarding Lead (Mr Michael Cascianelli) 所有员工都将对虐待迹象保持警惕,并将对任何疑虑或怀疑采取行动。观察/评 论应该被记录下来(例如,在你的笔记本电脑上写一个简短的笔记),并立即 传达给高级管理团队或保护负责人(Michael Cascianelli 先生)

  • Supervise students at all times while in school care. 学生在学校期间,将得到全程监管

  • All staff, including the SENCO and SLT, will attend and participate in child protection training. 所有工作人员,包括特殊教育需求协调员和高级管理团队, 都将参加儿童保 护培训。

  • All staff will respect confidentiality and share information on a need-to-know basis. 所有员工都将尊重保密原则,并在必要时了解相关信息。

  • All staff will understand this policy to address suspected or alleged student

    abuse or Neglect cases. 所有员工都将了解此政策,以解决涉嫌或被指控的虐待或忽视学生的案件。


Parents/Legal Guardians will: 父母/法定监护人将:

  • Cooperate with the school administration and staff to answer all queries related to the student’s behavior and respond to the school’s feedback
    and guidance 配合学校管理人员及员工解答与学生行为有关的所有疑问,并回应学校的反馈 和指导

  • Attend all scheduled meetings 参加所有已安排的会议

  • Communicate any concern or observed changes in their child’s behavior to the school authorities.

    Key procedures to follow if abuse is suspected or observed:


    Staff in charge of children or young people should know what to do if they suspect that someone is physically or sexually abused or if someone tells them that this is happening. The following key points give a guide on what to do and what not to do: 负责儿童或青少年的工作人员应该知道,如果他们怀疑有人受到身体或性虐待,或者 有人告诉他们这种情况正在发生,该怎么办。以下关键点提供了有关该做什么和不该 做什么的指南:

  • Always stop and listen straight away to someone who wants to tell you about incidents or suspicions of abuse. 立即停下来并倾听想要告诉您有关虐待事件或怀疑。

  • Write brief notes of what they are telling you while they are speaking (these may help later if you have to remember exactly what was said) – and keep your original notes, however rough and even if you wrote on the back of something else (it’s what you wrote at the time that may be important later – not a tidier and improved version you wrote up afterward). If you don’t have the means to write at the time, make notes of what was said or observed as soon as possible afterward. 在他们说话时写下他们告诉你的简短笔记(如果你必须确切地记住所说的话, 这些笔记以后可能会有所帮助),并保持你的原始笔记,即使你写在其他东西 的背面(这是你当时写的东西,以后可能很重要 - 而不是你后来写的更整洁和 改进的版本)。如果你当时没有办法记笔记,请之后尽快记下所说的话或观察 到的事情。

  • Never make a promise that you will keep what is said confidential or secret – if you are told about abuse, you have a responsibility to tell the right people to get something done about it. If asked, explain that if you are going to be told something very important that needs to be sorted out, you will need to tell the people who can sort it out, but that you will only tell the people who absolutely have to know. 永远不要承诺你会对别人所说的话保密-如果你被告知有虐待,你有责任告诉合 适的人来做一些事情。如果被问到原因,请解释一下,你需要告诉那些可以解 决它的人,但你只会告诉那些绝对必须知道的人。

  • Do not ask leading questions that might give your own ideas of what might have happened (e.g., “did he do X to you?”) – just ask “what do you want to tell me?” or “is there anything else you want to say?”. 不要问引导性的问题,这些问题可能会让你自己对可能发生的事情产生想法 (例如,"他对你做了 X 吗?")——只要问"你想告诉我什么?"或者"你还有 什么想说的吗?"。

  • Immediately tell the person in charge of the group (unless they are themselves accused or suspected of abusing) – don’t tell other adults or young people what you have been told. 立即告诉相关负责人(除非他们自己被指控或涉嫌虐待),不要告诉其他成年 人或年轻人你被告知的事情。

  • Discuss with the person in charge whether any steps need to be taken to protect the person who has told you about the abuse (this may need to be discussed with the person who told you). 与负责人讨论是否需要采取任何措施来保护告诉您有关虐待行为的人(这可能 需要与告诉您的人讨论)。

  • Never attempt to carry out an investigation of suspected or alleged abuse by interviewing people etc. – Social Services and police staff are trained to do this – you could cause more damage and spoil possible criminal proceedings. It is your duty to refer concerns on, not investigate. 切勿试图通过采访人员等来对涉嫌或被指控的虐待行为进行调查 - 社会服务和 警察工作人员都接受过这方面的培训-一旦私自调查,您可能会造成更大的损害 并破坏可能的刑事诉讼。您有责任将问题进行报告,而不是进行调查。

  • As soon as possible (and certainly the same day), the person in charge should refer the matter to the SLT (helped by your notes). Follow their request about what to do next. They will set up any necessary investigations and advise you – that is their statutory job. 负责人应将尽快(当然是同一天)上报此事至高级管理团队(通过您的笔记帮 忙)。按照他们的要求,了解下一步该做什么。他们将进行任何必要的调查并 为您提供建议-这是他们的工作义务。

  • Never think abuse is impossible in your organization or group or that an accusation against someone you know well and trust is bound to be wrong. 永远不要认为虐待在你的组织或团体中是不可能的,或者对你熟悉和信任的人 的指控必然是错误的。

  • At times children and young adults (senior students) often disclose abuse to their peers. It should be ensured that students are aware of the Child Protection Policy. 有时,儿童和年轻人(高年级学生)经常向同龄人透露虐待行为。应确保学生 了解儿童保护政策。

    Important 重要

    These points are no substitute for the proper selection and training of adults trusted to look after children and young people or for the organizations/groups having their own clear “child protection” procedures for their particular setting. 即使有这些要点,也不能代替甄选和培训照顾儿童和青少年的成年人的过程,也不能 代替组织/团体根据其特定环境制定明确的"儿童保护"流程。


Appendices 附录

Appendix 1 附录1

Possible signs of physical abuse 可能的身体虐待迹象

Bruising especially: 特别是瘀伤:

  • Bruises on trunk 躯干上的瘀伤

  • Bruises on the upper arm, shoulders, neck consistent with gripping 上臂、肩膀、颈部的瘀伤与抓握一致

  • Fingertip bruising/finger marks. 指尖瘀伤/指痕。

  • Burns and scalds especially: 烧伤和特别的烫伤:

  • Cigarette burn 香烟灼伤

  • Burns are caused by lengthy exposure to heat. 烧伤是由长时间暴露在高温下引起的。

    Injuries or impressions: 受伤或受伤印记:

  • Human bite marks 人为咬痕

  • Fractures, particularly spiral fractures 骨折,尤其是脊柱骨折

  • Swelling and lack of normal use of limbs 肿胀和无法正常使用肢体

  • Any serious injury with no explanation or conflicting

    explanations/inconsistent accounts. 任何没有解释或相互矛盾的解释/不一致说法的严重伤害。

  • Untreated injuries. 未经治疗的损伤。 Behavioral observations 行为观察

  • Unusually fearful with adults 对成年人异常恐惧

  • Unnaturally compliant to parents 不自然地顺从父母

  • Refusal to discuss injuries/fear of medical help 拒绝讨论受伤/害怕医疗帮助

  • Withdrawal from physical contact 避免身体接触

  • Aggression toward others 对他人有攻击性

  • Wears cover-up clothing 穿遮盖的衣服

  • Neurotic behavior (such as rocking, hair-twisting, thumb sucking) 神经质行为


  • Self-mutilation 自残

  • Fear of parents being contacted 害怕联系父母

  • Extremes of passivity or aggression 极端的被动或攻击性

  • Drug/solvent abuse 药物/溶剂滥用

  • Running away 逃跑

  • Compulsive stealing, scavenging 强迫性偷窃、拾荒

    Appendix 2 附录2
    Possible signs of emotional abuse 情绪虐待的可能迹象

  • Physical, mental, and emotional development lags 身体、心理和情感发育滞 后

  • Acceptance of punishment which appears excessive 接受明显过分的惩罚

  • Over-reaction to mistakes 对错误反应过度

  • Continual self-deprecation 持续自弃

  • Sudden speech disorders 突发性言语障碍

  • Fear of new situations 对新情况的恐惧

  • Fear of making mistakes 害怕犯错误

  • Inappropriate emotional responses to painful situations. 对痛苦情况的不适当的情绪反应

  • Low self-esteem 低自尊

  • Self-harm 自我伤害

  • Neurotic behavior e.g. sulking, hair twisting, rocking 神经质行为,例如生闷气、扭头发、摇摆

    Appendix 3 附录3

    Possible signs of sexual abuse 可能的性虐待迹象

  • Unusual behavior which could be general or sexual 可能是一般或性方面的异 常行为

  • Physical indicators in the genital and anal areas 生殖器和肛门区域的身体信号

  • Discomfort when walking or sitting 走路或坐着时不适

    Appendix 4 附录4

    Possible indicators of neglect 可能的疏忽指示

    Behavioral Observations 行为观察

  • Constant hunger 持续的饥饿感

  • Constant tiredness 持续疲倦

  • Frequent lateness or non-attendance at school 经常迟到或不上学

  • Destructive tendencies 破坏性倾向

  • Low self-esteem 低自尊

  • Neurotic behavior 神经质行为

  • No social relationships 无社交

  • Running away 逃跑

  • Compulsive stealing or scavenging 强迫性偷窃或拾荒

  • Multiple accidents and accidental injuries. 多起事故和意外伤害

    Physical Observations 身体观察

  • Poor personal hygiene 个人卫生差

  • The poor state of clothing 不好的着装状态

  • Emaciation, potbelly, short stature 消瘦、大腹、身材矮小

  • Poor skin tone and hair tone 肤色和发色差

  • Untreated medical problems 未经治疗的医疗问题

    Consistency of Policy 政策的一致性

• This policy should be read alongside with other school policies 本政策应与学校其他政策一起阅读

Useful Contact Details:有用的联系方式:

Safeguarding Lead: Mr Michael Cascianelli – Phone: 6437 6181 or 80699102 ext. 218
儿童保护负责人 Michael Cascianelli 先生,电话:6437 6181 or 80699102 分机 218

Policy Reviewed by Faculty on the 18th of February 2022 此政策于 2022 年 2 月 18 日由全体员工审核
Approved by SLT on the 7th of March 2022. 此政策于 2022 年 3 月 7 日由高级管理团队审核

The policy will come into effect and be implemented from March 15th, 2022. The school principals' committee reserves the rights for final explanation and future updates. 该政策自2022年3月15日开始生效并执行,学校校长委员会负责解释并有权更新。



Assessment Policy 评估政策
Beijing Enlighten School (BES) Mission, Vision, and Values

Mission: Committed to the development of thoughtful learners and caring global stewards,

within a community that is a model for the future in which we all live and grow in harmony.

使命:致力于培养有思想的学习者和富有爱心的全球管理者,所在社区成为我们和谐生活与成 长的未来典范。

Vision: A vibrant learning community, blending and balancing wisdom, beauty and culture of East and West.

Values: Cultivate oneself and others; unity of thought and action; be honest with oneself and others


The IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

国际文凭组织(IB)使命宣言 国际文凭组织旨在培养勤学好问、知识渊博、富有爱心的年轻人,通过对多元文化的理解和尊重,为开创一个更美好、更和平的世界贡献力量。
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.


These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


Philosophy and Purpose of Assessment 评估的理念和目的

Assessment at Beijing Enlighten School is an integral part of planning, teaching, and learning. It involves a multidimensional approach that provides students, teachers, and parents with continuous feedback about students’ current levels of understanding, skills, and achievement. With this information, teachers can adapt their teaching practices to best meet student needs. At all levels, students take an active role in the process of assessment so that they become not only self-assessors but also self-adjustors.

北京致知学校的评估是计划、教学和学习的组成部分。评估将运用一种多元维度法,为学 生、教师和家长提供有关学生当前理解程度、技能和成就水平的持续反馈。有了这些信息,教 师可以调整他们的教学实践,以最佳方式满足学生需求。学生在评估过程中的各个层面上发挥 积极作用,从而不仅成为自我评估者,同样也成为自我调节者。

Principles of Assessment


Effective assessments allow students to: 有效的评估能让学生:

  • Share their learning and understanding with others 与他人分享自己的学习和理解

  • Demonstrate a range of knowledge, conceptual understanding, and skills 展示一系列知识、概念理解和技能

  • Use a range of learning styles, intelligences, and abilities to express their understanding 运用多种学习风格、智力和能力来表达他们的理解

  • Know and understand in advance the criteria for producing a quality product or performance 提前知道并理解产出优质成果或表现的标准

  • Be reflective and engage in both self-assessment and peer assessment 反思并参与自我评估和同伴评估

  • Learn in the context of real-life experiences that could lead to further inquiries 从现实生活经验中学习从而激发深入探究

  • Engage with global contexts and understand differing points of view 深入参与全球情境并理解不同观点

  • Analyze their learning, understand what needs to be improved and master the skills required to do so 分析他们的学习,了解需要改进的地方,并掌握所需技能

  • Demonstrate their own work, as reflected in the BES Academic Honesty Policy 遵守学术诚信政策的要求,展示自己的学习成果。

    Effective assessments allow teachers to: 有效的评估能让教师:

  • Assess student progress and achievement in specific learning objectives 评估学生在特定学习目标方面的进步和成就

  • Modify and extend every stage of the teaching and learning process 调整和拓展教学过程的每个阶段

  • Plan in response to student inquiries and interests 根据学生的探究问题和兴趣制定计划

  • Develop criteria descriptors for producing a quality product or performance 开发用于产出优质成果或表现的标准描述符

  • Gather evidence from which sound conclusions can be drawn 收集可以得出全面结论的证据

  • Provide evidence that can be effectively reported and understood by the whole school community 提供能被整个学校社区有效报告和理解的证据

  • Collaboratively review and reflect on student performance and progress 以合作的方式复审和反思学生的表现和进步

  • Consider a range of learning styles, intelligences, abilities, and different cultural contexts 考虑多种学习风格、智力、能力和不同的文化背景。

  • Assess student work analytically (separate scores for different aspects of the work) and holistically (single scores) for overall evaluation. 以分析的方式评估学生作业(对作业的不同方面单独评分)和整体评估(单个分数) 来进行总体评估。

• Assess their own practice and identify goals for improvement in an ongoing manner 评估他们自己的实践,并确定持续改进的目标

Effective assessments allow parents to: 有效的评估能让家长:

  • See evidence of their child’s learning and development 看到孩子学习和发展的证据

  • Develop an understanding of their child’s progress 了解孩子的进步

  • Provide opportunities to support and celebrate their child’s learning 提供支持和庆祝孩子学习的机会

  • Develop an understanding of the IB curriculum framework and aims of the program 了解 IB 课程框架和课程目标

  • Develop confidence about, and show support for, the teaching and learning taking place in the school

培养对学校教学的信心,并表示支持 Practices of Assessment


There are key differences in the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP) assessment systems to meet the needs of students at particular ages and stages of development and to meet the needs of higher education institutions around the world. There is a progression from wholly internal assessment in the PYP to externally assessed final exams in the DP.

为了满足特定年龄和发展阶段的学生需求,以及世界各地高等教育机构的需求,小学课程 (PYP)、中学课程(MYP)和文凭课程(DP)的评估体系存在重大差异。从 PYP 的完全内 部评估逐步外化,直到 DP 采用外部评估型期末考试。

Beijing Enlighten School provides inclusive assessment arrangements to any student with assessment access requirements, so that all students can demonstrate their knowledge, skills, and understanding of the criteria or objectives being assessed. BES is committed to providing assessment and learning experiences that support learning diversity within the school community. Please see the Inclusion Policy for more information.

北京致知学校为任何有评估准入要求的学生提供包容性评估设置,以便所有学生都能展示 其知识、技能以及对评估标准或目标的理解。我校致力于提供评估和学习经验,以支持学校社 区内的学习多样性。更多相关信息,请参阅包容政策。

Types of Assessment

All types of assessment provide “evidence” of learning and inform the teacher’s holistic

understanding of each student’s levels of understanding and skill.

所有类型的评估都提供学习的“证据”,以便为教师提供信息来全面了解每个学生的理解 程度和技能水平。



Formative assessment takes place consistently throughout each unit of study to provide regular and frequent feedback about each student’s learning process. It provides ways for students to reflect on their strengths and challenges as they learn new material and assists teachers in determining the effectiveness of their teaching so that they can adapt their instruction in response to students’ needs.

形成性评估在每个学习单元中持续进行,目的在于定期、频繁地提供关于每个学生学习过 程的反馈。它为学生提供了在学习新材料时反思自身优势和挑战的方法,并帮助教师确定教学的有效性,以便他们能够根据学生的需要调整教学。

“Formative assessment represents the process of gathering, analyzing, interpreting and using the evidence to improve student learning and to help students to achieve their potential. It is one essential component of classroom practice and needs to be integrated into the curriculum.” (Guidelines for developing a school assessment policy in the DP, IBO, 2010)

“形成性评估是收集、分析、解释和使用证据以改进学生学习并帮助学生发挥潜力的过 程。它是课堂实践的一个重要组成部分,需要纳入课程体系。”(在 DP 中制定学校评估政策 的指南,IBO,2010 年)

Formative assessments can include, but are not limited to:


  • Presentations 展示

  • Debates 辩论

  • Posters 海报

  • Writing drafts 撰写

  • Progress reports 进度报告

  • Learning checks 学习检查

  • Investigations 调查研究

  • Experiments 实验

  • Lab practical’s 实验室考核

  • Fieldwork 田野任务

  • Response journals 回应日志

  • Peer- and self-assessments 同伴和自我评估

  • Internal assessments 内部评估

  • Sketchbooks 草稿本

  • Student Teacher Interviews 师生访谈

    Summative 总结性评估

    Summative assessment takes place at the end of a unit of study and, at times, at intervals during a unit of study after a set of material has been explored or taught. Summative assessments assist teachers in determining the effectiveness of their teaching so that they can adapt their instruction accordingly. Summative assessments allow students to:

    总结性评估在一个学习单元结束时进行,有时在对一组资料进行探索或讲授后,在一个学习单元中每隔一段时间进行一次。总结性评估有助于教师确定其教学的有效性,以便能相应地 调整教学。总结性评估能让学生:

  • Demonstrate their level of mastery of knowledge and skills 展示他们对知识和技能的掌握水平

  • Synthesize their understanding of concepts 整合他们对概念的理解

  • Demonstrate their ability to apply knowledge, concepts, and skills 展示他们应用知识、概念和技能的能力

  • Communicate their understanding of the central idea/key concept 表达他们对中心思想/重要概念的理解

  • Follow an inquiry process and take action relevant to their learning 遵循探究过程,并采取与其学习相关的行动

    Culminating 终极评估
    The culminating assessments from the IB are completed per program, such as: the PYP Exhibition, the MYP Personal Project, and the DP subject exams and the DP Core. IB 的终极评估按课程项目分别完成,如:PYP 成果展、MYP 个人项目、DP 科目考试和 DP核心。

    Recording and Reporting Systems 记录和报告系统

    Student progress is recorded and reported throughout the year using online reports in Toddle, in-person or electronic conferencing, and individual student portfolios. Additionally in the Diploma Programme, student work and exams are submitted to DP moderators around the world to be externally assessed.通过 Toddle 平台、面对面或电子会议以及学生个人档案中的在线报告,对学生的进步进 行全年记录和报告。此外,在文凭项目中,学生作业和考试将提交给世界各地的 DP 协调员进行外部评估。

PYP Assessment Practices PYP评估实践

Overview 概述

Within a 6-week unit of inquiry the PYP homeroom teachers focus on collecting three formative assessments and one summative assessment. Both formative and summative assessments tag specific learning outcomes, CNC standards, as well as Common Core standards. Each assessment has a rubric to detail the expectations that both students and teachers will focus on for that specific task. Subject specialists carry out ongoing formative assessments with the intent of collecting evidence from each subject area.

在一个为期 6 周的探究单元内,PYP 班主任教师重点收集三个形成性评估和一个总结性评 估。形成性和总结性评估都标记了特定的学习成果、CNC 标准以及共同核心标准。每项评估都 标准说明,详述学生和教师对具体任务的期望。单学科老师进行持续的形成性评估,目的是从 每个学科领域收集证据。

Students in the PYP will be given feedback and reflect on the following indicators: PYP 的学生将获得反馈,并对以下指标进行反思:

  • Exceeding Expectations: Extending beyond expectation in specific skills and conceptual understanding. Student completes tasks with innovation


  • Meeting Expectations: Developing as expected in specific skills and conceptual

    understanding. Student works independently on tasks.


• Approaching Expectations: Exhibiting limited understanding of expectation in specific skills and conceptual understanding. Student needs assistance or modification on tasks.

接近预期:在特定技能和概念理解方面表现出对期望的有限理解。学生在任务上需要 帮助或修改。

• Below Expectations: Demonstrating no understanding of expectation in specific skills and conceptual understanding. Student is unable to complete tasks.

低于预期:在具体技能和概念理解方面未表现出对预期的理解。学生无法完成任务。 Recording and Reporting Systems 记录和报告系统
PYP Teachers record evidence of learning in Toddle. PYP 教师在 Toddle 平台上记录的学习证据。 Report Cards 成绩单

In grades PK through 5, report cards are completed each semester; the reports monitor students’ progress at each grade level in language, math, science, and social studies. Teacher comments are written for both semesters.

在 PK 至 5 年级,学生每学期将收到一份成绩报告;这些报告呈现学生在语言、数学、科学和社会学科等科目在各个年级中取得的进步。两个学期的报告单中都包含教师评语。



• Teacher-student: Conferences may happen on a regular basis or as needed to provide feedback that is responsive to student needs and assists with planning instruction (example, reading-review strategy used in reading response, writing- editing).

师生会议:可定期召开,也可按需召开,以给予回应学生需求的反馈,并 协助计划教学(例如,阅读反馈中使用的阅读复习策略,写作中使用的写作技巧等)。
Teacher-parent: This type of conference occurs in the fall of each year and as needed; they serve as a means of sharing student progress, strengths, and goals. 教师-家长会:此类家长会在每年秋季举行,并视需要而定;家长会是分享 学生进步、优势和目标的一种途径。

Student-led: This specific conference takes place in the spring at the Elementary School. 学生主导的会议:这个特定的会议一般于春天在小学举行。

Student Portfolios for PYP PYP 学生档案

A portfolio is designed to show a student’s learning over time, recognizing his or her critical thinking skills, creativity, learning strategies, collaborative work, and reflections. Portfolios are used at student conferences with his or her teachers, peers, and parents to look back at his or her work and evaluate it, identifying strengths, as well as areas for continued efforts. The PK-5 portfolios are electronic. They are accessible by teachers, students, and parents.

学生档案旨在展示学生在一段时期内的学习情况,以此来识别学生的思辨能力、创造力、 学习策略应用、合作情和反思情况。在学生会议上,老师、同伴和家长将使用学生档案,回顾他或她的学习成果并对其进行评估,帮助确定学生优势以及需要继续努力的领域。PK-5 档案 是电子形式的。教师、学生和家长都可进行访问。

PYP Culminating Assessment: The Exhibition PYP 最终评估:展示

The 5th grade Exhibition is the culminating project for the Primary Years Programme. Students showcase their understanding of the essential elements of the program: knowledge, concepts, skills, and action. It is an opportunity for students to work collaboratively in small groups on an inquiry project that addresses a real-life issue or problem that they are passionate about and to come up with a solution that involves action as a result of their learning.

五年级的成果展示是小学年度计划的终极项目。学生展示他们对课程基本要素的理解:知 识、概念、技能和行动。对于学生来说,这是一个小组合作进行探究项目的机会,该项目可以 支持学生探究他们感兴趣的现实问题或议题,并提出一个解决方案,其中包括在学习过程中采 取行动。

The groups work together with a mentor-teacher in the school to investigate the issue, complete a written expository piece about their inquiry, and present their learning and action to the school community.

这些小组与学校的指导老师一起调查该课题,完成一篇关于他们所进行调查的书面说明, 并向学校社区介绍他们的学习和行动。

MYP Assessment Practices 评估实践

Overview 概述

In the MYP, teachers assess the prescribed subject-group objectives using the assessment criteria for each subject group in each year of the program. Teachers use descriptors to identify students’ achievement levels against the established assessment criteria with a “best-fit” approach in which teachers work together to establish common standards against which they evaluate each student’s achievement holistically.

在 MYP 中,教师在课程项目中的每一年均使用每个学科组的评估标准,来评估既定学科 组目标。教师使用描述符根据既定评估标准确定学生的成绩水平,采用“最佳匹配”方法,教 师协力制定共同标准,根据这些标准对每个学生的成绩进行全面评估。

Each criterion will be assessed at least twice during the school year. All summative assessments will be standardized for every unit in a semester. BES will also partner with other IB schools in the community to help standardize internal assessments. The MYP coordinator will ensure that summative assessments are evenly spread out across the year for all subjects to prevent over-assessment. Students and parents will receive grades on Toddle.

在学年内每项标准至少评估两次。每学期每个单元的所有总结性评估都要标准化。BES 还将与社区中的其他 IB 学校合作,帮助标准化内部评估。MYP 协调员将确保所有科目的总结 性评估在一年中均匀分布,以防止过度评估。学生和家长将从 Toddle 平台获得成绩。

MYP Culminating Assessment: The Personal Project MYP 终极评估:个人项目

The most important task in the MYP curriculum is a long-term project called the Personal Project. Each MYP students who completes the five-year program submits the Personal Project as a culminating assessment for the MYP. While working on the personal project, students determine which topic they want to focus on, identify their existing knowledge, and discover what they need to learn to accomplish their goals according to the published criteria for successful completion of the Personal Project. Personal projects are internally assessed, but moderated by the IB.

MYP 课程中最重要的任务是一项长期项目,即个人项目。完成五年计划的每个 MYP 学生 提交个人项目,作为 MYP 的终极评估。在进行个人项目时,学生根据所发布的个人项目成功

完成标准来确定他们想要关注的主题,识别现有知识,并探索自己所需学习内容来实现目标。 个人项目由内部评估,但由 IB 主持。

DP Assessment Practices

DP 评估实践

Overview 概述

As the Diploma Programme (DP) concludes with formal, externally assessed summative assessments, BES teachers design ongoing assessments and activities to measure student achievement against the published objectives and assessment criteria specific to each subject. The aim of all assessments is to accurately inform students of their learning and to meet curricular goals. All DP teachers at BES introduce the assessment expectations at the beginning of the program so that students can be fairly measured and prepared for learning.

由于文凭课程项目(DP)结束于正式的、外部评估的总结性评估,BES 教师设计了持续 的评估和活动,以根据针对每门学科的公开目标和评估标准衡量学生的成绩。所有评估的目的 都是准确地告知学生他们的学习情况,并实现课程目标。BES 的所有 DP 教师在课程开始时介 绍评估期望,以便对学生进行公平地衡量并让他们为学习做好准备。

Learning experiences within the DP are informed by assessment, and explicitly include these teacher-mediated modalities: student self-evaluation, detailed assessment criteria (i.e., systematic use of rubrics), and peer-assessments. Each teacher decides on the format (e.g., face-to-face, electronic, written) of these assessments to best support the students’ progress and learning outcomes.

评估为 DP 内的学习经验提供信息,并明确包括以下由教师主导的模式:学生自我评估、 详细评估标准(即系统使用评估准则)和同伴评估。每位教师决定这些评估的形式(例如,面 对面、电子、书面),以最佳方式支持学生的进步和学习成果。

To improve the accuracy of assessment and to inform teaching practices, BES will partner with other IB schools in the community to standardize internal assessments. Teachers publish assessment results and feedback (where appropriate) to students and parents via our online learning management system, Toddle.

为了提高评估的准确性并为教学实践提供信息,我校将与社区中的其他 IB 学校合作,以 标准化内部评估。教师通过我们的在线学习管理系统(学步)向学生和家长发布评估结果和反 馈(如适用)。

Teachers ensure that candidates in the DP understand the importance of academic honesty and authenticity. All work submitted for external moderation is authenticated by the relevant teacher or advisor before submission to the IB. Every student confirms that all such work is their own work product. For more information, please see the Academic Honesty Policy.

教师确保 DP 中的候选人了解学术诚信和真实的重要性。所有提交给外部审核的作品在提 交给 IB 之前都经过相关教师或顾问的认证。每个学生都确认所有此类作品都是他们自己的作 品。欲知详情,请参阅学术诚信政策。

DP Culminating Assessments DP 终极评估

Culminating assessments for the Diploma Programme consist of subject-specific externally marked exams and the three programs of the DP Core. In these culminating assessments students demonstrate the knowledge, understanding and skills of the IB Learner Profile. The three components of the DP Core are the Extended Essay (EE), the Theory of Knowledge (TOK) course, and CAS (Creativity-Activity-Service).

文凭课程项目(DP)的终极评估包括特定学科的外部评分考试和 DP 核心的三个课程。 在这些终极评估中,学生展示了 IB 学习者形象中包含的知识,理解和技能。DP 核心的三个组 成部分是长论文(EE)、知识理论(TOK)课程和 CAS(创新活动服务)。

The Extended Essay is the centerpiece of the Diploma Programme core: a 4,000-word piece of independent research, formally structured and presented. It is externally assessed by IB examiners.

长论文是文凭课程项目的重中之重:学生需要完成一篇 4000 字的独立研究论文,正式组 织并发表。由 IB 考官进行外部评估。

The TOK is a compulsory course of at least 100 hours focused on knowledge and the process of knowing. There are two assessments for the TOK course: the TOK exhibition, and the TOK essay. The TOK exhibition is a student-led exhibition of three objects that show how TOK manifests in the world around us. It is internally marked by the teachers and externally moderated by the IB. The TOK essay is a 1,600-word essay on a prescribed title set by the IB, that focuses on connections and comparisons across different disciplines and areas of knowledge. It is externally marked by IB examiners.

TOK 是一门至少 100 小时的必修课,重点是知识和认知过程。TOK 课程有两个评估: TOK 展览和 TOK 论文。TOK 展览是一个由学生主导的包含三件展品的展览,展示了 TOK 在

我们周围世界的表现。TOK 论文是一篇 1600 字的论文,题目由 IB 指定,侧重于不同学科和 知识领域之间的联系和比较。由 IB 考官进行外部评分。

The IB considers CAS to be the most important component of the IB’s mission to create “a better and more peaceful world through intercultural understanding and respect.” The three strands of CAS are:

IB认为CAS是IB使命的最重要组成部分,IB使命是“通过跨文化理解和尊重创造一个更美好、 更和平的世界”。CAS的三个方面是:

  • creativity: arts and other experiences that involve creative thinking 创造力:涉及创造性思维的艺术和其他体验

  • activity: physical exertion contributing to a healthy lifestyle

• service: an unpaid and voluntary exchange that has a learning benefit for the student


While CAS is not formally assessed, students must provide evidence of the seven learning outcomes in their CAS portfolios and reflect on their CAS experiences to be awarded the IB Diploma.

虽然CAS未经正式评估,但学生必须提供CAS档案中七种学习成果的证据,并反思其CAS 经验,以获得IB文凭。

Other Forms of Assessment 其他形式的评估

MAP Testing MAP 测试

To monitor student progress BES will undertake two sessions of MAP testing per year. In the PYP, MAP tests are undertaken by students from Grade 1 to Grade 5. The students in Grade1 and Grade 2 will undertake tests in English Reading and Mathematics;The students in Grade 3 to Grade 5 will undertake English Reading, Language Usage, Science and Mathematics. In the MYP, the students will undertake the four tests. The data from this standardized test is shared with teachers to further inform teaching.

为了全面评估学生的进步,我校每年将进行两次 MAP 测试。在 PYP 中,MAP 测试由一 年级到五年级的学生进行。一年级和二年级的学生将在英语阅读、和数学方面进行测试。三年 级到五年级学生将在英语阅读、语言应用、科学和数学方面进行测试。在 MYP 中,学生将完 成全部四个方面的测试。该标准化测试的数据将与教师共享,以进一步为教学提供信息。




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