Student and Parent Handbook 2022 - 23 PDF

Student and Parent
Handbook
2022 - 2023
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Contents
SECTION 1: PHILOSOPHY AND OBJECTIVES 6
1.1 Message from Late Founder 6
1.2 School History 6
1.3 Vision, Mission and Values 7
SECTION 2: CURRICULUM 8
2.1 Admissions 8
2.1.1 Acceptance Criteria (new admissions) 8
2.2 Curriculum Support in the Elementary and Secondary School 9
2.3 Course Overviews: IBDP and IGCSE 9
2.3.1 International Baccalaureate Diploma/ Courses Programme (IB) - Grades 11 and 12 9
2.3.2 ARKIS CAS Award 10
2.3.3 IGCSE Course Programme - Grades 9 and 10 10
2.4 Acceptance criteria for IGCSE and IBDP (Secondary School) 11
2.4.1 Acceptance criteria for IBDP (Grade 11) 11
2.4.2 Subject criteria for IBDP 11
2.4.3 Acceptance criteria for IGCSE (Grade 9) 13
2.5 Educational Stages and Curricula 13
2.5.1 Preschool (Nursery – KG2) 14
2.5.2 Elementary School (Grades 1 -5) 14
2.5.3 Secondary School (Grades 6 - 12) 14
2.6 Additional Curricular Programmes 15
2.6.1 Universal Concept of Mental Arithmetic System (UCMAS) 15
2.6.2 ASL Programme 15
2.7 Assessment 15
2.7.1 CEM Assessments 15
2.7.3 Elementary School (Grades 1-5) 16
2.8 Assessment Documentation 17
2.8.1 Predicted grades request policy 17
2.8.2 Recommendation letter policy 18
2.8.3 Transcript request policy 18
2.9 Report Cards and the GPA calculations 18
2.9.1 Preschool (Nursery - KG2) 18
2.9.2 Elementary school (Grades 1- 5) 19
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2.9.5 Options available to improve a GPA score of between 89% and 90% 21
2.9.6 Assessment Results, IB / IGCSE grades, and Report Card calculations 22
2.10 Report Card / Progress Report Distribution 27
2.11 Student Award Policy 27
2.11.2 Elementary School (Grades 1-5) 27
SECTION 3: STUDENT AND PARENT GUIDELINES 28
3.1 School Hours 28
3.2 Attendance and Punctuality Policy 28
3.2.1 Attendance and Absence 29
3.2.2 Punctuality 31
3.2.3 School gate timings 33
3.2.4 Parent Responsibilities 33
3.2.5 Student Responsibilities 34
3.3 Communication policy and procedures 34
3.3.1 Policy purpose 34
3.3.2 Scope 35
3.3.3 Abbreviations 35
3.3.4 Policy statement 35
3.3.5 Procedure 35
3.3.5.1 Introduction 35
3.3.5.2 Public policy documents 36
3.3.5.3 Home - school communications 36
3.3.5.4 Social Media 36
3.3.5.5 Acceptable means of communications between parents and teachers 37
3.3.5.6 Unacceptable means of communications between parents and teachers 37
3.3.5.7 Teachers 38
3.3.5.8 Parents will endeavour to 39
3.3.5.9 Channels for addressing concerns 39
3.3.5.10 Meetings and minutes 39
3.3.5.11 Email 39
3.3.5.12 Communication tips 40
3.3.5.13 How teachers will communicate with parents and guardians 40
3.3.5.14 Consequences of breaching this policy 40
3.3.6 Responsibilities 41
3.3.7 Related policies and procedures 41
3.3.8 Related regulatory standards 41
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SECTION 4: PAYMENTS, FEES AND CHARGES 42
4.1 School fees structure 42
4.2 End of Year report card 42
4.3 Refund policy 43
4.4 Charges for changing subjects in Secondary School 44
4.5 Following Year Enrollment 44
SECTION 5: RESOURCES 44
5.1 Learning Resources Centre (LRC) 44
5.2 Checking out policy for students 44
5.2.1 Fines 45
5.3 Printing and Photocopying for students 45
5.3.1 Costs 45
5.3.2 Grade 11 and 12 Special Discount 45
5.4 Destiny Library Management System Software 45
5.4.1 Features of Destiny Library Manager 46
5.5 Textbooks 46
5.5.1 Past exam papers and the corresponding mark schemes 46
5.6 ARKIS’s Facilities 46
5.7 Letters 46
SECTION 6: STUDENT AND COMMUNITY LIFE 47

6.1 Uniform 47
6.1.1 Preschool 47
6.1.2 Elementary School 47
6.1.3 Secondary school 48
6.1.4 Sportswear (Nursery - Grade 12) 49
6.1.5 Winter uniform (Nursery - Grade 12) 49
6.2 ARKIS Student Council 49
6.3 Counselling 50
6.4 Vocational Advisor 50
6.4.1 Alumni 51
6.4.2 Alumni Visiting Policies 51
6.4.3 Purpose of Visit 52
6.4.4 Aludents Newsletter 52
6.4.5 Abdul Rahman Kanoo Award Scholarship (AKAS) Programme 52
6.4.6 Overseas Trips 52
6.4.7 ARKIS House Point System 52
6.4.8 Extra-curricular Activities 55
6.5 School Field Trips 55
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6.5.1 Local Trips 55
6.6 School Canteen 56
6.7 Student Lockers 56
6.8 Telephone Usage 57
SECTION 7: HEALTH SERVICES AND SAFETY 57

7.1 Custody case/safe-guarding 57
7.2 Private Tutoring 57
7.3 Gifts 58
7.4 Lost Property 58
7.5 School Clinic 58
7.5.1 Teachers’ role in class 58
7.5.2 Asthma 58
7.5.2.1 Teacher’s Responsibilities 59
7.5.3 Diabetes 59
7.5.3.1 Teacher’s responsibilities 59
7.6 Smoking and Vaping Policy 60
7.7 Behaviour at ARKIS 60
7.8 Students’ Safety 60
7.9 Trolley Bags 61
7.10 Fire Evacuation procedure 61
7.11 Maintaining School Property 61
SECTION 8: CONTACT US 62
8.1 Student Term dates 2022- 23 62
8.2 Contact Information 63
8.3 School Hours 69
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SECTION 1: PHILOSOPHY AND OBJECTIVES
1.1 Message from Late Founder
To All the Staff of Abdul Rahman Kanoo International School
I have devoted my effort, thoughts and wealth to this school. It is my dream to have a school that provides the
country with a generation that is conscientious, open-minded and educated. It is my sincerest hope that they
grow into committed citizens of their country and are capable of contributing to and maintaining the interest of
this country, as well as to confront the challenges of the future. I dedicate this school to my country. I entrust you
to take good care of it and hold you responsible for it before God. Therefore, do your best to maintain its high
level and work on developing it at all times.
AbdulRahman Jassim Kanoo
School Founder
1.2 School History
Abdul Rahman Kanoo International School (ARKIS) was founded in September 1997 as a privately-owned school
to serve the local and international community in Bahrain. The co-educational programmes now enrol over 2200
students from Nursery through Grade 12.
ARKIS is governed by a self-perpetuating Board, consisting of eight members. The Chairman of the Board is Mr
Saud Abdul Aziz Kanoo. The school has 273 staff members of many nationalities.
The school opened as a Preschool in 1997 in the area of Zinj, located in Manama. It started with an initial
enrolment of sixty students with the intention of adding a grade level each year. In 2004 the school moved to
specially built premises in Salmabad.
Currently, almost 2200 students are enrolled at ARKIS. Our first group of students graduated in 2010 and are now
working in reputed local and international organisations. We believe in meeting the needs of our students by
providing international, balanced educational programmes from Preschool to High School to prepare them for
the ever-changing world.
This is achieved through team work where parents, students, and staff work together as a community to achieve
high learning outcomes. This booklet provides you with updated information and guidelines with regard to
ARKIS’s rules, policies and procedures. We request you to go through this booklet that gives clear guidelines of
what is expected of you.
Thank you all and looking forward to a successful academic year.
ARKIS Team
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1.3 Vision, Mission and Values
Vision:
Abdul Rahman Kanoo International School (ARKIS) provides high-quality education that empowers its students to
be successful and principled citizens in the local and global community.
Mission:
ARKIS is committed to a partnership with parents, students and the wider community through:
● Pursuing excellence in teaching and learning
● Attaining high standards of student achievement
● Developing critical and creative thinkers committed to lifelong learning
● Providing students with opportunities to be reflective and tolerant within our local and global community
● Graduating community-engaged individuals who contribute to society
Values:
The values to which ARKIS adheres are:
1. Excellence: we pursue excellence in every endeavour
2. Integrity: we uphold the highest standards of ethical behaviour and professionalism
3. Respect for persons and the environment: we acknowledge the interconnectedness of people and the
environment and maintain a respectful attitude to both.
4. Internationalism: we maintain Islamic values within Bahraini Culture as we engage with the international
community.
5. Service: we care for others through our social engagement activities.
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SECTION 2: CURRICULUM
2.1 Admissions
2.1.1 Acceptance Criteria (new admissions)
Elementary and Secondary Schools
● Applicants sit for entrance exams in four core subjects: English, Arabic, Maths and Sciences (for all
Secondary level entrants)
● Acceptance of the student is subject to availability of seats and entrance exam grades.
● If the applicant fails in one or more subjects then, he/she will not be admitted to ARKIS.
● Applications will be rejected if the parent fails to upload the necessary documents within 10 days of the
admission date.
● If the applicant passes 2 subjects and fails one, other than English, then the applicant may be granted
conditional acceptance or may be invited to retake one of the exams.
● Upon acceptance, the school counsellor will interview the applicant
● If it is suspected that the student has learning difficulties during the interview process, the student will
be transferred to the admission committee for further evaluation.
● Students admitted as non-Arab nationals must join the Arabic Second Language (ASL) classes as per
Ministry of Education regulations.
● New admission in Grade 11 will only be admitted for the IB Diploma provided they achieve an acceptable
score in entrance tests and/ a minimum of 5 Cs in IGCSE.
● No new admissions will be enrolled for the IB Courses.
● All new admissions must provide a copy of their IGCSE report cards before the beginning of the academic
year.
● No students are admitted into Grade 12 except transfer students.
The school reports and references are also taken into consideration when an application is being reviewed. We
value punctuality, application of knowledge, relationships with others, good conduct and participation in
extracurricular activities.
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All prospective IB Students are required to appear for entrance tests to ascertain the suitability for IBDP.
2.2 Curriculum Support in the Elementary and Secondary School
If during the time at ARKIS, it becomes apparent that a student is suspected of having a learning difficulty, the
school will assess the level of support that can be provided to the student in accordance with the guidelines
issued by the Ministry of Education. If the level of need exceeds the level of support that ARKIS can offer, the
school shall inform the parents about its limitations along with possible actions required.
The school will try to accommodate students’ specific requirements in accordance with the available resources.
This may include allowing extra time, use of a word processor etc. For IGCSE and IBDP students, these
accommodation measures will be subject to approval from the examining bodies.
2.3 Course Overviews: IBDP and IGCSE
2.3.1 International Baccalaureate Diploma/ Courses Programme (IB) - Grades 11 and 12
ARKIS is authorised to deliver the International Baccalaureate Diploma and courses, a programme designed to
challenge students academically. The programme is taught over two years in grades 11 and 12, and has gained
recognition from the world’s leading universities.
IB Diploma students study six subjects. In addition to the programme, the following three core requirements are
included to broaden the educational experience and challenge students to apply their knowledge and
understanding:
● The extended essay is a requirement for students to engage in independent research through an in-depth
study of a question relating to one of the subjects they are studying.
● Theory of knowledge is a course designed to encourage each student to reflect on the nature of
knowledge, by critically examining different ways of knowing (perception, emotion, language and reason)
and different kinds of knowledge (scientific, artistic, mathematical and historical).
● Creativity, Activity, Service (CAS) requires students actively to learn from the experience of doing real
tasks beyond the classroom. The mission of the CAS programme is to focus on the development of the
“whole student”. It aims at creating a link between the student and society, country and even the
international community, to extend their knowledge and experience beyond the school walls, and to
embed a value system that develops their personality and self-respect.
● All IB high school students (DP and courses) are required to participate in or initiate activities and
programs that achieve 8 learning outcomes (as stipulated by the IBO) and then provide evidence and
reflections of the experience.
● The CAS programme hopes to achieve a paradigm shift in every student, to eradicate prejudice and
develop an appreciation of what is different through personal development and growth.
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● High School students are engaged in fundraising campaigns. There is an annual CAS Programme trip.
Students also take part in other events that serve a variety of charity, environmental and educational
purposes.
2.3.2 ARKIS CAS Award
At the end of Grade 12, students’ CAS profiles are evaluated and some students qualify for the ARKIS CAS Award.
The award is divided into bronze, silver and gold. Students are assessed on: hours, learning outcome, variety of
evidence, service hours, in-school experiences and other components. The components, and the total points
that qualify for each award, can change every year. This is to reflect the strength of each cohort individually and
the overall evaluation of the CAS coordinator. The CAS Award is intended to motivate students to complete their
CAS above and beyond what is required from the IB programme.
2.3.3 IGCSE Course Programme - Grades 9 and 10
ARKIS offers the International General Certificate of Secondary Education Programme (IGCSE) for Grade 9 and
10.
Mandatory subjects:
● English 1st Language / English as a Second Language
● Arabic 1st Language / Foreign Language Arabic
● Mathematics (Core/Extended)
Subjects option available are as follows:
● Biology (Core/Extended)
● Chemistry (Core/Extended)
● Physics (Core/Extended)
● Information and Communication Technology
● Computer Science
● Business
● Economics
● Geography
● Global Perspectives
● Art and Design
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2.4 Acceptance criteria for IGCSE and IBDP (Secondary School)
2.4.1 Acceptance criteria for IBDP (Grade 11)
Abdul Rahman Kanoo International School (ARKIS) offers the International Baccalaureate Diploma Programme
(IBDP) and IB Courses options for students in Grades 11 and 12. An ARKIS student is automatically enrolled in the
IBDP programme one they move to Grade 11.
● If a current Grade 10 student fails to meet the IBDP criteria set by the school, he/she will be eligible for IB
Courses where the students will be enrolled in 6 subjects with 2 Languages offered at HL (English B &
Arabic B) and other 4 subjects at SL.
If the students received 4 Cs in their actual IGCSE, he/she will have an option to be enrolled into the IBDP
but on academic probation where he/she will have to maintain a minimum of level 4 in their IB subjects.
o The student’s progress will be monitored on a monthly basis and a report will be shared with the
parents.
o If the student fails to achieve the minimum of Level 4 in the IB subjects, they will be automatically
dropped to IB courses.
● For new student enrollments, acceptance into Grade 11 is based on the candidate’s ability to cope with
the IBDP curriculum, meeting the school’s entry requirements as well as the availability of seats.
If the student wishes to opt for IB Courses instead, a signed letter by the parent should be submitted stating the
reasons. The letter should be addressed to the Head of High School. Once the letter is approved, the school is
not accountable if the student does not meet the university requirement for not enrolling into the diploma
programme.
Note: Students holding Egyptian & Jordanian nationalities MUST completely be enrolled into the IBDP as the
high school diploma is not recognised by their Ministry of Education. Therefore, these students must make an
effort to meet the IGCSE requirements in order to be enrolled into the Diploma programme.
2.4.2 Subject criteria for IBDP
Subject specific prerequisites for entry to the IBDP programme include the following:
To register for IB Minimum grade in IGCSE or equivalent
English A HL (Lang & Lit) English 1st Language “B”
Arabic A Arabic 1st Language “B”
Maths HL Math Extended “B“
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Physics HL Physics “A”
Physics SL Physics “B”
Chemistry HL Chemistry “A”
Chemistry SL Chemistry “B”
Biology HL Biology “B“
The course is designed for students with no prior

experience of the Arabic language, or for those
students with very limited previous exposure.
Arabic Ab Initio Any student who is already able to understand
and respond to spoken and written language on
a range of common topics will not be placed in
Arabic Ab initio.
The school reserves the right to cancel a subject if there are insufficient numbers of students to make up a group
or students who are able to follow a specific course in accordance with the requirements of the IB Programme.
The school makes the final decision with regards to who registers as an IBDP student as this decision is to a large
extent based upon the student's grades (in Gr.10) and IGCSE results.
In order to gain the full IB Diploma and the ARKIS high school diploma, students are required to study six (6)
subjects from the IB Curriculum Model in addition to other subjects, to meet the curriculum requirements. The
block schedule is subject to change based on the year and subject availability, special arrangements cannot be
made. IBDP students have the following requirement:
● three (3) subjects must be studied at Higher Level (HL)
● three (3) subjects must be studied at Standard Level (SL)
● Theory of Knowledge
● Creativity, Activity & Service
● Extended Essay (EE)
● Physical Education (PE)
● Islamic Studies (Muslim students only)
Whereas for the IB Courses, the students are required to study in the following pre-set subject combinations:
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Mandatory:
● English B HL
● Arabic B HL
Choose ONE of the five options below:
● Biology SL, Chemistry SL, Business Management SL & Mathematics Applications and Interpretations SL;
OR
● ESS SL, ITGS SL, Business Management SL & Mathematics Applications and Interpretations SL; OR
● Physics SL, ITGS SL, Business Management SL & Mathematics Applications and Interpretations SL; OR
● Biology SL, ITGS SL, Business Management SL & Mathematics Applications and Interpretations SL; OR
● ESS SL, ITGS SL, Business Management SL & Mathematics Applications and Interpretations SL.
These IB courses subject combinations are subject to change based on the year and subject availability.
Students who have registered for online IB subjects via Pamoja Education; the subject grades will be recorded on
their school report to reflect their IB Levels.
Students who achieve less than level 4 (55%) in term one of grade 12 will not be registered for the actual IB
external exam and students achieving 4 and above will be registered for the IB external exam.
IB courses students will be registered for the actual IB English B HL certificate and therefore will sit the English B
HL actual exam, any further subject registration will be up to the students’ preference.
2.4.3 Acceptance criteria for IGCSE (Grade 9)
● Applicants for Grade 9 MUST achieve an acceptable score on all entrance exams. Enrolment to 1st
Language English and Math Extended is subjected to a minimum of a C grade score in the entrance
exams.
● Admission of English and Maths in Grade 9 will be based upon the final results of English and Maths in
Grade 8 and upon the teacher’s judgement.
2.5 Educational Stages and Curricula
At ARKIS we aim to put our students at the centre of the curriculum. Our international programmes are
accessible to learners of all abilities. We make learning requirements and student assessment clear to help
students engage with their subjects. This is achieved through our chosen Cambridge educational programmes
from Preschool through Grade 10, followed by the International Baccalaureate Diploma courses.
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2.5.1 Preschool (Nursery – KG2)
ARKIS Preschool offers a bilingual curriculum that allows students to develop at their own pace.
Early childhood is an essential stage in one’s life. Therefore, ARKIS provides an environment ready for
exploration, discovery and growth for our children. Our play-based activities enhance social, emotional,
cognitive and psychomotor development. Through the implementation of the IEYC curriculum, our young
learners begin their journey where they learn, achieve and grow.
As each child is unique and precious, the school promotes and respects cultural similarities and differences.
2.5.2 Elementary School (Grades 1 -5)
ARKIS Elementary School’s main thrust is “whole child” development. Excellence, respect, internationalism,
integrity, and service are valued and encouraged in an active and friendly environment, where creativity and
competence are appreciated. These values are achieved through the implementation of Cambridge Primary
Curriculum, Curriculum of Ministry of Education and are supported with extra-curricular activities that are
implemented throughout the academic year. More significantly, ARKIS enhances the importance of promoting
the students’ social and personal skills, as students are exposed to different learning activities. Literacy,
Numeracy and Life Skills are the cornerstones of children’s academic progress. This is achieved through assessing
the students as they are engaged in project-based learning activities, differentiated teaching and learning
strategies, and practical learning experiences. These activities enable them to become better inquirers,
communicators, thinkers, and principled citizens.
2.5.3 Secondary School (Grades 6 - 12)
ARKIS Secondary School encourages student-centred and enquiry-based approaches to learning. It focuses on
developing students’ critical thinking, enquiry and problem-solving skills to prepare them for the next stage in
education. ARKIS provides an international core and extended curriculum to suit the students’ learning needs.
Students are also given the opportunity to be involved actively in the community, both locally and
internationally.
The school prides itself on its academic success and care for individual students to work in a safe and nurturing
environment that is conducive to learning. Students are creative, innovative and open to other cultures, while
retaining their customs, traditions and religious beliefs. In Grades 6-8, students follow the Pearson (Edexcel)
curriculum in Maths, Science and English. UK National curriculum for ICT and the Ministry of Education
Curriculum for the Arabic Language subjects (Arabic, Social studies, Religion, Citizenship etc.). The MidYis tests
were introduced in 2020/21. MidYIS is a computer-adaptive assessment for pupils aged 11 to 14, that provides
information to help you identify pupils’ strengths and weaknesses, and predict how students are likely to
perform at IGCSE.
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In Grades 9 and 10, students take a selection of IGCSE courses as well as compulsory non-IGCSE subjects (PE, Art,
Citizenship, Social Studies & Religion) in line with MOE requirements. Students in grades 9 and 10 are registered
for the IGCSEs. The school uses a combination of Cambridge and Edexcel for its IGCSE programmes.
Students in Grades 11 and 12 are registered for the International Baccalaureate Diploma Programme (IBDP) or
International Baccalaureate Single Subjects Certificate in addition to the ARKIS High School Diploma equivalent
to the Tawjihia.
2.6 Additional Curricular Programmes
2.6.1 Universal Concept of Mental Arithmetic System (UCMAS)
At ARKIS we believe in developing students’ cognitive skills. The school implements a special programme named
the UCMAS from KG2 to Grade 8. This programme is based on ancient Chinese concepts and modern scientific
research to stimulate and develop both hemispheres of the brain by using a simple educational tool called the
abacus. Through the abacus, the following skills are developed from an early age:
● Listening
● Student’s memory and builds self-confidence
● Mathematical speed and calculation
● Attentiveness and concentration
● Self-reliance as the students use their “inborn calculator” and improve the general overall performance
of students.
2.6.2 ASL Programme
ARKIS has an established Arabic as a Second Language (ASL) department offering special programmes to
students from Grade 1 to Grade 12 for non-Arabic students.
For our younger students, we follow the universal standards of learning, development and care of students set
by EYFS along with IEYC which supports the key areas and play based approaches.
2.7 Assessment
2.7.1 CEM Assessments
CEM assessments for high school students are as follows:
CEM Yellis Assessment (Grade 9): which is an adaptive baseline assessment for students aged 14-16, that helps
us understand what ARKIS students know and can highlight where they need support as they prepare for their
IGCSEs. Yellis also gives us value-added information to help us see the effect our teaching is having, and show
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the progress our students are making at school. Yellis assesses three key areas of learning:
● Vocabulary – word fluency and understanding
● Mathematics – logical thinking, manipulating numbers and numerical concepts
● Non-verbal ability – ability to match patterns, reflections and rotations and apply visual intuition.
CEM IBE assessment (Grade 11): which is a post-16 assessment system designed for schools following the IB
Diploma programme. It provides an individualised learner profile, comprising baseline measures and predictive
information to ensure learners maximise their potential. The assessment is computer-based and adaptive for
each student. This means that each individual receives a unique assessment tailored for them, with questions
varying in difficulty according to the responses given, making it an engaging and time-efficient approach.
Furthermore the CEM IBE system also provides detailed value-added progress information for each student and
subject at the end of the course. The assessment is carried out individually on a computer, usually within the first
term, and takes approximately 50 minutes to complete. It assesses the following areas, which research has
shown are related to later academic outcomes:
● Vocabulary
● Mathematics
● Non-verbal abilities
Preschool students are continuously evaluated through observation while participating in various activities
throughout the day. Students at this age develop skills at different stages, therefore Portfolios are used as tools
that allow us to identify what a child can actually do and the skills needed for further development.
Parent and Teacher Conferences are held in order for teachers to elaborate on the progress of students and view
portfolios. Progress reports are provided at the end of each term.
2.7.3 Elementary School (Grades 1-5)
Students are continuously evaluated through formative and summative assessments. Parent and Teacher
Conferences are held. Report cards are provided at the end of each term. Students who are ragged ‘red’ and are
below the grade level performance by 2 grades in all the three core subjects (English, Arabic & Math) will repeat
the year subject to the school's management decision.
The assessment in the first three years of Secondary School is on-going and is based on formative assessment
that follows a set of skill- based trackers. In order to track students’ progress and achievement, teachers use a
comprehensive repertoire of formative assessments which aim to develop and consolidate their understanding
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of skills and the success criteria in readiness for the IGCSE programmes that they will commence in Grade 9.
There are no summative exams in Grades 6-8.
Assessment in Grades 9-12 takes the form of a combination of:
1. Internally assessed formative tasks that do not contribute to the final IGCSE or IBDP scores, but are used
to inform the Report Card grades. The aims of these assessment activities are to develop the students’
competence in the requisite skills and knowledge, and to help them to identify personalised action points
and improvement strategies.
2. Summative internally assessed End of Year (May/June) and Mock (January) exams.
3. Summative externally assessed exams and coursework components that do contribute to the final IGCSE
or IBDP scores. For IGCSE, this will entail projects and coursework; for IBDP, this will include the CAS
Project, the TOK essay, the Extended Essay and a selection of scheduled Internal Assessments (called
‘IAs’). Both IGCSE and IBDP candidates will sit for major exams in April - June.
Students in Grades 9 who achieve less than a grade C in their End of Year exams (May/June) may be
registered for core tier in their IGCSE Mathematics, subject to the teachers’ best recommendations.
Parents and students need to be aware that the highest grade possible in the core tier IGCSE is a grade C.
2.8 Assessment Documentation
2.8.1 Predicted grades request policy
1. Teachers will release predicted grades by the end of September 2022 for all 2023 batches. This ensures
that all students have sufficient time to choose their courses appropriately.
2. It is essential that predicted grades represent a true reflection of each student’s ability and potential.
We adopt an honest and evidence-based approach to this process, whereby attainment and progress in
Year 12 is the main indicator of future performance.
3. The teacher or teachers of each subject decide the predicted grades for their students, as they know
their own students best. They may consider some or all of the following factors when making their
decision:
● Results of Year 12 half-termly assessments

● Grades awarded in progress reports
● General attitude to learning and commitment (as evidenced by contributions made in
class, meeting deadlines, attendance and punctuality)
● Performance in homework assignments
● The student’s drive and passion for the subject (as evidenced by wider reading, involvement in
extracurricular activities around the subject etc)
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4. Teachers will not base their predictions on a student’s wishes, what the student needs to get into a
particular course, or on students’ promises that they will ‘work harder’.
5. All IB Predicted Grades requests should be routed through the vocational advisor, and should include
the requisite university form and/or process for submission of those grades.
6. The request should be sent to the vocational advisor via email AT LEAST TWO WEEKS prior to needing
your predicted grades.
7. Under no circumstances will IB Predicted Grades be provided directly to students and/or their parents.
2.8.2 Recommendation letter policy
1. Contact the Vocational Advisor AT LEAST TWO WEEKS prior to needing your letter of recommendation.
2. Complete and submit the request form AT LEAST TWO WEEKS prior to when you need your completed
letter of recommendation. Recommendation letter request - Google form
3. The Vocational Advisor will contact you through your school email to receive the letter once it is ready.
2.8.3 Transcript request policy
1. Contact the Vocational Advisor via email AT LEAST TWO WEEKS prior to needing a transcript.
2. Complete and submit transcript request form AT LEAST TWO WEEKS prior to when you need your
transcript: Transcript request - Google form
3. The vocational advisor will contact you through your school email to receive your transcript once it is
ready.
2.9 Report Cards and the GPA calculations
The school has the right to do changes to the assessment breakdown and the composition of the GPAs if
needed. Parents will be notified of the changes well in advance.
2.9.1 Preschool (Nursery - KG2)
Number Colour Label
1 Blue Exceeding target
2 Green On target
3 Amber Working towards target
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4 Red Below target
2.9.2 Elementary school (Grades 1- 5)
Number Colour Label
1 Blue Exceeding target
2 Green On target
3 Amber Working towards target
4 Red Below target
Breakdown
Term Accumulated Assessment Overall weightage per term
1 100% 33%
2 100% 33%
3 100% 34%
Overall weightage for the academic year 100%
Accumulated Assessment Overall Weightage

Term Tasks per Term
Term 1 100% 33%
Term 2 100% 33%
Term 3 100% 34%
Overall weightage for the academic year 100%
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IGCSE students (Grade 9: 2022/23)
Previous GPA composition New GPA composition
Term 1 20% Term 1 25%
Term 2 20% Term 2 25%
Term 3 20% Term 3 10%
End of Year 40% End of Year Exams 40%

Exams
IGCSE students (Grade 10: 2023/24)
Previous GPA composition

New GPA composition
This will apply to the 2022/23 Grade
10 students
Term 1 25% Term 1 25%
Term 2 25% Term 2 25%
Term 3 n/a Term 3 n/a
Mock exams 25% Mock exams 10%
IGCSEs 25% IGCSEs 40%
The Grade 10 End of Year report cards will be issued after the IGCSE results are released, as they are reflected in
the Grade 10 report card.
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IBDP students (Grade 11: 2022/23)
Previous GPA composition New GPA composition
Term 1 20% Term 1 25%
Term 2 20% Term 2 25%
Term 3 20% Term 3 10%
End of Year 40% End of Year Exams 40%

Exams
IBDP students (Grade 12: 2022/23)
GPA composition
Term 1 30%
Term 2 30%
Term 3 n/a
Mock exams 40%
2.9.5 Options available to improve a GPA score of between 89% and 90%
The Secondary School wishes to take proactive steps to avoid students graduating with ‘borderline’ GPA scores of
between 89% and 90%. The MOE permits schools to offer its students the opportunity to retake certain key
internal assessments in order to try and improve the overall GPA ahead of graduation in Grade 12.
This means that during Grades 9, 10 and 11, all potential ‘borderline’ students will be offered opportunities to
retake some assessments and exams. Decisions about which assessment tasks, if any, the students should retake
will be taken in consultation with their teachers and the HOS. Students may only re-do any assessment once, not
multiple times.
In the event of a student scoring lower in a retake than in the original assessment, their previous higher score
will be counted.
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2.9.6 Assessment Results, IB / IGCSE grades, and Report Card calculations
IGCSE Level to Percentage (MoE conversions)
IGCSE level A* A B C D E F
ARKIS % equivalent 100 90 85 80 75 70 65
Grade 9 & 10 assessment results to IGCSE grades
Assessment result 90 - 100 80 - 89 70 - 79 60 - 69 50- 59 40- 49 below 40
IGCSE grades A* A B C D E F and below

Note: The IGCSE grades or boundaries may change based on the distribution of results.
Grade 9 & 10 Percentage calculation
Sample of a Grade 10 Percentage Calculation:
Subject Final Grade Equivalent Credit Hours Total
Arabic A 90 1 90
Art and Design A 90 0.5 45
Biology Extended B 85 1 85
Chemistry Extended A 90 1 90
English First Language Extended A 90 1 90
English Literature A 90 1 90
Information Technology A* 100 1 100
International Mathematics Extended A* 100 1 100
Islamic Studies A 90 0.5 45
Physical Education B 85 0.5 42.5
Physics Extended A 90 1 90
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Social Studies and Citizenship B 85 0.5 42.5
Total 10 910
Percentage= 910/10 91%
Grade 11 & 12 assessment results to IB grades
Assessment 49 and
87 - 100 80 - 86 74 - 79 67 - 73 60 - 66 50 - 59
results below
IB level 7 6 5 4 3 2 1
Note: The IB levels may change based on the distribution of results.
Point calculation for non-core subjects
Grade 11 and 12 Islamic studies, citizenship, PE and ART
A* - C 0.25
D- F 0
Sample overall percentage calculation for IBDP and IB Course Student
Grade 11 and 12 DP Percentage Calculation
Equivalent
Subject Level/Grade
Score
Arabic A Language and Literature Higher

6 6
Level
Biology Higher Level 7 7
Chemistry Standard Level 7 7
Economics Standard Level 6 6
English B Higher Level 6 6
Islamic Studies D 0
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Grade 11 and 12 Course Percentage Calculation
Equivalent
Subject Level/Grade
Score
Arabic B Higher Level 7 7
Biology Higher Level 7 7
Chemistry Standard Level 7 7
Economics Standard Level 6 6
English B Higher Level 6 6
Mathematical Studies Standard Level 7 7
Art A 0.25
Citizenship A 0.25
Islamic Studies A 0.25
Physical Education A 0.25
Total Score 41
Percentage=96%
IGCSE and IB grades conversion to ARKIS percentage for MoE equivalency and MoE scholarships (done
by DC and IT team)
Grade 11 & 12 overall Percentage calculation
IB Level to Percentage
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IB level 7 6 5 4 3 2 1
ARKIS %
100 90 85 80 75 70 65
equivalent
Total IB score to Percentage
IB ARKIS % IB ARKIS % IB ARKIS %

score equivalent score equivalent score equivalent
45 100 30 85 15 70
44 99 29 84 14 69
43 98 28 83 13 68
42 97 27 82 12 67
41 96 26 81 11 66
40 95 25 80 10 65
39 94 24 79 9 64
38 93 23 78 8 63
37 92 22 77 7 62
36 91 21 76 6 61
35 90 20 75 5 60
34 89 19 74 4 59
33 88 18 73 3 58
32 87 17 72 2 57
31 86 16 71 1 56
2.10 Report Card / Progress Report Distribution
Report cards can be viewed on DC at the end of each term. A final end of Year Report Card is issued as well as
published on Digital Campus. A hard copy of the end of year Report card will be provided to the student.
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- For Grade 10 students, the Report Card will be available only after the publication of the IGCSE results in
late August.
- For Grade 12 students, they will receive their school Report Card and their IB exam results separately.
The IB exams and Diploma results are issued by IBO, and will be released in early July.
2.11 Student Award Policy
ARKIS encourages teachers to motivate their students by issuing Achievement Award certificates that focus on
the progress of their academic, social and emotional skills. Refer to the following policy criteria:
Daily: Teachers have award boards displayed with student's names and photos. These are used during lessons as
a form of encouragement and motivation.
Weekly: During assembly, teachers award Preschool students achievement certificates in all areas of
development. These certificates serve as a motivational tool to students who have shown progress in any given
area.
End of Term: The Preschool awards students achievement certificates that focus on the progress students have
made in any particular subject. The Head of Preschool approves the certificates and they are signed by the
School Principal.
2.11.2 Elementary School (Grades 1-5)
Ongoing: An award system is in place in each class to motivate and encourage students. Certificate awards are
distributed during virtual or physical assembly to recognise different areas of improvement.
With the merging of Middle and High Schools from August 2022, the awards that are available to students in
Grades 6 - 12 are under review. When the system has been finalised, it will be updated here.
SECTION 3: STUDENT AND PARENT GUIDELINES
3.1 School Hours
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Sunday - Wednesday Thursday
Students
Nursery - KG2 8:00 - 13:00 8:00 - 11:00
Grades 1 - 5 8:00 - 13:40 8:00 - 11:30
Grades 6 - 12 8:00 - 14:50 8:00 - 12:00
Staff 7:00 - 15:15 7:00 - 12:30
Accounts 7:00 - 14:00 7:00 - 12:00
Please note that there will be no supervision before 7:30. For your child’s safety, please ensure to drop and
collect your child on time. It is the parent’s responsibility to ensure that their child enters the school premises in
the morning.
3.2 Attendance and Punctuality Policy
The following are the school’s policy with regard to students’ attendance and punctuality:
Policy purpose
The purpose of the Student Attendance and Punctuality Policy is to encourage regular and consistent attendance
and punctuality in school by all students.
Scope
This policy applies to all employees at ARKIS including:
● School Staff
● School Students
● Parents
Abbreviations
ARKIS Abdul Rahman Kanoo International School
MOE Ministry of Education (in Bahrain)
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Policy statement
At ARKIS, we know that in order for a student to reach their full educational potential, a high level of school
attendance is essential. Absence from school can be distressing for a student and disrupts their learning. Any
student arriving late to school or late to a lesson disrupts the flow of the lesson and the learning of their peers.
Lateness can also be distressing for the student concerned if it is beyond their control.
3.2.1 Attendance and Absence
The school is obliged to report any student with poor attendance (over 10% in an academic year) to the MOE.
Poor attendance can be cited by the MOE as justification for insisting that a student repeat that academic
year. In the case of older students - those in Grade 10 or Grade 12 - the MOE can refuse to allow the student
to graduate.
Students and parents must therefore be aware of the importance of maintaining a high level of attendance in
any academic year. Parents are urged to avoid, wherever possible:
● Making non-essential medical or dental appointments for their children during school hours
● Booking holidays or family events (that will result in absence from school) during term time
● Keeping their children at home during term time/school hours
If an absence occurs, it is considered either AUTHORISED or UNAUTHORISED.
● An authorised absence: absence due to a valid reason. Reasons may include medical care, illness, injury
and family emergencies.
● An unauthorised absence: absence where no explanation is provided, or where the reason for the
absence is deemed unacceptable/avoidable, eg. “Student went shopping with the parents.”
Parents should notify the school in advance of pre-scheduled absences due to hospital visits, embassy
appointments, etc. and share a copy of the appointment card or appointment letter with the school.
Where an absence is unscheduled or an emergency, parents should try to provide appropriate details about the
absence as soon as they can afterwards.
In all cases of absence (scheduled or unscheduled), parents can notify the school through the following
channels:
● an email sent to the Homeroom teacher, and CC’d to the relevant Grade Leader, HOS and school
secretary..
● A Springring message to the Homeroom teacher
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If a parent is taking their child out of school during the school day, they will also need to complete a Short Leave
Request Form (available through Springring). Parents are encouraged to complete these in advance for
pre-scheduled appointments
Absence procedure
● The first day a message is sent from the classroom teacher to the parent via Springring.
● If the student is absent for the second day, the parents will be contacted by the class teacher.
● At the end of the week the social counsellor will contact those who have been repeatedly absent to ask
about them.
● If students are absent for serious reasons, teachers must inform the Heads of School.
Elementary school and Secondary school
Number of
times reported Procedure Action taken
late
Guidance
1 Verbal warning
Team
Send a message through Springring/ a phone call to Guidance

2
parents Team
The student may be placed on Report (to their Grade Grade

Leader or Homeroom Teacher) with specific targets Leader/
3 or more they have to meet. This report will be monitored by Homeroom
the Head of School. An unsuccessful period on Report Teacher
will trigger further sanctions.
3.2.2 Punctuality
Regular attendance and punctuality are part of positive behaviour. Any students arriving after the beginning of
the registration period are recorded as being late.
● A student is considered late if they are not present in their class at the start of the registration period at
8:00.
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● Teachers take students’ attendance every morning at 8:00.
● All students arriving late to school (after 8am) will be recorded in the registration database by the School
Security.
● The Schools Guidance Department will keep records of late students.
● Late student enters Gate 1 with parents
● The social counsellor receives late Preschool students from Gate 1.
The procedures taken against the late students are as follow:
a. Preschool (Nursery - KG2)
Morning Delay Policy
● Late students arriving before 8:30 will be met by the social counsellor at Gate 1.
● If the student is late for the first time, a message is sent to parents by the teacher via Springring.
● If the student is late twice during one week, the social counsellor will contact the parents.
● A consolidated late students report is generated by the school Guidance Team
● There are no procedures for this age because education is not mandatory as per Ministry of Education,
but in cases where the delay affects the student, the Head of the stage intervenes to find out the
reasons and develop a solution
b. Elementary and Secondary (Grades 1 - 12)
● Late arrival in the morning: If a student has not arrived in school by 8.05am and there has been no
message from the parent to explain the absence, the Homeroom Teacher will send the parent a
message via Springring.
● Late arrival in the morning: If a student arrives after 8.05am, they will not be permitted to go to their
period 1 lesson, as this disrupts the learning of those students who arrived in school on time. Instead,
all latecomers from Elementary and Secondary will need to spend the remainder of lesson 1 in the
‘Lateness Room’, supervised by a teacher.
● Late to lessons during the school day: If a student is late to lessons, subject teachers will notify the
Homeroom Teacher, and will also implement their own sanctions for this.
● Repeated lateness may result in a student being placed on Punctuality Report with their Grade Leader.
Consequences of Breaching the Attendance and Punctuality Policy
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1. Violations will be dealt with in accordance with ARKIS student behaviour booklet acknowledged by MOE.
2. Employees need to also be aware of the various ARKIS policies, guidelines and codes of conduct.
Responsibilities
1. School Principal
2. Guidance Department
3. Head of Schools
4. Security
Related policies and procedures
Policy / Procedure No Policy / Procedure Title
Disciplinary Action Policy

Policy No. HRD-000
and Procedure
ARKIS Students’
-
Behaviour Booklet
Student and Parent
-
Handbook
Related regulatory standards

Ministry of Education student behaviour booklet for government and private schools
3.2.3 School gate timings
Thursday
Morning gate Dismissal gate
Grades Gate no. Gate no. dismissal gate
timing timing
timing
Nur - KG2 3 7:30 3 13:00 11:00
1-2 1 7:30 3 13:40 11:30
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3-4 1 7:30 4 13:40 11:30
5 1 7:30 4 13:40 11:30
6-8 4 7:15 4 14:50 12:00
9 - 12 5 7:15 5 14:50 12:00
Note: After 7:50, Secondary school students must use the main Gate no.1. They are only allowed to enter school
with their parents /guardians.
3.2.4 Parent Responsibilities
Parents are expected to:
● Communicate directly with the teacher through email, Springring and Digital Campus
● Attend parent-teacher conferences/meetings as requested by the school/ teacher.
● Ensure that their child comes in the correct school uniform at all times.
● Provide a learning environment at home.
● Ensure Digital Campus and Google Classroom (parent notifications) are checked daily for updates
● Follow up with their child’s homework/programme.
● Adhere to all school's policies.
● Abide by the school rules and regulations in order to maintain a safe environment for the school
community.
● Remind their child regularly of the school’s behaviour management policy and student conduct at ARKIS.
● Ensure that their child has a healthy breakfast before coming to school; to send a well-balanced meal
with their child (if they bring a packed lunch).
3.2.5 Student Responsibilities
Students are expected to:
● Abide by the school rules and regulations.
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● Follow teacher instructions.
● Organise their bags and belongings, and keep the classrooms, labs, corridors, stairwells and other
common areas tidy and clean.
● Walk quietly in and out of the classroom. Avoid kicking, running, shouting and harsh playing.
● Refrain from being in the classroom during breaks unless instructed otherwise.
● Refrain from eating in the classroom or corridors.
● Wear the correct school uniform at all times.
● Wear a Physical Education uniform ONLY on scheduled days.
● Complete classwork, projects and homework to the best of their ability, within the timeframes assigned.
● Check Homework on Google Classroom.
● Respect all school staff and all other students.
● Care for school property.
● Take care of their personal hygiene and grooming.
● Avoid using the school lifts unless they have been issued with a Lift Pass by the School Doctor.
3.3 Communication policy and procedures
3.3.1 Policy purpose
The purpose of this policy is to promote partnerships between the school, parents and carers, students and the
wider community through efficient and effective communication.
3.3.2 Scope
This policy applies to all employees at ARKIS including:
● School Staff
● School students
● Visitors to the school campus
● Contractors
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3.3.3 Abbreviations
ARKIS Abdul Rahman Kanoo International School
WHO World Health Organisation
MOE Ministry of Education (in Bahrain)
3.3.4 Policy statement
Staff will always seek to establish friendly and professional relationships with parents and careers.
3.3.5 Procedure
3.3.5.1 Introduction
Good communication between ARKIS and the home is essential. Children achieve more when schools and
parents work together. Parents can help more if they know what the school is trying to achieve, and how they
can help. In our school, we aim to have clear and effective communications with parents and the wider
community. Effective communications enable us to share our aims and values through keeping parents well
informed about school life. This reinforces the importance of the role that parents play in supporting the school
in educating their children. The objective of this policy is to ensure that all parents and teachers understand the
procedure for communicating issues, which affect the education of the children. Teachers have a need to
communicate with parents at regular intervals, and parents are invited to communicate with teachers whenever
it may be required.
We communicate with parents through a range of different strategies; face to face communication, emails,
phone calls, conferences, Springring, Students Diary and DC. Each year we provide termly written reports to
parents on each child’s progress in the various areas of learning from Nursery-G12.
The school website, Google Classrooms and DC sites contain an extensive range of information, giving parents a
full picture of provision at our school. We update these regularly.
3.3.5.2 Public policy documents
The school makes available a range of Policies and Procedures for parents. We keep a master set in the school
office, and we make this available on request. It contains copies of all school policies and general communication
documents.
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3.3.5.3 Home - school communications
As well as receiving written reports, parents are invited to ‘Parent-Teacher Conferences’ at least twice per year.
All of these opportunities give parents the chance to celebrate their child’s successes and support the child with
any areas of development. Parents are able to look at their child’s work during these meetings. We encourage
parents to contact the school if any issues arise regarding their child’s progress or well-being.
The school sends termly newsletters to parents via email or uploads this on the school portal. It contains
general details of school events and activities. Where possible, all communication from the school is
electronic in the form of email and Springring. Throughout the year all teachers provide information to the
parents via DC, managebac, Google classroom, family learning newsletter, important dates and trips circulars.
We invite parents to support their child’s work through a range of suggested activities to be shared with the
child at home.
The school encourages parents to share any issues about their child at the earliest opportunity using the
correct communication channels. Regular Parental Coffee Mornings are held throughout the year to equip
parents with tools to help extend learning at home.
3.3.5.4 Social Media
Parents or staff should not send emails or post comments with the intent of scaring, hurting, defaming or
intimidating someone else. Parents and staff are reminded that in Bahrain there are extreme consequences for
online defamation of character of a person or organisation.
In case of committing the following violations, the school has the right to resort to judiciary
courts and file a case against the violators as per the prevailing laws in Bahrain specially Law No.
60 of 2014 of information technology crimes:
● Invasion of privacy, including photographing others, or creating, transferring, disclosing,

copying or saving electronic photos (just taking a photo or video of someone without
their permission, or saving a photo they have posted, is enough).
● Defamation. Publishing news, photos, scenes, comments, statements or information,

even if true and correct.
● Amending or processing a record, photo or scene for the purpose of defamation of or

offending another person or for attacking or invading his privacy.
3.3.5.5 Acceptable means of communications between parents and teachers
All legitimate and fair concerns need to be addressed between parents and teachers in the following
manner:
● A telephone call via the School reception
35
● A letter or note in the learner's diary
● An email to the homeroom or subject teacher
● A pre-arranged meeting at the School or virtual meeting
● Where confidential or sensitive information is communicated, it must be sent in a sealed envelope to the
recipient
● Meeting requests via the learners’ diary must be cordial and respectful, without divulging information
that could be harmful
● Telephonic contact via the School office is acceptable provided that parents understand that teachers
cannot return calls immediately. Calls will be returned as soon as possible.
● The Receptionists will facilitate communications between parents but do not wish to be informed about
the issue. Academic issues should never be discussed with the office staff.
3.3.5.6 Unacceptable means of communications between parents and teachers
● Communication which is demeaning and derogatory in nature.
● Notes on scrap paper will not be accepted nor responded to.
● Interviews will not be conducted in the classroom without a prior appointment.
● Rude remarks in the Learners diary are unacceptable and will not be tolerated.
● Sending sensitive messages in the Learner diary or anywhere else (Google Classroom) where children are
able to view the information is unacceptable.
● Whilst cell phones facilitate better communication between people, they do invade privacy. Cell phones
(whether an SMS or a call) should be used with discretion and for urgent issues only and should not be
used during lessons.
● A parent should never contact a teacher on his/her cell phone or home telephone. This includes
WhatsApp.
● Meetings will be arranged at times that suit both parties. Where either party is unable to attend the
interview, the other party needs to be notified timeously. Should the meeting be missed an appropriate
apology to the other party must be offered.
3.3.5.7 Teachers
Teachers will endeavour to:
● Listen
36
● Remain calm and professional
● Respect the parents and their concerns
● Meet the needs of the child first
● Never victimise a child after a meeting
● Return calls and emails asap
● Make themselves available
● Reply to messages in the learners’ diary
● Provide professional follow up should it be required
● Keep appointments
● Use a sealed envelope for contentious/sensitive replies to parents
Teachers will not:
● Accept verbal abuse
● Discuss children or their parents in public areas
● Accept parent's excuses for the child's responsibility
● Be rude in response to parents
● Ignore messages (if they are received)
● Victimise children
● Ignore genuine concerns
● Tolerate classroom interruptions
● Wait more than 10 minutes from the allocated time for appointments
● Respond to anonymous letters
3.3.5.8 Parents will endeavour to
● Recognise and respect the' professional status of teachers
● Treat teachers and teaching' assistants with respect at all times, particularly in the presence of
children
37
● Communicate with teachers and teachers' assistants in a courteous and dignified manner
● Avoid discussing their individual concerns with other parents or third parties
● Refrain from entering the teaching areas during school time, unless invited to do so for purposes of a
pre-arranged meeting with a teacher. In all instances, a parent must first report to the school's
reception
● Keep appointments
3.3.5.9 Channels for addressing concerns
● Homeroom Teacher
● Subject Teacher
● Head of Department
● Head of School
● Head of Year
● Principal
If, in relation to a particular matter, a parent believes that it would be inappropriate to follow the aforesaid
channels, the parent must discuss the matter with the Head of School who will then decide on the process to
be followed.
3.3.5.10 Meetings and minutes
In every meeting, written minutes will be kept.
3.3.5.11 Email
Teachers endeavour to respond to emails within 24-48 hours.
3.3.5.12 Communication tips
No matter who you are talking with—students, parents, teachers, or the principal—it helps to be courteous,
professional, and well prepared. Written communications should always be proofread and written or typed
neatly.
3.3.5.13 How teachers will communicate with parents and guardians
a. Electronic/Written Form
38
● All letters or notes to parents should be proofread by at least two other faculty members before the
note is sent home. Be sure to run spell/grammar check on any electronic communications
● All written communication should be professional, courteous, and have contact information to get
back in touch with the teacher
● Avoid the use of jargon
● Make sure that all text/graphics are large enough to be seen or read
b. Phone
● Be polite and courteous
● Do not use your private telephone and no WhatsApp.
c. Miscellaneous
● All parents need to receive positive information regarding their child at least once per term. This
communication is logged and given to the Head of School
● All correspondence with parents should be documented.
● Do not discuss other students or teachers with parents. Be professionally mindful.
● Develop a positive relationship with parents. Try to gain their trust and let them know that you
have their child’s best interest in mind at all times
● Always avoid the use of jargon. Use language that will make parents feel comfortable and at ease.
3.3.5.14 Consequences of breaching this policy
a. Violations will be dealt with in accordance with ARKIS student behaviour booklet acknowledged by
MOE.
b. Employees need to also be aware of the various ARKIS policies, guidelines and codes of conduct.
3.3.6 Responsibilities
I. School Principal
II. Head of Estates- Maintenance and Security
III. Head of Academic and Operations of the School
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3.3.7 Related policies and procedures
Policy / Procedure No Policy / Procedure Title
Policy No. HRD-000 Disciplinary Action Policy and Procedure
- ARKIS Students’ Behaviour Booklet
3.3.8 Related regulatory standards
Ministry of Education student behaviour booklet for government and private school
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SECTION 4: PAYMENTS, FEES AND CHARGES
4.1 School fees structure
Also available on the Digital Campus, Springring and School website https://www.arkis.edu.bh/fees/
4.2 End of Year report card
For parents who request for extra copies of the end of year report card, a “Make a request” option is available
on our website. To avail this service, parents have to pay the following:
● Original copy of Report Card BD 5
Alumni who would like to request for extra copies of the end of year report card, a report card request form is
available in the reception area.
41
This form should be forwarded to the Accounts Department for payment and verification. Once this form is
stamped, the Report Card will be issued within two working days.
For current or graduating students who wish to request for a transcript or a report card (original copy) will need
to send a request email to the vocational advisor(vocationaladvisor@arkis.edu.bh) with the student ID, full name
and class.
For Grade 12
All transcripts will be printed with the Grade 12 Term 1 grades in February: Free
1 Early Request prior to February for university early applications: BHD 5/-
Further requests or extra original copy: Chargeable at BHD 5/-.
For Grade 11
1 Request for university scholarship applications: Free
Further requests or extra original copy: Chargeable at BHD 5/-.
Note: Report cards will not be issued to the students who have resit exams.
Once the student appears and clears the resit exam, a report card will be issued within two days from the resit
exam.
IMPORTANT: Report Card on hold: End of Year report cards will be retained with the Accounts department for
students who have outstanding fees.
4.3 Refund policy
● Upon acceptance of any student and payment of registration fees, the first Semester fees have to be paid
within one week or the admission offer will be withdrawn by the school.
● If you wish to withdraw your child, and you have informed the school in writing before August 31st, a
refund will be made after deducting BD. 150/- from the fees paid.
● If a student's admission is withdrawn during the academic year, in the middle of a term, fees for the
Semester have to be paid in full. All cancellations / withdrawal of Admissions should be informed in
writing to the Registrar.
● Registration fees are NON-REFUNDABLE
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4.4 Charges for changing subjects in Secondary School
Students may be allowed to change subjects if they meet the criteria to be registered in the subject, if there is an
available space, and upon the approval of the subject coordinator. However, a fee will be charged depending on
the time the change is requested in order to cover administration costs:
● First two weeks – no charges
● 2-4 weeks – BD 50 per subject
● 4-6 weeks – BD 75 per subject
No subject changes are allowed after the 8 week duration except in exceptional circumstances. Students will be
able to switch from IBDP to courses at any point. However, courses students who wish to switch to full IBDP will
need to alert the IBDP Coordinator as early as possible. Such requests will be handled on a case by case basis.
4.5 Following Year Enrollment

Students, who are already enrolled with the school, need to pay an amount of BD 100/- by February to reserve a
place for the upcoming academic year. This amount will be deducted from the first instalment fees, and is
non-refundable if you wish to withdraw your child at any time. Late reservation will be accepted at the discretion
of the school with a penalty of BD 20/- subject to the availability of seats. The School has the right not to register
the student for the next academic year after sending the student file to the Ministry of Education (MOE); in this
case the enrollment deposit of BD100 will be refunded.
SECTION 5: RESOURCES
5.1 Learning Resources Centre (LRC)
The Learning Resource Centre is a facility containing several information sources for students and staff.
The LRC consists of 5 main libraries and a resource room: Tarafa bin Al-Abd Library (Nursery - KG2), Taha Hussain
Library (Grades 1 to 3), Gibran Library (Grades 4 to 12), Shakespeare Library (Grades 6 to 8), Mubarak Al Atwi
Library (Grades 9 to 12) and “Socrates’ Oasis “ a teachers’ resource room’.
The LRC opens from 7:00 to 14:50 for students and staff throughout school days.
5.2 Checking out policy for students
Students may check out two books at a time for a period of two weeks, subject to renewal. Late notices are sent
to students at the end of each term.
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5.2.1 Fines
Overdue items will be subject to 100 Fils per day fine. In case of damage or loss of item the students need to
reimburse the value of the item(s) as mentioned by the school. Food and beverages are prohibited. Internet
usage is strictly limited for academic purposes.
5.3 Printing and Photocopying for students
Black & white photocopy and printing machines are available for Grades 4 - 12 students in Gibran, Shakespeare
and Mubarak Al Atwi libraries. The coloured photocopy and printing machine is only available for High School
students in Mubarak Al Atwi Library.
5.3.1 Costs
Type Size Charges per page (printing/ photocopying)
A4 20 fils
Black & white
A3 40 fils
A4 100 fils
Colour
A3 200 fils
5.3.2 Grade 11 and 12 Special Discount
Grade 11 students can print up to 100 black & white or 20 coloured pages for free and grade 12 students can
print up to 150 black & white or 30 coloured pages for free.
5.4 Destiny Library Management System Software
https://library-arkis.follettdestiny.com/
Destiny is an integrated library management system that effectively supports active student learning with greater
efficiency. Destiny Library Manager provides centralised access to enriched, educator-reviewed digital content
and tools that help librarians, staff and students locate and share resources with ease.
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5.4.1 Features of Destiny Library Manager
Easy-to-use circulation, cataloguing, inventory and reporting capabilities One SearchTM: Student access to online
library catalogues as well as free and paid subscription databases all on one interface WebPath ExpressTM:
Delivers relevant search results from a trusted and credible search engine.
5.5 Textbooks
Prices of books are subject to change. Parents will be informed in advance regarding the date of the book sales
along with the prices. Books cannot be returned or exchanged once the transaction has been completed. Ensure
the right books are chosen.
For IGCSE and IBDP, some subjects produce digital versions of the course books as well as hardcopy versions.
Details of how to access digital versions of resources are available through the relevant HOD.
5.5.1 Past exam papers and the corresponding mark schemes
From 2022/23, the booklet of past IGCSE and IBDP exam papers that students are asked to purchase each year
will be produced by the school in digital format only. Students will be asked to pay a fee to access the digital
version of this booklet, which will be lower than the fee previously charged to receive the hardcopy version.
5.6 ARKIS’s Facilities
The school building consists of four floors with four wings at the end of each floor. The ground floor has been
assigned for kindergarten and Grade 1, the first floor allocated for students from Grade 2 to 5 and the second
and third floor for Secondary school students. Furthermore, the school’s infrastructure accommodates students
with physical disabilities. Students enjoy a highly versatile sports hall, gymnasiums, a fully equipped auditorium,
jungle gyms, lecture hall, multipurpose halls, prayer rooms, modern science labs, video rooms, music and drama
rooms.
5.7 Letters
Students can obtain letters from the school to assist them in carrying out research for their IB EE and IAs and if
they need to apply for Internships during breaks. An email must be sent to the IB coordinator with details to
obtain such a letter. It is at the discretion of the school to either approve or reject such requests.
45
SECTION 6: STUDENT AND COMMUNITY LIFE
6.1 Uniform
The school requires all students to be properly dressed in the official school uniform unless they are officially
excused from wearing it. For more information, refer to the Behaviour Booklet.
6.1.1 Preschool
6.1.2 Elementary School
Note: Grade 1 - 5 uniform design updates were done in 2019
46
6.1.3 Secondary school
Note:
All students are strictly required to adhere to the following:
1. No tight trousers.
2. Plain white socks, plain black shoes.
Please note the following points relating to uniform and grooming:
1. Shirts can be short or long sleeves.
2. Shoes should be plain black; any other coloured is not allowed. With PE uniform any coloured sports
shoes are allowed.
3. Jewellery is not permitted. Only one pair of small plain ear-studs for students.
4. Simple makeup and nail polish in light colours is ONLY allowed for Grade 12 girls.
5. The school P.E uniform and winter cardigans are only available at The House of Uniform.
6. Hair that is shoulder length or longer should be tied back during activities such as Science or PE. This
applies to both boys and girls.
7. Students may not dye their hair with unnatural colours, or have their hair shaved into patterns.
8. All students should be well groomed.
47
9. In winter, black coats may be worn over the school cardigan.
10. Girls can wear black, white, grey, and dark blue hijab with the uniform.
6.1.4 Sportswear (Nursery - Grade 12)
6.1.5 Winter uniform (Nursery - Grade 12)
6.2 ARKIS Student Council
The Student Council is made up of 12 students elected by Secondary school students. The purpose of the
student council is to give students an opportunity to develop leadership by organising and carrying out school
activities and service projects. In addition to planning events that contribute to school spirit and community
48
welfare, the student council is the voice of the student body. They help share student ideas, interests and
concerns with the school wide community.
Students will ;
● Develop attitudes of, and participate in, good citizenship
● Promote harmonious relations throughout the school
● Improve school morale
● Assist in management of the school
● Provide a forum for student expression
● Provide orderly direction of school activities
● Promote the general welfare of the school
The function of the student council is based upon the concept of “parliamentary procedures”, in which ideas are
presented, voted upon and confirmed by the student body President. Any student that is interested in
leadership, organisational behaviour, event planning or becoming more involved in the school, is welcome to
become involved. As a group ,the primary purpose of the organisation shall be to serve as a student advisory
group to the school administration and faculty on important issues concerning any part of the student body, its
organisation, or its functions - specifically at a student level. The Student Council Constitution can be found on
Springring and the school website.
6.3 Counselling
Counsellors are always available to help students. It is our mission to enhance and support the school learning
environment and to assist all students in achieving academic, social and emotional success. With the support of
the school’s counsellors, students will acquire the attitudes, knowledge, and skills that contribute to life-long
learning, through a series of regular awareness programmes. Students have the opportunity to participate in
different committees organised by the school’s counsellors.
6.4 Vocational Advisor
The Vocational Advisor provides up-to-date information, resources, advice and guidance on the wide range of
higher educational choices available to our students after completing their studies at ARKIS. Resources include a
wide range of specialist publications, College/University prospectuses and applications, information on
scholarships, pre admission tests, IELTS, SAT and TOFEL and hand-outs. A drop-in service which is open during
the first and second break times for students; in addition individual appointments after school on Thursdays are
49
available. Throughout the year College/University representatives from Bahrain and abroad will visit ARKIS
vocationaladvisor@arkis.edu.bh
6.4.1 Alumni
In continuing to provide quality education, it is apparent that one of our resources is ARKIS Alumni that play a
significant part in our success. Hence, ARKIS Alumni Association (AAA) is established to develop a partnership
between the school and the Alumni. We encourage our staff members to involve the Alumni in school activities
and social events to strengthen their relationship with the school. For further information, please contact this
email address: alumni-support@arkis.edu.bh
Below is the Mission:
1. To strengthen and expand the network of alumni residing or doing business in Bahrain through regular
social events.
2. To stimulate debate, foster international awareness and promote educational and cultural exchange.
3. To promote ARKIS.
4. To strengthen the relationship between our current students and alumni.
6.4.2 Alumni Visiting Policies
Dress Code:
● Casual/business attire only
● No obscene photos/wording displayed on clothing
● No shorts or short skirts.
Behaviour at ARKIS:
● Be respectful at all times
● Follow and adhere to school rules
● No loitering, visiting scheduled class teachers
● Not allowed to disturb classes
School Visits:
● The Alumni visitor log should be filled in at the security office
● The security officer should ensure the visitor is aware of the behaviour rules and the alumni badge is
worn and visible.
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6.4.3 Purpose of Visit
Visit: To meet with different members of staff (a maximum of two hours visiting stay only)
Vocational ARKIS/Alumni Association:Collect documents from Vocational Advisor.
6.4.4 Aludents Newsletter
An emailed monthly newsletter called Aludents for students and parents which will include information on
university/college applications, events, alumni updates, Q and A and interviews with professionals.
6.4.5 Abdul Rahman Kanoo Award Scholarship (AKAS) Programme
Abdul Rahman Kanoo Award Scholarship’s (AKAS) vision stems from ARKIS’s philosophy statement that focuses
on having graduating students who are responsible and active citizens, empowered with knowledge and skills to
challenge a changing world and contribute to the development of their country. The AKAS programme was
established in 2010. The purpose of this award is to inspire students towards high academic and social
achievement by granting them scholarships to study abroad in reputed top universities and colleges.
6.4.6 Overseas Trips
Since 2005, the Vocational Advisor has arranged overseas trips for students to various different parts of the
world for Model United Nations, Multi Activity, Educational, CAS trips, Sporting, University Visits and Tourism
purposes. A school trip with its natural dynamic environment provides a learning venue that matches their
natural inclination to know more about things that engages even those with short attention spans and puts the
learning subject in context. In addition to the multitude of evidence, there is much anecdotal support about
benefits of outdoor education experiences; teachers, for example, often speak of the improvement they have in
relationships with students following a trip. School trips are an important part of the wider family of outdoor
learning opportunities, all of which provide beneficial outcomes to children with a wide range of abilities.
6.4.7 ARKIS House Point System
The House Point System at ARKIS has been introduced to encourage healthy competition and group loyalty
among students. Each student is allocated to a house. Students earn house points modelling good character and
demonstrating the ARKIS attributes adopted by the school. House points are tracked for the term. The house
with the most points for each term in each school will be celebrated and the winning house (across the whole
school) at the end of the school year will be the house champions!
It works as follows:
House names at ARKIS reflect the Bahraini heritage with the names being ;
● Oryx - Blue
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● Pearl - Yellow
● Palm - Green
● Dhow - Red
● The school is divided into teams called ‘houses’. Each house will include students from every year group.
Once students are assigned a house they remain in it until graduation.
● Siblings are grouped together to the same house team
● House Captains are appointed. They provide positive leadership to their colleagues in their house and the
various competitions and events carried out in the school throughout the year.
● Each student is allocated to a house when joining the school.
● Students earn house points for demonstrating ARKIS attributes and core values;
○ Aspirational
○ Reflective
○ Knowledgeable
○ Integrity
○ Self Respect
○ Balanced
○ Hard work
● Houses also compete with one another, often at sports and in other ways, example sports day, Trivia day,
Math competition, IT/gaming competition, etc. providing a focus for teamwork and group loyalty.
● House points are awarded by teachers by completing the google form. House points are tracked through
the google form excel results.
ARKIS House Points (google.com)
What are the benefits of a house point system?
● Using house point systems has been shown to have a positive impact on motivation and behaviour, as
well as encouraging a sense of identity and belonging among students .
● Such systems include all students, not just the highest achievers, and help develop a variety of skills other
than academics.
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● A sense of camaraderie, teamwork and healthy competition is nurtured, which contributes to a thriving
school culture..
● House leaders are given the opportunity to mentor their group members and get to know them
individually, which helps to build good relationships.
House Captains
Each house is represented by their House Captains (1 boy and 1 girl elected by their peers at the beginning of
the school year). The House Captains are responsible for leading their House competitions and events, and
representing the school in the community a range of school events and activities. The responsibilities of the
House captains are;
● To set an example to the other children
● To earn house points and encourage others to do so
● To represent the house when collecting awards
● To be somebody others can turn to for advice
Digital
The house points are entered by the teachers through the shared google form as and when they’re awarded.
Physical
● The use of physical tokens or stickers, for example, continues to be a popular and successful way of
rewarding and tracking house points especially with Pre and Elementary students.
● Receiving a tangible token they can keep hold of or deposit in a collector can be highly motivating for Pre
and elementary students as it serves as a reminder of the reward.
● Students can also see their tokens accumulating over a period of time.
Tracking House Points
The house points are entered by the teachers through the shared Google Form as and when they’re awarded.
● The IT can view and share results with Heads of School and other administrative staff members can
access the results.
● At the end of each term the House Points will be shared with students and parents.
● It Includes information such as the category of point earned , and when and how it was earned.
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Displaying house points
● Creating an attractive and fun display to record and monitor your class’s or school’s house point system
not only provides an ideal creative project for the students, it reinforces their sense of motivation and
friendly competition when they see their house’s points accumulating.
● Colourful, easy-to-read charts that are mounted on the wall in the classroom or hallway and show a clear
tally of each house’s points total are a popular and easy way of doing this. The school can always choose
to back this up with a page on its website, but the idea of displaying a physical chart is that it engages
students during school hours and reinforces the sense of camaraderie and competition between the
houses.
● Of course, the design of the chart or display is down to the preferences of the teacher and students,
although it’s a good idea for it to be in keeping with the theme of the house names.
Reward and celebrate
● Build the points-earning culture by encouraging students, and coaching houses which might be trailing
behind.
● Set a winning house threshold (such as 100 house points) or a fixed end date (such as the winter break)
for students to aim towards.
● Organise a special celebration event to reward the winning house.
6.4.8 Extra-curricular Activities
ARKIS offers a range of extracurricular activities to develop students’ personal, social, emotional and physical
skills. These activities are organised, planned and scheduled through the activities coordinator. The school
provides students with the opportunity of participating in a wide range of activities and programmes, both
within the school and the local community. Students’ communication skills are developed through debate,
writing, music and drama competitions; Students’ leadership, presentation and public speaking skills are
developed through participation in the Model United Nations and Youth Leadership Programmes. Students are
also exposed to a range of various activities such as camping, sports leagues in Bahrain and local educational
field trips.
6.5 School Field Trips
6.5.1 Local Trips
Educational trips are strongly recommended as they offer students the opportunity to extend their learning
process beyond the classroom and school premises to real life situations. The school recommends the following
number of field trips:
● Preschool 3 trips per year
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● Elementary School 3 trips per year
● Secondary School 3 trips per year
Please note that staff members are strictly prohibited to accompany students on unofficial trips that are
arranged by students without the prior approval from the School’s Management Team.
6.6 School Canteen
The school’s canteen catering to students and staff is operated by a third party. Hot and nutritious food is
provided during breaks. Menus for school meals are in accordance with the Ministry of Health standards and
available for inspection by our School Doctor.
Please note:
● The school encourages healthy eating habits. Crisps, fast food, fizzy drinks, gum and candy are strictly
prohibited.
● Students are required to sit at provided tables and will be required to clean up any litter, spilt food or
beverages for which they are responsible. They are expected to keep the area clean and tidy.
● No food or drink may be taken to the classroom or any other area of the school.
6.7 Student Lockers
1. Lockers are available at school for students to use; they are expected to;
2. Pay an amount of BD 15 per school year to have one key for the locker. Students joining ARKIS any time
during the school year will have to pay the same amount. BD 10 is non-refundable. However, BD 5 will be
refunded at the end of the year provided the locker key is returned to the school secretary.
3. Keep the locker clean and tidy.
4. Do not use sticky tape, gum or stickers, graffiti or pictures on the lockers or on other students’ lockers, as
this is strictly prohibited.
5. Use lockers when necessary at allocated times.
6. Open and close the lockers carefully and quietly.
7. Use the lockers for storing school supplies and personal items necessary for school use only.
8. Do not use lockers to store items that may cause an interference with school purposes or are forbidden
(e.g. sharp items, etc.)
9. School is not responsible for any lost items.
55
10. The school has the right to:
a. Stop students from using the lockers if they fail to abide by the above policies.
b. Inspect the lockers and their contents to ensure that the lockers are being used for their intended
purpose.
11. The school has the master key for all lockers. In case students lose their keys, they will have to pay BD 5
for a replacement. The replacement keys will be given to students within two school days. Students will
have to pay BD 45 to replace a damaged locker.
6.8 Telephone Usage
Students may use the school’s telephone in emergencies, with prior permission from the school administration.
SECTION 7: HEALTH SERVICES AND SAFETY
7.1 Custody case/safe-guarding
Keeping your child safe is our top priority at Abdulrahman Kanoo International School. We understand some
students might be going through a difficult situation due to family issues.
Additionally, some parents have sole custody and raise concern that the other parent/family member may
attempt to enter the campus to access the child.
When a parent has sole custody, our head of school, social guidance, security and admission department work
together to the best interest of the child.
ARKIS admission's team need to be informed and legal documents have to be provided for sole custody case to
be considered.
All parents and caretakers are expected to wear the appropriate school - issued Access Pass so that they are
identifiable at all times whilst on the school campus.
7.2 Private Tutoring
The school discourages the practice of private tutoring. However, at times students who are absent for a long
period of time or demonstrate the inability to obtain the required standard in certain areas might need private
assistance. The school does not permit teachers in the same grade level to tutor students.
56
7.3 Gifts
To avoid any embarrassment, the school does not encourage gifts to be given to school employees.
7.4 Lost Property
The school takes no responsibility for any student’s property lost at school. It is therefore important that
student’s possessions such as bags, cardigans, books, lunch boxes or any other items are labelled clearly with the
student's name and class. The school strongly advises parents not to allow children to bring large amounts of
money or valuables to school. Lost property found around the school should be handed over to the receptionist.
Lost items are regularly displayed in the school store and if not claimed will be donated to charity.
7.5 School Clinic
ARKIS has an established health clinic supported by a school doctor, one qualified nurse and one clinic secretary.
Their main role is to update students’ health records, monitor and inform concerned parties to track students
diagnosed with health issues. The clinic provides medical check-ups, first aid, medical treatment and supports
students, who suffer from certain medical conditions. The school clinic also provides health education for both
staff and students using posters and video materials. School clinic provides infection prevention, control
measures and precautions through routine check ups in the school premises.
7.5.1 Teachers’ role in class
● All teachers must carefully check the list of special case students in their class given by the school clinic at
the beginning of the school year.
● For diabetes cases, refer to the chronic illness policy.
● For Asthma cases, refer to the chronic illness policy.
● For epileptic students any kind of emotional or physical stress must be avoided. If the student complains
of a headache, he or she must be reported to the clinic.
● If any hearing difficulty or visual defects are observed in class, parents and school doctor must be
informed.
● In case of sudden fainting, always report to the clinic. Meanwhile, try not to move the child but make
sure to remove any foreign body which may obstruct the airway.
7.5.2 Asthma
Refer to the chronic illness policy.
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7.5.2.1 Teacher’s Responsibilities
● Know which students in your class have asthma.
● Know the early warning signs of an asthma episode or attack.
● Know what steps to take in case of an asthma attack.
● Develop a clear procedure with the student and parent for handling school work missed due to asthma.
Understand that a student with asthma may feel drowsy or tired and embarrassed about the
➔
disruption to school activities that asthma symptoms may cause
● Students must be allowed to use their inhalers.
● Help the student feel more comfortable by recognising feelings. Try to maintain confidentiality.
● Reduce known allergens in the classroom to help students who have allergies and asthma. Common
allergens found in classrooms include chalk dust, and strong odours (perfumes, paints).
● Encourage the student with asthma to participate in moderate physical activities, but make sure they
follow proper precautions.
● Allow a student to engage in mild activity after recovery from an acute asthma attack under supervision.
● Control/cover chemicals and volatile materials used in science, art and other classes.
● Do not cover up any vents in the classroom. This prevents fresh air from circulating into the room.
7.5.3 Diabetes
Please refer to the Chronic Illnesses policy.
7.5.3.1 Teacher’s responsibilities
Meetings must be held with parents, Head of School, Assistant Head of School, school doctor, school counsellor,
all grade level teachers to discuss the child’s condition and to establish procedures.
In general, the student should have:
● Free access to the bathroom
● Free access to drinking water
● Students should be allowed to eat when necessary; however, he/she should know his/her boundaries
and know that sharing food during lessons is forbidden.
● Student should be accompanied by his/her peers when visiting the clinic at school
58
● All teachers to ensure the student has eaten before any sports activity
● Ensure that snacks are taken on field trips or if attending activities in other parts of the school.
● Ensure that a nurse accompanies students with Diabetes on field trips (Pre/Elementary school)
● Accommodation for exams - School Doctor recommended extra supervision should be taken during
Exams, (teachers should look for signs of sweating, lip dryness)
● Teachers to be provided with reading materials on this issue
● Substitution kit to be developed for teachers substituting classes with diabetic students, kit should
include a list of students’ names and photos of students with diabetes for the teacher to identify them.
7.6 Smoking and Vaping Policy
At ARKIS, there is an absolute rule of “No Smoking or Vaping” on the school premises, irrespective of type or
location and irrespective of the person(s).
Vaping is electronic nicotine delivery systems (ENDS) including personal refillable vaporizers, e- cigarettes, and
vape pens. Cartridges contain, or tanks are filled, with e-liquid or juice composed of nicotine, flavouring, and
other chemicals. Vape devices come in different flavours and often look like a flash drive (USB) and contain
nicotine mixed with the chemicals propylene glycol and glycerin.
Some side effects of vaping in teenagers include mood swings, nicotine addiction, impulsivity, attention, focus
and learning can be affected, depression, anxiety and risk of infertility later on in life.
7.7 Behaviour at ARKIS
Please refer to the Behaviour booklet on Springring and Digital Campus.
7.8 Students’ Safety
Safety is the responsibility of all at ARKIS. To ensure a powerful safety system at ARKIS, all students are required
to report to their teachers / coordinators / Head of Schools the following hazards that may have been brought to
their attention:
● Wet and slippery floors that could lead to a trip.
● Damaged furniture and other equipment are not safe such as signs of sharp edges, splinters etc.
● Signs of damage, glass and sharp objects that could cause cuts.
● Students should report if they observe any accidents in or out of the classroom.
59
7.9 Trolley Bags
● All homeroom teachers should report to the School Doctor regarding students who use trolley bags.
● A letter is issued to parents whose child uses trolley bags asking them to visit our School Doctor in order
to be granted permission.
● The school will not accept permission from any doctor other than ARKIS doctor.
7.10 Fire Evacuation procedure
All students must abide by the following fire evacuation procedures:
● Ensure that you are familiarised with the fire display maps located in your classes and other areas of the
school;
● In case of an emergency, all students should follow the fire escape signs on the map;
● Do not panic, be calm and relax;
● Stop work immediately and follow the teacher’s instructions;
● Use the stair case; do not use elevators;
● Gather at the assembly points assigned;
● Remain calm; do not run or jump to avoid accidents;
● You are required to follow the fire evacuation map displayed in the place where you currently are. Do not
return to the place without taking permission from the authorised person.
7.11 Maintaining School Property
Students are responsible to maintain the neatness and the condition of the furniture and other equipment in
their classes. In the event of damage, students will have to fix/pay for the damage caused. Damages noticed in
any part of the school, should be reported immediately to Heads of Schools. For further details, refer to the
school’s Behaviour booklet.
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SECTION 8: CONTACT US
8.1 Student Term dates 2022- 23
61
8.2 Contact Information
Administration
No Designation Email ID Telephone
1 School Principal schoolprincipal@arkis.edu.bh 17875055
Personal assistant to the

2 aneesa.hussain@arkis.edu.bh 17875051
School Principal
3 Accounts Manager finance@arkis.edu.bh 17875058
4 Head of General services Hussain.mirza@arkis.edu.bh 17875061
5 Head of Human Resources hr@arkis.edu.bh 17875074
6 Public Relations Officer public.relation@arkis.edu.bh 17875055
Acting Head of Admissions admission@arkis.edu.bh 17875055 Ext 318

7
WhatsApp: 32223074
Heads of School and school secretaries
Preschool
Afaf Salmeen
1 Head of school 17875055
afaf@arkis.edu.bh
Kornilia Mytili
2 Assistant Head of school 17875055
mytili.kornilia@arkis.edu.bh
Hanadi Abdulrasool
3 School secretary 17875062
hanadi@arkis.edu.bh
Elementary school
Maheen Kadhemi
1 Head of school 17875055
elementary.hos@arkis.edu.bh
Ruchi Chakraborty
ruchi@arkis.edu.bh
62
Makkiya Alouini
makkiya@arkis.edu.bh
Aysha Soares
4 School secretary 17875053
ayshan@arkis.edu.bh
Secondary school
Head of school Emma Rooney

1 17875055
secondary.hos@arkis.edu.bh
Sameera Aburuman
2 Deputy Head of school 17875055
deputy.hos@arkis.edu.bh
Assistant Head of school: Leon Shadbolt

3 17875055
Pastoral Care assistanthos.pastoralcare@arkis.edu.bh
Assistant Head of school:

Sadia Khurshid
4 Curriculum Design + Special 17875055
assistanthos.curriculum@arkis.edu.bh
projects
Assistant Head of school:

Haytham Taha Talhafa
5 Teaching and Learning/Head 17875055
assistanthos.tl@arkis.edu.bh
of Science Department
Siji Roy
Assistant Head of school/IB
6 17875055
coordinator assistanthos.tl@arkis.edu.bh
Anisha Panickar
7 Executive Secretary 17875063
anisha@arkis.edu.bh
Zainab Muhana
8 Secretary 17875055
zainab.muhana@arkis.edu.bh
Guidance Department
Head of Counselling and Shaima Eshaqi

1 Guidance 17875055 Ext 329
shaima.eshaqi@arkis.edu.bh
Preschool
Fatima Hassan
Social counsellor 17875070
1
preschool.counselor2@arkis.edu.bh 17875055 Ext 378
63
Elementary school
Zainab Yusuf
1
zainaby@arkis.edu.bh 17875055 Ext 313
Salama Matar
2
salama.matar@arkis.edu.bh 17875055 Ext 376
Moayad Jamal
3 administrativesupervisor.elem@arkis.edu.b
17875055 Ext 360
h
Lower Secondary school
Ali Hussain
1
ali.ahmed@arkis.edu.bh 17875055 Ext 380
Mohammed Qabil
2 AdministrativeSupervisor.middle2@arkis.ed
17875055 Ext 310
u.bh
Reem Turki
3
reem.turki@arkis.edu.bh 17875055 Ext 381
Upper Secondary school
Fadhel Mansoor
1
fadhel.nasser@arkis.edu.bh 17875055 Ext 317
Mutaz Sami
2
mutaz.sami@arkis.edu.bh 17875055 Ext 361
Huda Jamri
3
huda.ahmed@arkis.edu.bh 17875055 Ext 362
Student Support Services
64
Malik Farhan
1 DC Support 17875055
dc.support@arkis.edu.bh
Learning Resource Mona Saeed

2 Administrator 17875055
mona.s@arkis.edu.bh
Dr. Mariam Battisha

3 School Doctor 17875054
school.doctor@arkis.edu.bh
Nidhi Vijayamma
4 Vocational Advisor 17875065
vocationaladvisor@arkis.edu.bh
Heads of Department
Preschool
Najat Akoudad
1 English subject coordinator 17875055
najata@arkis.edu.bh
English subject assistant Kornilia Mytili

2 coordinator 17875055
mytili.kornilia@arkis.edu.bh
Zainab Jassim Ghuloom

3 Arabic subject coordinator 17875055
zainab.dashti@arkis.edu.bh
Elementary school
Nasr Fathy
1 Arabic 17875055
nasser.fathy@arkis.edu.bh
Shela Borromeo
2 Maths 17875055
shela.borromeo@arkis.edu.bh
Ruchi Chakraborty
3 Science 17875055
ruchi@arkis.edu.bh
65
Seham Cherif
4 English 17875055
seham@arkis.edu.bh
Siji Roy
5 ICT 17875055
ict.coord@arkis.edu.bh
Ramla Shajjar
6 PE 17875055
ramla.h@arkis.edu.bh
Tahani Khalil
7 Social studies & Religion 17875055
tahani.naiser@arkis.edu.bh
Secondary school
Abubakr Alababneh
1 Maths 17875055
math.mshs@arkis.edu.bh
Fatema Qasim
2 English 17875055
fatema.qasim@arkis.edu.bh
Leon Shadbolt (KS4 & KS5)

assistanthos.pastoralcare@arkis.edu.bh
3 Humanities 17875055
Samah Imran
samah.imran@arkis.edu.bh
Sadia Khurshid
4 commerce 17875055
sadia.khurshid@arkis.edu.bh
Haitham Talafha
5 Science 17875055
haitham@arkis.edu.bh
Siji Roy
6 ICT 17875055
ict.coord@arkis.edu.bh
66
Ramla Shajjar
7 PE 17875055
ramla.h@arkis.edu.bh
Atef Alhababseh
8 Arabic 17875055
atef.mohd@arkis.edu.bh
Tahani Khalil
9 Social studies & Religion 17875055
tahani.naiser@arkis.edu.bh
Other Coordinators
Yara Abdulhameed
CAS coordinator/CCA
1 coordinator/ Administration arkiscas@arkis.edu.bh 17875055
Assistant - IB
assistant.ibcoordinator@arkis.edu.bh
Sameera Aburuman
2 IGCSE coordinator 17875055
deputy.hos@arkis.edu.bh
Maryam Janahi
3 UCMAS coordinator 17875055
ucmas.coord@arkis.edu.bh
Parent Teacher Association
1 pta@arkis.edu.bh 17875055
67
8.3 School Hours
Sunday - Wednesday Thursday
Students
Nursery - KG2 8:00 - 13:00 8:00 - 11:00
Grades 1 - 5 8:00 - 13:40 8:00 - 11:30
Grades 6 - 12 7:45 - 14:35 7:45 - 11:50
Staff 7:00 - 15:15 7:00 - 12:30
Accounts 7:00 - 14:00 7:00 - 12:00
68
69

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Student and Parent

SECTION 6: STUDENT AND COMMUNITY LIFE 47

SECTION 7: HEALTH SERVICES AND SAFETY 57

1.1 Message from Late Founder

To All the Staff of Abdul Rahman Kanoo International School

AbdulRahman Jassim Kanoo

1.2 School History

Thank you all and looking forward to a successful academic year.

● Pursuing excellence in teaching and learning

● Attaining high standards of student achievement

● Developing critical and creative thinkers committed to lifelong learning

● Graduating community-engaged individuals who contribute to society

The values to which ARKIS adheres are:

1. Excellence: we pursue excellence in every endeavour

2. Integrity: we uphold the highest standards of ethical behaviour and professionalism

5. Service: we care for others through our social engagement activities.

2.1.1 Acceptance Criteria (new admissions)

Elementary and Secondary Schools

● Upon acceptance, the school counsellor will interview the applicant

● No new admissions will be enrolled for the IB Courses.

● No students are admitted into Grade 12 except transfer students.

2.2 Curriculum Support in the Elementary and Secondary School

2.3 Course Overviews: IBDP and IGCSE

2.3.1 International Baccalaureate Diploma/ Courses Programme (IB) - Grades 11 and 12

2.3.2 ARKIS CAS Award

2.3.3 IGCSE Course Programme - Grades 9 and 10

● English 1st Language / English as a Second Language

● Arabic 1st Language / Foreign Language Arabic

Subjects option available are as follows:

● Information and Communication Technology

● Art and Design

2.4.1 Acceptance criteria for IBDP (Grade 11)

2.4.2 Subject criteria for IBDP

To register for IB Minimum grade in IGCSE or equivalent

English A HL (Lang & Lit) English 1st Language “B”

Arabic A Arabic 1st Language “B”

Maths HL Math Extended “B“

Physics SL Physics “B”

Chemistry HL Chemistry “A”

Chemistry SL Chemistry “B”

Biology HL Biology “B“

The course is designed for students with no prior

● three (3) subjects must be studied at Higher Level (HL)

● three (3) subjects must be studied at Standard Level (SL)

● Creativity, Activity & Service

● Extended Essay (EE)

● Physical Education (PE)

● Islamic Studies (Muslim students only)

Choose ONE of the five options below:

2.4.3 Acceptance criteria for IGCSE (Grade 9)

2.5 Educational Stages and Curricula

2.5.2 Elementary School (Grades 1 -5)

2.5.3 Secondary School (Grades 6 - 12)

2.6 Additional Curricular Programmes

2.6.1 Universal Concept of Mental Arithmetic System (UCMAS)

● Student’s memory and builds self-confidence

● Mathematical speed and calculation

● Attentiveness and concentration

2.6.2 ASL Programme

2.7.1 CEM Assessments

CEM assessments for high school students are as follows:

● Vocabulary – word fluency and understanding

● Mathematics – logical thinking, manipulating numbers and numerical concepts