lilima montessori high - christian louboutin shoes · lilima montessori high school is an...

PARENT HANDBOOK

Lilima Montessori High P O Box 8832 Mbabane, H 100 Swaziland

Email: [email protected]

Cell : 7605 5189

TABLE OF CONTENTS Page

Introduction/Background information: 2

The vision of the Lilima Montessori School 2

The Mission, goals and objectives 3

The IB Middle Years programme in detail. 4

IB MYP Subject Groups and instructional methods 5 - 8

Some essential Montessori school characteristics. 9

School hours and timetable 12 School term planner 13

Policies and Procedures 15

Parent school partnership 21

Introduction: Lilima Montessori High School is an association not for gain in terms of Section 17 of the Swaziland Companies Act No 8 of 2009 specifically for operation as a non-profit high school. The school is run by a board of directors and the Head of School is Lynn Pocock. All the teachers have undergone a Montessori Adolescent Programme Introductory Workshop. They are fully versed in the principles of Montessori high school education and are enrolled in an online Montessori High school training programme, written by Dr Paul Epstein a world renowned Montessori educator and trainer.

Staff: Full time core teachers: Lynn Pocock, Mduduzi Bhembe Full time teachers assistant: Tengetile Freemantle Part time teachers: Dance Drama and Music: Seipati Jonga, Ralph Smit, Nqaba Tsela Languages– French (Tina Nsakadi) Portuguese (Virginia Da Conceicao) Sport: Basketball, and general physical education – Mzwakhe Phiri Football – Ettienne Massoye Boarding staff: Tengetile Freemantle In addition to the above, the school employs experts in their fields from time to time, to make presentations to the students to share their experience and expertise.

Background information: There is a need for more high quality high school education in Swaziland. With the establishment of Montessori Life Primary, a high school is a natural progression. This will make it possible for children to experience Montessori education through their entire schooling. The Montessori Method of education, developed by Dr. Maria Montessori, has been chosen as it is a child-centered educational approach based on observations of children from birth to adulthood. Dr Montessori's Method has been time tested, with over 100 years of success in diverse cultures throughout the world. There has been Montessori teaching in Swaziland for over 30 years and it was previously only available from pre-primary to elementary level (the end of primary school).

The vision of Lilima Montessori High is: A peaceful world: which is attained through our children, where all forms of life is respected,creating an inter-dependant global community. The board of Lilima Montessori High School has made a commitment to establishing a school which will provide:

a holistic Montessori/International Baccalaureate or (IB) education which recognizes the physical, emotional, social, entrepreneurial and intellectual capacities of the students awak-ening the inner potential of the human spirit.

suitably qualified, inspired and compassionate teachers who are committed to collaborative learning and growth.

the students with a dynamic, prepared environment which meets the specific needs of each adolescent and young adult.

all the students with a global perspective encouraging an awareness of their continual social responsibility.

Our Goals and Objectives

The goal of this school is to cultivate a passion for ex-cellence in everything the students do. To develop: self-respect

respect for others honesty, integrity, and responsibility empathy, compassion, kindness, and

peacefulness a sense of concern for others, warmth and

a love of community To acknowledge:

the unique contribution of all individuals the diversity of the global community our role in sustainability of our fragile

planet To inspire:

personal growth curiosity, creativity, and imagination giving back to our community

Our Mission

To provide children with a safe, courteous, respectful environment in

which to grow intellectually, physically, socially and emotionally. To nurture their spirit by acknowledging

their uniqueness and purpose. To create a positive and significant impact on the lives of everyone who

is involved in the school, whatever their role.

How a Montessori high school works and the curriculum in detail. Traditional Montessori high schools are farm communities where students participate in every level of running the organic farm which supplies the school and is able to sell any surplus. As students mature they become increasingly involved in running the school, keeping the books, running the school shop and organising events. This allows them to understand the principles of cash flow, business needs and the importance of co-operation. We at Lilima endeavour to follow this model as much as possible, the children will be able to learn practical skills, including permaculture farming, weaving and pottery, wood and metal work, construction and engineering, plumbing, electrical wiring as well as the traditional subjects such as mathematics, science, history and languages. The education is thematic and experiential. The students are divided into age groupings, 11 – 14 year olds (grades 7 and 8) and 15 – 16 (grades 9 and 10) and then 16 – 18 (grade 11 – 12). Lilima is following the model of Rochester Montessori School, a school in Minnesota in the USA, an accredited Montessori and IB School. The curriculum is structured around the IB(International Baccalaureate) Middle Years Programme (MYP) and the school is currently under-going its application for candidacy as an official IB School. Once the students have completed the IB MYP certificate they have the option to apply to do the IB Diploma at Waterford Kamhlaba or any other United World College, or alternately con-tinue at Lilima and complete the IB Careers Certificate which is one of four programmes offered by the IB, which was launched in 2012 and is aimed at students who take a career studies path-way in the last two years of secondary school. Combining rigorous academics with a school-based career-related programme, the IBCC prepares students for successful careers in today’s rapidly evolving world. This is especially effective in high unemployment areas of the world. The facts show how suc-cessful this has been: of the students completing the IBCC, schools report that 70% are going on to further or higher education or training—with many not having considered it an option before—and 29% are going into careers. To date, the IBCC has been implemented in 73 schools across 14 countries. The program’s results demonstrate that students benefit from the combination of academic subjects and career-related studies. They will access a broad, flexible education which will give them the knowledge, practical training, intellectual engagement, and international mindedness not other-wise possible in such programmes, developing higher order cognitive skills and academic behaviour that enhance their employability, and also dramatically alter their world view.” The IB Diploma and the IB Careers Certificate are accredited for University entrance worldwide and the MYP is accredited by the UK accreditation board as an equivalent certification as IGCSE.

IB MYP Subject Groups

1.The Arts This subject includes classes in both the visual and

performing arts. Students have opportunities to

work as artists and to explore, shape, and commu-

nicate their sense of identity and individuality. As

artists, students experience the process of creating

art. This involves developing curiosity, creativity,

and performance capabilities. Creativity is defined

as a process involving “the capacity to generate

new ideas and consider existing ideas from new

perspectives.” Students also work to develop an

understanding of the arts in terms of historical and

cultural contexts. Students maintain an arts proc-

ess journal in which to show progress and record

the development of ideas and skills.

3.Individuals and Societies In this subject group, students study topics drawn

from the traditional humanities subjects including

history, anthropology, psychology, geography, po-

litical science, and economics. These studies ask

students to develop respect and open-mindedness

for the diversity of human cultures and beliefs.

Students develop and test hypotheses, collect

information, describe and analyze data, and

interpret and present findings. A further goal is for

students to consider their own identities as

individuals and as members of local and global

communities. As they grow into an increasingly

changing, interconnected world, “studies in indi-

viduals and societies are essential for developing

empathy and international-mindedness, including

the idea that ‘other people, with their differences,

can also be right.’”

2.Design The ability to design is an essential 21st

century set of habits, and design is not lim-

ited to a “talented few.” In the MYP,

design is defined as the “link between

innovation and creativity.” Students

engage in a variety of design projects and

experience design as a process through

which thoughts and possibilities are

brought to successful implementation.

More specifically, students use the MYP

design cycle and experience design as

inquiry, problem solving, model creation,

and decision making. Students also

become aware that design involves

identifying and understanding a variety of

factors that may aid or constrain the

process.

4.Language Acquisition Learning a language is a highly individual

process and involves developing

knowledge, conceptual understanding,

and skills. Through the study of another

language, students come to realize and

appreciate there are other ways of living

and understanding the world. The school

currently offers French, Siswati and

Portuguese.

5.Language and Literature Human thought and activity occur in language.

Studies of English language and literature guide

students to explore self-identities and an

appreciation of the nature of language and

literature including its power and beauty.

Students develop analytical thinking,

imagination, creativity, and communication

skills (listening, speaking, reading, and writing)

as they engage in inquiry-based activities.

7.Physical and Health Education Understanding and appreciating the value of

being physically active and making healthy life

choices are goals for this subject group.

Students engage in activities designed to teach

a variety of concepts and skills that foster an

awareness of physical development and health

perspectives. This includes learning to

appreciate and respect the ideas of others and

developing effective communication and

collaboration skills.

6.Mathematics The goal is for students to understand

mathematics conceptually rather than as series

of memorized formulae and rules. When

students think mathematically, they can engage

with authentic problem situations designed for

the growth of analytical reasoning and problem

-solving skills. As students engage as

mathematicians, they also use technological

tools to represent information and build

models. Learning to communicate how

solutions are derived is more valued than

merely having the “right answer.”

8. Sciences

MYP science studies guide students to

investigate issues through research,

observation, and experimentation. Students

conduct investigations through an experimental

cycle involving inquiry, design, process, and

evaluation. Students also explore related issues

such as morality, ethics, culture, economics,

politics, and the environment. Critical and

creative thinking develop as students engage in

research and design and as they consider and

reflect on assumptions and alternative

explanations. The content of each subject is

presented through a variety of teaching

methods.

Instructional Methods The Montessori middle school programme uses a variety of instructional approaches. Instruction and assessment practices, guide students to become responsible for their own learning, make connections between topics and ideas, and critically evaluate information.

Scientific Research Through scientific inquiry, students learn to

apply the steps of the scientific method to

organize and guide their questioning. Either

in the classroom lab or the outdoor

environment, the scientific method is used

in order to do the work of scientists and

further students’ understanding of rigor,

validity, and reliability.

Seminar Inquiry In weekly seminars, the class reads and explores ideas through Socratic discussion. In these seminars, students learn to share ideas, analyze multiple-meanings of texts, paraphrase, debate, and respond considerately to each other. The Socratic seminar is an important part of the curriculum because it develops critical thinking and clarity of expression. The seminar allows students to increasingly take on leadership positions in seminar facilitation as they explore first-hand how knowledge can be produced and deepened through critical discussion.

Guided Instruction Direct, didactic instruction helps students build

listening, questioning, and note-taking skills.

Lessons are presented by teachers, guest

speakers, or even peers as students use various

organizers, texts, and supplementary materials

to gather information. Presenters use varied

questioning strategies and offer challenging

follow-up work to check understanding

Peer Coaching In a Montessori middle school, students typically work in small groups. They contribute to and support one another’s learning as project collaborators, peer editors, business partners, and community service providers.

Individual Lessons Individualized lessons occur in every aspect of the programme. Teachers work one-on-one with students on a variety of lessons, assignments, and projects allowing instruction to be delivered at appropriate levels. Furthering the curriculum’s attention to individual student needs, students’ work plans are organized and presented in study guides that are modified to offer appropriate challenges to each student.

Assessment and Assessment Philosophy At Lilima Montessori High, we believe that assessment is an essential tool for developing en-gaging and clear curriculum and encouraging active student learning. The purpose of assess-ment is to:

2. Inform, enhance,

and improve the

teaching process.

3. Promote positive

student attitudes

towards learning.

5. Support students’

developing responsibility for

monitoring and sustaining

their own learning.

1.Support curricular

goals and encourage

student learning

4. Support the development of

rigorous learning experiences

and outcomes by describing

clear and directed learning

objectives.

Assessment of student work, learning, and pro-

gress is a community effort. Teachers, administra-

tors, parents and most importantly the student

herself or himself will be responsible for partici-

pating in the assessment process

In accordance with the IB MYP, assessments are

criterion-related, based upon pre-determined cri-

teria set by the IBO and school staff. Criterion-

related means that teachers measure student

work and achievement against specific subject

area criteria, not against other individuals in the

class. The objectives for each subject group are

directly related to the assessment criteria of that

particular subject group.

The level of student success in reaching subject

group objectives is measured in terms of levels of

achievement, described in students’ assessment

journal and reported to parents in report cards.

(Twice a year)

Types of Assessment A variety of assessment methods will be designed to help students meet learning objectives and demonstrate their knowledge and skills. These will include tasks that encourage self-reflection, peer-evaluation, teacher and parent evaluation, and goal setting. A mixture of formative (ongoing) and final (summative) assessments will be used. Formative assessments allow students and faculty to examine learning and evaluate student achievement as an ongoing process and will include assessments such as:

Students demonstrate their knowledge, understanding and skills through summative or final project assessment tasks. Summative assessments challenge students to examine their work in its entirety and build skills necessary for advanced coursework in the future. The process is transparent: students review the assessment criteria and rubrics when each unit of study begins. The purposes of assessment include the following:

Summative tasks are assessed using MYP assessment criteria. Summative assessments may include exams, portfolio assessments or projects.

rubrics

checklists

open-ended tasks

essays

research projects

performances

observations

journals

group work and collaboration

Enhance student learning by

providing feedback on the

learning process

Provide opportunities for

transfer of skills and knowledge

across disciplines.

Promote positive student atti-

tudes towards learning.

Promote a deep understand-

ing of subject content by sup-

porting students in their inquir-

ies set in real world contexts.

Promote the development of

critical – and creative – thinking

skills.

Reflect the international-

mindedness by setting

assessments in a variety of

cultural and linguistic contexts.

Some essential Montessori school characteristics.

The Montessori "prepared environment" - The Classroom The Montessori classroom is designed specifically to meet the needs,

interests, abilities and development of each child in the class. The focus

is on children learning and not teachers teaching. The classrooms are

designed as a large diverse and multifunctional space. Multi-age group-

ing of children provides an atmosphere of community and allows chil-

dren to learn from one another. Generally students work individually or

in small, self selected groups. Children learn and progress at their own

pace, moving on to the next step when they are ready.

The Montessori philosophy is based on the belief that all children are

highly intelligent. Each child learns in her or his own special and unique

way according to her or his strengths, personality, interests, tempera-

ment, and more. Consequently, we personalize instruction because no

two children learn in the same way or in the same time. Children pro-

gress as they are ready, and younger children often have lessons with

older students.

At LMH children are active learners in multi-age classrooms. By learn-

ing we mean becoming self-reliant, internationally minded thinkers who

inquire, reflect, are knowledgeable, make decisions, solve problems,

communicate, and care.

In the learning environments provided, children may be seen engaged

with concentration for long periods of time with challenging hands-on,

minds-on academic activities that guide them to conduct inquiries and

make discoveries. We call these activities work because the work of a

child is to become an adult. For children, this means becoming able to

independently think and do their own activities.

Some essential Montessori school characteristics. The Montessori "prepared environment" - The Classroom

The Montessori classroom is designed specifically to meet the needs, interests, abilities and develop-ment of each child in the class. The focus is on children learning and not teachers teaching. The class-rooms are designed as a large diverse and multifunctional space. Multi-age grouping of children pro-vides an atmosphere of community and allows children to learn from one another. Generally students work individually or in small, self selected groups. Children learn and progress at their own pace, moving on to the next step when they are ready. The Montessori philosophy is based on the belief that all children are highly intelligent. Each child learns in her or his own special and unique way according to her or his strengths, personality, inter-ests, temperament, and more. Consequently, we personalize instruction because no two children learn in the same way or in the same time. Children progress as they are ready, and younger children often have lessons with older students. At LMH children are active learners in multi-age classrooms. By learning we mean becoming self-reliant, internationally minded thinkers who inquire, reflect, are knowledgeable, make decisions, solve problems, communicate, and care. In the learning environments provided, children may be seen engaged with concentration for long periods of time with challenging hands-on, minds-on academic activities that guide them to conduct inquiries and make discoveries. We call these activities work because the work of a child is to be-come an adult. For children, this means becoming able to independently think and do their own ac-tivities. The teacher is a facilitator or guide in the growing and learning process. In their essence, our Mon-tessori / IB programmes and curricula lead children to become academically successful, self-reliant, and responsible. We strive to help children to learn how to think deeply, to think for themselves, and to think about others. We believe that it is simply not enough to consider learning the ability to memorize “right answers.” Instead children learn how to learn. These habits and skills are critical and necessary for the kind of challenges children will face as they become adults in our ever-changing, complex, international world. “How children learn, influences who they will become.”

Freedom within limits

Although Montessori children enjoy considerable freedom of movement and choice, their freedom always exists within carefully defined limits. They are free to do anything appropriate within the ground rules of the school community, but are redirected promptly and firmly, if their actions interfere with the freedom of others.

Co-operation not Competition

Montessori students are free from one-up-man-ship and needless competition for attention and prestige, because each child learns at their own pace and the teachers refrain from comparing students against one another through testing, examinations and the like. Montessori students are encouraged to treat one another with kindness and respect. Insulting and bullying behaviour tends to be rare. Instead we find children have a great understanding and fondness of each other.

Universal values

Dr. Montessori saw children as far more than simply scholars. Along with the rest of humanity, even the youngest child shares hopes, dreams, fears and the need to belong. From her perspective, this goes far beyond knowledge and mental health to the very core of ones spiritual existence. Montessori consciously designed social communities and educational experiences that cultivate the child's sense of independence, self respect, love of peace, passion for self chosen work and the ability to celebrate the individual spirit of people of all races and ages. The value of all life. All Montessori schools are largely international schools. They not only tend to attract a diverse student body representing many ethnic backgrounds and religions, but they celebrate their diversity. The curriculum is international in its heritage and focus, and consciously seeks to promote a global perspective. The ultimate aim of all Montessori education is to promote world peace through fully developed people imbued with respect for all life.

Community service

Community service is a very important part of the school and Lilima Montessori High have established partners in the community to facilitate student participation. All the students will be required to participate in community service. Students are guided to become caring community members and to making positive contributions to others and the environment. Often service activities are connected to classroom lessons and students can apply concepts, skills, and knowledge to real world circumstances. Service then becomes more than doing for others; service becomes engagement with others to accomplish shared commitments. Through the course of service activities, students can: become aware of their strengths; take on challenges and develop new skills; discuss, plan, and evaluate student-initiated activities; develop perseverance; and develop international-mindedness. Students will be expected to complete at least 20 hours of volunteer community service or apprenticeship studies per year. Details about this requirement and its supporting curriculum will be described during the initial parent/student/teacher school meeting.

Micro-economies and the school shop

Developing and running small businesses connects the young adolescent to the supreme realities of so-cial life. Learning to think and engage as an entrepreneur is an essential 21st century skill. By develop-ing and managing a micro-economy, students learn about business plans, initial investments, supply chains, marketing, customer relationships, sales, and banking. Some examples of middle school busi-nesses include cooking and selling breakfasts and lunches, growing and selling farm produce, and manufacturing an array of handmade products which are sold at Market Days. Lilima will ultimately have a school shop which will be managed by the students.

Other information:

It is the aim of the school to have ten percent of the students from Swaziland on full paid scholarships. These students will be selected on both individual and financial needs criteria. The school will be ap-proaching various donors for these scholarships. Sports is encouraged; exercise and physical health are an integral component of overall well being. The school offers football, volleyball, netball and basketball as curricula sports. There will also be a variety of other extra curricular sport. The school is secular, but respectful of spirituality and religious diversity. Emotional intelligence and life skills will be nurtured through the use of extra- curricular activities such as meditation, yoga, conflict resolution, chess, speed reading, memory training, hiking and co-operation gained from working in the garden.

Admissions:

The Lilima Montessori School is an inclusive school open to all students and not restricted to those who have been attending Montessori at Primary level. Interviews will be held annually in April and August and by individual appointment.

Fee structure:

School fees are E55 000 per annum for Swaziland day students including lunch. (for Embassy/UN/ Global NGO’s E 70 000 per annum.) The fees will include text books but does not cover any additional stationery or costs required for school outings, tours and transport. A schedule of additional stationery to be purchased will be pro-vided at the start of term.

School hours and timetable: The school hours are from 7.30 am to 4 pm Monday to Thursdays and to 3 00 pm on Fridays,

Weekly timetable:

Project days : per term will be allocated to the different subject groups. At the end of Term 3 from the half term, this schedule will not apply, although there will still be a community meeting each day. The weekly timetable for the last half of term 3 will be flexible.

Time Monday Tuesday Wednesday Thursday Friday

7:45 –

8:15

Community meeting

CPR

Community meeting

CPR

Community meeting

CPR

Community

meeting CPR

Community

Meeting CPR

8:15 –

9:00 Language and literature

Mathematics Mathematics Agriculture Science

9:00 –

9:45 Language and literature

Mathematics Language and literature

Design Science

9:45 –

10:00

Break when needed Break at 9:45 Break when needed

10:00 –

10:45 Mathematics Language acqui-

sition – Siswati, French and Portuguese

Language and literature

Design Science

10:45 –

12:00 Mathematics Language acqui-

sition – Siswati, French and Portuguese

Language and literature

Project time Individuals and societies

12:00 –

1:15

Lunch break Lunch break Lunch break Lunch break (Braai)

1:15 –

2:00 The Arts – music and vis-ual arts

Individuals and societies

Language acquisi-tion – Siswati, French and Portuguese

Project time Project time

2:00 –

2:45 The Arts – music and vis-ual arts

Individuals and societies

Language acquisi-tion – Siswati, French and Portuguese

The Arts – music and vis-ual arts

Group feed

back

JOURNALS

2:45 –

3:00

Afternoon break and

clean up time

Afternoon break and

clean up time

Afternoon break and

clean up time

Afternoon break

and clean up time

Afternoon

break and clean

up time

3:00 –

4:00

Physical Health edu-

cation

Basketball

The Arts – dance and drama

Physical Health edu-

cation

football

The Arts – Dance and drama

Early home

time – 3:00

The school year will consist of three terms. The schedule is divided into thematic quarters of 5 – 6 weeks each. Each quarter is guided by an over-arching theme contextualizing primarily the science and humanities topics and secondarily topics in Language Arts, Design, Arts, Physical Education, other languages (siSwati, French and Portuguese) and Mathematics. There will also be, over the year, several weeks of the “travelling classroom” pro-gramme where the students will go on field trips and school outings. Grades will be determined for subject areas at the close of term 1 and 2.

Term 1 Curriculum - theme Project days

Week 1 Wednesday, 17 – 19 January

Orientation into the workspace. Subjects, teachers, community

Science

Week 2 – 5 22 January to 23 February

HOME PAGE (how did we get here?

Where are we?)

Wk 1 design Wk 2/3 Ind and Society Wk 4 Design

Travelling classroom 1 26 February to 1 March

Home Page School trips

Mid term 1 March to 6 March School closed

Week 7 – 11 6 March to 5 April

INNOVATORS AND HEROES

(Ingenuity and innovation)

Wk 1 Science Wk 2 Arts Wk 3 Ind

and Soc Wk 4 Phy Health Wk 5 Design

Travelling classroom 2 5,6,9,10,11 April School closes Wednesday 11 April

Innovators and Heroes School trips,

Term 2

Week 1 – 6 Wednesday, 2 May – June 18

ME INCORPORATED

(who am I ?)

Wk 1 Science Wk 2 Arts, Wk 3 Ind and Soc, Wk 4

Phy Health, Wk 5 Design

Travelling classroom 3 18 – 22 June

School trip,

Half – term Friday 22 June to Mon-

day 2 July

School closed

Week 7 – 11 2 July to 6 August

MONEY, MONEY, MONEY

(change in culture and society)

Wk 1 Arts Wk 2 Ind and Soc. Wk 3

and 4 Design Wk 5 Science

Travelling classroom 4 6 to 10 August School closes Friday, 10 August

School trips

Term 3

Week 1 – 4, 11 September – 10 October

Student units of choice as per timeta-

ble/ Heroic Journey/IB projects

Wk 1, 2 Science Wk 3 and 4 Ind/Society

Travelling classroom 5 12 to 18 October

Arts School trip to “theatre/ music/

art exhibition (Johannesburg/

Maputo)

Half term 18 October to Tuesday 23

October

School closed

Week 6 – 12 24 October to performance on 1 and 2

December School closes 6 December

Preparation for performance, exhibi-

tion, Arts School trips to theatre/

music/art exhibition

The travelling classroom (intercessions): Week-long intercessions may occur throughout the school year. A variety of subject-related activities will take place such as school trips, small business development, community service, and off-campus study. An off-campus site might be a local farm, national park, or environmental learning center. While there, students may engage in place-based studies involving humanities, sciences, and the arts. Working collaboratively with local farmers, land managers, or educators as well as their own teachers, students may further their studies in experiential education, local problem solving, and community service.

CALENDAR 2018

Term 1

Public Holidays Friday 30 March to Monday 2 April

Term 2

Public Holidays Thursday 10 May and Monday 23 July

Term 3

School opens Wednesday 17 January

Travelling classroom 1 26 February to 1 March

Mid Term

School closes School opens

Thursday 1 March Tuesday 6 March

Travelling classroom 2 5,6,9,10,11 April

School closes Wednesday 11 April

School opens Wednesday 2 May

Travelling classroom 3 18 to 22 June

Mid Term

School closes School opens

Friday 22 June Monday 2 July

Travelling classroom 4 6 to 10 August

School closes Friday 10 August

School opens Tuesday 11 September

Travelling classroom 5 12 – 18 October

Mid Term School closes School opens

Thursday 18 October Tuesday 23 October

School closes Thursday 6 December

Policies and Procedures:

Admission /registration – all students applying to LMH must complete the application form and

submit a non-refundable application fee of E 1000 to the school. Applicants will then be scheduled for an interview. Following the interview the parents will be notified of the acceptance of a place. On acceptance a E 5 500 refundable fee deposit will be required to secure the place. Thereafter the fees will be due on the first day of each term or month as arranged.

School Lunches: The school will be provide lunch which the students will be involved in preparing.

It will be a healthy vegetarian lunch with a “braai” day on Fridays. Students may bring snacks for the tea break but we would ask that you do not pack fizzy soft drinks, sweets, chips and other junk food.

Child release – please register the names of the people collecting your child from campus especially

if it is not yourselves. We will not release any students to unknown persons.

Health and medical emergency– if your child is unwell or involved in an accident at school we

will notify the parents/guardians immediately we request that you collect them or if they are boarders please notify the school of the preferred Doctor or clinic which you wish the school to take the child. Non-emergency medical management will be carried out by the staff at the school, who are certified with First Aid.

Emergency procedures - In case of fire or any other emergency the school will be evacuated and

will contact emergency services and all parents will be notified immediately.

Code of Conduct Disciplinary procedures (see attachment ) The focus on cosmic education in the Montessori environment means that there is an emphasis on peace, cooperation, and respect in the classroom. This spirit of inclusion makes it much less likely for example, that a child with special needs will be teased or left out. The students usually make an effort to accept, befriend, and encourage each other, regardless of their differences in abilities or age. Toler-ance and patience are virtues we encourage and model with all our students. Celebrating our unique differences and cultivating unity is fundamental for harmony in the Montessori classroom.

Special Needs Policy Lilima Montessori High shares the vision that all children can learn and that every child should receive the opportunity to develop the critical, creative thinking, and learning skills that will support their transition into caring, thoughtful, capable, and motivated adults. Our goal is to create an inclusive, learner-centered educational environment where students of all abilities are challenged, supported, and guided to become active and engaged learners

Differentiated instruction is critical for all learners. The IBO defines differentiation as “the process of identifying, with each learner, the most effective strategies for achieving agreed goals” Teachers at LMH will provide differentiated instructional opportunities through curricular planning, practice and assessment. In action, this might mean that teachers work with individual students to structure their learning work plans to address and support their academic needs.

Academic Honesty Policy The purpose of this policy is to promote the commitment to academic honesty. Because our programme supports the development of knowledgeable, inquisitive, thoughtful, and principled learners, we embrace with gravity and enthusiasm the teaching, learning, and practice of academic honesty in all pursuits. We take very seriously the skills development, practical applications, and principled personal commitments required to fulfill the IB and Montessori expectations for academic honesty. We live in a global community where resources and ideas are fluid; everything we do is connected to those who have come before and those with whom we share the planet today. Academic honesty helps us celebrate the interconnectedness of thought and creativity by locating our work in the context of others’ contributions.

Therefore, students should:

Teachers We believe that teachers must promote, model, and support students’ growth as principled, honest academics. Through clear expectations, scaffolding, and assessment teachers are the primary support system for students’ efforts.

1. Present their work honestly and with integrity;

2. Not cheat;

3. Appropriately acknowledge the work and contributions of others in their efforts;

4. Support each other by encouraging honest academic practices and discouraging poor practices (like cheating or copying work); and

5. Present their work and ideas in their own voice while embracing the important contribu-tions of others.

.Therefore, teachers should:

Definition of terms

Academic Honesty Behaving and working honestly in researching and presenting schoolwork. This includes respecting the ownership of the ideas and materials of other people, and behaving appropriately when taking exams .

Plagiarism The representation of other’s thoughts or work, as the student’s own in order to gain an unfair advan-tage. This includes using others’ work without citation or sourcing.

Collusion Allowing one’s work to be copied or submitted for assessment by another. Collaboration is a key com-ponent in the curriculum, but this is very different from collusion. Students should carefully consider their contributions to collaborative work and present their final work independently, taking credit for only the work they have completed.

Duplication Presentation of the same work for different assessment components or course requirements

Cheating Gaining an unfair advantage; for example: - Having someone else complete a portion or all of one’s work; - Using mobile phones, computers, or notes on an exam; - Stealing papers from the internet. As a school community, we understand that students need support and guidance to demonstrate aca-demic honesty in their work. To this end, we will address issues and concerns with student’s academic honesty on a case by case basis with the end goal being behavioral change. As concerns arise, teach-ers will strive to define the issue and determine student intent. Students will then be provided the opportunity to respond. Teachers will then determine appropriate measures that must be taken.

1. Model appropriate practice in academic honesty,

2. Provide guidelines and clear expectations for honest practice in their classrooms,

3. Promote academic honesty through course materials, instructional practices, classroom ac-tivities, and assessments,

4. Design dynamic and authentic learning opportunities that allow students to develop original, creative ideas and apply critical thinking skills instead of simply copy information,

5. Follow through with consequences when teachers identify instances of academic dishonesty.

These may include:

Non-discrimination statement The school will not tolerate any discriminatory behaviour by staff or students on any basis whatsoever.

Dismissal, referral, suspension, expulsion.

Should there be an infringement of the school code of conduct a disciplinary hearing will be conducted to assess the appropriate response. For more details see Code of conduct.

Dress code There will be no official school uniform, but the students will be expected to dress responsibly in an appropriate and modest fashion, i.e. T shirts and jeans or modest shorts. No make up, perfume or jewelry, etc.

Drop off and pick up. Due to the limitations of the single entrance we would ask parents/guardian to drop their children off at the gate. There will be a staff member in attendance.

Conflict resolution policy The school will not tolerate any physical confrontation or bullying or extreme conflict between the students. Should this occur a disciplinary hearing will be held with all parties concerned and parents is necessary. A written report will be given to the parents regarding the hearing.

Policies for celebrating cultural and religious events The school will honour the Swaziland Government public holidays. However the school will not prevent any student from celebrating their religious or cultural events and there will be no preference given to any religious persuasion. All religions will be respected.

Pet policy We ask that the students do not bring any pets to school.

Communicating via letter,

phone call or meeting with

student’s parents

nterviewing student with

parents, additional faculty,

and administrators

Recording the infringement

in student’s file

Reassigning student work

Altering student’s grade

Excluding student from

activities.

Substitute-teacher and volunteer policies From time-to-time there may be substitute teachers or volunteers attending the school and work-ing with the students.

Field trips All school field trips will require the parents signed consent and may require additional funding.

Cell phones and Internet use The students will not be allowed to have cell phones at school. Should they need to contact their parents they may contact the teachers to do so. Internet use will be for school topic research pur-poses only. Internet use will be supervised.

Parent access/observations Parents may make an appointment to sit in on the classes by prior arrangement with the Head of School.

Parent conferences Formal parent, teacher, student conferences will be held twice a year. The Assessment Journal and student portfolio will be key tools for reflection and goal setting during conferences. Formal grades and report cards will be sent home twice a year. Report cards are based on forma-tive and summative assessments including MYP subject area criteria.

Homework The school policy is that there will be a limited amount of homework and this will either be re-search or reading in preparation for the next day’s programme.

Extended care/late pick-up This can be arranged but must be organized at least one week before and there will be a nominal charge.

Late payment policy Fees are due on the first day of the term, or month if paying monthly. Late payments beyond 30 days will be subject to interest, based on the current Central Bank overdraft interest rate. Follow-ing this a first demand letter will be sent and should fees remain outstanding or a satisfactory ar-rangement made, the school will be obligated to retain the deposit and request that the student be removed from the school.

Parent School Partnership We invite your partnership because children thrive when all the adults in their lives are on the same page. This means enjoying open communication, understanding one another’s expectations, and sharing and understanding one another’s core educational values and principles. It’s really difficult when we don’t understand one another, when communication stops. Children don’t necessarily expect that adults will completely agree with one another. Children do, however, hope that adults will work it out. Please consider the following questions: • What can you expect from LMH and what does LMH expect from you? • How and when do we communicate? • How might you participate in your child’s activities and in school life? This Parent Handbook addresses these and other questions and is a guide and reference about our typical procedures, our responsibilities, and your responsibilities. As you become familiar with its contents, please do not hesitate to communicate. We welcome your questions and your suggestions. We can better understand and address your needs, and your child’s, when we communicate, stay informed, and work together.

Parent Participation and School Life This is a new type of school experience for parents and children alike. The daily lessons and learning activities in Montessori and IB classrooms are truly different. We expect children will learn to think. This is a very different kind of education. An inquiry-based curriculum uses different instructional methods to what most of us experienced. The questions you can ask your children at the end of their school day will differ from the questions our parents asked us. For example, you could ask your child, “What ideas do you have today? What did you do with those ideas? What would you like to do with your ideas? How did it turn out? What will you do next time?”

We expect your participation in your child’s school life. The extent of your involvement in school activities strongly correlates to your child’s academic progress. We ask you to be informed. Please read class newsletters; keep up with our news and plan to attend scheduled parent mornings and parent-teacher conferences. Come to parent education events. We want you to understand what your child is learning and, more importantly, how your child is learning. We also want you to know the “why” behind the learning processes. We ask you to support the various cultural events that take place, and we ask you to participate in school fundraisers. We welcome your suggestions too. We may not be able to implement all ideas, but we are a stronger community when we work together to offer the children all that we possibly can.

What can you expect from the School? You can expect us to fulfill our mission. Our mission is to guide the child through a prepared environ-ment to become an independent thinker who is responsible, respectful, and compassionate to self, community, and the world. You can expect us to adhere to Montessori and International Baccalaureate pedagogical principles. We are committed to the development of the “whole child.” This means their academic, physical, social, and emotional development. We do this with a rigorous and challenging curriculum. Our learning activities are experiential; more learning takes place because the activities engage multiple senses. You can expect us to teach thinking. We emphasize thinking over memorization. Thinking includes developing habits of inquiry, creativity, innovation, problem-solving, and more. A child who thinks is willing to try new possibilities, listen respectfully to others, and consider their ideas and perspec-tives. A child who learns how to think retains her or his passion for learning. You can expect us to understand your child - his or her learning styles, interests and preferences, developmental tendencies, and more. You can expect us to offer your child choices. Children express their interests through their choices. When children choose, they are self-motivated. More learning occurs through self-motivation than through external control. Learning to choose also develops thinking. It’s not the choice per se; it’s learning to anticipate possible outcomes of the choice. Choice involves learning to be responsible for your own actions and for the possible effects of your actions on others. When children choose, they also develop self-discipline. In a memorization-based ap-proach to education, children are told what to do, when to do it, and for how long. Here the children learn to initiate and complete studies and projects; they learn habits of self-reliance. You can expect us to model our core values, and we ask that you do the same. Respect is our most basic and core Montessori value. Respect is central to everything that occurs at school. We assume that respect is one of your values too. We teach children to “respect yourself, respect others, and respect the environment.” Respect is essential when there are issues and concerns. To resolve these, we go to the source and communicate. We ask that you speak with your child’s teacher/Guide. We ask that you please dem-onstrate respect by not gossiping. Please consider that your child’s moral development occurs as she or he observes and listens to what you do and how you communicate. In other words, each of us contributes directly to children’s moral development and to the culture and climate of the School in a positive way when we behave respect-fully towards one another.

LILIMA MONTESSORI HIGH

PARENT HANDBOOK

“Hand in hand we learn”

lilima montessori high - christian louboutin shoes · lilima montessori high school is an...

Documents