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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
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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).
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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.
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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.
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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)
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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.
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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.
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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.
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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
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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
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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.
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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.
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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.
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LILIMA MONTESSORI HIGH
PARENT HANDBOOK
“Hand in hand we learn”