School Policies

• Whole School Plan
• Languages Other Than English
• English as a Second Language
• Homework Policy

To ensure that students at Lihir International School are offered a fully comprehensive and continuous primary education, the following Whole School Plan offers teachers a scope within which they can develop their own class plans.

Whilst Lihir International School remains a small school it will always have composite classes. Therefore students can be in the same classroom for up to three years. For this reason, a three -year plan has been devised so that students are not offered the same program twice in the same class.

The whole school operates on themes, which are based on Science and Studies of Society topics taken from the IEA curriculum documents. Each year two themes are taken from the Science area and two from Studies of Society. Over the three-year span all topics in the curriculum documents are covered.

These themes will be the focus of not only the Science or Studies of Society lessons, but will also be the focus, where suitable, for English, LOTE, The Arts, and Technology lessons (see below for details).

However, much of what needs to be taught in English, Maths, Health/Phys Ed, Technology will not fit in with the themes and will be dealt with on an individual class basis rather than as a whole school.

Year 2000 is considered to be Year 1, so 2001 is Year 2 and 2002 is Year 3 and 2003 returns to Year 1.

• Whole School Themes
• English
• Mathematics
• Information Technology
• Lote - Pidgin
• The Arts
• Health,Physical Education, Personal Development

• All children are encouraged to use the library as a place for quiet reading and to borrow books. Library sessions will be timetabled for each class and include lessons on how to use the library. Library bags are provided for all Prep/Grade 1 students.

• Time is provided in each class, during normal class time for silent reading.

• Book Week is celebrated throughout the school every year, where possible to coincide with Book Week in Australia.

• Efforts are made to provide a wider audience for children's writing. These include children reading what they have written to other classes, publishing what they have written on computers, making small books, printing some works in publications such as the "It's Thursday" (the school newsletter) and the "Townsite Bulletin".

• Children from non-English speaking backgrounds may be offered special assistance - see ESL policy statement.

• Where possible, maths is taught through games and other fun activities. Games are also used to improve automatic response.

• Maths Week is held every year throughout the school.

• Up-to-date computer software is purchased and used where it is suitable.

• Games such as chess and other games of logic are provided in the library for children to use during recess and lunchtimes.

• Parents are encouraged to help children at home with activities such as learning multiplication tables.

All students should have regular access to computers and the following table indicates the skill levels appropriate to each grade level.

Where possible, topics will be chosen to fit in with the overall school themes. For example, the pidgin names for body parts could be taught as part of "Living Things (Human)", food might be taught as part of "resources" or "Culture". Culture activities will also be part of LOTE lessons. For example, weaving could be taught as part of "Materials", traditional gardening and cooking as part of "Living Things (Plants and Animals)".
 
 

• To ensure that students are offered a fully comprehensive and continuous Visual arts program, the following framework offers teachers the scope within which they can develop their own class plans.

• Within the structure of the IEA curriculum documents, each class teacher will plan individually for these areas. At the end of Term 3 each year, there will be a public performance/exhibition which will allow the students to display what they have learnt or made during the year. this can include art works, performances of musical activities, gymnastics displays or dance. It is important that this performance be seen as a display of work done in normal class time, not as something which is designed purely for performance.

The remainder of the learning outcomes for Personal Development and Health are to be intergrated with other Key Learning Areas when appropriate.

Lihir International School serves a community with a variety of cultural backgrounds. Although English is the official language of the school, many children come to the school already able to speak other languages; usually these are community languages (Tok Ples) and/or Pidgin.
 

Rationale
"Learning a language
 

• enhances perception of how language works and promotes an understanding of one's mother tongue

• makes it easier to learn other languages at another time·

•  encourages empathy and sensitivity towards other cultures and highlights awareness of one's own culture

•  builds self-esteem and confidence"

All Australian States now encourage the teaching of LOTE as part of the core curriculum in primary schools.

The use of Pidgin as a common language is spreading throughout PNG, including in official settings such as Parliament and public television. On Lihir, Pidgin is commonly used as the lingua franca in spoken form and is also seen in written form in most public places. Therefore resources, including human resources, for teaching the language are readily available.

"There is much merit in the notion of IEA students learning Papua New Guinean languages. This may include the teaching of the official languages of Tok Pisin and Motu. A facility in one of PNG's national languages may be of far more value than learning the language of a foreign country."

Guidelines

"There is much merit in the notion of IEA students learning Papua New Guinean languages. This may include the teaching of the official languages of Tok Pisin and Motu. A facility in one of PNG's national languages may be of far more value than learning the language of a foreign country."
 

•  In the Primary School formal, structured lessons occur on a regular basis, totalling approximately 75 minutes per week.

•  In the Middle and Upper School those students who already speak Pidgin are encouraged to improve their reading and writing skills in that language.

• Pidgin is used as a way to teach the culture of PNG, and Lihir in particular

• As language is always purposeful, any opportunity to use the language affirms skill and the value of the language. So the use of any LOTE outside class times is to be encouraged

• As language is always purposeful, any opportunity to use the language affirms skill and the value of the language. So the use of any LOTE outside class times is to be encouraged

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LIHIR INTERNATIONAL SCHOOL

ENGLISH AS A SECOND LANGUAGE

August 2000

Description

In Papua New Guinea many languages are spoken and are valued as part of a diverse culture. Although English is the official language of the school, many children come to the school already able to speak other languages and have had differing degrees of exposure to English.
 

Rationale
 

•  Students learn best when:

•  they are provided with opportunities to participate in communication in a wide variety of activities. ·

•  they are exposed to information which is comprehensible and relevant to their own needs and interests.·

• Skills or concepts developed in the first language underpin the development of skills in subsequent language learning·

• Skills in other languages and knowledge of other cultures bring added value to the classroom.

• In learning new concepts, students new to English may come to an understanding more easily if the concept is explained in the first language.

•  Use of first language, whether in the classroom or in the playground, provides equity and accessibility.

• Withdrawal of students with non-English speaking backgrounds may be counter-productive as it is important that they learn the new routine and are exposed to the class language as much as possible.

Guidelines
 

• New students are placed in grade-level according to their previous academic experience, regardless of skills in English

• Teaching staff focus on what students can achieve and skills already learnt.

• All children make progress at varying rates. For children with non-English-speaking backgrounds, the teacher scaffolds learning and understands the differing needs.

• Children with little or no English are offered extra support in the first weeks until the routine is established.

• An initial period of silence is accepted as children develop skills and confidence in the new language.

• Children are gradually encouraged to make attempts at using English and all attempts are accepted sympathetically.

•  Small group activities, which encourage discussion, are used often in class.

•  Concrete, practical language is used initially, leading to the more abstract.

• Where possible, the first language may be used by teaching staff for explanations.

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LIHIR INTERNATIONAL SCHOOL

HOMEWORK POLICY

Philosophy

Homework at the Primary School level provides:

1. information to parents about what is being taught at school

2. opportunity for students to rehearse what they have learnt in school or to complete work begun in class

3. opportunity for partnership between
teachers and parents in the education of children

4. opportunity for self-directed study

5. expectation that some out-of-school hours will be spent in study - preparation for later school years
 

Guidelines

1. Homework will be set for all primary students, not necessarily

2. All students are expected to read at home as part of their homework. Records should be kept of what has been read.

3. Homework should reflect what has been taught in class and should give opportunity for rehearsal

4. Teachers should ensure that all students understand what they are to do and are able to complete it

5. Students may be asked to complete schoolwork at home

6. When setting homework, teachers need to be aware of the wide range of resources available to students at home. In Lihir, some students have many books and computers with Internet access, but some students have no electricity and no easy access to basic stationery items such as paper and pencils.

7. All homework must be checked by a teacher as soon as it is handed in (i.e. on the same day).

8. Parents are encouraged to take an interest in their children's homework and assist where necessary.

9. Parents should be informed of homework expectations.
 
 

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