Teaching and Learning
Policy Implementation Visits & Trips Equipment Homework Assessment and Reporting Extra Curricular Activities
Curriculum Policy Statement
The school employs the International Education Agency Curriculum; the IEA implemented a new outcomes based Curriculum during 1999. It was developed from Australian, New Zealand and United Kingdom models applied, as appropriate, to the Papua New Guinea context.
Go
here to download an Overview of the IEA Curriculum or
here
to view the complete IEA Curriculum
Curriculum at Tabubil International School:
Curriculum Summaries English Mathematics Science Society and Environment The Arts Personal Dev. and PE
“The IEA provides a broad and balanced curriculum designed to promote intellectual, creative, personal, physical and recreational skills and understandings. The curriculum fosters an appreciation of the natural and social environments and encourages a sense of responsibility towards these.
Within this curriculum schools have considerable freedom in the development of teaching and learning programs designed to meet the needs of individual students.
The IEA strongly affirms that learning in schools must be child centred and focused upon the achievement of each individual student's potential. Teaching programs should reflect an understanding of the stages of development through which children pass, and should ensure that each child's new learning is founded firmly in learning, which has occurred before.
Students in IEA schools are provided with opportunities to develop an ability and readiness to cope with change, including ease of transition for students moving to other countries.
Students are helped to develop strong self-concepts so as to promote responsible independence and moral autonomy. They learn to appreciate the value systems implicit in national cultures, and to recognise the need for tolerance and understanding.”
IEA Curriculum Core Document, 1999
Curriculum documents can be viewed at the school or on the IEA website.
Implementing the Curriculum
The curriculum of TIS is founded on what we consider to be the best and most appropriate model for primary age pupils. Children are prepared with the knowledge and skills required enabling them to live in an ever-changing world.
It is the aim of the school that all children receive a broad and balanced education.
In the early years the curriculum may be delivered through a topic or as individual subjects. Topic teaching is an interdisciplinary approach to learning that can encompass Science, Design Technology, Society and Environment, The Arts (including music, drama and art) and Personal and Health Education. It may also include elements of English Language and Mathematics as appropriate. In the later years the teaching may be more subject orientated.
All teaching is conducted in English (except for foreign language lessons).
Curriculum Areas
An outline of the major curriculum areas is included below. This can only provide a very brief description of what are very extensive and complex issues. Much fuller curriculum documents are available should parents wish to examine them at any time.
English Language
Sophisticated language is a feature of the human race that enables us to learn and to transfer knowledge to others. As such, language skills are vital as they provide the foundation of learning in all other curriculum areas.
Language can be divided into four modes: speaking, listening, reading and writing.
English teaching at the school makes full use of these four elements of language to enable each pupil to become an effective receiver of information through listening and reading; and an effective communicator of information through speaking and writing.
Speaking and Listening
These skills are developed through discussion, question and answer sessions, public speaking and drama. Children should become confident in speaking to and in front of their peers and adults. It is also important that children become proficient at listening to instructions, questions, ideas and other people’s opinions.
Reading
From the very first day at school children will be exposed to good quality books, which together with their natural enthusiasm for stories should develop their desire to learn to read. Under the teacher’s direction children will be given the knowledge and skills required to become literate. Children should not only be able to read, but should also enjoy reading.
Writing
We aim to provide children with varied and valuable writing experiences throughout the school. These include news (relating their own experiences), stories, essays, poetry and recording.
It is not often appreciated that school children do more writing per school day than most working adults. It is important therefore that this writing should be purposeful and meaningful.
Pupils engage in so many writing activities that these must not be allowed to become boring or worthless tasks. We encourage children to see their writing as valuable and purposeful, and as something that will be read and enjoyed by other people. To ensure that others can readily understand their writing children are given instruction in those elements of grammar, structure and style suitable for their age and the writing tasks being undertaken. An important part of the writing process is the opportunity to draft and edit work before a finished version is produced; this of course is the way adult and professional writers work. Our emphasis therefore is much more on quality that quantity of written work produced.
Handwriting & Presentation
Presentation of written work is very important. Children are encouraged to develop a good handwriting style as soon as possible upon entering school. When children are ready they will be introduced to joined handwriting. This may be as early as Grade One or Prep if pupils have the fine hand control capable of producing neat and legible writing.
It is important not to confuse handwriting with the content of written work. When teachers look at written work they will assess the presentation and the content separately.
Mathematics
A firm understanding of the principles and application of mathematics is an important life skill, which all children should acquire. Mathematics is both a theoretical and practical subject and this is reflected in the mathematical activities children will be involved in. Children will be given opportunities to explore mathematics in practical “real life” situations. Problem solving and investigation also play an important part in the curriculum, enabling children to tackle and understand problems on their own. As children progress through the school greater emphasis is placed upon formal recording of mathematical problems and the solutions.
Mathematical skills play an important part in helping children to solve problems quickly and painlessly. Therefore pupils will be taught to handle numbers confidently and quickly by having a good grasp of mathematical facts such as number bonds and multiplication tables.
Science
The study of the natural world plays a major part in primary education. From the first days at school pupils are discovering about the world around them through experimentation, observation and instruction. Children should then investigate, interpret information, draw conclusions and apply findings to new situations. In essence we aim to produce children who think scientifically by applying knowledge and experience to new questions and problems to find answers and solutions.
Society and Environment
Society and Environment includes history, geography, the study of world religions and current affairs.
The starting point for study is the home and family. Studies then broaden out to include the school and local community. Older pupils will study PNG and its history and geography in addition to World history and geography. As much of history and geography are interdependent, they may be taught as a combined integrated subject. In the early years Society and Environment and Science are often included under the heading of “topic work”.
The Arts
Drama
Through role-play and public performance pupils are encouraged to become confident in displaying emotions, reactions and information through dramatic representation. Assemblies and school performances give pupils a public opportunity to demonstrate these skills.
Art and Craft
Throughout the school all forms of art and craft play an important role in self-expression and the presentation of ideas and themes. Art is also encouraged for enjoyment, as well as for developing craft and artistic skills and knowledge.
Music
From the very first days at school music plays a significant part in the curriculum. Starting with nursery rhymes and singing in the Early Years, to music theory and learning to play instruments, such as the recorder or guitar, in upper grades. Children will learn a range of musical skills and appreciation of a variety of musical styles and traditions.
Design Technology
Through the medium of Design Technology pupils are encouraged to develop skills of planning, designing and implementing practical solutions to real life problems of a technical nature. Various materials and tools will be involved in problem solving activities.
Information Technology
The use of computers and other information technologies will become increasingly important in the future. Pupils will be given the opportunity to use computers as tools and aids to learning in all curriculum areas and learning situations. In addition, pupils will be able to learn about computers, how they work as well as how they can be used to handle information and data. Often information technology work will be integrated into the curriculum as well as taking place in special computer sessions in the Computer Room.
Personal Development
Concerns the personal development of children and the acquisition of life skills to make sense of society and their place in it. Our teaching programme is structured and progressive so that all children receive access to the issues involved in Personal Education at an appropriate age. Some of the most important areas covered are; the development of views and opinions, the development of interpersonal skills and relationships, recognising personal strengths and weaknesses, the taking of responsibilities and becoming self confident, coming to terms with physical and emotional changes, keeping healthy, the awareness of the dangers around us and caring for our community and environment.
Personal Development permeates many areas of the curriculum. It is also taught through our school ethos, aims and values.
Physical Education
All classes have physical education lessons at least once per week. The lessons aim to ensure that all pupils take an active part according to their ability. PE is a major part of the curriculum and as such all pupils are expected to participate.
The school is well equipped with sports equipment and has a covered hard surface play area.
Any pupil who should not take part in PE due to illness must be provided with a letter from parents explaining the reasons. Any long-term medical restrictions must be confirmed with a doctor’s certificate.
Visits and Field Trips
From time to time most classes will take part in visits, outside the school. These will be visits to local places of interest to supplement work in class.
As such visits constitute an important part of the curriculum parents are required to sign a general approval for their children to take part in any visits applicable to their child’s education. Older children may have the opportunity to take part in optional residential trips for which a charge may be made.
Equipment and Materials
The school fees provide for the majority of the equipment and materials that pupils will require for everyday lessons. This includes pencils, pens, paper, exercise books and textbooks. Children who lose or damage books or equipment will be expected to pay for its replacement. Items such as pens and pencils are expected to last a reasonable length of time, these will not be provided to pupils who continually “lose” them.
From time to time we may offer textbooks for sale that we consider would prove valuable for homework or general interest.
It will sometimes be necessary for pupils to provide their own specialist equipment for extra curricula activities, such as music or sports.
HOMEWORK
Please take an interest in your child's work, and by all means help without actually doing it for them!
Homework probably causes more questions and concerns than any other area of school life.
The most commonly asked questions relating to homework are -
Why does my child get so little homework?
Why does my child get so much homework?
Why is my child’s homework so easy?
Why is my child’s homework so difficult?
As can be seen, from the conflicting nature of the questions that parents ask striking the right balance when setting homework is often difficult. To try and explain our approach to homework; the following guidelines will be helpful to parents.
Homework is…
A follow-up activity for pupils to undertake at home.
Related to skills or topics already covered in class.
Intended to keep parents informed of the kind of work their child is currently doing in class.
A help for children to develop good study habits.
Meant to be shared with parents.
Homework is not…
A substitute for schoolwork, rather it supplements and extends schoolwork.
Intended to take up hours of a pupil’s out of school time.
A means for keeping children occupied and quiet at home.
The amount of homework and the number of subjects covered will increase as the child progresses through the school. For younger children the emphasis with homework will be on reading practice, spelling and early number work.
In the higher grades children will be set more formal homework on a regular basis and will be expected to work more independently and spend time reading around the subject as well as undertaking directed homework. The tasks may be based on completion and extension of class work, spelling, mathematical skills, reading and special projects. The development of research, study and organizational skills is to be encouraged, as is neat presentation and handwriting.
Class teachers will provide the details of homework programs.
If homework is to be worthwhile, parents should supervise the work and check it is done correctly.
Homework should be the child’s own work done with parental assistance and supervision.
Children need access to a quiet and comfortable place in which to work.
Children will need; pencils, coloured pencils, erasers, scissors and glue so that homework tasks can be completed.
All students are expected to complete set homework.
Please make comments if your child has had difficulty with the set tasks, we need to know this information.
Assessment and Reporting
REPORTS
Progress Reports are provided at the end of Term 2 and Term 4.
A Transfer Report is written for each child when they leave the school at other times.
PARENT-TEACHER INTERVIEWS
Parents are invited to discuss each Progress Report with the class teacher.
In Term One of each year a progress notice is issued to parents which is followed up by a meeting if required.
Parents are also welcome to make appointments at any time during the school year to view work and discuss children's progress. Informal meetings with staff just after school are also invaluable.
The principal is also available to discuss matters with parents.
Extra Curricular Activities
Teachers may offer a variety of after hours activities based upon the season and interests. Parents and friends, who have hobbies or interests to share with the students, are asked to contact the school. Parents and friends are invited to help in the following areas: -
Cooking
Computers
Music, dance or drama
Art and craft
Sports such as indoor cricket, T-ball, netball, Rugby Gymnastics, etc.
