PVIMS Handbook 2019.pdf

FAMILY HANDBOOK 2020

315 Aqueduct Road St Helena VIC 3088 School: 9438 3202 F: 9438 3301 E pvims@pvims.vic.edu.au www.pvims.vic.edu.au ABN 13 005 235 647

Contents PRINCIPAL’S WELCOME .................................................................................................................................... 1 A BRIEF HISTORY .............................................................................................................................................. 2 PHILOSOPHY .................................................................................................................................................... 2 THE MONTESSORI METHOD ............................................................................................................................... 3 LEARNING ................................................................................................................................................. 3 PLANES OF DEVELOPMENT ........................................................................................................................ 3 THE PREPARED ENVIRONMENT .................................................................................................................. 4 SENSITIVE PERIODS ................................................................................................................................... 4 VISION & PURPOSE .......................................................................................................................................... 4 VISION ...................................................................................................................................................... 4 PURPOSE .......................................................................................................Error! Bookmark not defined.4 VALUES FOR PLENTY VALLEY INTERNATIONAL MONTESSORI SCHOOL................................................................. 4 SEE PEOPLE FOR WHO THEY ARE................................................................................................................ 4 PRACTICE WHAT YOU TEACH ..................................................................................................................... 4 I DID IT!..................................................................................................................................................... 4 MAKE A LITTLE DIFFERENCE EVERY DAY ..................................................................................................... 4 A HAPPY PLACE ......................................................................................................................................... 4 DEMOCRATIC PRINCIPLES .......................................................................................................................... 5 PLENTY VALLEY INTERNATIONAL MONTESSORI SCHOOL .................................................................................... 5 MEMORANDUM OF PLENTY VALLEY MONTESSORI SCHOOL ASSOCIATION .................................................. 5 MEMBERSHIP ............................................................................................................................................ 5 OBJECTIVES OF THE ASSOCIATION.............................................................................................................. 5 SCHOOL BOARD & GOVERNANCE ...................................................................................................................... 6 PRIVACY STATEMENT ....................................................................................................................................... 6 POLICIES & PROCEDURES ………………………………………………………………………………………………………………………………….. 6 CODE OF CONDUCT .......................................................................................................................................... 7 STAFF CONTACT DETAILS .................................................................................................................................. 7 PROGRAMS ...................................................................................................................................................... 7 PLAYGROUP .............................................................................................................................................. 7 TODDLER PROGRAM …………………………………………………………………………………………………………………………...…....7 CYCLE 1 ..................................................................................................................................................... 8 Practical Life ........................................................................................................................................... 8 Sensorial................................................................................................................................................. 8 Language ................................................................................................................................................ 8 Cultural Activities.................................................................................................................................... 8 Mathematics .......................................................................................................................................... 8 CYCLE 2 & CYCLE 3 – THE PRIMARY SCHOOL YEARS ..................................................................................... 9 Cosmic Education ................................................................................................................................... 8 Language ................................................................................................................................................ 9 Mathematics .......................................................................................................................................... 9 Geometry ............................................................................................................................................... 9 Cultural Studies....................................................................................................................................... 9 History ................................................................................................................................................. 10 Geography ............................................................................................................................................ 10 Biology ................................................................................................................................................. 10 Science and Technology ........................................................................................................................ 10 SPECIALIST AREAS OF STUDY ........................................................................................................................... 11 MUSIC PROGRAM ................................................................................................................................... 10 VISUAL ARTS PROGRAM .......................................................................................................................... 11 MANDARIN – LOTE (LANGUAGE OTHER THAN ENGLISH) ........................................................................... 12 PHYSICAL EDUCATION ............................................................................................................................. 12 THE SCHOOL CALENDAR AND OPERATING HOURS............................................................................................ 13

CALENDAR .............................................................................................................................................. 13 SCHOOL HOURS....................................................................................................................................... 13 OUT OF SCHOOL HOURS CARE (MORNINGS) ............................................................................................. 14 OUT OF SCHOOL HOURS CARE (AFTERNOONS) ......................................................................................... 14 CLASSROOM NEEDS & ROUTINES .................................................................................................................... 14 SCHOOL BAG ........................................................................................................................................... 14 CHANGE OF CLOTHING ............................................................................................................................ 14 SLIPPERS ................................................................................................................................................. 14 WASHING ROSTER ................................................................................................................................... 15 DRESS CODE ................................................................................................................................................... 15 LOST PROPERTY ............................................................................................................................................. 15 CELEBRATIONS ............................................................................................................................................... 15 BIRTHDAYS ............................................................................................................................................. 16 RELIGION ................................................................................................................................................ 16 CELEBRATION OF LEARNING .................................................................................................................... 16 SCHOOL ABSENCE ........................................................................................................................................... 16 SUPERVISION BEFORE SCHOOL HOURS ............................................................................................................ 17 SUPERVISION DURING SCHOOL HOURS ........................................................................................................... 16 DISMISSAL OF STUDENTS................................................................................................................................ 17 LATE ARRIVAL OF STUDENTS........................................................................................................................... 18 EARLY LEAVING STUDENTS ............................................................................................................................. 17 HEALTH AND SAFETY ...................................................................................................................................... 17 EMERGENCY MANAGEMENT PLAN ........................................................................................................... 17 TOTAL FIRE BAN DAYS ............................................................................................................................ 17 COMMUNICABLE DISEASES ............................................................................................................................... 17 DISEASES AND ILLNESS INFORMATION..................................................................................................... 19 MEDICATIONS ......................................................................................................................................... 18 MEDICAL NEEDS ...................................................................................................................................... 18 ANAPHYLAXIS ......................................................................................................................................... 18 ASTHMA ................................................................................................................................................. 18 ALLERGIC REACTIONS .............................................................................................................................. 18 ILLNESS & ACCIDENT................................................................................................................................ 18 HEAD LICE CONTROL................................................................................................................................ 19 SCHOOL ENTRY IMMUNISATION CERTIFICATE .......................................................................................... 19 PROVISION OF FOOD ............................................................................................................................... 19 INCURSIONS, EXCURSIONS AND CAMPS: A MAJOR PART OF PVIMS .................................................................. 20 TOYS FROM HOME ......................................................................................................................................... 20 COMMUNICATIONS ........................................................................................................................................ 21 TOTAL FIRE BAN DAYS ............................................................................................................................ 17 COMPLAINTS AND GRIEVANCES ............................................................................................................... 21 SCHOOL NEWSLETTER..................................................................................................................................... 27 ASSESSMENT & REPORTING ............................................................................................................................ 22 'IN HOUSE' TESTING FOR MASTERY .......................................................................................................... 22 NAPLAN TESTING .................................................................................................................................... 22 LEARNING AT HOME ....................................................................................................................................... 23 LEARNING SUPPORT ....................................................................................................................................... 23 REFERRALS ..................................................................................................................................................... 23 PARENT EDUCATION IN MONTESSORI .............................................................................................................. 23 CLASSROOM OBSERVATIONS .......................................................................................................................... 24 PARENT PARTICIPATION ................................................................................................................................. 24 WORKING BEES ....................................................................................................................................... 24 PARENT CLASSROOM PARTICIPATION ...................................................................................................... 24 OTHER WAYS THAT PARENTS CAN PARTICIPATE ....................................................................................... 24 2

CAR PARK PROCEDURE ................................................................................................................................... 25 CAR PARK RULES ..................................................................................................................................... 25 SPEED LIMIT ............................................................................................................................................ 25 COMMUNITY CAR PARK - UPPER CAR PARK ............................................................................................. 25 STAFF CAR PARK...................................................................................................................................... 25 EARLY LEARNING CAR PARKING ............................................................................................................... 26 EXITING THE CARPARK............................................................................................................................. 26 FINAL WORDS ................................................................................................................................................ 26

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PRINCIPAL’S WELCOME Welcome to Plenty Valley International Montessori School!

Our School has a 40-year history in providing education in the method developed by scientist and activist, Dr. Maria Montessori. Her work, developed throughout the 1930s, acknowledges the child as a competent learner, who develops through the practice of trial and error. Our educators guide the children and work to assist them in their learning journey, ensuring that each individual experiences a sense of challenge. Personalised learning is a hallmark of education at Plenty Valley, where children are extended and supported at their point of need.

We are proud to say that the theory and practice of a Montessori classroom are congruent with the most cuttingedge, contemporary thought-leaders in education today. Our educational practices are built around building students’ focus and concentration, enabling them to get into flow in the learning environment. Constructive, personal feedback to students helps develop intrinsic motivation for learning. And teacher-student relationships are built on mutual respect, ensuring that children feel empowered and have a sense of autonomy. This is what a Montessori education is about at PVIMS. PVIMS is a community that cares. We believe in working with our families and collaborating to ensure that children’s academic, social and emotional development thrives. Maria Montessori’s vision was to create harmonious communities, conscious global citizens, and a peaceful world. While this might have been a lofty goal, it is what drives us each and every day here at PVIMS. It is clear that Montessori was, and still is, ahead of her time.

Thank you, Janis Coffey Principal

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A BRIEF HISTORY Plenty Valley International Montessori School was founded when a group of parents interested in Montessori Education came together to establish a school for their children. Two sessional preschool groups catering for approximately 40 children commenced in September 1976 in rented premises in Montmorency. Numbers increased steadily and the primary school was added in 1978, with 25, five year old students.

Within four years the school had outgrown rented premises and the School Board decided to purchase land and establish a permanent school site. Two hectares of land was bought at the current site in St. Helena (previously zoned as Diamond Creek) and with the help of Independent School Government Grants, the buildings have gradually been established.

Plenty Valley International Montessori School provides a Montessori Education for children from infancy to twelve years, which includes four specialist programs: Music (choir, school band, instrumental lessons), LOTE (Mandarin Chinese), Physical Education and Learning Support.

Extract from - Montessori - The Absorbent Mind The road to independence: “Man is born with a vital force, already present in the general structure of the absorbent mind.”

This structure alters during infancy under the direction of what have been called sensitive periods. Growth and psychic development are therefore guided by this vital life force, the absorbent mind and the sensitive periods.

These are hereditary and characteristic of the human species. Their fulfillment however, can only be realised through experience of free activity conducted in the environment.'

PHILOSOPHY Dr. Maria Montessori (1870-1952) observed children throughout the world, watching how they learned through the different stages of development.

Dr. Montessori saw education as more than just teaching the academics to children, but rather as a way to give them skills required to prepare them for life. She believed that, if given an environment prepared to meet their needs, and following the natural laws of development, children would move towards self-discipline and be motivated learners. They would also develop a sense of ‘place’ in their society and the world.

Dr. Montessori not only studied the physical development of children, but also their intellectual and social development. She conceived and developed the holistic method of education that Montessori schools are renowned for.

Plenty Valley International Montessori School’s application of the Montessori Philosophy encourages active engagement in study. We encourage our students to take responsibility for their day-to-day tasks, helping them to become self-reliant, independent individuals.

Each child is encouraged to explore the possibilities of reaching their own potential. All students have unique talents and strengths. The School wants each student to maximise these positives, providing tasks that are set appropriate to each child’s development. We aim to empower your child in learning, harnessing the natural delight in discovery and giving the child skills with which to meet future challenges, with enthusiasm and confidence.

Extract from - The Formation of Man - by Maria Montessori.

Dr. Montessori on the matter of Education: ‘It is help given in order that the human personality may achieve its independence.'

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THE MONTESSORI METHOD The essence of the Montessori Method is to help the natural process of human development, to create integrated personalities; that is, people who have a sense of responsibility, who know their limitations, who have a sense of duty toward themselves and society, and who, having a clear vision, can make a positive contribution to solving social problems.

The essential factor in the Montessori outlook is that it is not the adult who creates the child; it is the child who, through their experiences, creates himself.

Dr Maria Montessori did not consider her work simply a method of education, but rather a means of helping the creative energy in the child to reach its end.

Dr Montessori offers far more than a curriculum leading to a rich intellectual life. She offers a key, which gives clarity and focus to the inner energy which leads the child during his development.

“A Montessori teacher who has mastered the curriculum and supporting materials, who prepares a beautiful environment for children, and gets from their children the desired results of early reading, writing and mathematics, is considered a great success. But their success is minimal if they do not equally develop children with integrated personalities.”

Dr Maria Montessori.

WHAT IS THE CHILD’S: LEARNING? Learning provides an opportunity for the child to display an inner need to explore. The goal of this activity is to construct the adult they will become. Through intelligent movement (linking the hand and the mind), the child begins to order the impressions of the world around him/her.

PLANES OF DEVELOPMENT This is what Montessori called a specific growth phase. Montessori taught teachers to design school classrooms to meet the needs and interests of children in each growth phase. She also taught teachers to ‘follow the child’ through careful observation. In this way, teachers attend to each child's learning approaches, strengths and weaknesses, and interests and anxieties.

The first phase occurs from birth to 6 years of age when rapid growth and development takes place. It is typically marked by the terms “What's that?” and “I can do it”. It is the time when children need to move to learn, but also to refine these movements so they become more controlled. As they develop this co-ordination, their concentration lengthens. Order and self-discipline become evident.

The second phase, from 6 to 12 years, is what Montessori called the ‘metaphoric age’. The child becomes stronger and the imagination becomes the vehicle for learning. This child wants to know the reason for things; the “why?” of things is always in question. It is also the time when the child's peer group becomes important in learning and working in a social way is typical of this phase where moral issues are faced and addressed.

The third phase is from 12 to 18 years when the young adolescent enters into a new developmental beginning.

Cognitive and emotional development may take longer than physical growth. During this phase the child requires movement and needs personally meaningful and socially contributing experiences. They respond to humour, display tremendous imagination and prefer conversation. The young adolescent begins to understand interdependence – relationships of integrity and reliability involving trust, honesty and commitment. Montessori called the children of this plane ‘Earth Children’.

The fourth phase is from 18 to 24 years when the previous three phases all come together and are consolidated into what we understand to be the ‘adult’. What has happened in these phases will be, to some extent, reflected in this final phase.

Reference - The Montessori Way by Tim Seldin and Paul Epstein, a comprehensive description of Montessori education.

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THE PREPARED ENVIRONMENT The link between the child and the environment is the adult. In a classroom situation, the Montessori educator observes the children with a trained eye and provides a learning environment which meets the needs of these children at whatever developmental level they are. Of course, this environment does not remain static; it evolves and changes according to the growth of each child and dynamics of the group overall. It must be clean, functioning & orderly, motivating and well maintained at all times.

SENSITIVE PERIODS Having graduated as a Doctor, Maria Montessori had a trained scientist's eye and through her observations and study of the child, she developed the idea that there were very specific times when the child is particularly sensitive to learning new concepts. Nowadays, educators may call them “teaching moments”. She believed that these periods were assigned by nature to aid the development of the human being. For example, the sensitive period for language begins at birth and continues for 5 to 6 years. Other Sensitive Periods include Order, Refinement of the senses, social and cultural adaptation.

VISION & MISSION VISION A Celebrated school where we all love to learn.

PURPOSE We empower individuals to excel by fanning the flames of curiosity.

VALUES FOR PLENTY VALLEY INTERNATIONAL MONTESSORI SCHOOL SEE PEOPLE FOR WHO THEY ARE Our school embraces diversity. It is a place where individuality is celebrated. The rights of community members are respected and voices are heard and accepted. Cultural traditions are welcomed, often with parents coming to classrooms to discuss their cultural celebrations with students. Each student is seen as an individual with unique traits and skills. We see the strengths in every individual and understand that, at the core, we are actually more similar than we are different.

PRACTICE WHAT YOU TEACH Grace and courtesy feature as important values in Montessori curriculum and we know that we can teach young children to develop social intelligence. Learning how to interrupt politely, how to navigate social situations, or how to offer help to others refines children’s social skills. By modelling grace and courtesy to one another, we not only demonstrate these skills to the children with whom we work, but we establish a respectful and caring culture within our community.

I DID IT! We value the process, more than the product. Mistakes are a part of the learning process and the ability to selfcorrect along the way is integral to success. This is why Montessori materials are in-built with self-correction tools.

This ensures that all of our students experience a sense of accomplishment. Personal success encourages further exploration, which leads to more success and joy in learning. We provide and foster an environment where all individuals can succeed with ongoing curiosity and motivation. We celebrate our achievements, but more so, the effort it took to get us there.

MAKE A LITTLE DIFFERENCE, EVERY DAY We integrate sustainable practices in our school grounds and our curriculum. We have a respect for individuality and individual learning and have a commitment to providing a safe environment for students to truly learn at their pace. We know that big achievements are made up of regular small achievements. So, we do not underestimate the little steps. Incremental change is lasting change.

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A HAPPY PLACE We have a culture that enables us to find time for one another. The three years with one teacher, in one classroom, builds trust which provides security and deepens relationships with families and those between the children themselves. We want our community to feel valued. We do this by listening and working together constructively. In a safe and happy environment our students can excel.

As a school we acknowledge the traditional custodians of the land on which we create a Montessori school environment.

DEMOCRATIC PRINCIPLES The programs of teaching and Learning at Plenty Valley International Montessori School support and promote the principles and practice of Australian democracy, including a commitment to: • • • • • •

Elected government The rule of law Equal rights for all before the law Freedom of religion Freedom of speech and association The values of openness and tolerance

PLENTY VALLEY INTERNATIONAL MONTESSORI SCHOOL MEMORANDUM OF PLENTY VALLEY MONTESSORI SCHOOL ASSOCIATION MEMBERSHIP On payment of fees, each family automatically is eligible to become a member of the Plenty Valley Montessori School Association. Forms are available in enrolment packs and at Reception.

OBJECTIVES OF THE ASSOCIATION To strive for a 21st century education through the Montessori Approach.

To recruit staff (Montessori trained teachers where possible) to take responsibility for the classroom management, on the ratio of one teacher per classroom.

3. To recruit Specialist Classroom Assistants (teaching and clerical) to work as a team to support the children’s education across Cycle 1.

4. To enroll children aged 6 months to 3 years for Playgroup, 15 months to 3 years for Early Learning (ITC) and 3-year olds to 12-year olds (Cycle 1 – 3), in order to maintain acceptable age balance throughout the school.

5. To educate parents in Montessori philosophy and methods so that they are able to share with the staff their respect for the natural laws of development in the human being.

6. To provide and maintain premises and grounds suitable for the running of a school for children from 6 months to 12 years of age.

7. To equip the classrooms and administrative areas suitably for the full realisation of a Montessori program.

8. To provide additional facilities and resources for children with special learning needs, deemed necessary by the School.

9. To support moves to establish and develop Montessori teacher education in Australia.

10. To act on any other matter deemed necessary to improve Montessori education in the School.

11. To finance the above objectives through government grants and subsidies, fees and fund-raising.

12. To provide a legal structure to implement these aims and objectives 1.

2.

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SCHOOL BOARD & GOVERNANCE Under the terms of the School constitution, the School Board is comprised of both member elected Directors and Board appointed Directors. The constitution allows for a minimum of five and maximum of nine Directors. Of these Directors, the members may elect up to seven and the Board may appoint up to three Directors. The Principal and Business Manager are ex-officio members of the School Board and as such attend all School Board meetings in an advisory capacity and submit monthly reports.

All members are eligible to stand for election to the School Board at the annual AGM, which is held in May each year.

This is a great way to make a positive contribution towards the school. Please contact the Business Manager to express your interest. Board meetings are held monthly. The Principal and Business Manager are responsible for the day-to-day operation/management of the school and liaise closely with the School Board.

PRIVACY STATEMENT The school collects personal information, about students and parents/guardians before and during the course of a student’s enrolment at the School. The primary purpose of collecting this information is to enable the school to provide for the well-being of your child.

Some of the information we collect is required for legal obligations. Certain laws governing or relating to the operation of schools require that certain information is collected.

Within the terms of the National Privacy Principles under the Privacy Act, we require learning and medical reports about students from time to time. Health information about students can be sensitive and if you do not consent to us obtaining this information you must advise us.

At times the School also discloses certain personal information and sensitive information to others. This includes other schools, government departments, medical practitioners, publications and people providing services to the school, including specialists visiting, specialist teachers, coaches and volunteers.

If we do not obtain the information referred to above, we may not be able to enroll or continue the enrolment of your child.

Personal information collected from students is regularly disclosed to their parents/guardians. Photographs and articles are occasionally taken and published in the Newsletters and PVIMS Chronicle upon permission from parents/guardians. School email lists are distributed to class representatives in order to contact/email other class parents and are for School purposes only. The list includes the phone details of those who have authorised such publication. Please respect this confidentiality.

Parents may seek access to personal information collected about them and their child by contacting the School.

However, there will be occasions when access is denied. Such occasions would include where the release would have an unreasonable impact on the privacy of others or where release may result in a breach of the School’s duty of care to the student.

If you provide the School with the personal information of others, such as doctors or emergency contacts, you should inform them that you are disclosing that information to the School and the reason, that they can access that information if they wish and that the School does not usually disclose the information to third parties unless they are legally obliged.

POLICIES & PROCEDURES Some of our policies are located on the school website for parents enrolled at PVIMS. This section is password protected. All school policies are available from the School Reception and during office hours 8.30am to 4.30pm.

School policies are scheduled for review during 2019. The first such review involves the Enrolment Policy, which has been drafted and should be regarded as operational.

Parents are advised to become familiar with the contents and implications of the Enrolment Policy, which will be posted on the School’s website and can also be obtained from Reception.

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CODE OF CONDUCT Plenty Valley International Montessori School prides itself on its Pastoral Care. Behavioral Guidance and Restorative Justice is based on the understanding that students, parents and the staff all have rights and responsibilities as members of the School community. A fundamental premise is that we must all take responsibility for our actions and that these impact on others. However, the School has a ‘no blame’ approach to discipline, so that individuals are given the opportunity to acknowledge their actions and the corresponding repercussions. The individual can then be guided by the staff to make amends to restore harmony. This applies to all areas - whether it is an interaction with another individual, personal or School property.

Dr. Montessori espoused peace and was thrice nominated for the Nobel Peace Prize. Our School recognizes the importance of peaceful and positive dialogue between parents and School staff. Parents are expected to commit to the School’s Code of Conduct and protocols relating to all forms of communication.

STAFF CONTACT DETAILS For your convenience the staff email contact details are listed below.

For any general questions that you would normally direct to reception, please email pvims@pvims.vic.edu.au Principal

jcoffey@pvims.vic.edu.au

Business Manager

bus_mgr@pvims.vic.edu.au

Reception/Events

pvims@pvims.vic.edu.au

Registrar

registrar@pvims.vic.edu.au

Accounts

accounts@pvims.vic.edu.au

Toddler Community Rachel Aerlic Cycle 1

raerlic@pvims.vic.edu.au

Rosemary Wilson

rwilson@pvims.vic.edu.au

Amy Clyne

aclyne@pvims.vic.edu.au

Shelly Raj

sraj@pvims.vic.edu.au

Taia Ly

tly@pvims.vic.edu.au

Lone Jensen

ljensen@pvims.vic.edu.au

Cycle 2: Sandra Starvaggi

sstarvaggi@pvims.vic.edu.au

Janette Reimerink

jreimerink@pvims.vic.edu.au

Cycle 3: Katrine Craft

kcraft@pvims.vic.edu.au

PROGRAMS MONTESSORI PLAYGROUP Plenty Valley International Montessori School offers Playgroup on site for infants and young children from 6 months to approximately three years of age. Children attend with a parent or caregiver. Staff members prepare the environment according to Montessori principles and work with the parents and children who attend.

Playgroup enables parents to learn more about the Montessori Approach in an inclusive, respectful and supportive setting. It is an opportunity to observe the interactions of staff with children and your own child with other children of mixed ages. It is an opportune time to ask questions about the approach and share ideas about parenting in general.

Many of the children who attend Playgroup sessions go on to join the TC and Cycle 1 classes. Having forged friendships from a very early age assists enormously in the transition, for the child to continue this learning.

We are pleased to announce that Sheetal Vanaik will be our Playgroup Leader this year, with sessions occurring on Wednesdays and Thursdays from 9.30am until 11.30pm.

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TODDLER COMMUNITY The Toddler Community program offers high quality Montessori educational care for children from fifteen months up to three years of age. The Toddler Community program is available from 7.30am to 6.30pm each day and is staffed by trained, Montessori Early Childhood professionals.

Once a child turns three, their developmental readiness will be assessed by staff and a recommendation will be made to the Director of Early Learning and Cycle 1 for placement. No child will transition to Cycle 1 until all the necessary enrolment paperwork is complete, and staff are satisfied that the child is ready for the move into Cycle 1.

Please note that enrolment from TC into our Cycle 1 program is not guaranteed. Furthermore, once enrolled, there is an expectation that children will complete Cycle 1.

CYCLE 1 The program is designed and implemented by qualified professionals according to the Montessori Approach and National Montessori Curriculum.

The FIRST (3-year-old) group may attend either full time or part time (a minimum of 3 days attendance). The MIDDLE (4-year-old) and the Foundation students attend 5 full days, if ready. All first year Cycle 1 children should be toilet trained at the time of commencement as there are no changing facilities available for Cycle 1 children.

The environment is organised into five areas: Practical Life This is the keystone of the Montessori curriculum. Through familiar, everyday activities, the child can develop: • control of their movements • the beginnings of logical thought (by following a series of steps to complete a task) • focus and concentration • independence in care of the self and the environment • cooperation with the social group All of these activities form the basis for many necessary skills in later work.

Sensorial As the name suggests, these scientifically based materials develop concepts through the senses. The aim is to develop an orderly mind by organising the impressions that very young children are subject to, as they explore their environment. The materials form the basis for many mathematical, pre-reading and pre-writing skills.

Language This area of the Montessori curriculum is very broad as it spills over into all areas of study. In terms of literacy, it includes oral language development, appreciation of literature, phonics, spelling, grammar, handwriting, various forms of writing and comprehension such as Creative, Reports, Recounts and Procedures.

Cultural Activities Montessori lessons usually give the ‘big picture’ and methodically move towards more detail as the student grows in their understanding. This section of the curriculum includes the study of Geography, Botany, Zoology and Science.

Mathematics These materials begin with the concept of 0 to 9 on which our numerical system is based. There are a variety of concrete materials used to develop this concept. Once this is mastered, the student moves onto developing an understanding of the Decimal System (i.e. Hierarchies) and all the associated processes (addition, multiplication, subtraction, division). Alongside this are the other areas of Mathematics – Space (geometry), Chance & Data and 8

Measurement. The student is able to work in the concrete operational stage for as long as is necessary but will eventually be able to move into the abstract stage of development.

CYCLE 2 & CYCLE 3 – THE PRIMARY SCHOOL YEARS Cosmic Education As with Cycle 1, Cycles 2 and 3 consist of children with a three-year age-range. Around six years of age the child begins to change in terms of physiological, psychological, social and emotional development. This child is characterised by a reasoning mind, a wide imagination, an intellectual curiosity and a need to identify with the class group.

To meet these new needs of the child, Montessori developed Cosmic Education. Cosmic Education is a holistic and all-encompassing approach to education. It not only has an academic orientation, but it also appeals to the emotions of the child, in that it helps to build a conviction in the child around the themes of progress and interdependency. It aims to inspire the child to become interested in the natural world and the need to make a contribution to human progress.

Academic subjects are not presented to the children as discrete units but rather as interconnected, interrelated and open-ended fields of study. Cosmic Education is where the exploration, study and knowledge of the universe are considered as a whole and in all its complexity, as well as in terms of its various parts. Cosmic Education presents the children with a full range of educational disciplines: Language, Mathematics, History, Geography, Science, Creative Arts, Music, LOTE (Mandarin) and Physical Education.

Language In Language, children strive to put language in context, to explore the reasons for the way it is constructed and to use language beyond its literal use. Areas of study include spoken and written language, the history of language (symbols of communication, etymology of words and spelling), the functions of words (grammar) and effective communication (listening and speaking, reading and writing).

Mathematics Children continue to learn mathematical principles through the manipulation of concrete materials. They are not tied to these concrete materials, as these materials are stepping-stones to the door of abstraction, through which children pass when they are ready. When children work abstractly without prior concrete experience they can face obstacles to comprehension. The Montessori approach allows children to grasp mathematical concepts by first experiencing and manipulating them in concrete form.

In the study of Mathematics at this age children use quantities with precision. They also reason using logic and abstract patterning based on observation and imagination. Children work with measurements, patterns, sequences and mathematical relationships, applying these concepts to practical projects.

The children begin learning Mathematics with 'The Story of Numbers' which gives the historical development of the numbers we use in the tables and operations of the decimal system. They progress through fractions, decimals, measurement topics, probability and statistics, multiples and divisibility, positive and negative numbers, squaring, cubing and square root.

Geometry In the same way that, historically, Geometry developed out of concrete experience, so does the Geometry curriculum involve working with materials in such a way that children discover, through both inductive and deductive reasoning, relationships, theorems and formulae for themselves.

The study of Geometry begins with the foundation concepts of point-line-surface-solid. This progresses through lines, angles, 2D and 3D shapes, the concepts of similarity, congruence and equivalence, length, mass, temperature and culminating in work on area, volume and the Theorem of Pythagoras. Children are also introduced to the history of Geometry.

Cultural Studies This area of work includes the study of History, Geography, Biology and Science and Technology, explained in the 9

following overviews.

History The Montessori study of History involves introducing the children to the 'big picture' through a series of 'great stories'. These 'stories' reveal the overlap and interplay between all subject areas. The five great stories are 'The Formation of the Universe' which opens up the science curriculum; 'The Coming of Life' which opens the biology curriculum; 'The Coming of Human Beings' introduces the study of history and the last two great stories, 'The Story of Communication in Signs' and 'The Story of Numbers' not only introduces the Language and Mathematics curricula respectively, but also reveals the long labour of human beings to accomplish all that we enjoy in being part of modern civilisation.

The study of history in a Montessori setting is not to remember dates and famous people and what they did, but rather to present to children what was happening to 'ordinary people' (like themselves), as it is in their efforts to survive and make life easier for themselves that contributed to the progress of all the peoples of the world and to the benefits we have inherited.

Children examine the 'Fundamental Needs of Human Beings' as well as the concept of Time, the evolution of human beings, the ancient civilisations and the history of western civilisation. Australian History is examined from Indigenous to modern times, as well as focusing on citizenship and democracy.

Geography The study of Geography shows children how the physical configurations of the earth have contributed to the study of history. Children discover that everything, living and non-living, is interconnected and interdependent, and works together to make up an ecological whole. Physical geography gives an understanding of how the earth was formed and the laws that underpin the formation of the earth by examining the solar system and the earth, mapping, weather and seasons and the physical make-up of the oceans, rivers, mountains and winds as well as the geographical regions of the earth.

This study then becomes a basis for economic and political geography which examines where people live around the world and the types of work they undertake and the industries they have developed over time. This further shows the interdependence of all human beings. Australian physical geography, economic and political geography are studied in detail.

Biology The Biology curriculum includes both Botany and Zoology. Children are given the means to classify plants and animals, and to understand the reasons behind the classifications. The aim is for children to develop and ecological understanding of the web of life and a sense of responsibility for the natural environment. Children also study the types, parts and functions of both animals and plants; the five kingdoms of life, detailed classifications of animals and plants, the chemistry of plants and human physiology.

Science and Technology The Montessori Science curriculum is experiential in nature and follows an experimental approach, so that children are able to learn about science as scientists learnt about science. The curriculum covers the three states of matter, atoms and molecules, the Periodic Table, types of energy, light, colour, heat, magnetism and gravity as well as the scientific concepts that are interwoven into the studies of history, geography and biology.

Children in a Montessori environment develop skills in using technology as they apply them to relevant areas of the curriculum. In Cycle 2 children will be exposed to typing programs and word processing as well as studying the history of the development of the computer and parts of the computer. Digital cameras will also be used. Cycle 3 children, as they become more abstract in their thinking in a whole range of topics, will make greater use of digital technology.

They will experience a range of computer programs to achieve a variety of goals, for example: producing text, managing data and multimedia presentations. Research to combine text, sound and images to design presentations, to collect, interpret, evaluate and manage information through a range of electronic resources. Children will develop an ethical approach to the use of information and communication technologies. In this way, digital technologies become part of a balanced program without displacing paper-based skills and face-to-face communication.

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'Adults work to finish a task, but the child works in order to grow and is working to create the adult, the person that is to be.' Dr Maria Montessori SPECIALIST AREAS OF STUDY CREATIVE ARTS PROGRAM - MUSIC The classroom music program is based on elements of Montessori education and the Orff-Schulwerk approach to music education focusing on skill development through instrumental work, body percussion, improvisation, movement, speech and singing. The broad aims of the music program are to develop musical skills in the areas of pitch, rhythm, melody, harmony, timbre, form and music literacy among many other aspects of music.

These skills are addressed through a variety of age appropriate music repertoire from various cultures as well as activities, games and projects.

Music specialists run classroom music lessons with every class per week. All children in Cycle 1 – Cycle 3 participate in an annual School Concert as part of their classroom music program. In addition to this, the Music Extension Program offers a range of extension programs as follows, consisting of three elements: Instrumental Music Program (user pays) – Students have the opportunity to learn a variety of woodwind, brass or percussion instruments in small group lessons during school time. Students may also take part in the Junior or Combined Primary Schools Concert Band with two other, small primary schools which rehearses for one hour per week.

• Instrumental Music Program – Open to students in their third year of Cycle 2 onwards o Instrumental lessons delivered by qualified music specialists o Plenty Valley International Montessori School Concert Band – open to instrumental students o Small Ensembles – optional for instrumental students Choral Program – There is a Junior Choir (Foundation and Cycle 2 students) and a Senior Choir (Cycle 3 students).

The Junior Choir rehearses during school time and the Senior Choir rehearses for one hour per week after school.

Students may also take part in small group singing lessons on a user pays basis.

• Choral Program – Open to students in Foundation onwards o Senior Choir – Cycle 3 o Junior Choir – Foundation and Cycle 3 o Singing Lessons – Open to students in Cycle 2 onwards There are several performance opportunities for all school ensembles throughout the year. For detailed information on the Music Program please refer to our website where you can find the most current Music Handbook.

We are indeed fortunate to have the musical expertise of Per Forsberg directing our Music Program and I am pleased indeed to announce that Per is now a full-time member of the PVIMS Staff. We have already embarked on some exciting additions and refinements to the wonderful program of Music which we all enjoy.

VISUAL ARTS PROGRAM – Cycle 1 Artistic expressions and Art appreciation are an important part of the Montessori curriculum, to be delivered as part of the classroom program and was considered by Dr. Montessori to be one of the fundamental needs of humans.

The program incorporates elements of Art History and Art Appreciation (observation and interpretation) with a hands-on Practical Program. The children gain experience with a wide variety of techniques and use a diverse range of media. This area encourages children to create individual artwork that reflects their own personal style and interests.

Art is integrated into the Montessori approach in ways that include the following for Cycle 1: • The exercises of practical life and the senses are extended are extended into a range of self-expression activities, including work with clay, collage, chalk, paint, charcoal, oil pastel, cutting, soft wire, weaving and printing, design work, flower arranging, handiwork, colour mixing, art appreciation cards, art stories, drawing and much more…..

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• Written language work, including creative writing and poetry, is illustrated by the children.

These are presented to children in discrete activities, individually or in small groups. Children are free to choose the activity, and explore the media, and processes involved independently.

There are some whole school projects included within this aspect of the curriculum such as a yearly art exhibition.

MOVEMENT AND DANCE Through various activities involving movement and dance, children develop further control of whole-body movement, use of movement to express oneself, and enjoy dancing to a variety of music. Please ask your classroom teacher for further details.

VISUAL ARTS PROGRAM Cycles 2 – 3 For primary students, visual arts are integrated into the Cosmic Education curriculum because the natural and human worlds are sources of inspiration for artistic expression.

To acquire knowledge, skills and understandings, children will typically: • Be introduced to Art in general and learn to understand the reasons humans have developed and created art • Learn about the elements and principles of design • Learn about the study of colour • Acquire skill and techniques by means of tools and use of media • Learn about sculpting and ceramics • Be exposed to art history • Learn about artists, their work and life • Learn about folk art • Engage in drama work For further details and information please refer to the National Montessori Curriculum.

MANDARIN – LOTE (LANGUAGE OTHER THAN ENGLISH) We are developing a Montessori, Chinese Language Program, beginning in Cycle 2 and conducted by Jennifer Leung.

As the program develops, we will include Cycles 1 and 3. In the short term, the School will appoint a LOTE Teacher of Mandarin to work with Cycles 1 and 3.

Students are encouraged to: • develop an understanding of the culture and a positive attitude towards learning another language; • develop their verbal and non-verbal communication skills as well as their reading, writing and listening skills; • use the language in different contexts; • participate in all aspects of the program (e.g. interest-based activities) and special events such as Cultural Diversity Week and other similar event s or special cultural occasions • become aware of similarities and differences between English and Mandarin.

PHYSICAL EDUCATION The Physical Education program for children includes involvement across a range of activities, within the Cycles.

There is also a one-hour session per week of physical education with the Physical Education specialist teacher involving: • • • • • • • •

fitness activities minor games ball handling skills games skills major games and modified major games athletics orienteering social games and 12

• •

water familiarisation and swimming skills Jump Rope for Heart

The opportunity for the students to participate in competitive activities and team sports like athletics, swimming, cross-country, Kanga cricket, netball, basketball and soccer, and tabloid activities may incur extra costs.

THE SCHOOL CALENDAR AND OPERATING HOURS CALENDAR The Plenty Valley International Montessori School yearly calendar is available on the school website and is regularly updated.

SCHOOL HOURS Playgroup

Parent Toddler Playgroup Wednesdays and Thursdays, 9.00 am – 12 noon in the Community Centre

Toddler Community (TC)

7.30am – 6.30pm

(15 Months to 3 years)

Cycle 1, 2 & 3

9.00am – 12.00pm 12.00pm – 12.15pm 12.15pm – 1.15pm 1.15pm – 3.15pm

(class time) (lunch time) (outside play) (class time)

Outside of School Hours Care 7.30am – 8.45am (OSHC) 3.15pm – 6.30pm for primary school children Plenty Valley International Montessori School does not have an outside morning recess in keeping with the philosophy of the 3-hour morning work cycle. The students have Morning Tea in their classroom at a time that suits them (depending on the type of lessons being conducted).

Primary aged students eat lunch in their classrooms at around 12.00 noon, and then have lunchtime outside between 12.15pm and 1.15pm which is also supervised by teachers. Peer Mediators are also rostered for duty to assist students in conflict resolution. There is also a First Aid officer on duty during this hour. Should any concerns arise during lunchtime play, students should report to the Teacher on yard duty. Parents who wish to refer any further concerns for lunchtime play should see the Cycle Director.

If students arrive before 8.45am they must be booked into OSHC. Students who arrive after 9.00am, must be signed in at Reception together with an adult, and collect a late pass which is presented to their teacher.

Teachers will be engaged in preparing classrooms from 8:30am. Students can gain access to their classroom from 8.45am.

Children in the Early Learning/Cycle 1 program must be accompanied to their classroom and signed in by the parent/guardian (in accordance with DESE regulations).

Primary aged children may walk down the hill from the car park to their classroom and be in their classroom and ready to begin the classroom work by 9.00am.

If you need to speak to the Classroom teacher, please be brief or make an appointment if you require more time. At the beginning and end of the day the children are the Teacher’s priority.

Please note - Staff members are not responsible for children before 8.45am and after 3.30pm. All students on campus before 8.45am and after 3.30pm must go to OSHC. Staff will ensure any student left unsupervised will be sent to OSHC. Parents will be charged an additional fee for this service.

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These procedures are in place to ensure the safety of all students.

OUT OF SCHOOL HOURS CARE (MORNINGS) Registration Students must be registered before attending the program. Children under 3 years attend Early Learning.

Registration is included as part of your child’s Student Information Record. We request all students to be registered in case of an emergency. This will automatically be done upon enrolment.

Hours of Operation Sessions run from 7.30am to 8.45am. Breakfast is provided. Children are welcome to play games or undertake a quiet activity (such as reading). A relaxing area is provided if any children would rather lie down and rest.

OUT OF SCHOOL HOURS CARE (AFTERNOONS) The OSHC program operates for the hours 3.15pm to 6.30pm. This program offers quality care, incorporating recreational activities and positive opportunities for socialisation and interaction between our students. The program is available to all students. A light snack will be provided.

If you are serving on a committee (approved by the Principal) that meets after school, you are offered OHSC free of charge as a token of the School’s appreciation for giving up your valuable time to help make this school a better place. Please advise the OHSC Coordinator of which committee you have been working on, so this can be recorded to ensure you are not billed for this time.

Bookings Bookings can be made via School Reception by email, phone or in person between 9.00am and 2.45pm. Unless it is an emergency, bookings are to be made at least a day in advance whenever possible. If you decide to cancel, the Coordinator or the School Reception must be notified.

If bookings are not cancelled, a non-cancellation fee will be charged.

Payment of fees can be made daily, weekly or fortnightly. Please speak with the coordinator regarding the Child Care Rebate. This is an instant discount and available to ALL families.

Emergency Procedure In the event that your child is not collected by 6.30pm and if parents cannot be contacted, the nominated emergency contact person(s) will be telephoned. If this person(s) cannot be reached, the student will remain within the care of the OSHC staff, however, will incur the normal penalty rate of $5.00 per minute. Continued lateness may cause families to forfeit their child’s place.

CLASSROOM NEEDS & ROUTINES PLEASE LABEL ALL PERSONAL ITEMS BROUGHT TO SCHOOL WITH THE STUDENT'S FULL NAME AS STUDENTS ARE RESPONSIBLE FOR THESE ITEMS. SCHOOL BAG Your child should own a bag whose size suits their developmental level. It should be easy for your child to pack and unpack, open and close. It needs to be able to fit into a locker sideways. For Cycle 1 students especially, it is an expectation that your child will carry their own bag and be responsible for it.

CHANGE OF CLOTHING Early Learning and Cycle 1 students are required to have a spare set of clothing to be left at school in their classroom locker for those occasional accidents. Older students are also encouraged to keep a spare set of clothing at school for the occasional accident and also when wet weather results in muddy clothing from outside play.

SLIPPERS Students are required to keep a pair of practical slippers at school for indoor use. There are several reasons for this practice: the classroom is kept free of dirt and sand, it sets up a mentality of 'work time', and the classroom environment is quieter and therefore facilitates concentration.

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WASHING ROSTER Several classrooms have a roster for students and parents/guardians to assist with washing towels, polishing cloths and smocks. This is usually posted in the entry of the classroom, or is done on a voluntary basis. This task is intended to be a component of the students' life skills activities. Involve your child in it, better still; show them how to use the washing machine!

“Never regularly do something for your child that they can do for themselves.”

- Dr. Maria Montessori

DRESS CODE Plenty Valley International Montessori School does not have compulsory school uniform. Students are expected to present themselves in clothing suitable for work and play, comfortable and practical with fasteners they can manage on their own. Good grooming habits are part of Montessori practice.

Expect your child to do some messy work as part of discovery and learning which may result in stained clothing. Of course, every effort is made for your child to wear a smock or apron. Special occasion clothing is not appropriate for school days.

Footwear should be the type that your child can manage themselves. Closed toe shoes or gumboots in winter, sandals in warmer weather, runners for PE lessons. Footwear such as heels, mules and thongs are not practical for school activities and should not be worn. Makeup is not necessary for regular school activities.

Plenty Valley International Montessori School follows the ‘Sunsmart’ Policy of ‘NO HAT–NO PLAY’. This applies from the 1st of September to the 30th of April and any days in between where the UV index level is 3 or above. Staff encourage students to store their School hat in their locker so it is always available. If a student does not have their hat at school, they may find a quiet activity in their classroom or play undercover only. Hats will not be lent out to students unless they require one for a lesson, which is outdoors, such as physical education.

Students who choose to wear singlet or 'stringy' tops or dresses to school must wear a sleeved top to cover their shoulders during outside play or physical education time.

Sunscreen must also be worn from the 1st of September to the 30th of April. Please apply prior to coming to School.

LOST PROPERTY Students are required to have their clothing and belongings labelled. Lost property is located at Reception.

Parents/guardians are welcome to check at any time for items that may have gone missing. Staff members do their best to hand back items when they know to whom they belong.

At the end of each term, all items that have not been claimed are cleaned and donated to charity.

CELEBRATIONS BIRTHDAYS These are important milestones in all our lives and at Plenty Valley International Montessori School we like to celebrate them!

In Cycle 1 and 2, the birthday ritual is tied to a lesson in science. The birthday child holds a globe of the world and walks around a lighted candle, which represents the sun. The class counts the number of times s/he has been around the sun and the teacher or parent tells the child's life story. Songs are sung and a special treat shared. Cycle 3 share the joy of the occasion, but without the ritual, which by now has become understood.

If you would like to provide a birthday treat for your child and their class, firstly consult with the teacher to ascertain if there is anyone with special dietary requirements. Of course, ‘no nuts’ applies in all situations. It is your choice what you provide; it may be sweet or savoury. Individual serves (e.g. cupcakes) are very practical. The only treats, which are not allowed, are lollipops or lolly bags.

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If your child has special dietary needs, you may like to provide a sealed container of ‘treats’, which can be kept in the class storeroom for these special occasions. See the class teacher to organise this.

Plenty Valley International Montessori School has a long-standing custom of the donation of a book to the class library collection on the occasion of a student's birthday. If you are interested in this, speak with the teacher who may be able to offer suggestions for suitable titles. A photograph of the student and a dedication inside the book makes this special and will be remembered for years to come.

If you are having a birthday celebration for your child and are inviting children from the school, you must ensure that the invitations are handed to the parent/guardian of the child invited or to their class teacher; they are not to be handed directly to the child.

RELIGION Plenty Valley International Montessori School is a non-denominational school and religion is not part of the curriculum. However, exposure to, and a respect for all, creeds is encouraged. Families who recognise special days on the calendar are invited to do a presentation for their child's class or the whole school!

Older students will, at some time, do a study of world religions as part of their cultural work. Presentations are usually given by guest speakers who can speak with authority on the religion or philosophy they represent.

Christmas is a traditional holiday in Australia. All classes will prepare gifts in some form through craft activities. A ‘Carols Night’ is held in December each year together with a school BBQ. While every effort is made to be comprehensive, songs may contain Christian references to God will be included.

If you have any objection to your child's involvement in any of the above, you need to inform the class teacher and Principal in writing and every effort will be made to acknowledge your beliefs.

CELEBRATION OF LEARNING – GRADE 6 GRADUATION The Grade 6 students, their families and other members of our community participate in a ceremony at the end of the school year to farewell them as they move onto secondary school. This occasion is organized by the parents of the graduating students, in liaison with Cycle 3 Teacher(s).

SCHOOL ABSENCE Notification of absence should be made to Reception at the earliest possibility by calling 03 9438 3202 and/ or emailing pvims@pvims.vic.edu.au In the event that you know in advance that your child will be absent from school, for whatever reason, please notify Reception and the teacher via email indicating the day/s and reason for absence. The official roll is marked by 9.00am. All students arriving after this time must check in at Reception, state the reason and collect a late pass.

If your child has a contagious illness, notify the Administration as soon as practicable so that the class teacher can observe other children for symptoms and the school community can be notified of the presence of the illness.

If your child is to be absent from school for an extended period during term (e.g. overseas holiday), a written request must be made to the Principal, stating dates of absence. Subsequently, relevant teachers need to be notified as well in writing. Fees are due during this time to hold your child’s place if your child is absent for more than a term. If you wish your child to have schoolwork while absent, it is suggested that the student keep a daily journal and collect souvenirs from their experiences. Regular oral reading practice, reading to your child from brochures, travel guides or books about the area you are visiting are recommended. Playing card and die games will also assist in numeracy.

Your holiday is a valuable experience for your child and family and s/he should be given the time to ‘soak up’ the culture and experiences. Please liaise with your cycle teacher regarding any learning suggestions during your absence.

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DISMISSAL OF STUDENTS Students are dismissed at 3.15pm. Cycle 3 children may walk home unsupervised; however, parents are required to notify the school and their child’s teacher in writing. Children who haven’t been collected from their classroom by 3.30pm will be escorted by their classroom teacher to After School Care (usual fees apply).

Students are not permitted to play on the basketball court, the oval or in the Cycle 1 playground after school unless during a supervised, teacher led after school sport activity.

Please refrain from occupying the Cycle 1 playground after school hours (after 3.15pm) as this space must be available for after school care children and staff.

Students who are booked into OSHC are given a reminder in their classroom and are expected to make their way to the OSHC room as soon as they leave class.

At no time will a student be permitted to wait in the Upper Car Park after 3.30pm unsupervised, due to safety precautions. Children not collected by 3:30pm will be sent to OSHC and fees apply.

LATE ARRIVAL OF STUDENTS Any student arriving after 9.00am must be signed in by a parent in the Late Arrivals book at Reception and receives a ‘Late Pass’. As the Attendance Roll is taken in class at 9.00am, any child arriving after 9.00am is officially marked as Late.

EARLY LEAVING STUDENTS For any student required to leave school prior to 3.15pm, a parent/guardian must put this in writing to the classroom teacher and email/phone reception. The parent/guardian is to come to Reception to sign in, signs the student out and receives an ‘Authoristation To Collect Student’ pass. At no time will any student be permitted to leave with someone not on the ‘Authorised to Collect’ list for that student. Photo I.D is required for those not known to the school.

HEALTH AND SAFETY EMERGENCY MANAGEMENT PLAN Plenty Valley International Montessori School has a comprehensive plan that is reviewed annually by the Fire Safety Consultants. This document is available on the School website in the Parents’ Portal and all classrooms. A simplified version of this document is available at every telephone point throughout the school to give staff immediate access to procedures should an emergency arise.

In the event of an emergency, the School telephone system will be diverted to the school’s mobile phone (or the delegated staff member), and parents/guardians will have direct access to this number for communication.

Procedures for bushfire preparedness and evacuation are followed under the direction of the Fire Safety Consultants. On a CODE RED day, the School will be closed. Families will be notified by text message service (please see Emergency Manual Plan for full details in the Parents’ Room).

Please note, the School Emergency Assembly area is the Basketball Court. The Fire Refuge Building is the bottom of the Cycle 2/3 building. Please be reassured that the staff regularly practise Emergency Evacuation Procedures and the children will also have school evacuation procedural practice.

TOTAL FIRE BAN DAYS The school will close on an official Code Red Fire Day. The school will be open as usual on all other fire code days.

Parents are responsible for the care of their children on the Code Red firedays.

COMMUNICABLE DISEASES Guidelines for the minimum period of exclusion from schools and Children's Service Centres for Infectious diseases cases and contacts are posted in classroom entries and the First Aid Room. If your child has had “gastro” they must stay home from school for 24 hours after diarrhea has stopped to ensure minimal cross infection. Requirements must be strictly adhered to. Please ensure you obtain a letter of clearance from your doctor for any contagious illnesses.

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DISEASES AND ILLNESS INFORMATION The following provides some information for families as a guide to monitoring some medical conditions. In all cases, please seek medical support and information about your child.

MEDICATIONS If your child is ill enough to require medication, then s/he should be resting at home. In cases where regular medication must be administered or a course of antibiotics is to be finished, a medication record must be completed and the medication must be handed to the teacher in charge and in the original packaging. For Early Learning/Cycle 1, medication record books are kept in classrooms. For primary classes, records are kept in First Aid. This must be completed by the caregiver and staff. If the course of medication is ongoing, a covering letter may accompany the medication in the interests of efficiency.

MEDICAL NEEDS If your child has a health or medical issue, such as anaphylaxis, asthma, diabetes, epilepsy or a heart condition which needs specific management, you will need to supply an Action Plan (3 copies), with a recent photograph attached.

The information should identify your child by name and date of birth, describe the ailment and symptoms to look for, then the procedure to be followed in the event of an emergency. This sheet will be displayed in the student's classroom, the First Aid Room, the staffroom and any communal buildings that your child may frequent such as Music, Art or OSHC. This is to ensure that all staff working with your child will be aware of his/her needs.

Every effort will be made to maintain these files. Parents are responsible to ensure that staff are kept up to date with their children’s medical information.

ANAPHYLAXIS This is a life-threatening ailment. The School aims to minimize the risk to members of the School community who have this condition by requesting that products containing nuts not be brought into the school (see separate policy). If your child needs an EpiPen, this must be supplied and kept at school in a dedicated container marked clearly with your child's name. It should be checked regularly so it is up-to-date. Parents are responsible for ensuring the EpiPen is in date and available to staff. It is an expectation that Staff take up regular training in the use of an EpiPen and anaphylaxis management. An approved Action Plan is to be provided prior to commencement at Plenty Valley International Montessori School.

ASTHMA If your child is asthmatic, it is of paramount importance that the class teacher and the Administration staff have the relevant information to help manage your child. (The Plenty Valley International Montessori School Student Information Record contains the appropriate forms for the procedures relevant to your child). Plenty Valley International Montessori School keeps a log of known asthmatics, but it is the caregiver’s responsibility to inform the school of any changes to keep this information up to date.

Children who require ongoing preventative medication (for example, before sport or outdoor play) should have their named medication in a named bag with a spacer and a letter from their doctor in their school bag for ready access.

ALLERGIC REACTIONS An allergic reaction plan is also required for your child if they have any allergies. This will assist us in monitoring and caring for your child.

ILLNESS & ACCIDENT In the event of an emergency, major illness or accident, an ambulance will be contacted at the expense of the parent. Every effort will be made to contact the parent/guardian.

The policy of the school when a student is unwell is that they are triaged first by the attending teacher to assess 18

the degree of illness. The teacher then directs the student to First Aid Room pending the outcome. Some students prefer to have quiet time in the classroom under the monitoring of the teacher. All teachers are trained in First Aid. A parent is called if the illness is deemed contagious, requires additional support or rest. In the event medical intervention or an ambulance has been called the parents are immediately called.

HEAD LICE CONTROL A head lice infestation can happen at any time but is most common in the warmer months of the year. If your child has evidence of head lice, you must contact the school immediately and keep your child at home until the commencement of treatment. Medications and treatments are available from Chemists and Health Food stores.

Once an application of the treatment has been administered and the live lice are removed, your child may return to school. It is advisable to check the whole family and if necessary treat everyone. When the school is notified of a head lice incident, a notice will be placed on the class door. You should check your own child's hair at this time.

Parents are responsible to communicate the outcome to the classroom teacher/assistant and reception.

The City of Banyule Health Department Officers will only visit schools when a serious, ongoing problem occurs. The procedure is: • notify the school that your child has head lice • treat your child's hair • the school will notify the parent body that a case of head lice has been reported and will request that each family check their child's hair (of course, privacy will be respected) If head lice becomes a recurring issue the Classroom Teacher, Principal or delegate will liaise with the family.

SCHOOL ENTRY IMMUNISATION CERTIFICATE Schools are required to obtain immunisation records for children to be enrolled. As per revised legislation, parents of non immunised children are required to provide a medical exemption certificate.

It is a requirement of school entry that this be presented upon enrolment.

For the City of Banyule, an application can be made at any of their three service centers • 9 – 13 Flintoff Street, Greensborough • Upper Heidelberg Road, Ivanhoe • 44 Turnham Avenue, Rosanna For the Shire of Nillumbik, an application can be made at • Eltham Community Centre, 917 Main Road, Eltham The Australian Childhood Immunisation Register (ACIR), which is a national database that records all immunisations administered to children less than 7 years of age, is also able to provide school entry immunisation certificates to families. ACIR can be contacted on 1800 653 809.

If you have made the decision not to have your child immunised, you must complete a statutory declaration stating your conscientious objection. In the event of a disease outbreak, unimmunized children must be excluded from school until the outbreak of infection has passed.

PROVISION OF FOOD Each classroom has a functioning kitchen and some have fridges and stoves. Crockery, cutlery, drinking glasses and place mats are provided. As a part of Practical Life, the students set a place at their table in the classroom to eat in a calm and social manner. Table etiquette is always encouraged and modelled by staff. Students are required to wash the items used and return them to their place in the classroom kitchen. If your child requires a hot lunch, a good quality thermos is adequate to provide something warm in the colder months. Students are responsible for cleaning their dishes and will handle detergent.

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Plenty Valley International Montessori School does not have a canteen. All students must supply their own morning healthy snack and lunch. Cycle 1 children must provide a daily piece of fresh/dried fruit, vegetables and/or dry crackers to be shared with the group. Drinking water is readily available and students are encouraged to keep a water bottle on their worktable.

Montessori education encompasses holistic growth. To obtain optimum physical development, good nutrition should be provided for your child. Discuss with your child the kinds of foods they wish to have at school, what is manageable, the quantity (this will vary depending on growth spurts or illness) and how much you might expect them to finish. Fresh and wholesome are the key.

The staff will not force a student to eat everything in their lunch box, but will certainly encourage your child to eat the food provided in a logical order (e.g. sandwich first, cupcake last). The older students should be encouraged to prepare their own lunches with guidance from their Caregiver.

Encourage your child to bring home what they don't finish. If you tell your child they must finish everything and it is too much, your child may throw the excess in the bin. Many students leave some food for the afternoon when they are again hungry on the way home. By allowing your child this option, you can monitor how much they are eating and perhaps adjust the quantity where necessary. Types of food and drink that are not encouraged as daily nutrition are fizzy drinks, high fat/salt/sugar snacks, highly processed foods, chocolate and lollies.

During the year, cooking activities may be part of your child's classroom experiences. Every effort is made to accommodate special dietary needs. If your child has special requirements, discuss this with the class teacher.

INCURSIONS, EXCURSIONS AND CAMPS: A MAJOR PART OF PVIMS As part of studies and experiences in the classroom, an incursion (on-site) or excursion is sometimes planned for the students.

For Toddler Community (TC) and Cycle 1, they are at the discretion of the teachers pending the learning gained from experiences.

Cycle 2 students participate in incursions and excursions as well as an overnight camp annually. The destinations vary and are rotated on a cycle so that students will visit a different place in each year of their three years in Cycle 2.

Cycle 3 students participate in incursions and excursions as well as a five day/ four-night camp.

Costs for incursions and excursions (not school camps) are covered by Plenty Valley International Montessori School fees. We have a policy of only hiring buses fitted with seat belts.

Information is sent home well in advance and parent information is provided so that expectations are explained and queries clarified.

Any student unable to participate in these events should liaise with the relevant Teachers. These events are linked to our Teaching and Learning program and are compulsory for all students. If in the event it is deemed a student is unable to cope with an event, an alternative program will be held at school with approval from the Principal.

TOYS FROM HOME While the staff understand that your child may want to bring something to school to show, play with or simply keep close for security, it is advisable that you discuss with your child the reasons why this is not a good idea. Staff are not responsible for personal items such as toys, security items and jewelry.

If this becomes a struggle for you and your child (especially in Cycle 1), notify your child's teacher to discuss strategies, which may assist your child to come to a compromise.

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COMMUNICATIONS Plenty Valley International Montessori School has an open-door policy in all communications between families and staff. If you need to speak with your child's Cycle teacher upon arrival at school, please do so before 9.00am. This time is only for passing brief messages or important information about the pastoral care of your child to the teacher.

Alternately, you could write a short note that can be passed to the teacher via your child. At this time of the day, the teacher is usually greeting students, attending to administration and generally setting the ‘tone’ of the classroom for the day.

If you wish to speak with the Cycle teacher about your child's progress, an appointment needs to be set at a mutually suitable time. This ensures that you have a quality discussion together. It is strongly recommended that you book your child into OHSC during these times. Normal OSHC fees apply.

It is sometimes the case that there may be an issue which is not resolved after speaking with the Cycle Teacher.

Plenty Valley International Montessori School has a Grievance Procedure which is available to everyone and is followed in the event of a disagreement. The path of communication is: 1. Class or Specialist Teacher 2. Cycle Leader 3. Principal No phone calls will be put through to classroom teachers during class time. Please leave a message at Reception and the teacher will return your call. Calls may be put through to Toddler Community.

This protocol also pertains to students whilst in classrooms. To avoid disruption to students and staff during class time, no telephone calls will be put through to rooms. Should you need to leave a message for your child you can do this at Reception. Equally, should your child need to contact you, he/she will come to Reception to do so.

Learning Progress Parent/Teacher Interviews Formal Learning Progress Interviews will take place in Term Two and Term Four. PVIMS uses an online booking system and parents will be notified in time to place their bookings. These interviews are set for fifteen minutes with the classroom teacher. Specialists will also be available at this time by appointment. However, if you feel a longer interview is required, please request this at the time of making the appointment. Any urgent matters should be discussed as they arise.

Information for Parents A Parent Information Evening is held early in Term 1 for new parents and families new to a cycle, and other occasions are provided if deemed necessary. They provide an opportunity for our staff to outline School routines and other classroom matters, relevant educational programs at each year level and for parent education purposes. All parents are most welcome to attend, this occasion to contribute to the welcoming atmosphere of our School and to learn of any new plans and procedures.

Curriculum information is also available to parents on the School’s website.

Special or Unusual Family Situations We would appreciate being informed of any unusual home situations such as illness/accident in the family, separation of parents or an intention to relocate. We can then offer extra care and support when needed.

COMPLAINTS AND GRIEVANCES Staff at the School are responsible for managing the resolution of disputes and complaints lodged with us. We will make every effort to promptly resolve disputes and complaints lodged with us according to the principles of procedural fairness.

Procedural fairness is a basic right of all when dealing with authorities. Procedural fairness ensures that everyone should have access to an “unbiased decision”.

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The role of the School Board and its Chair is one of governance and not day-to-day school management. Grievance disputes should not start at the Board level unless the subject of the dispute is the School Principal. Only in such a situation should the matter be referred to the Chair of the Board who will raise the issue with the School Principal.

The Grievance Policy can be found on the school’s website.

SCHOOL NEWSLETTER To keep you up to date with what happens at PVIMS, a fortnightly newsletter is published via email to PVIMS families. This includes diary dates, events, classroom news and lots more. There are also individual notes sent home on a needs basis separate to the newsletter. We are moving to electronic communication where possible, but occasional notices will be delivered to the classroom of the oldest sibling and it is their responsibility to ensure their parent/guardian receives them at home. Contributions to the newsletter from the School community are welcome with prior approval from the Principal.

ASSESSMENT & REPORTING Plenty Valley International Montessori School uses Portfolio reporting twice yearly (end of Terms 2 and 4) where families will receive their child's 'Snapshot Portfolio' and a comprehensive report of their learning. The portfolio is made up of samples of the student's learning for the semester, including photographs. At the end of the year, the student takes home the collection of work as a memento. Parents are always welcome to make an appointment to speak with their child's teachers outside of classroom teaching time.

Reporting Schedule Term 1 Term 3

Parent/Teacher Interviews, Snapshot Portfolios & Reports Parent/Teacher Interviews, Snapshot Portfolios & Reports

Parents may request a Parent/Teacher interview at any time during the year.

Written School Reports Parents receive two written School reports from class teachers, and all specialist teachers, during the year. The first written report is given at the end of Term 2 and is followed by opportunities for Learning Progress Interviews in Term 3. An End of Year Report is also provided and this information is handed over to your child’s new teacher as required.

'IN HOUSE' TESTING FOR MASTERY Plenty Valley International Montessori School uses a variety of didactic tools to assess students throughout the year. These are regularly reviewed to ensure that only the most appropriate and up-to-date testing materials are used suitable to our educational philosophy. This is an opportunity to have fun and engage in learning.

NAPLAN TESTING Plenty Valley International Montessori School participates in this statewide assessment for Grade 3 and 5 students.

Our approach to NAPLAN testing of individuals uses this learning data as another lens to understand individual progression. The staff analyse these test results to further inform student learning. The results are used as a guide to inform teaching and learning outcomes. If you do not wish for your child to be part of this assessment, a request to have them excluded must be forwarded to the Principal in writing. The proforma for exclusion is available from the ACARA website http://www.vcaa.vic.edu.au

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LEARNING AT HOME LEARNING SHOULD: • • • • • • • •

foster lifelong habits provide an opportunity for students to take responsibility for their own development promote the development of organising routines, time management and research skills enhance self – discipline consolidate work undertaken at School encourage the use of resources other than those provided at School strengthen home-school links no formal homework is issued to students at PVIMS

General Learning should be purposeful and relevant to the students interests and be closely monitored by the teacher and parents. Students will be encouraged to develop effective routines and to take responsibility for learning completed.

If learning becomes a source of tension, put it aside and communicate any difficulties to the teacher by means of the student diary. Learning is not intended as a `chore’.

Students can continue their Learning after school. Some may choose other explorations or After School activities.

LEARNING SUPPORT In the first term of the School year or on entry into the School, every student is monitored and assessed using a variety of methods such as observation and diagnostic testing to determine their skill level and learning needs. In the event that the student presents with learning or additional needs that require specific strategies, the teacher will meet with the caregivers to discuss this. From this point, recommendations may be made for assistance or intervention. The Learning Support Teacher and Principal are informed of the findings and then using a team approach, consider whether further assessment is necessary, or if the needs of the student can be met with School based programs. Plenty Valley International Montessori School accesses, where possible, professionals who are familiar with Montessori curriculum and the learning needs of our students. The School has learning support teachers.

A comprehensive report is provided twice a year, which outlines the student's achievements and future requirements for learning. Full case study meetings are held in partnership with parents and staff on a regular basis.

The purpose of case study meetings are to ensure the student has a comprehensive individual educational plan (IEP) and shared understanding about their next steps. All enquiries should be made to the Learning Support Team Leader.

REFERRALS Assessments made independently of the School by professionals in the field of investigation are the responsibility of the family to fund. Occasionally, Plenty Valley International Montessori School is able to access funding to cover some of the costs of these assessments. Please discuss with the Learning Support Team Leaders to enquire whether this is available.

MONTESSORI PARENT EDUCATION Plenty Valley International Montessori School expects that families who have decided on a Montessori Education for their child also inform themselves about the approach and reflect these practices in their home environment. To support and assist families in this, Plenty Valley International Montessori School holds regular, formal and informal meetings to discuss parenting, demonstrate the curriculum, and explain the ideas behind the Montessori Approach.

The first formal meeting for the School year is the Parent Information Evening. This is conducted on a class-by-class basis and is generally for teachers to explain the routines, practices and expectations of their particular class. It is not possible to do an overview of the whole curriculum, but there is ample opportunity for parents/guardians to ask questions to facilitate this discussion.

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During the year there are Parent Education Sessions. All staff will be involved in presenting sessions throughout the year. If you have any requests please inform your child’s classroom Teacher.

Parent Education Sessions are held regularly and are highlighted in our yearly School calendar.

More formal meetings are scheduled which have a direct focus. Notification of these is done via the School calendar and/or newsletter. This timetable is flexible to cater for the needs of currently enrolled families at Plenty Valley International Montessori School.

CLASSROOM OBSERVATIONS Plenty Valley International Montessori School encourages parent participation in the life of the School. One way in which parents/guardians and also extended family are able to gain a better understanding of Montessori education in practice is to observe their child’s class at work. Observations in other Cycle classes can also be organised.

Classroom observations begin in Term 2 of each year when students have settled. The observation time is generally for 20-30 minutes. If you wish to have an observation, please contact Reception to obtain a form to fill out. Your form will be sent to the teacher to organise a suitable time. Parents are reminded that Classroom observations are available on the basis that confidentially of structure and individual students and teachers is respected.

Education has been defined as ‘learning to know, learning to do, learning to be and learning to live together’.

Dr. Maria Montessori

PARENT PARTICIPATION WORKING BEES PVIMS is fortunate to be situated in a beautiful natural environment. In order to keep our gardens enjoyable and safe for children and staff, families are invited to participate in working bees, occasionally arranged to conduct works and promote social opportunities. There is no compulsion to attend these “bees” and parents may like to consider other ways in which they can contribute to School life, if unavailable on the day of the “bee”.

PARENT CLASSROOM PARTICIPATION • Reading with students • Supervising/organising craft, cooking and/or gardening activities • Bringing your own family’s personal profession, experiences or cultural practices as a class life lesson • For example, bathing a baby, celebrating Ramadan, talking about being a policeman • Making materials at home • Being Classroom Parent Representative (please ask for a Position Description at Reception) All parent participation in class activities is at the discretion of the Classroom Director. Confidentially regarding the operation and individual student is expected.

If you observe anything that you are not sure about, please speak directly with the person and refer to the Principal.

WAYS PARENTS CAN PARTICIPATE • Participate in a classroom presentation/talk • Become a class representative • Help shape the future of our school and become a Board Director • Read to or with children in class • Become a library volunteer • Become a member of the school garden team • Volunteer for internal school events

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CAR PARK PROCEDURE As a community of carers, we give the highest priority to the safety and welfare of individuals on school property.

Appropriate car park etiquette is expected from drivers and pedestrians at all times. If another parent/guardian is dropping off or collecting your child, they need to be informed of these practices too.

CAR PARK RULES • Pedestrians are required to keep to the footpaths at all times and cross only at designated crossings.

• Drop off zone is not for parking, the driver is to remain with the car for immediate pick up or drop off, maximum 2 minute stay.

• A maximum of 3 cars at any one time in the drop off zone, through access to be kept clear for delivery and emergency vehicles.

• Cars are not to remain stationary in access ways, if there is no immediate parking available, cars are to continue through the car park and re-enter. This avoids blocking the entry and maintains emergency access at all times.

• No parking in the lower car park, this is for staff and deliveries only.

• Left turn only from the car park exit onto Aqueduct Road.

SPEED LIMIT The speed limit within the School is 10km/h.

COMMUNITY CAR PARK - UPPER CAR PARK The top two level car parks are for our parent community. Please be aware of our children’s safety at all times. Staff members are asked not to park here.

On days when the school requires a bus to take our children on school excursions and/or sporting events, the first level of the car park will be closed off to parent car parking. This only happens on a few occasions throughout the year. After a review with the Bus Company and our Maintenance Committee the following was agreed upon: Access to and from the car park for buses is not very good and presents risk of damage to property and buses.

1. The best option for bus entering the car park is via the first level car park only, provided there are no cars in this car park.

2. If there are cars in the first level of the car park, the bus drivers have been instructed to not enter the car park.

3. Witches hats will be placed at the entry to the first level car park closing off the car park and a 'Buses Only’ sign, will be put in place.

STAFF CAR PARK This area is reserved for Staff and drivers must ensure that they are not impeding the arrival or departure of any car into or out of the Staff Car Park. The Staff Car Park should only be used when: • • • •

Dropping off large/heavy items at school Dropping off or collecting a temporarily disabled child (e.g. on crutches) Collecting sick child/ren from First Aid Room during school hours Collecting child/ren from OSHC after 5.00pm from Monday to Friday

Special Parking: If you require access to the Staff Car Park in 2019 please fill out an application for consideration for a PVIMS permit. Please be aware there are limited additional spaces available.

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EARLY LEARNING CAR PARKING Parents are asked to park in the top level car park and walk down to the school and Toddler Community rooms.

Please observe the car park safety rules and only walk on the footpaths and marked crossings.

Parents doing early drop off (before 8.00am) and late pick up (after 5.00pm) are welcome to use the bottom staff car park.

EXITING THE CARPARK When exiting the school grounds, drivers must turn left into Aqueduct Road and observe the pedestrian crossing lights immediately adjacent. This is a Vic Roads regulation enforceable by fine.

FINAL WORDS If you have read this far, well done!

We welcome suggestions from parents at any time as we work together with our mutual interest in the well-being of all in our community.

With all good wishes for the year ahead!

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