Professional Documents
Culture Documents
2010
Table of Contents
Dear BMS Families This Working Together booklet is designed to assist you in your first 5 6 6 7 7 7 7 8 8 8 9 10 10 10 10 11 12 12 13 14 14 15 15 15 15 16 16 17 few weeks at BMS, but is also useful as an ongoing resource. I invite Of current parents to review this booklet for up to date information. Expectations of a particular interest is the inclusion of Montessori Community, which is in Appendix 1. Please ensure you take the time to read through these expectations. Please feel comfortable to ask staff or myself if there is anything else you need to know. All of this information and more is us on our by website: can also email: www.bms.qld.edu.au. contact You
General BMS Details and School Map Expectations of a Montessori Community Communication at BMS Communication Channels for Families BMS Communicating with Families Structure of BMS Schools and Houses School Governance Out of School Hours Care Settling your Child into School Child Readiness New Experiences for our Younger Children New Experiences we feel as Parents Classroom Protocols Infant and Toddler 0 3 years Junior School 3 6 years Primary School 6 12 years Student Progress Reporting Health and Safety Food Clothing Caring for the Health of Children and Staff Resilience Policy Administering Prescribed Medication Head Lice Parents at BMS Montessori Education for Parents Role of Parents in our Montessori Classrooms Montessori Family Association Financial Responsibilities Payment of School Tuition 2010 Schedule of Tuition Payments Child Care Benefit on Tuition Voluntary Building Fund Withdrawing from BMS Withdrawal Policy Policy for Returning Families Appendix 1 Expectations of a Montessori Community
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Brisbane Montessori School, and we will endeavour to make your time with us valuable and rewarding. Yours faithfully Steven Arnold Principal Brisbane Montessori School February 2010
There is a safety 2 minute drop off and pick up zone adjacent to the Peace Pole, and if this area is unavailable please park your car and walk safely across the pedestrian crossing. Map of BMS Please refer to the map on the previous page for the location of all the buildings, playgrounds and sporting areas.
Communication at BMS
Communication Channels for Families
The school community is best supported through mutual acceptance, respect and support between staff, students and parents. When you require clarification on educational, general school or other matters, please in the first instance, consult with your Class Director. They are always your first and immediate point of contact at the school. If further discussions are required the heads of Junior School and of Primary School will become involved, alongside the Class Director. If there are any issues that remain unresolved then the Principal will be involved to facilitate an outcome and provide a final ruling. email: headjunior@bms.qld.edu.au email: headprimary@bms.qld.edu.au 3
All financial matters need to be directed to the Business Manager and in the event of a dispute the Principal will provide a final ruling. email: businessmanager@bms.qld.edu.au The Grievance Procedure can be downloaded from the website: www.bms.qld.edu.au/Policies and Procedures/Grievance Procedure
Permission Forms and Notices School activities where there is a cost involved, where your child is required to travel off-site, or where supervision is necessary, will require parental consent and you will be notified in writing. Permission notes will be distributed to the children and will be available on the website. Each child needs to have permission granted by their parents before participating. www.bms.qld.edu.au/Forms House Noticeboards Please check the noticeboards outside your classrooms on a regular basis for new postings of seminars and student events. Annual Focus Magazine This is the schools annual magazine which celebrates the work of the students over the year. It is published in early December and costs $10. email: marketing@bms.qld.edu.au
Structure of BMS
Schools and Houses
Brisbane Montessori School has three key Montessori education offerings. Below is an overview of the schools and their staff. All staff can be contacted by email, using their firstname@bms.qld.edu.au. Infant and Toddler Community (0 3 years) This community has three Houses; Gumnut House caters for the 018months old children and Banksia House and Lotus House caters for the 18months 3 year olds. email: infanttoddler@bms.qld.edu.au Junior School (3 6 years) There are three classrooms in the Junior School; Melaleuca, Waratah and Casuarina Houses. email: junior@bms.qld.edu.au
Primary School (6 12 years) The Lower Primary school has two Houses for the 6 9 year olds; Dunnart and Wondai Houses. email: lowerprimary@bms.qld.edu.au The Upper Primary has two Houses, Amanzi and Poseidon, for the 9 12 year olds. email: upperprimary@bms.qld.edu.au
childs willingness to accept and master new experiences. Academic ability is not our main criterion for considering your childs readiness for school. Throughout your interview process the Principal and the Class Director consider your childs readiness in this holistic context. After a period of two weeks settling in your child is now considered fully enrolled is expected to be at school everyday.
School Governance
Brisbane Montessori School is governed by a Board of Directors and each Director is elected to the Company Montessori School Limited, from the parent body on an annual basis. As a company member you are entitled to vote at the AGMs and to stand for election. To be able to nominate for election you are required to have a current Blue Card. The office can assist you with documentation to get a Blue Card. email: enquiries@bms.qld.edu.au The Board of Directors have legal responsibility for the schools affairs, however the Principal manages the school on a day-to-day basis. email: board@bms.qld.edu.au www.bms.qld.edu.au/About BMS/Governance
Development of Language New experiences and feelings will eventually broaden your childs range of expression. Children experience a strong drive to improve themselves in relation to the school community. Independence Assist your child in their natural development for independence. For the younger child, allow them to carry their own bags, make choices (from a limited offering) about their lunches and what clothes to wear that day. For the slightly older child (lower primary) they are able to make their own lunches and may elect to take themselves to class of a morning, without you.
Classroom Protocols
Infant and Toddler 0 3 years
The Infant and Toddler Communities are designed for the exclusive use of children and we, the parents, are guests in these communities. While you accompany your child to these classrooms sessions please: minimise all adult conversations be there wholly for your child who is attending; a younger sibling over 3 months of age requires separate care use a quiet and calm voice at all times and move quietly focus on what your child chooses switch your mobile to silent and refrain from text messaging in some cases shoes are to be left outside and adults are required to wear socks email: infanttoddler@bms.qld.edu.au
Signing in and Out Each child must be signed in and signed out; the sheet is found a table adjacent to the entry door. Communicating with the Classroom Staff Dropping off and picking up your child is a very busy time for the staff. It may not be possible to talk at length, or some days even briefly, with the staff. Please use the communication book, which is located on a table adjacent to the classroom entry to write important notes regarding your child, eg to attend OSHC. Alternatively please arrange a meeting time. Hanging Up Belongings Please allow your child to hang up their own belongings. This is an important part of their developing functional independence and they must have the opportunity to take responsibility for their belongings, ie to know which hook their bag is on, where their hat and esky are and so forth. Entering the Classroom Every Montessori classroom has been designed to cater for the needs of the child, and this includes the number of adults. This is of particular importance in the 3 6 classrooms. Please always wait to be invited into the classroom by the staff, as additional adults in the classroom can be very disruptive to a young childs concentration. Transferring to Out of School Hours Care Those children whose parents have indicated OSHC attendance, or those children not collected by 12.15pm (for the morning program) and 3.15pm, will be taken to OSHC and signed in. Consult the OSHC Handbook for charges. emai: headjunior@bms.qld.edu.au
and concentration for all children, please do not provide a traditional iced cake. Please choose a healthier option such as a fruit platter or vegetables and dips.
Clothing
Children are required to wear practical, casual clothing to school as Brisbane Montessori School does not have a uniform. For the very young child it is important that this clothing is easy for the child to take off and replace with new clothing. Being able to change out of wet or dirty clothing supports the childs developing independence. A general guide as follows: hats that protects the face, neck, head and ears. Hats are required whenever the children are outside. Wide brimmed hats or legionnaires caps are available for purchase from the office. Children without hats are unable to participate in playtime or sports events, and can only access shaded areas. shirts with collars and sleeves and they need to fully cover the abdomen. shoes closed in shoes for protection of the childrens feet. Thongs, open sandals and shoes with heels are not acceptable footwear at school.
Any child that becomes unexpectedly unwell will be directed to the First Aid Room at the office for assessment. If the qualified staff member on duty believes that the child needs to go home, then parents will be advised immediately to come to school to collect their child. In the event that neither parent can be reached within a reasonable amount of time, your emergency contacts will be telephoned. For this reason please keep all emergency data (including contacts, allergies and health professionals) up to date. The First Aid Room is unable to have children who are unwell remain there for extended periods of time. Please ensure that you come to school promptly to collect your unwell child if you are requested to do so.
aggressor and a sense of being oppressed on the part of the victim. There are three broad categories of bullying. Direct Physical Bullying, eg, hitting, tripping and pushing or damaging property Direct Verbal Bullying, eg, name calling, insults, homophobic or racist remarks, verbal abuse. Indirect Bullying this form of bullying is harder to recognise and often carried out behind the bullied students back. It is designed to harm someones social reputation and/or cause humiliation. Indirect bullying includes: lying and spreading rumours playing nasty jokes to embarrass and humiliate provoking a food-allergic reaction mimicking encouraging others to socially exclude someone damaging someones social reputation and social acceptance cyber-bulling which involves the use of email, text messages or chat rooms to humiliate and distress.
Resilience Policy
At Brisbane Montessori School we have an interest in supporting our children to become independent citizens. A part of growing up is learning to deal with conflict and conflict resolution. For your interest our Resilience Policy is included below, to assist you and help your child through these learning experiences. This Policy is taken from the Independent Schools Queenslands Anti-Bullying Policy. Definitions Bullying is repeated oppression, psychological or physical, of a less powerful person by a more powerful person and occurs when someone, or a group of people, upset or create a risk to another persons health and safety, or their property, reputation or social acceptance. Bullying involves a desire to hurt + hurtful action + a power imbalance + (typically) repetition + an unjust use of power + evident enjoyment by the
Cyber-bullying or e-bullying is a reasonably recent type of bullying which involves the use of information and communication technologies such as email, mobile telephone and text messages, instant messaging (SMS), chat rooms and video internet sits, eg, YouTube. It can be particularly harmful because it can happen anywhere and at any time. Thus young people who are the victims of cyber-bullying have no place where they feel safe. If the bullying is of a serious and threatening nature then obviously it becomes a legal issue and students and parents should seek advice by reporting the matter to the police.
If bullying amounts to harm as referred to in the schools Child Protection Policy then the matter must be dealt with under the Child Protection Policy. What Bullying is not: mutual conflict where there is an argument or disagreement between students but not an imbalance of power. Both parties are upset and usually both want a resolution to the problem. However, unresolved mutual conflict sometimes develops into a bullying situation with one person becoming targeted repeatedly for retaliation in a one-sided way. Social rejection or dislike it is not feasible to think that every student must like every other student. Refusing to play with a particular child or, for example, not inviting them to a birthday party is not bullying, provided social rejection is not directed towards someone specific and involves deliberate and repeated attempts to cause distress, exclude or create dislike by others. Single-episode acts of nastiness or meanness, or random acts of aggression or intimidation. A single episode of nastiness, physical aggression, verbal abuse or an occasional push or shove is not bullying, neither is nastiness or physical aggression directed towards many different students. The difference is that bullying is, by definition, action that happens on more than one occasion. However, since schools have a duty of care to provide a student with a safe and supportive school environment, single episodes of nastiness or physical aggression should not be ignored or condoned.
In the event of inappropriate behaviour (of which bullying is one form) support your child by communicating directly with your Class Director. In the first instance the school will manage all student conflicts with the relevant staff members. All situations will be dealt with in a professional manner. Please seek support from the Principal
Head Lice
Head lice is a common occurrence in school environments and must be treated immediately to stop the spread to other students. Head lice (pediculosis) is not a notifiable condition and head lice do not transmit any infectious diseases.
For more information refer to the Independent Schools Queensland Anti-Bullying Policy. www.aisq.qld.edu.au
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If you child has head lice they will be directed to the First Aid Room at the office and you will be called to come and collect your child. Treatment needs to start immediately. For more information refer to the Health Policies on the website: www.bms.qld.edu.au/Policies and Procedures
There are a number of education seminars to choose from and we ask you to attend one seminar per term. Parent Education Seminars The Montessori education seminars for parents are held once / term. The Junior School staff present topics for parents of the 0 6 year old children and the Primary School staff hold seminars for the parents of the 6 12 year old children. These two different planes of development represent two distinct groups of learners and classroom environments, and our parenting, ideally, needs to reflect those differences. As a Montessori school we take the responsibility to offer education to our parents about the different stages your child will move through; we expect, on behalf of your child, that you actively embrace this journey with us. These seminars will appear on the website calendar, be advertised in the Whats On which is distributed every week and will also appear in notice form outside your classroom www.bms.qld.edu.au/School Calendar Journey and Discovery and Journey Through the Curriculum Programs Journey and Discovery In choosing a Montessori education for your child, you are making a considerable departure from the traditional learning environment. Journey and Discovery will guide you through an amazing journey into the learning environment that is constructed for your child. The knowledge gained from this experience helps parents to understand their childrens learning process. Part 1 is on Friday evening and Part 2 is on Saturday morning, where you will spend your time using and learning from the Montessori equipment.
Parents at BMS
Montessori Education for Parents
Montessori education is multi-faceted and offers an extraordinary breadth of insight into humanity. Education at Brisbane Montessori School offers an opportunity to develop independence, selfconfidence and self esteem. The unique program, centred on the child, encourages the development of personal responsibility, thinking processes and fosters a love of learning. The Montessori movement is also about large scale social reform and world peace. The prepared environment and the curriculum in a Montessori school supports each child in their development of awareness of self and their tolerance of difference. It is these qualities that allow a child to develop their own sense of inner peace, and as they mature into adults this peace forms part of who they are and the world they live in. Brisbane Montessori school also offers parents a comprehensive program to support their journey through understanding the complexities of Montessori education. Gaining a useful level of understanding will support your childs education more effectively, as you will appreciate the classroom and the learning and developmental needs of your child when they change and how you respond in your parenting.
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Attendance at Journey and Discovery is a contractual obligation of enrolment at Brisbane Montessori School and we recommend that you attend at least once every three years. Journey Through the Curriculum This 3 hour evening session will fasttrack you through the materials and learning processes associated with one area of the curriculum. You can elect to attend this session to meet your contractual obligation to complete a Journey and Discovery program. One of these programs are scheduled each term. Principals Forum These sessions are held twice / year and are an opportunity to meet with the Principal and to bring up any issues associated with the school. Classroom Observations As part of your enrolment process you have done a 1 hour classroom observation. Now that your child has started school you are invited to observe again, so that you can see your child interacting within the classroom community. Observations are available in the mornings and can be arranged directly with your Class Director. It is important that you schedule a debriefing meeting with your Class Director post the observation if you would like to discuss any concerns.
depend also on our future parents and it is for this reason that parents are actively encouraged to become involved in the school. Whilst personal and business commitments may make it challenging to participate, there are many options available and hopefully just one of them will suit your family circumstances. Some of the ways you can become involved at Brisbane Montessori school include: becoming a class representatives or a member of various school committees assisting the Class Directors through the donation of time, goods, services and experiences, or through the weekly workshops for making resource materials for the classrooms assisting in the classroom at the request of the class director in areas such as art/craft, music, cooking, physical education, language providing administrative clerical or organisational assistance nominating for board membership supporting fundraising activities through the Montessori Family Association (MFA).
It is particularly important for the Primary students to be accessing knowledge from sources outside of the classroom. When parents bring their expertise and experience into the classroom you provide the students with a broader and more richer learning experience. Your own child will find your classroom visits very gratifying and it sends a powerful message to the child of positive support for their education.
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events take place. The Montessori Family Association (MFA) is there to support the staff and curriculum of the school, and to also provide additional social opportunities. Please contact the MFA to find out how you can be involved, either as an occasional contributor or as part of an ongoing commitment. email: mfa@bms.qld.edu.au
Monthly Instalments for direct debit only are: Term 1 15.01.10 15.02.10 15.03.10 Term 2 15.04.10 17.05.10 15.06.10 Term 3 15.07.10 16.08.10 15.09.10 Term 4 15.10.10 15.11.10 15.12.10 Monthly instalments are due on the 15th of each month and where that date falls on a weekend, the following Monday will be the accepted date for payment. The months affected are May and August.
Financial Responsibilities
Payment of School Tuition
You will be invoiced for school tuition each term and this is payable on the second Friday of each new term. Unless you have pre-arranged for an extension on payment of tuition with the Business Manager, then you will incur a $100 late fee for payments made after the due date. This will be added to your next terms invoice. The following payment options are available: Direct debit Bank: ANZ Kenmore. BSB: 014-272. Account No: 198800838. Please use invoice number and surname as EFT reference. Credit Card Visa and Mastercard. Cheque made out to Brisbane Montessori School.
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family. The voluntary Building Fund Donation is included as a line item on every invoice for term tuition. A comprehensive list of building and maintenance projects is available from the Business Manager.
wish to re-enrol, are required to reenter the enrolments process, from the Application for Enrolment stage. The only exceptions will be made by the Principal, and notice of conditions and acceptable period of withdrawal will be given in writing to the applying family.
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Appendix 1
Brisbane Montessori School Expectations of a Montessori Community
Expectations of a Montessori Teacher Know the student be able to discuss students interests know the students own perception of self know students strengths and weaknesses Work patterns be able to describe students preferred work habits and motivation handwriting style, book work and organisation able to provide for a variety of working styles within a learning period Expectations of a Montessori Parent understand the strong drives within a student, turn-ons and turn-offs able to clearly express their own agenda and expectations of the student knows personal strengths and weaknesses be able to create work friendly environments at home for student aware of parents own working patterns and other influences on students development understand the true nature of the students work in a Montessori setting aware of patterns and recent changes within students development observe and discuss students reactions to situations making suggestions about development accurate observations of physical, social, academic and spiritual changes; able to discuss these observations with teaching staff genuinely curious in students learning, for reasons of sharing and discussion, not valuing and judging have clear understanding of learning as an inner experience and not always as an externally quantifiable one is different to other education systems Expectations of a Montessori Student be able to describe own interests be able to construct learning around interests be aware of a natural range of abilities across all people
be able to choose preferred learning mode able to articulate own strengths and work patterns able to ask for assistance or find alternative means of self motivation
Development
discuss students development with respect to special tendencies and sensitive periods and characteristics of the age in Montessori theory explain physical, social, academic and spiritual qualities of the plane of development relative to the student discuss expectations of the future and possible changes for the student list the challenges that face the student, and a strategy for developing each one list the strengths that empower the student, and a technique to empower the student with each list useful motivators that spark the student
observe own behaviour relative to peers aware of students in different planes (younger or older) having different needs aware of the nature of development and learning is not a linear progression
Learning
that learning feels good and makes you feel better about yourself that through asking a question you can discover anything and satisfy a curiosity that completion and procedure systems support learning
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Expectations of a Montessori Teacher Independence be able to offer independence appropriate activities for student to do at home with parents have independence activities appropriate to students own level within the school, complete with REAL risks explain expectations associated with freedoms and responsibilities to student know current friendships and work mates know academic peers, and seek links able to pre-empt potential personality clashes through careful management maintain an interesting and rich curriculum maintain a safe and invigorating space challenge and motivate the students questioning and learning maintains strict expectations of appropriate and inappropriate behaviour and language provide opportunities for learning hospitality, grace and courtesy etiquette and manners are modeled and expected deliver a cosmic education, exploring the links between all events, following the students needs monitor and track progress against stated goals report progress using these goals offer a range of analytical skills offer a range of opportunities for deep thought offer a diverse set of opportunities to process material offer models and alternatives to violence explore peaceful resolutions and processes in conflicts provide a peaceful environment -
Expectations of a Montessori Parent supportive, available ONLY on request to student provide independence situations at home, share these with the teaching staff allow room and time for mistakes -
Expectations of a Montessori Student free and motivated to choose appropriate learning events understands the relationship between freedom and responsibility is free from extrinsic motivators and is open to intrinsic motivations
Social Development
know the names of friends, involve friends and family in out of school settings be comfortable to ring and discuss with students friends parents be accepting of others, while also being honest supportive, able to share interesting things / pictures / experiences from home provide clear standards of cleanliness and orderliness as standards at home promote respect for furniture and property use only highest standards of respect and appropriate behaviours in front of children and in dealing with children reinforce appropriate behaviours from children monitor language use understand the aims of a Cosmic Education question where understanding is not complete support staff in curriculum delivery
have a variety of social interactions in a range of situations learn about self through interactions with others reflect on the nature of society and groups of people uses the available resources to the maximum is respectful of the space and others mindful of the special nature of a learning environment
Environment
Curriculum
Thinking Peace -
understand that social interactions are at the heart of all human endeavours should know what is appropriate in a given situation and act accordingly expect and receive respect from those around them absorb, consciously or subconsciously, the world as an interrelated set of experiences have the ability to respond to experiences empowered to react to the world
to promote further learning to incorporate family experiences into learning to value and cherish opinions and arguments reduce conflicts through alternatives actively promote peace as a value demonstrate and model peaceful processes
know that there is a peaceful way access, share and promote peace have zero tolerance for non peaceful activity
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