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Policies

Table of contents

ADMISSION POLICY
POLICY : The Australian International School provides quality education for all nationalities, expatriate and local students on a fee paying basis, and subject to admission criteria.
CONTEXT:
» The school operates the world standard Western Australian outcomes based curriculum, with Bangla as the language other than English.
» Enrolment is subject to an assessment by a Coordinating Teacher
» Admission will be made with reference to the student's academic and behavioral performance, and within the context of the school's Special Needs Policy.
» The Principal must ensure classes maintain a balance of abilities, and that every student can experience a meaningful educational program.
PRACTICE:
» Students may be accepted into Early Childhood, Foundation and Pre-Primary following assessment. (Please note: This does not guarantee entry into Grade 1)
» All students entering Year-1 onward are subject to assessment, and the acceptance of enrolment will be at the discretion of the Principal.
» All Early Childhood and Foundation applicants must be toilet trained.
» Students will be subject to ongoing assessment in order to retain their position in the school.
» The school reserves the right to cancel enrollment.
» In enrolling a student, parents accept the conditions indicated in the enrolment package, and also the fees payment and refund structure, which is listed on the webpage.
1. Age levels for consideration of placement are:
» EC – Must turn three years of age by September 15
» Foundations – Must turn four years of age before September 15th
» Pre-Primary – Must turn five years of age before September 15th
» Grade One – Must turn six years of age before December 31st
» Grade Two – Must turn seven years of age before December 31st
» Grade Three – Must turn eight years of age before December 31st
Policy Dated February 2008
For Review August 2008

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FEES POLICY
POLICY: The Board of the Australian International School, Dhaka sets fees and charges for student enrolment and tuition.
CONTEXT:
» Payment can be made in lump sum form, and or in installments.
» If students start or leave mid-term, part payment or refunds may be applicable.
PRACTICE:
Admission: a.  See full Admission Policy        b.  See Fees Schedule
» The Australian International School, Dhaka is an English medium school, delivering the Western Australian Curriculum. Its main purpose is to provide quality education for all nationalities, expatriate and local.
» Enrolling may begin in Early Childhood, Foundation or Pre-Primary, however this does not guarantee the child a place in Year-1 as academic screening is difficult when students are enrolled in preschool. Promotion to Year-1 will depend on whether or not any behavioral or academic problems are evident by the end of Pre-Primary.
» New students enrolling in Year-1 and upwards will be assessed. Consideration will then be given to achievement level, age, physical and emotional maturity before placing in the appropriate class.
INFORMATION FLOW:
» Enrolment enquiry Form to be completed by parents
>> provide last 2 school reports
» If a space is not available the Enquiry Form will be put on our waiting list file.
» If a space is available the Coordinator will assess the student.
» Enrolment package to be completed if the Principal confirms the application
>> complete health & immunization records
>> two photographs of the student
>> one photo of each person nominated to collect the student
>> present Birth Certificate
Once a student has been accepted into the school the following must be paid before class attendance can begin :
-- Application Fee (non-refundable)
-- Annual Fee (non-refundable)
-- Tuition Fee (can be paid annually or per term)
School fees covers tuition, books, basic classroom stationery, equipment and materials used in all subjects and salaries of teaching. Fees vary between year levels based on instructional costs.
FEES STRUCTURE:
>>See the webpage www.ausisdhaka.net
PAYMENT:
Application Fee is paid once. The Annual Fee and Tuition Fee can be paid by choosing one of the options below:
Option 1:Annual Fee and one year Tuition Fee paid in full.
Option 2:Annual Fee paid in full. Tuition Fee can be broken down and paid prior to each term. There are four terms to the academic year.
HOW TO MAKE THE PAYMENT:
>>All fees must be paid in cash.
>>The school will accept USD.
>>All payments in Taka should be deposited at the bank, being:
EXIM Bank Limited, Gulshan Branch
In favour of: International Holdings Limited
Account # 0711100035905

Please note: You will be provided with a Bank and School deposit book and it is your responsibility to ensure receipt of payment is returned to the school reception desk for the Accountant.Please do not forget to fill in the back of the receipt that is returned to school as evidence of payment.
PAYMENT PERIOD:
>>Option 1 : If you have chosen to pay by this option, then all fees must be paid within thirty days of the date due. If an arrangement for payment is not made within these thirty days, your child could be removed from class.
>>Option 2 : If you have chosen to pay by this option, then all fees must be paid within seven days of the date due. If an arrangement is not made within these seven days, your child could be removed from class.

NEW AND CONTINUING STUDENTS ENROLLING DURING THE SCHOOL YEAR:
Students enrolling anytime after the first day of the academic year will be required to pay the full Annual Fee and the full Tuition Fee for the term of enrolment. Continuing students from the preceding year, but starting school late in the current academic year, will be required to pay full Annual Fees as a position was reserved for them. However, enrolment can be terminated if requested, and re-enrolment will be allowed if there is room in that year.
LATE FEES:
Fees not paid within the due dates will incur a late fee penalty.
Option 1:Fees not paid within thirty days of the date due, will incur a late fee of 5% per month until fees are paid. Any portion of the month will be billed as an entire month.
Option 2:Fees not paid within seven days of the date due, will incur a late fee of 5% for the first two weeks and thereafter 10% until fees are paid. Any portion of the week will be billed as an entire week.
NON PAYMENT OF FEES:
If your child has been removed from class and payment of fees has not been made within thirty days from this time your child will be unenroled. Once all payment of outstanding fees are made your child may enroll again as a new student depending on availability of space.
Reports cards and any other school records will not be released until full outstanding payment is made.
REFUND POLICY:
>>The Tuition Fee is refundable only when there is a full term of non-attendance. A written notice of the date of withdrawal should be made to the school as soon as possible.
>>The Application Fee and the Annual Fee are non-refundable.
MISCELLANEOUS:
TRANSPORTATION:Bus transportation to and from school is at an additional cost. This is available to students in Gulshan, Banani and Baridhara areas.
LOST OR DAMAGED BOOKS: You will be billed for any lost or damaged books. This must be paid for immediately. If the lost book is found and is undamaged the money paid will be refunded. Any outstanding amounts will prevent release of student report records.

Policy Dated February 2008
For Review August 2008

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HOMEWORK POLICY


DEFINITION:
Homework is defined as meaningful and quality work assigned to students that is intended to be completed during non-instructional hours.
POLICY:
The School recognizes the importance of assigning meaningful and quality homework to students. Research indicates that schools in which homework is routinely assigned and assessed tend to have higher achieving students. Homework fosters student achievement, independence, and responsibility and serves as a vital link between school and home. Therefore, it is the policy of Ausis that meaningful and quality homework is required at all grade levels in all schools.
PRACTICE:
Homework should:
>> Reinforce principles, skills, concepts, and information taught in the classroom
>> be meaningful, appropriate to the ability and instructional level of students
>> support creative, logical, critical and analytical thinking
>> foster self-discipline, self motivation and the wise and orderly use of time
>> be adequately explained by teachers and clearly understood by parents
A. Types of Homework
Homework may vary according to student needs:
>> Practice assignments strengthen newly acquired skills or knowledge.
>> Preparation assignments provide opportunities for students to read, gather and/or organize background materials and information.
>> Extension assignments allow students to exercise skills of research and application; such assignments encourage student initiative and creativity.
Responsibilities:
Teachers shall:
>> set clear standards and expectations for the quality of work based on the needs of students
>> create an effective system for communicating homework guidelines for parents and students
>> review/correct homework and provide timely and appropriate feedback regarding the completion of assignment as a step toward mastering of the expected standards
>> coordinate projects so that all students have access to research and digital tools including textbooks
>> assign homework that is academically challenging and appropriate to the student’s level of competence
>> design quality homework which is relevant to the curriculum and tied to mastery
>> allow for varied learning styles by including choices in types of assignments when possible
>> provide students with a reasonable estimate of the amount of time necessary to complete each homework assignment
>> provide specific written explanation, rubric or model, of long term assignments so that the requirements, expectations and timelines are clearly understood by the students
>> provide students the opportunity to ask questions to clarify assignments before leaving class
>> evaluate group projects based upon a predefined rubric which includes individual student participation and group process and allow time in class for individuals and groups to work on projects
>> be sensitive regarding the assignment of homework due the day after a religious holiday and assigned school breaks and weekends
>> Collaborate between teachers at the secondary level regarding when homework would be assigned. There should be a balance of projects so they are not assigned at the same time
>> review and grade homework
>> allow ESL students more time to do their homework

Students shall:
>> understand that homework is part of the course requirements
>> ask questions to clarify homework assignments before leaving class
>> complete and submit homework assignments by the due date
>> complete all assignments honestly in accordance with the teacher’s directions
Parents shall:
>> provide a suitable environment for homework
>> remind students that homework is their responsibility
>> guide or assist in homework when unusual difficulties arise but never do the homework for their child
>> encourage students to ask their teacher (s) clarifying questions concerning their homework
>> communicate with the teacher(s)
>> monitor activities so that sufficient time is provided for homework
>> Prohibit cheating, plagiarism and any other dishonest practices in the completion of homework.
Classroom Management
>> Teacher to set up a process to show work has been set, and completed
>> This may be simple as a grid for parents to sign
>> Teachers need to be aware that setting senior students an hour or more homework may generate an additional marking load which may reduce their classroom effectiveness
Suggested Time Allocation
Grade One ------ As Required
Grade Two ------ As Required
Grade Three ------ As Required
Grade Four ------ As Required
Grade Five ------ As Required
Grade Six ------ As Required
Grade Seven to Grade Eight ------ As Required
Grades Nine to Twelve ------ As Required

Policy Dated February 2008
For Review August 2008

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REPORTING TO PARENTS POLICY


POLICY:
Parents shall receive timely and appropriate reports on their child's progress.
CONTEXT:
>> Teachers regularly assess children's social, emotional and academic progress.
>> Parents are to be informed of that progress, and areas of concern in a planned cycle of contact.
>> When a concern arises, the teacher has a responsibility to initiate contact with the parents.
>> In this way a report will be a confirmation of ongoing contact information, and should not contain any new concerns.
PRACTICE:
>> Early in term 1 a class meeting will be held for parents to learn about the operation of their childs class, and meet the class teacher and co-ordinator.
>> At the end of term 1, a parent/teacher interview schedule will be set up in each class.
>> Each contact will only be 10-15 minutes.
>> The meetings will primarily be in the teachers DOTT time, after school, or other times by negotiation.
>> At the end of semester 1, Pre Primary and Years 1-8 parents will receive a Portfolio of their child's work with tagged examples showing the level outcome and assessment criteria.
>> At the end of semester 1, Early Childhood & Foundation parents will receive a formal report in a format appropriate to the phase of development.
>> At the end of semester 2, a formal report will be issued from EC - Year 8.

February 2008
For Revision August 2008

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TUTORING POLICY


POLICY:
Teaching staff may not undertake out-of-hours tutoring of AusIS students

>> Teachers shall fulfill the responsibilities of their assignment prior to involving themselves in other activities such as private tutoring, teaching in other institutions, and other activities for remuneration. A staff member shall not tutor for remuneration students who are assigned to the staff member's classes or area of professional responsibility.
>> According to a ruling of the Dhaka International School Association any staff member that is tutoring a student of another international school must notify the other school.
>> Nothing in this policy shall prevent the CEO or designee from hiring staff members to provide remediation and intervention for students.

Dated February 2008
For Revision August 2008

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SWIMMING POLICY


POLICY:
All AusIS students from Years 1 to 9 will engage in swimming lessons as a compulsory part of the Physical & Health Education learning area.
CONTEXT:
In Bangladesh, like other countries around the world, children are frequently exposed to a variety of aquatic environments. With the abundant beaches, rivers, water playgrounds and swimming pools it is vital that children are provided with the opportunity to develop effective water safety skills. Learning to swim is a central component of this process and also enables children to enjoy the advantages afforded by the climate and natural surroundings in our environment.
PRACTICE:
>> The primary school has its own swimming pool
>> The senior campus relies on local schools and clubs to access their facilities
>> Lessons are held by fully qualified instructors.
>> If a child is not well enough to swim on their scheduled day the parent must send a note to the teacher and the student will be taken care of while the class is in the pool.
>> If a child has a medical or physical condition that will not allow them to participate in swimming classes a doctor has to provide a medical certificate.

Policy February 2008
For Review August 2008

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BANGLA POLICY


POLICY:
The Western Australian School Curriculum and Standards Authority requires all students to learn a language other than English as a compulsory learning area subject. Bangla is the LOTE in AusIS.
CONTEXT:
>> AusIS uses the Western Australian School Curriculum and Standards Authority documents as the structure for all classes
>> One of the 8 compulsory learning areas is LOTE
>> The actual language taught as LOTE is not important in educational terms
>> Any second language provides the educational experience of sound, pitch & language structure which lays the foundation for future language learning success
PRACTICE:
>> Bangla is chosen as AusIS LOTE as a continuous supply of natural speakers can be assured
>> Students who use Bangla in adult life have the school benefit of having learnt the formal structure of the language
>> Those who do not speak Bangla in later life still carry forward the benefit of a childhood LOTE experience
>> LOTE will be assessed in the school report in the same way as are all other learning areas.

Policy Dated February 2008
Revision Date August 2008

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HEAD LICE POLICY


Policy February 2008
For Review August 2008

POLICY:
Students who have head lice are to be excluded from school until all traces have been removed.
CONTEXT:
>> Head lice are a fact of life, and are found in all strata of society
>> Having head lice is no reflection on the cleanliness of a child
>> Treatments range from weak homeopathies to chemicals
>> The school has an excellent handout for children who have head lice
PRACTICE:
>> When lice are detected a child will be removed from the class and playground to reduce the prospect of transmission
>> Parents will be called to collect the child
>> If any eggs are detected the student will not be able to return to the classroom
>> DO NOT SHAVE A CHILD'S HEAD as it causes a great deal of embarrassment, and is also unnecessarily drastic

 

PYP - Language Policy

Preface:
This policy is developed by a steering committee that includes members from the senior leadership team and the PYP faculty. It has been shared with the students and parents and their feedback has been taken into account to modify it. This policy is a subject to review and we plan to include students and parents representatives in the review committee. The policy will be reviewed in May, 2018.

 

Language Policy steering committee members:

Samina Chowdhury                             PYP Library Teacher
Taznin Tanaka Khan                            PYP Bangla Language Teacher
Farha Mahmud                                   PYP Bangla Language Teacher
Jennifer Hawkins                                 EAL Teacher
Rizwana Rakib                                     PYP Homeroom teacher, Pre-primary
Farhana Rahman                                PYP Homeroom teacher, Year 3
Seema Tuli                                          PYP Homeroom teacher, Year 5
Jahanara Begum                                 Asst. PYP Coordinator
Taslima Khatoon                                 PYP Coordinator
Mr. Noel Lavin                                                Head of Primary

 

 

Table of contents:

  • Introduction
  • Language of instruction and communication
  • Language in the Learner Profile
  • Section: Primary Years Programme
  • Language learning in PYP at AusIS
  • English as an Additional Language (EAL)
  • Host country language (Bangla) learning
  • Mother tongue support
  • Role of  Library
  • Communication of the policy
  • Review process
  • References

 

 

Introduction
This language policy describes the beliefs and practices around the learning of languages at Australian International School, Dhaka (AusIS). The policy was developed by the senior leadership team in collaboration and consultation with teaching staff representatives across the grade levels at the school with a commitment to whole school implementation.

The International Baccalaureate® (IB) is committed to supporting multilingualism as a fundamental part of increasing intercultural understanding and international-mindedness, and is equally committed to extending access to an IB education for students from a variety of cultural and linguistic backgrounds.
With these aims in mind, AusIS has instituted its language policy well aligned to the IB language policy. It is a framework that will ensure that the IB's values and aims in relation to multilingualism are reflected in the organization's activities.

The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes intercultural understanding. It also enables the learners to become balanced bilinguals who are highly proficient, literate and knowledgeable in two or more languages.
The AusIS language policy defines the ways to provide support to students for the implementation of its programs in English (language of instruction) and Bangla (host country language). The organization also aims to provide materials and services to promote all mother languages as per the school language profile

Language of instruction and communication
Language plays a vital role in the construction of meaning and understanding new concepts. At the Australian International School, the language of instruction and communication is English. We value and respect other languages. Languages other than English are used when necessary to clarify information. We are aware of the fact that our school community is diverse and multi-lingual, and as such we make efforts to ensure all communication from the school is transmitted in clear, jargon-free English.
All teachers at AusIS are language teachers and are adequately qualified in the best practices for teaching those who are learning in a language other than their mother tongue. Language is integrated into all subjects; however, stand-alone lessons also occur. The classrooms are language rich environments, with print and a wide variety of literature available. The curriculum provided builds on students’ prior knowledge and understanding as we use developmental continuums to plan for teaching and learning in language. We aim to provide differentiated learning engagements in the four strands of language –listening, speaking, reading and writing. Teachers plan collaboratively for language learning with other teachers, including single subject teachers.
All of our administrative and teaching staff speak English and the majority are fluent speakers. Our support staff communicates in the host country language.

Language in the Learner Profile
AUSIS utilizes a language-specific PYP Learner Profile as it pertains to students and teachers.
Inquirer: use language to acquire new information or knowledge in order to make sense of the world
Thinker: able to express thoughts and ideas clearly and succinctly
Communicator: competent users of oral and written language in variety of situations and in more than one language; listen attentively to details and speak confidently; read and write with fluency and comprehend what is conveyed
Risk-taker: willing to attempt to read, write, and speak in all situations
Knowledgeable: have acquired vocabulary and understanding to discuss concepts across a broad range of disciplines
Caring: show empathy, compassion and caring in use of language
Principled: aware that language is powerful and has a profound affect and that it must be used responsibly
Balanced: express themselves orally, visually, and in written form with a balance between listening and speaking when communicating with others
Reflective: reflect on their language usage and development and consciously work toward proficiency
Open-minded: respect the differences and similarities in languages, dialects and personal communication skills
Language Learning in the Primary Year programme
AusIS follows the Western Australian English Curriculum (WA) Outline which comprises of three strands: Language, Literature and Literacy. These strands correlate to the PYP strands. Language learning takes place in authentic contexts, both within and outside the Programme of Inquiry. Language is the major connecting element across the curriculum and it is transdisciplinary; however, it also appears as stand-alone lessons.
AusIS ensures that all students are provided with the environment and the necessary language support to enable them to participate fully in the academic programme and as well as in their social life to develop as individuals.
Reading: Students are introduced to reading and the love of books from the age of 3 and formally begin to decode and read words from the age of 5. AusIS follows the Jolly Phonics Programme as a thorough foundation to reading. Letter sounds are taught in a fun and multi-sensory way and students learn how to use the letter sounds to read. We follow the A- Z level reader series books for students as a benchmark to assess students’ reading ability. At the beginning of each year level, students are divided into small reading groups according to their reading levels and each level is facilitated by a teacher. In PYP, all teachers including single subject specialist teachers are considered as language teachers, hence provide support as a reading facilitator. This reading programme is addressed as Reading Rotation and it is conducted 4 days of the week, at the same time for 30 to 40 minutes across the PYP section. This set up also provides for a differentiated reading programme.

Writing: PYP students gain and develop their writing skills through a variety of structures (genres), strategies and literary techniques. Teachers are committed to enabling students to express themselves with enjoyment and authenticity through meaningful and an effective written communication.
While planning language lessons, teachers ensure that the lessons are planned in response to the students’ prior knowledge, needs and interests rather than that of a predetermined and prescriptive model.

English as an Additional Language (EAL)
EAL caters for students who have English as an Additional Language. The aim is to ensure that all students achieve their potential regardless of individual ability, language or cultural background.
IDENTIFICATION, PLACEMENT AND PROVISION OF EAL SUPPORT
EAL students are identified by testing on enrolment or by the homeroom teacher. They are then referred to the EAL coordinator in order to determine the type and level of support required. Students are placed on the Western Australia EAL/D continuum which identifies students’ language proficiency across the areas of Reading and Viewing, Writing, Speaking and Listening.
Students can be withdrawn, receive in-class support or receive a combination of the two.
EAL lessons place emphasis on communicative task-based activities designed to encourage oral communication. As students’ language skills progress the emphasis becomes more on classroom content in order to support learning in all subject areas through an inquiry-based approach.

ASSESSMENT AND REPORTING OF STUDENT PROGRESS

Evidence files are maintained for each EAL student.
Samples of work are collected termly to update individual progress maps.
Each student’s progress is reported to parents twice yearly and parents are invited to discuss individual student progress with the EAL teacher.
STUDENT EXIT FROM THE EAL PROGRAM

When students have reached Level 5 (Functional English) on the continuum, they are exited from the EAL program. EAL teacher makes this decision in consultation with the homeroom teacher and the PYP Coordinator/ Head of Primary.

The Host country language (Bangla)
We believe that all students should have the opportunity to experience learning a second language, which provides significant experience in international education, enabling students to understand the thinking and culture of other people.
Bangla is the official language of Bangladesh and is therefore taught to all students. In PYP, we commence teaching Bangla in Pre Primary (age 5-6) all the way through to Grade 5. For those students coming from abroad, this offers the opportunity to make the most of their time in Bangladesh and get an opportunity to be familiarized and acquainted with the language of the host country. For the local students, this is an acknowledgement of the importance of their mother tongue.
The students, for whom Bangla is not their mother tongue, receive language learning support from the Bangla language teachers and the assistant teachers.
The Bangla Language scope and sequence has been developed with the support of the Bangladesh National Curriculum document which develops students’ reading, writing, listening and speaking, viewing and presenting skills.
From Pre Primary to Year 3, each section attends 3 classes per week. Year 4 and Year 5 attend 5 Bangla classes per week.
A range of books, flash cards, content relevant charts, dictionaries, puzzles, online resources, and reference books are used to make learning effective.
Both formative and summative assessment takes place to assess students learning. For reporting, Report cards and portfolios are utilized.

Promoting Mother tongue
The host country language (Bangla) is the mother tongue for 92% of AusIS PYP students and for the other 8% there is a mixture of English, Hindi, Sinhalese, Korean and Urdu. Students are allowed to communicate in their mother tongue outside their classrooms (for all) and inside the classrooms (for those whose mother tongue is not the HCL) to enhance their learning, social and communication skills. Students can read, speak and discuss in their mother tongue to understand concepts better; however, production should be in the language of instruction which is English. It is also closely monitored that this does not affect the students’ proficiency in the language of instruction. Students also get to enjoy and celebrate their mother tongue during different school events; such as, International Mother Language Day, school concert etc.

Liaising with parents is done to establish an understanding of how best to collaborate in order to achieve shared goals. Parents are encouraged to support mother tongue development at home through reading, writing, listening and speaking. They may be asked to read with students on a regular basis, discuss concepts to check for understanding/comprehension, assist with inquiry-guided research and encourage oral communication. Parents are also asked to contribute in building the school ‘mother tongue resource center’ by donating books, literatures, DVDs, CDs etc.

The role of library

At AusIS, the library plays an important role in language development. It is enriched with literature from a range of genres, newspapers (both in English and Bangla) and reference books for both students and teachers.
Each year level in PYP has assigned time for library class in their daily class schedule and the PYP librarian also works as a library teacher. During library class, students can choose books of their choice and practice both reading and speaking skills. For the Early Years learners, we provide big picture books with repeated text and videos to improve listening and speaking skills. For elementary school, we provide books of different genres which help to improve reading, writing, speaking and listening skills. Besides during this assigned period of time, PYP students are allowed to access the school library as a research centre.
The school library maintains resources in both the English and Bangla language. Plans are in place to create a mother tongue resource center in our library involving the parent community.
Communication of language policy to the AusIS community
The language policy is shared to the school community through multiple channels including staff meetings, esky (school intranet) and the school website.

 

Review process
The language policy will be reviewed regularly as a part of whole school improvement plan.
The leadership team will ensure the implementation of the policy in classrooms and throughout the school on a regular basis.
This policy will be reviewed by the committee in May’ 2018.

 

References:

  • Guidelines for developing a school language policy (IB publication)
  • Learning in a language other than mother tongue in IB programmes (IB publication)
  • Language and learning in IB programmes(IB publication)
  • Guidelines for school self-reflection on language policy (IB publication)

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PYP - ASSESSMENT AND REPORTING


INTRODUCTION
Australian International School, Dhaka is committed to providing high quality educational programs that enable students to develop the necessary knowledge, skills, understandings and values to lead productive and fulfilling lives. Assessment  and  reporting  are  integral  to  the  achievement  of  high-quality  learning  outcomes  for  our students, are essential components of the teaching and learning process at Australian International School, Dhaka. 

Purpose of Assessment and Reporting at AusIS
The main aim of assessment and reporting at Australian International School is to provide feedback on the learning process and the development of the five essential elements to inform further learning.
Students and teachers are actively engaged in assessing the students’ progress as part of the development of their wider critical thinking and self assessment skills.
At Australian International School we believe assessment is integral to all teaching and learning. It is central to the goal of thoughtfully and effectively guiding students through the five essential elements of learning:

  • the acquisition of knowledge
  • the understanding of concepts
  • the mastering of skills
  • the development of attitudes
  • the decisions to take action

ASSESSMENT GUIDELINES
The assessment of the students development and learning is an essential component of the curriculum, and helps to inform continued development, learning and teaching.
Students are observed in a variety of situations and a wide range of assessment strategies are implemented.
At AusIS, the classroom employs a range of formative and summative assessments which demonstrate student achievements.

Summative assessment: aims to give teachers and students a clear insight into students’ understanding.  Summative assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned.
It can assess several elements simultaneously: it informs and leads to improvement in student learning and the teaching process; it measures understanding of the central idea, and prompts students towards action.

Formative assessment: provides information that is used in order to plan the next stage in learning. It is interwoven with learning, and helps teachers and students to find out what the students already know and can do. Formative assessment and teaching are directly linked and function purposefully together.
Formative assessment aims to promote learning by giving regular and frequent feedback throughout the learning process. This process helps learners to improve knowledge and understanding, to foster self motivation and enthusiasm for learning, to engage in thoughtful reflection, to develop the capacity for self-assessment, and to recognize the criteria for success. There is evidence that increased use of formative assessment particularly helps those students who are low achievers to make significant improvements in their understanding.

Assessment in the classroom includes:

  • using representative samples of students’ work or performance to provide information about student learning
  • collecting evidence of students’ understanding and thinking
  • documenting learning processes of groups and individuals
  • engaging students in reflecting on their learning
  • students assessing work produced by themselves and by others
  • developing clear rubrics
  • identifying exemplary student work
  • keeping records of test/task results

 
Assessment for learning which occurs when teachers use inferences about student progress to inform their teaching.  Professional judgements are made in order to:

  • inform  students,  parents,  caregivers,  teachers,  schools  and  governments  about  student progress;
  • make  decisions  about  students’  needs,  the  learning  and  teaching  process  and  resource requirements;
  • set learning goals with students, parents, caregivers and teachers;
  • guide the planning of school and class curriculum programs.

Assessment  as learning which occurs when students reflect on and monitor their progress to inform their future learning goals.

Assessment   of  learning  which  occurs  when  teachers  use  evidence  of  student  learning  to  make judgements on student achievement against goals and standards.  The information gained from this type of assessment is often used in reporting.

Cannot reduce marks for late assignments
Cannot average tasks and criterions.  Need to see where the child really is.  A teacher needs to know the students, and the context where the work was done.

REPORTING GUIDELINES
Reporting is the process by which assessment information is communicated in ways that assist students, parents, teachers, the school and the community in making decisions by providing information about what learners know and can do, along with recommendations for their future learning.
The West Australian Curriculum Council Achievement Standards form the basis for developing assessment criteria and making judgments of student achievement. At Australian International School, Dhaka, we report on student progress and achievements in a variety of ways:

  • Formal written reports. AusIS student reports reflect on the West Australian Curriculum Council achievement standards and conform to the requirements of the West Australian Curriculum Council.

Australian International School Student Report Cards aim to provide:

  • clear, comprehensive and consistent information
  • reporting against Australian standards
  • clear information about a student’s strengths and weaknesses
  • a common reporting scale
  • information about a student’s progress over time
  • a plan for a student’s future learning
  • a role for student involvement in reporting
  • details of absences

PYP students receive written reports at the end of each semester.

  • Home/School Portfolios (collection of work samples) will be sent home approximately 6 times each year. The Portfolio is a profile of student achievement and accomplishments. It is an important mechanism for documenting a students' educational progress through the curriculum. The student and teachers collaborate on selections for the portfolio, which may contain:
  • assessment by the teacher
  • examples of the student's work
  • information about any extracurricular achievements or other activities undertaken by the student
  • self-assessment by the student

The portfolio also serves to assist in handling transfers of students between schools offering the Primary Years Programme.  At AusIS the portfolio is sent home regularly and also acts as an important part of the student led conferences which take place in Term 1.
It is intended that the contents of the Portfolio will assist parents and their children to reflect on efforts, experiences, progress and achievements in a meaningful and purposeful manner. It is anticipated that parents will use the information to encourage their children to set positive goals and work towards them throughout the year.
The value of the Portfolio is greatly enhanced when parents:

    • read it together with their child,
  • ask questions,
  • give feedback,
  • praise genuine effort and achievement,
  • assist in goal setting when improvement is needed,
  • read to their (junior primary) child any comments from the teacher,
  • write comments or questions as appropriate,
  • sign the sheet provided to show the teacher that they have seen it.
  • Three Way Conferences will be held at the commencement of Term 2 for all students.  These are designed to provide feedback for all stakeholders in a timely manner to allow for identification of students areas of strengths and needs. Three Way (Student Led) Conferences are formal reporting sessions with parents, led by the students themselves. The teacher’s role is to guide and prepare the students for this important role. The emphasis is on the discussion between a child and his/her parent.

The focus of the Student Led Conference is on students’ progress – academic and social. Student Led Conferences are designed to give students ownership of their own assessment of their learning, so they can become more actively involved and committed. These conferences make students accountable for their learning and encourage student/parent communication.

 

NAPLAN TESTING

All AusIS students in Years 3, 5, 7 and 9 sit for The National Assessment Program - Literacy and Numeracy (NAPLAN) in May of each year. All Western Australian public schools are required to conduct the NAPLAN tests that assess reading, writing, language conventions (spelling, grammar and punctuation) and numeracy. Our NAPLAN test scores assist us in identifying our students’ strengths and areas where they may require extra help. They also provide a snapshot of student achievement in comparison to all students in the same year level across Australia. Parents can use individual test results to discuss their children’s achievements and progress with teachers.

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