ALL TEACHERS MUST CARRY THIS

HANDBOOK DAILY TO SCHOOL

EHB pdf pg 71

LYCEUM INTERNATIONAL SCHOOL

TEACHER’S HANDBOOK

Kumari Grero
Udeshika Perera

NAME …...............................................................................................................................

CLASS …...............................................................................................................................

BRANCH …...............................................................................................................................

We are born to teach!

 From a Teacher
I have come to a frightening conclusion:
Acknowledgements
That I am the decisive element in the classroom.

We would like to express our sincere gratitude to Mr. Mohan Lal Grero for the It's my personal approach that creates the climate,
guidance and inspiration given to us when writing this book. It's my daily mood that makes the weather.

Our sincere thanks to Jill Thomas, Priyanthi Weerasinghe, Michelle Hulangamuwa

As a teacher, I possess a tremendous power
and Dr. Sarath Perera for their help as well.
To make a child's life miserable or joyous.
I can be a tool of torture
Thank you, Mohamed Niflar for the type-setting and graphics.
Or an instrument of inspiration.
I can humiliate or honour, hurt or heal.
Kumari Grero
Udeshika Perera In all situations, it is my response
That decides whether a crisis will be
Escalated or de-escalated,
And a child humanised or de-humanised.

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 Procedures to be strictly followed with regard to the Attendance
Content Register and Record Books.................................................................................. 94
Page Rosters
General information for all members of the staff......................................... 05 Homework sheet roster (Gr 1-3).......................................................................... 95
Instructions to new teachers................................................................................... 06 Swimming duty (Gr 1-5).......................................................................................... 95
Morning duty (Lower Nursery-Gr 2)................................................................... 96
Becoming a good teacher.......................................................................................... 07
Talent corner roster ................................................................................................... 96
Instructions to all Academic Staff......................................................................... 20 Assembly roster ......................................................................................................... 97
Job descriptions Interval duty................................................................................................................ 98
Duties and responsibilities of Class Teachers................................................... 25 Poya day Religious Programme schedule.......................................................... 98
Duties and responsibilities of Subject Teachers................................................ 30 Special Needs Education
Duties and responsibilities of teachers on relief duty...................................... 36 Identification and referral process for potential SEN students..................... 99
Duties and responsibilities of teachers during the Library period................ 38 Accommodating students with impairments in the mainstream class......... 100
Duties and responsibilities of Assistant Teachers (Lower Nursery-Gr3)..... 39 Tips for teachers of children with impairments................................................. 101
Duties and responsibilities of Assistant Class Teachers (Gr 4-12).............. 42 Tips for teachers of children with learning difficulties.................................... 103
Duties and responsibilities of Grade Coordinators........................................... 43 Tips for teachers of children with ADD/ADHD.............................................. 104
Duties and responsibilities of Subject Coordinators......................................... 44
Duties and responsibilities of Chief Examiners................................................. 45 Teaching strategies
Duties and responsibilities of Overall Coordinators......................................... 45 Catering to different types of learners in the same class............................... 106
Duties and responsibilities of Protocol Officers............................................... 50 Accommodating gifted learners in your class................................................... 108
Referrals to the Student’s Handbooks (SHB 1 & SHB 2)....................... 53 Ways to improve handwriting................................................................................. 109
Ways to improve spelling......................................................................................... 110
Ethics 20 easy first steps to better learning to share with students.......................... 112
LIS Code of Ethics for Teachers......................................................................... 54
Code of Ethics-Ministry of Education................................................................. 57 Medical emergencies
Code of Ethics for Office Staff............................................................................ 64 First Aid provided by teachers/nurse.................................................................... 112
List of common complaints and treatments....................................................... 114
Teachers’ attendance First Aid for seizures/febrile fits............................................................................ 118
Leave regulations for Academic Staff................................................................ 67 Duties and services of the Sick Bay staff.......................................................... 119
Procedure to follow when resigning.................................................................... 71 Sick Bay rules and treatments.............................................................................. 120
Disciplinary procedures for students.................................................................. 72 Planning a field trip...................................................................................................... 122
Stage and sporting events
Parent-Teacher day guidelines............................................................................... 124
Concert and other stage event rules and instructions..................................... 75
Inter-House Drama Competition rules and regulations.................................. 88 CIE teacher support information (Gr 6-12)...................................................... 126
Procedure for the selection of students for Inter-House Sports Meets..... 89 Being a teacher, at a glance.................................................................................... 127
Registers and Class Record Books Examinations Handbook (EHB)............................................................................ 129
Maintenance of the Attendance Register/Class Reacord Book.................. 90
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 GENERAL INFORMATION FOR ALL INSTRUCTIONS TO NEW TEACHERS
MEMBERS OF THE STAFF
1. An orientation programme is held monthly for all new staff members. Please
Our acronyms ensure that you are present at the orientation for the month that you join the
The Lyceum Schools as of September 2013 school. For details, please contact the Head of the school.
2. A senior teacher will be appointed as a Mentor for you. He/She will guide you
LN-Nugegoda (LKoh-Kohuwala part of LN), LK-Kandana , LP- Panadura, LW- and help you become acquainted with the school and its teaching practices.
Wattala, LR-Ratnapura, LG-Gampaha, LE-Nuwara Eliya, LA-Anuradhapura. When in doubt, please seek his/her advice. You must also allocate periods in
KD-Kandyan Dancing,WD-Western Dancing, EM-Eastern Music, WM-Western your timetable to go for class observation of your Mentor’s lessons in order to
Music, EHV-Education in Human Values, PT-Physical Training learn teaching and class control techniques during your probation period.
LIS : Lyceum International School 3. Kindly submit copies of your birth certificate and NIC and give your details for
EPF, ETF to the Accounts Department as soon as you sign the agreement.
THB : Teacher’s Handbook - One copy per teacher to be used throughout
his/her LIS career. 4. When applying for leave, refer the section titled 'Leave Regulations for academic
staff’. During the first calendar year, you will be entitled to ½ day's casual leave
EHB : Examinations Handbook - attached to the THB.
for every month's service completed.
SHB 1 : Student’s Handbook 1 - One copy per student to be used throughout
5. Read the THB, the EHB and the SHB 1 carefully.
his/her LIS career.
6. Borrow the SHB 1 and SHB 2 from the library and read them carefully. Obtain
SHB 2 : Student’s Handbook 2 - A new copy issued annually. Also includes
a SIB from the Librarian and maintain a page for each child. Please go through
updates of SHB 1.
the SRB.
SRB : Student’s Record Book-A new copy issued annually for students.(Separate
versions for Lower Nursery-Pre Grade and for Grades 1-12) 7. Collect two passes from the School Secretary to give students when they leave
the class during sessions. (Grade 1 upwards only).
SIB : Student Information Book-Issued to teachers by the Library for teachers
to maintain their student records. 8. Please remember to sign in and out in the Attendance Register/swipe in and out
your Proximity Card/register your fingerprint at the entrance when reporting to
IMS : Institute Management System-Computerised data management system work and leaving.
of Lyceum
9. If you join Lyceum after the 20th of a particular month, your salary for that
SEN : Special Education Needs
month will be paid along with the next month's salary. Your first month's salary
RR/LSU : Resource Room/Learning Support Unit for SEN students will be paid by cheque. From the following month, your salary will be deposited
TIC : Teacher In Charge in your bank account.

PTI : Physical Training Instructor

HOD : Head of Department Welcome to the Lyceum family!
CIE : Cambridge International Examinations
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 BECOMING A GOOD TEACHER 2. WHAT IT MEANS TO BE A TEACHER

2.1 Teachers have the greatest share in the shaping of the future of a nation. Of
From the Managing Director to all the Teachers all professions, yours is the noblest, the most difficult, the most important
and the most responsible.
My Dear Teachers,
2.2 Primary school teachers, you have in your charge innocent children with no
You must always keep these objectives in mind. I expect and firmly believe that
knowledge yet of the world around them nor its ways, looking to you for
you are capable of and dedicated to the achievement of these objectives of Lyceum
guidance.
International School.
2.3 Why do a lot of young children, born innocent, misbehave? Who is responsible
1. OBJECTIVES OF EDUCATION for this lack of discipline in some children? Perhaps they have lived with or
witnessed indiscipline in those with whom they have had immediate contact.
1.1 Education should serve not only to develop student's intelligence and skills, It could be their parents, siblings, neighbours, relatives, domestics or the
but also to broaden their outlook and make them leaders useful to society. media. Therefore, we, as elders are responsible for finding remedies for this
This is possible only through moral and spiritual education coupled with tragic situation.
education in the Physical and Social Sciences leading to the development of
a balanced personality. 2.4 In this situation we have to realise and understand that there is no sense in
blaming the students. Since they have no proper tools to distinguish between
1.2 Education must give the child a sense of self-control, make him/her
good and bad, these tender children need to be led up the correct path by
compassionate and humane. Spontaneous love, sympathy and regard for all us, their educators.
beings should flow from one who has received a proper education.

1.3 Education must instill in the student the fear of sin and faith in God or Salvation 2.5 Like a sculptor capable of producing a thing of beauty out of a piece of
(Nibbana), through his/her religion. wood, I expect you to mould and shape the character of the students for
whom you are responsible. If parents and teachers set the right example, the
1.4 Students should be taught to love and respect their parents, teachers, students will invariably blossom into models of excellence and bring glory to
peers, neighbours and to develop a sense of patriotism. our nation.

1.5 Education must imbue students with a sense of humility and qualities 2.6 Sometimes we find that even parents are helpless. They entrust their children to
such as love, forbearance and fortitude. us instead. When a child needs help, he rushes to his mother, and when the
mother needs help, she rushes to the teacher. Therefore, the teacher has to be
1.6 Students are often steeped in anxiety which can lead to unrest and worry.
more than a mother to the students. The teacher's interest in the child's physical
Education must teach students to value and to seek simplicity in life.
and mental health and his/her vigilant attention and care have to be more consistent
1.7 Students must be taught universal love, to care for things they handle, and to and comprehensive than that of the mother.
protect the environment.
2.7 Teachers can achieve any goal, provided they are cooperative, well disciplined,
committed to be of service, sacrificing and fully determined to succeed.
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2.8 Resolve to do whatever you need to do for the sake of the innocent children 3.4 When conducting lessons, make them as interesting as possible using teaching
who rely on you for guidance. Pure love is the chief manifestation of education. aids such as diagrams, projects, activities and multi-media. When you are an
interesting and inspiring teacher, students will immediately like you and treat
2.9 You are dealing with the tender minds of children, as their teachers and you with respect. You can earn true respect only through leadership, by
role models. You have to equip yourselves for those roles by learning example and by doing your work properly with dedication and never by
the values that distinguish human beings from the animal kingdom. instilling fear in children.

2.10 When cultivating human values, emphasis should also be placed on 3.5 Never shout at the top of your voice. Be calm and gentle, but firm. If you do
avoiding wastage of money, food, time and other resources. Even not want the children to talk, do not start work until they stop talking. Proceed
teachers should train themselves in this respect. only after the students are silent. Children must be made to realise that unless
they are obedient, you are not going to proceed any further. They must be
2.11 You must try to improve and update your subject knowledge, teaching enticed into feeling that you have a mission to accomplish together.
methodology as well as educational and child psychology. For example,
you should read about the multiple intelligence theory. One becomes a good 3.6 If you cannot achieve class control, you are unfit to be a teacher. You should
teacher, in proportion to the extent one understands the nature of children. then seriously consider other professions and options. If you want to be in the
teaching profession, first learn to achieve class control, and then to earn the
respect of the students. All other matters are secondary.
3. TEACHERS' BEHAVIOUR
3.7 Do not parade your weaknesses in the presence of the children. Do not
3.1 Naturally, as any human being, you may have to face various family and/or
ridicule others or exhibit your rivalries with others before them. Keep such
other personal problems. However, as you enter the school you must forget faults hidden. Any practice to desist from anger, hatred, pride and jealousy
these and become a new person because you are about to engage in a noble will help the purification of the mind.
service. Enter the school with a heart full of love, kindness and determination
to fulfil your responsibilities. So, you are a different person in the school. 3.8 Teachers, as a rule, must speak to each other politely and in English and be
Your work cannot be compensated fully by money, but mostly by the pleasure of exemplary behaviour in front of students. They should not indulge in mutual
you derive from this invaluable service. You are going to build up young recrimination, for the tender minds of children will be tarnished by the slightest
minds and in so doing build up the nation. tinge of hatred.

3.2 Always be happy, polite and in a pleasant mood. When you are angry or 3.9 Do not insult children. Do not insult their parents, brothers or sisters. Do not even
irritable, you cannot execute your duties properly. This will greatly affect the indirectly pass derogatory remarks on any religion or ethnicity.
teaching-learning process.
3.10 Do not parade your status before the children as being part of a hierarchy. Everyone
Keep in mind that you are engaged in the divine task of nurturing and has a distinct duty assigned to them according to his or her talent. No duty is
unfolding of the petals of purity and piety in the hearts of young children. superior or inferior. Please bear this in mind at all times and let this value soak into
the consciousness of the children.
3.3 Upon entering the school, even if you are early, please go directly to your
classroom. Kindly avoid all unnecessary talk with other teachers. Talk only 3.11 Every person in the school must feel a sense of kinship with the others. Care for
when you need to discuss helping a child or the school. Unnecessary talking one another, as all of us are involved in the task of building up, nurturing and
among teachers has created greater problems than the disciplinary problems caring. Make a concerted effort to achieve harmony in the office, the classrooms,
of students. the corridors, the playground, in brief, the entire school.
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3.12 This sense of kinship must invariably extend to all your brothers and sisters in 4.6 Some children may have behavioural disorders and emotional problems. These
the branch schools. We are all engaged in the same task. All the branches, all emotional maladjustments are characterised by anxiety reactions such as nail-
the staff and students in these branches are of equal value and stature. biting, thumb-sucking, wetting, temper tantrums in the primary section, and
disruptive behaviour such as extreme aggression, lying, stealing,
4. UNDERSTANDING CHILDREN AND THEIR PROBLEMS destructiveness, fighting, arson and cruelty in the secondary section. Child
abuse and neglect in the home environment is commonly a significant
4.1 Try to study and understand the children in your classes individually. Find out contributor in these childhood disorders. If this kind of behaviour is
predominant, please understand that the child has a problem needing
how they function as individuals and in a group and try to assess their individual
immediate attention. The child should therefore be referred to the School
strengths and weaknesses. Adapt your teaching methodology accordingly.
Counsellor.
4.2 Study every child, making mental notes of children who display behavioural 4.7 Try to identify any genetic, emotional or physical factors which might contribute
problems. Having identified and observed such children, take the time to try towards such behaviour. When parents' conduct is coloured by alcoholism,
to understand each of them. Give them more attention. Talk more with them. hostility, cruelty, neglect, over-protection, excessive ambitions and high
But do not judge them or arrive at hasty conclusions. With patient observation expectations of the child, it is common to find these behavioural disorders
you will be enlightened on the child's problem. This will enable you to reason manifested in the child.
out and find a solution. All this should be done with the utmost patience, love
and kindness. This will give you tremendous pleasure and self-satisfaction. 4.8 Dysfunctional parent-child relationships or the loss of a parent may have a
lasting effect in the child's emotional growth. You must be extra supportive
4.3 When you need any help, contact the General Coordinator/Head Mistress/ and caring in such cases.
Deputy Principal/Principal/Director/Deputy Coordinating Principal/
Coordinating Principal or me. We are always ready to help you to understand 4.9 Some personality disorders may arise in children from the relationships with
the problems of students and help you with the difficulties you encounter siblings. Such problems need to be identified for possible solutions through
when working. parent-teacher intervention. Often when a child feels that the parent favours
another sibling over him/her, the child may behave in a disruptive manner in
4.4 A child's development has different phases. Some are late bloomers. These class.
late developers face difficulties in their studies during their early years, but
4.10 At the onset of adolescence, a dramatic spurt of growth occurs, generally
develop themselves miraculously in the secondary school to achieve great
earlier in girls (age ten to sixteen, usually by thirteen years) than in boys.
success at public exams. So, if a child is found to be slow in his/her progress, During this period the teacher’s attention is critical.
try your best to help him/her improve. Consistent guidance with proper
direction may enable the slower child to come up very well later in life. 4.11 Menarche (attending age) can be a traumatic event, especially for the early
maturing unprepared girl. The girl who is secure in her sexual identity and is
4.5 Some children are identified as slow learners. They need more time to read, correctly guided, is less likely to be anxious about her menarche.
write and understand. Identify the slower children with the help of the RR/
LSU and help them according to their speed and ability. Regular guidance 4.12 Late-maturing boys suffer psychological distress. They tend to be shorter
could help them to adjust themselves later progressively to be on par with and more diminutive than the others and thus less likely to become outstanding
the other students. athletes. These boys may turn psychologically inward and become introverted.
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4.13 Boys who may exhibit feminine attributes may become victims of bullying. 5. METHODS TO SOLVE PROBLEMS
The reasons for homosexuality have not been determined fully. However,
there is scientific proof of a difference in the composition of homosexual and 5.1 Start with cleanliness and order. Your classroom is your shrine room. Make
heterosexual brains. As teachers, what is important for us is to protect children it as pleasant and as beautiful as possible, for both yourselves and the children.
from being bullied and to ensure the well-being of all students even if they are Check frequently whether the desks and chairs are neatly arranged and
different from others. whether the floor and the walls are clean. Never allow children to sit on
4.14 Middle school and upper school teachers must be extra vigilant about tables. Check the position of the blackboard. Think about how the children's
students establishing relationships of a romantic nature. Furthermore, books, bags and drink bottles are kept. Arrange everything in a very orderly
when more than one boy shows interest in the same girl, invariably manner. Do not hang charts and pictures in a haphazard manner. Discard old
problems arise among these boys. Discipline in the school being the and decayed charts and pictures. Use the 5'S' method. The appearance of
primary requirement, teachers are expected to be watchful in such cases, your classroom is your responsibility. A neat and clean classroom creates the
keeping the school authorities informed. proper environment for a positive learning experience.

4.15 You can consult the child's parents regarding any severe problem if necessary. 5.2 After cleanliness and order, move on to love and kindness. During these
However, advising the parents should be done by the Director, Principal or most impressionable years, children should be taught to cultivate love for all.
the Deputy Principal. Be present at the interview if possible. Acquaint the Love leads to unity. Unity promotes purity. Purity leads to divinity. A human
Head of the school on all aspects of the problem, providing all necessary
being without love and kindness is but an empty vessel. Even animals, birds
data, beforehand. Try to collect data from parents tactfully. Do not offend
and trees are natural treasures, but a self-centered man is of no use at all.
them in the process. Careful analysis of the information collected from parents
may help you to understand the child's problem better.
5.3 So my dear teachers, please, teach your children that there is only one caste:
4.16 Some children have impairments, but they themselves may be unaware of the caste of humanity; show them that there is only one religion : the religion
the existence of such problems. In particular, be on the look out for partial of love and compassion, tell them that there is only one language: the language
vision and hearing impairments in children. Some of their misbehaviour can of the heart.
be attributed to disabilities related to such problems.
5.4 How can you teach love to students? This could be done only through love.
4.17 Some students are introverted by nature. They open themselves only to
Love in speech is truth. Love in action is right conduct. Love in thought is
a few people. If these students do not accept you, they would not accept
peace. Love in understanding is nonviolence. This love flows within us in an
what you teach or advise. They simply close themselves to you. Take
unseen river. It is only by developing love and kindness that we can become
the time to speak to them individually and win their confidence. Make
sure they know that they are not invisible to you in spite of their quietness. good educators. I appeal to all of you to strive for the goals of love and
kindness to make education truly purposeful.
4.18 Please remember that many students come from broken homes. When
speaking of family values etc., and during lessons, ensure that your 5.5 You should not give room for any doubt or criticism when discussing religious
comments do not make them feel alienated, different or marginalised. matters. Try to recognise the truth that can reconcile and bring together all
Always say that there are different kinds of families and that whatever religions without distinction. Teach the truth of love and compassion to instill
the family type, all children are the same. love and harmony in the tender minds of our pupils.
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5.6 Never make disparaging remarks on any religion. There are so many good 5.14 If there are silent or reserved children, do not pressure them to participate
things which are common to all religions. If at all, discuss the similarities and initially. Carry on your work with the other children. Allow some time for the
the basic human values common to all religions. All religions preach love, reserved children to assess you. When they discover that you are kind and
compassion, kindness to others, service to society, detachment from worldly approachable, they will be more receptive of your teaching.
things through attachment to the divine and the universal law of cause and
effect. It is very easy to discuss these points with children without discriminating 5.15 When dealing with students' misconceptions and their discipline, never lose
against any religion. your temper. When not in a proper, calm state of mind, one cannot make
meaningful and rational decisions. You must discipline yourself first. Therefore,
5.7 Never get upset, impatient or angry when a child does not respond quickly or be calm and always tap into the love and kindness in your heart.
correctly. Repeat your instructions over and over. No two children are the same. 5.16 Whatever punishments you choose, your only aim should be to help the child
5.8 In the lower grades, strictly avoid discussing matters related to sex in collective become a better parson. It is common practice to adopt Reinforcement
discussions. Select the children who need to be advised and advise them Methods to modify students' behaviour and discipline. There are two types
individually. If a student asks a question on the matter, do not condemn or of reinforcements, positive and negative.
ridicule the child, but advise him/her that the classroom is not the correct Example for positive reinforcement : Children are told they will be given a
place for that kind of discussion. Do not show that you are amused or shocked Red Star if they do their homework. Students conform to gain the reward.
through your behaviour and speech. Maintain a professional attitude. If there
is a serious problem, contact the Head of the school. Example for negative reinforcement : Children are told that they will be given
a Black Mark if they fail to do their homework. (Students conform due to
5.9 Whenever time permits, relate good stories which will help the moral fear of punishment.)
development of children. These can be religious stories, stories about
For the correct reinforcement, the teacher must study the child closely, find
great people, historic accounts, fables, etc.
out what will trigger the required behavioural change, then set goals, decide
5.10 Children will become naturally attentive if you are interesting and on an appropriate reinforcement plan, implement and monitor the progress.
understandable when teaching. Do your homework! Get adequately In these procedures, being consistent is an important factor.
prepared for each lesson. Find and prepare good teaching aids to spice 5.17 See to it that the rules are obeyed. Initially, you will find that children will
up your lessons. Use a child-centered teaching method, such as the 5E assess the teacher's limits of tolerance and patience. It is important to be firm
method. Avoid the traditional lecture method. and consistent from day one. They must be shown that the rules are enforced
consistently. Do not threaten a punishment unless you intend to carry it out.
5.11 Conduct the lesson according to the level of the children. Always give at least two warnings before you decide to punish.
5.12 Etch these words in your memory: Learning is more effective when it is 5.18 Punishment may be a stressful and unpleasant technique, and it may create
fun and interesting. Try to avoid making every lesson (academic, disciplinary many serious after-effects, but it does control behaviour. Even the most lenient
or spiritual) a big burden to the child. parents seem to be aware of this during a crisis. However, do not resort to
punishments without trying positive enforcement first.
5.13 Identify aggressive or unsettled children and find learning activities they
may enjoy. Engage them in more activities and keep them occupied. 5.19 If you do decide to give a punishment, it is important to ensure that the child
Make them understand that you love and care for them. Find a proper understands the reason and the objective of the punishment. He/She should
alternative behaviour for the child, using positive reinforcement which is the be encouraged to modify his/her behaviour in the future to avoid a repetition.
best remedy.
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5.20 It is vital to remember that a series of punishments over a long period 5.22 In Biology classes of the higher grades, using pictures and charts showing
can lead to problems including rigidity, social deviance, poor adjustment the changes during adolescence may indeed be an instance where a picture
and regression in children. Many experts in behaviour modification now is worth a thousand words. It should also be helpful to present the students
lean towards the view that most of the negative side effects of punishment with some facts on sexual growth and maturity. A few facts in this area may
can be eliminated or at least minimized if the punishment is administered remove the mystery and correct some of the blatant untruths that students
correctly and if alternative behaviour is available and encouraged. often pass on to one another. This is not to suggest that the teacher should
Teachers, however should never rely on punishment as the behaviour deluge the seventh-grader with graphic illustrations because the students
modifier of their choice. The overuse of punishment could produce in may confuse sex-education with sexual encouragement. When a teacher
children the feeling that they are always doing something wrong. This overreacts to their lack of information, the students can be over stimulated.
is not only harmful but also counter-productive. Eventually, the child may The objective is to present information in a style that will help the pupils
even begin to desire punishment in order to alleviate these feelings of guilt. become comfortable with their own and their peers’ physical, emotional
Therefore, sufficient care needs to be exercised to limit punishment to the and sexual growth and be less preoccupied by it. The goal is anxiety
more serious offences. Positive reinforcement must therefore be your primary reduction. However, it is also important to encourage an open dialogue on
mode of behaviour modification. the subject, especially with A/L students rather than treat the matter as
taboo. Being well informed is essential for those about to step out into
5.21 At each age and stage of development, children and adolescents need society. Most parents are reticent to discuss the subject with their children
continued assurance from adults in order to adjust themselves and to and therefore it falls upon the teachers to fill in the gaps.
assimilate the effects of constant change. During adolescence, diversity
and change are at peak intensity and the differences between the sexes 5.23 The AIDS scare has added new impetus to the need for sex education in
and within the sexes are at a maximum. Students of Grades 8 to10 schools. The logic is summarized in the argument that if youngsters are indeed
especially, represent diversity in areas such as physical growth, glandular- going to be sexually active, then they should know more about what they are
sexual changes, social changes and cognitive shifts. Each individual doing. They should be made aware of the consequences of unprotected sex.
student and each sub group of students needs extra support during this critical
period. For example, the late-maturing boy needs help in developing 5.24 Similarly, other social problems such as alcohol and drug abuse, sexual
confidence and needs assurance that before long, he too will reach full maturity. abuse, child abuse, etc., should be discussed in class to create awareness
Similarly, the early-maturing girl needs special support to withstand some of and to build defence mechanisms in children.
the intense pressures she undergoes from both adults and peers. Handling
this situation can be extremely delicate. Class discussions may often do more 5.25 The school will not allow or entertain love affairs. If any teacher learns of an
harm than good, especially when they focus attention on specific students in on-going affair, he/she must inform the Head of the school immediately. The
the class. A public discussion of a particular student’s problem may be a students involved will be advised and if a positive response is not shown, the
humiliating and destructive experience for the individual on whom the spotlight students in question would be asked to leave the school.
falls. Teachers need to develop an extra awareness of and sensitivity to the
hidden classroom agenda. Careful listening to their concerns and some 5.26 Teachers must see to it that boys and girls speak to each other with respect
judicious reading between the lines will provide the teacher with more than a and courtesy. Whenever harsh language is used, the teacher must immediately
few cues as to possible reasons for a student’s sudden, inexplicable mood advise the children involved to correct themselves.
swings or rapid attention shifts. Here, taking the time to deal with problems
on an individual basis is essential. 5.27 Advise children not to waste food, water, stationery, etc. Also advise them
to safeguard their own belongings as well as school property.
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5.28 Ensure that students stand up by way of respect when a teacher enters and INSTRUCTIONS TO ALL
leaves the classroom, hold the door open for teachers, stand and offer his/
her seat to teachers/elders etc. ACADEMIC STAFF
5.29 Be kind but firm to the students. Do not be overly friendly with them. Being
too friendly makes it difficult for you to maintain their respect and interferes 1. A school is different from any other organization. Therefore, your behaviour
with the teacher-pupil relationship. and appearance should be extremely dignified and exemplary. You should be
dressed smartly and modestly.
5.30 See to it that the students follow the school dress code. For example, proper
haircuts (for boys), below knee-length dresses for girls, hair below shoulder 2. Especially when students are present, you should be extremely watchful and
length should be plaited, etc. careful of your behaviour. Even when students are not present, your manner
of addressing your colleagues should be pleasant and respectful. You must
5.31 See to it that students do not barge into classrooms. maintain behaviour worthy of a teacher at all times in and out of school.
5.32 If in difficulty and all measures have failed to resolve a problem, inform the
Coordinating Principal or me. 3. Whatever may be the shortcomings of the school, always be loyal. If there
are any problems or if you are not happy working for Lyceum, please speak
to the Managing Director/Coordinating Principal/Deputy Coordinating
My dear Teachers, Principal/Director/Principal/Deputy Principal/Head Mistress/General
Coordinator directly instead of discussing it with all and sundry.
Read these instructions as many times as possible. Keep this handbook with you.
Follow these instructions and you will surely achieve your goals on matters of 4. You should be fully aware of all school events. Always be alert and well
discipline in our children. informed. Always refer the THB, SRB, SHBs and the newsletter for details.
Read the staff noticeboard daily.
I wish you all the best.
5. Even if a parent is rude to you, please remember that he/she is your client.
Without its parents a school cannot exist. Therefore, even if a parent oversteps
Thank you. the boundaries of the school rules and regulations, you should be patient and
try to solve the problem in an extremely tactful manner. Do not lose your
temper or show impatience.
Mohan Lal Grero
Managing Director 6. Please teach in a way that is clear and simple for your students.

7. Ideally, you should use a modern, child-centred teaching method during all
your lessons such as the 5E method. Do not use the traditional lecture method
wherein the teacher stands/sits and talks during most of the lesson and the
students listen passively.

19 | THB 20 | THB
The appropriate approach is to In its simplest form, a lesson plan should include the objective(s), the
development of the lesson (steps in sequence) and the teaching aids you will
i. start the lesson asking general questions related to the topic allowing the use.
students to speak of their personal experiences or previous lessons i.e. You may define your lesson objective(s) using the following sentence structure:
the pre-teaching activity (1-3 minutes),
STEM + ACTION VERB + LEARNING OUTCOME.
ii. give the study material to the students straight away (indicate the relevant
pages of the textbook) and ask them to find out whatever they can on E.g. The objective of the aforesaid lesson would be as follows:
their own, in groups, using a set of questions/guidelines provided by the At the end of the lesson, the students should be able to identify different
teacher. Assign different sections of the study material to different groups habitats.
if necessary. Appoint a group leader and announce a time limit
(approximately 10 minutes). This method is the secert to developing LEARNING
STEM ACTION VERB
independent thinking and analytical skills. OUTCOME
At the end of the lesson, students identify different
iii. ask each group leader to present what they found to the rest of the class should be able to habitats
(5-10 minutes),
vii. Always give time to students to think and analyse for themselves rather
iv. then teach them the new concept or the parts they were unable to grasp than immediately providing the answers to your own questions.
on their own, give notes only if the textbook notes are insufficient(15
minutes), viii. Rotate amongst the students and help them during individual or group
work rather than being seated, waiting for them to finish.
v. do an activity or an exercise to determine whether the students have learnt
the new skill i.e. the evaluation. (5 minutes). ix. During the last few minutes, the evaluation activity should determine whether
the objective(s) of the lesson was/were achieved. i.e. can they actually
vi. Prepare your lesson plans in advance setting clear objectives catering to identify different habitats?
the cognitive (knowledge, intellect), psycho-motor (body, movement and
coordination and other physical skills e.g. drawing, linking, cutting, x. If not, follow up during the next lesson.
colouring, showing, etc.) and affective (emotions, morals) domains. Each
lesson should be linked to these domains. 8. Some of your colleagues, especially trained teachers, are gold-mines of
E.g. Subject – Science Topic – habitats knowledge on teaching techniques and methodologies. If you are new to the
profession, or if you are not a trained teacher, ask them about these methods,
Cognitive domain : Learn about diffferent habitats e.g. the 5E method, the communicative method for languages etc., to enhance
Psycho-motor domain : Sort pictures of animals and plants according your teaching style. It is better to ask what you do not know than to continue
to habitats and make a chart. to work in confusion.
Affective domain : Discuss how to appreciate and conserve
9. Money should not be collected from students by any member of the staff
habitats
unless express written permission is granted by the Director/Principal.

21 | THB 22 | THB
10. During your free periods, please avoid walking into classrooms or gossiping. 19. New vocabulary should be written separately on the right side of the board.
This may lead to unwanted problems among the members of the staff. Use In this context, it is important for the teachers to write the letters in the accepted
that time to prepare future lessons. standard form. E.g. t and not t ; s not s; r not r etc.

11. Please remember that to the parent, their child is their gem and jewel. Therefore, 20. The important facts that are emphasised should be written clearly in an order,
assume that each child in the school could have been your own child and treat showing how the lesson develops. It could serve as a map that would also be
them as such. a short note to the students.

12. Do not insult or condemn a weak child. Rather, try your best to help the child 21. Charts, models, demonstrations must be prepared in advance, thus the students
and encourage him/her to improve. will be aware of the interest taken by the teacher to prepare the lesson for
their benefit.
13. Private tuition should not be given to Lyceum students by Lyceum teachers
unless prior consent is given by the Head of the school. 22. Class discussions and questions raised by students help to make a lesson
interesting and must hence be encouraged. Student participation is key to a
14. Prepare your lessons well in advance. Keep in mind before entering the successful lesson. Group work is the main component of a child-centred system.
classroom, your aims and objectives, the questions and examples you will
give to the students. 23. The teacher should evaluate the effectiveness of the lesson by the facial
expressions of the students as well as their responsiveness.
15. The teacher should show enthusiasm and eagerness when conducting the lesson,
which can be expressed through facial expressions, tone of voice and the overall 24. A lesson is effective in proportion to the class control a teacher is able to
manner of delivering the lesson. Hence, a teacher should always be positive, achieve. This can be most easily done if the teacher gains the respect of the
pleasant and convincing. students through dedicated teaching. Students do not disturb a class when
they are keen to learn. They will be keen to learn if they feel that the teacher is
16. The manner of speaking should not be rushed. Slow and fluent speech with effective, knowledgeable, smart, kind,just, firm and therefore, worthy of
voice control, voice modulations and correct intonation attract and retain respect.
attention. Gestures using arms and hands also command attention.
25. Be wary of labelling children without sufficient evidence. E.g. Never tell a
17. It is important to remember that teaching involves the process of transferring parent that his/her child appears to be 'mentally retarded' or a 'slow learner'.
knowledge in an adult's mind to that of a child. For this purpose, other than Only a clinical psychologist can measure a child's intelligence. Teachers'
words, teaching aids are extremely useful. E.g.When teaching 3D shapes, estimates of intelligence are often notoriously unreliable. Instead, explain or
rather than showing the diagrams in the book and explaining verbally, bring show to the parent what the child can or cannot do. By all means, mention if
3D models to class and show them. Let the students handle them. It will help the child's progress is slower than average, but do not label the child a slow
them grasp your meaning much easier. learner. There may be many complex reasons behind a child's lack of progress.
18. The most used aid is the teacher's board, which must be used with a plan. Start Also, be wary of labelling children as 'gifted learners' unless you have strong
at top left corner and finish at the bottom right. Use different coloured marker evidence including the results of reliable intelligence tests.
pens to classify points. The topic for the lesson should ideally be introduced 26. Disciplining the students is not limited to your individual classroom or to the
after writing it on the top left corner or center of the board. When developing
students you teach only. Wherever you see inappropriate behaviour (even
the lesson, facts could then be listed on the board and connected with arrows to
children in uniform outside the school premises), take steps to rectify the
the topic, sub topics and other facts, so that students could focus their attention
situation.
simultaneously on the visual presentation as well as the oral presentation.
23 | THB 24 | THB
27 Maintaining communication through Facebook, Twitter and other internet social 7. Ensure that page 4 of the SRB is completed by the parents and that the cover
networks with present LIS students is strictly prohibited to staff members. page has a photo and a transparent cover by the end of the first week of the
academic year. Any changes in the information on page 4 such as address,
28. At all times avoid physical contact with any students, be it to express anger or telephone number, etc., should be notified in writing to the Principal and the
affection. Corporal punishment is strictly forbidden. Registrar immediately. The necessary amendments should also be made in
the Attendance Register. The information on page 4 and 5 of the SRB is
29. Each teacher (Grades 1-12) should have two passes to issue to students crucial for the Sick Bay staff as well.
when leaving the class during sessions. They should be returned to the teacher 8. The Attendance Register should be marked by you at the end of the first
by the students. Office staff should not entertain students who come to the period (8.15 a.m. - 8.30 a.m.) Please read the section titled ‘Maintenance of
office without a pass and/or during class sessions. the Attendance Register’(THB).
30. You have chosen the most noble profession on Earth. You must strive to do 9. Obtain your class cupboard and teacher’s table keys from the School Office
your best at all times. We look forward to your cooperation in making the at the beginning of the academic year and return it to the same on the last day
Lyceum School Staff the best! Remember if you waste a child's time, your of the academic year.
failure will reflect on his/her future. 10. The Class Record Book should always be kept up to date. Instruct the monitor
on how he/she should attend to this. Please read the section titled ‘Procedures
DUTIES AND RESPONSIBILITIES OF to be strictly followed with regard to the Attendance Register and Record
Books’(THB).
CLASS TEACHERS
11. The SRB should be kept on the teacher's table by the students at the beginning
1. Class Teachers should be fully conversant with the Code of Conduct (refer of the day and taken away by them only at the end of the day. The Class
the SHB 1) for students and the correct procedures to follow when a student Teacher should check them daily (during the register marking period) for any
breaks a school rule. messages from the parent/guardian.
2. Seating arrangements (rows) should be changed in rotation every week 12. Please check whether there is a place for everything and that everything is in its
to ensure that every student gets the opportunity to sit in the first row. In place in your classroom. The classroom should be extremely safe for the children.
Grades 7-12, girls and boys should sit separately.
13. The students' names must be spelt correctly (as spelt by their parents) in the register,
3. You should see to it that your students wear the correct uniform during school the reports and other documents. Please refer to the SRB page 4 in case of doubt.
hours. The PT kit should be worn only on PT days. At least two parts of the name (E.g. Ranjan Dias) should be written.
4. Personal cleanliness of students is to be checked daily (especially in the primary 14. In Grades 1-3, the homework sheets should be collected by the Class Teacher
grades). It should include ears, nails, teeth and hair. every Monday morning and given to the respective Subject Teachers for marking.
5. A monitor is to be appointed every week and their duties explained to them. When Monday is a holiday or the child is absent, they should be given on the
Refer the section titled ‘Duties of Monitors’ (SHB 1). A monitor's badge next working day.
should also be given to the monitor and taken back at the end of the week. 15. When a student is absent for more than three consecutive days, the Class
6. Ensure that each student in your class gets an SRB and from Grade 1 upwards, Teacher should contact the parents to find out the reason. This applies to
a copy each of SHB 1 and 2 as well. frequent absenteeism as well. Keep a record of such issues in your SIB and
inform the Head of the school if the situation persists.
25 | THB 26 | THB
16. The classroom plan with basic furniture for each class is given below. Please 17. Each class should have a noticeboard. Ensure that the following documents
ensure that your class is arranged accordingly. are pinned on the classroom noticeboard.
* Class timetable – Design an attractive one with the help of your students.
* List of students under religion and 2nd language (for reference during tests).
* Current newsletter
* Copy of the Monitor’s duties (SHB1)
18. The Class Teachers are responsible for the smooth conducting of the Monthly
and Semester exams in their respective classes according to the exam timetable
with the help of the Assistant Class Teacher. It is essential that you read the
EHB carefully.
19. Please note that if a student is absent (Grades 6 - 12 only) his/her SRB should
be sent to the Discipline Secretary (LN)/Help Desk (branches) on the day
the student comes back to school.
20. Class Teachers should be aware of students who constantly arrive late to
school and if a child is late on more than three occasions during a particular
month, inform the Principal. (Please check the 1st page of the SRB for 'Late'
marked by the security guards.)
21. Obtain a list of SEN students in your class at the beginning of the academic year
from the RR/LSU and be ready to accommodate them. Read the section titled
‘Accommodating students with impairments in the mainstream class’ (THB). It
is the Class Teacher’s duty to inform the Subject Teachers of the SEN students
in the class and their needs.
22. When a child has been absent due to dengue or any contagious disease, upon
his/her return to the school, he/she should be sent immediately to the Sick Bay
with the medical certificate to ensure that the child is now able to resume coming
to school without posing a threat to him/herself or others.
23. In the Lower Nursery- Grade 5 classes, the Class Teacher and/or the Assistant
Class Teacher and/or the TIC must accompany the students during the
Swimming, Music, PT and Library periods. Please read the section titled
‘Rosters’ for details.
24. Grades 1-3 Class Teachers should sort, organise and file the test papers in
the students’ files.
25. If the Assistant Class Teacher (Grades 1-5) is given a subject to teach, the
Class Teacher should assist him/her during lessons.
27 | THB 28 | THB
26. Before the reports are printed by the IT department, the Class Teachers 29. Please read the section titled ‘Duties and responsibilities of Subject
should go through them and ensure that all the marks/grades/comments have
Teachers’(THB) carefully.
been entered by all the Subject Teachers and that there are no omissions.
27. Conducting the Community Service Projects for each class (Grades 6-12) is
the responsibility of the Class Teacher. DUTIES AND RESPONSIBILITIES OF
A schedule must be made by the Class Teachers of Grades 6, 7, 8, 9 and 11 SUBJECT TEACHERS
(one project per term). The specific dates should be decided by the Class
and Assistant Class Teachers and communicated to the Head of the school 1. The Subject Teacher should be fully conversant with the Code of Conduct
two weeks prior to the actual date, for approval. (refer the SHB 1) for students and the procedure to follow when a student
Both the Class and Assistant Class Teachers should be present on all three breaks a school rule. If a student is given a punishment, it should be
project days. communicated to the Class Teacher.
One week prior to each project date, a notice must be sent to inform the 2. You should go to their assigned classes with the first bell (in the morning) and
parents of the details, as the students need to stay after school. This notice
participate in the religious observances along with the students.
must contain all the details and be distributed along with a written entry in
each SRB. The parent's signature should be checked (to confirm that the
parent’s consent is given) prior to the scheduled date. The teachers are With the first bell after the interval, the Subject Teacher should go to the
responsible for this duty and attendance is compulsory. If a scheduled day has assigned class and ensure that the classroom is made clean and tidy for your
to be cancelled due to unavoidable circumstances, an alternate date should lesson during the Seiso period.
be arranged and followed through.
You should be the last to leave the class at the end of the school day i.e. they
Students’ attendance must be marked by the Class Teacher. This is for the should leave only after the last student has left the classroom. Students should
purpose of issuing certificates at the end of the academic year (one per student not be allowed to rush out of the class when the bell rings at the end of the
for the entire year). Students must have attended at least two out of the three school day. Ensure that they queue up inside the classroom and not in the
sessions held, to be eligible for a certificate. Therefore, it is important that corridors when school is over.
alternate dates are scheduled in case of a cancellation.
It is the Class Teacher’s duty to prepare and distribute the Community Service 3. You must be in their assigned classes at the beginning of each period without
Certificates before the last day of the academic year. Please obtain the blank any delay.
certificates from the Head of the school.
4. You should ensure that students' textbooks, class and homework books are
28. A monthly test will not be held in November for Grades 1-8. Instead, the neatly maintained.
students should be instructed to do a project individually/in groups/as a class.
The project may or may not be directly related to the course content of any of 5. Grade 6 upwards, be very strict with homework. If the homework is not
the subjects but be of educational value. A Project Showcasing Day will be done, the child should be kept back during the interval or academic detention
decided by the Head of the school and the parents invited to view the projects given, with due notice to parents. Please read the section titled ‘Disciplinary
of the students. Class Teachers and Subject Teachers must extend their fullest procedures for students’(THB).
support to students to complete their projects successfully.
29 | THB 30 | THB
6. All class and homework books should be corrected carefully. After correcting, 14. If you need photocopies, please hand in the originals at least one week ahead
the teacher should sign and write the date on the book. of the relevant lesson.
All note books, homework books, tutorials and test papers of Grades 1-8
students should be corrected accurately by the Subject Teachers. 15. When you are teaching, please stand and teach instead of sitting down and
All homework tutorials and test papers of Grades 9-12 students should be teaching.
corrected by the Subject Teachers. Students' note books should be taken 16. Go according to the Scheme of Work given to you, respecting the pace of the
from time to time and checked for accuracy. students. If you have a problem with course content allocation per study period,
voice your opinion at the Annual Subject Alignment Meeting I. Refer the section
7. Subject Teachers should not engage in correcting books in class. titled ‘Duties and responsibilities of Overall Coordinators’ (THB). If the
problem requires immediate attention, discuss it with your parallel teachers
8. In Grade 1 only, up to the end of the 1st semester, students may be helped at and submit your suggestions in writing to the Coordinating Principal through
the Monthly Tests and Semester Exams. After the 1st semester, no student the Head of the school. It is only she who has the authority to ammend syllabi
from Grade 1 upwards should be helped at an exam unless he/she has been during the course of the academic year.
identified as having special learning difficulties by the RR/LSU. Please read
the section titled ‘Accommodating students with impairments in the mainstream 17. Grades 1-8 Subject Teachers should extend all necessary support to the
class’(THB). students doing subject-related projects in November of each academic year.

9. Every teacher should maintain a SIB per subject (Nursery-Grade 12). Nursery 18. At the beginning of each academic year, write your name and subject and sign
and Pre-Grade teachers need to keep only one SIB. A page per child in the in the relevant cages of each student’s SRB.
SIB should be used to keep records on every student. SIBs could be made
19. The comments you enter in the reports should be meaningful and specific to
use of when any inquiries are made about the child and during Parent-Teacher
enable parents to take necessary action to help the child. Please read the section
meetings or by the administration. titled 'Guidelines for the completion of students’ reports’ (EHB).
10. A record of all outstanding achievements and problems of students should be 20. Students are not allowed to leave classes in session or leave the school before
maintained by all Subject Teachers in the SIB. The Head of the school will closing time unless a signed note is received from the Head of the school.
request this book from time to time for inspection.
21. Grades 1-3 homework should be given preferably every Friday or the last
11. Do not take in late-comers to class during any period unless they submit an day of the week the subject is held, so that they could do the work during the
excuse note in the SRB by the General Coordinator/Head Mistress/Warden/ weekend. In Grades 1- 3 homework is not compulsory. The homework sheets
Deputy Principal/Principal. should be made according to the roster.
12. Any teacher wanting to use a lab, mobile lab or requiring any equipment from 22. In Grades 4-12, if homework books/sheets are not submitted on the due date
a lab should provide one week's notice (in writing) to the respective Lab by any student, it is the duty of the Subject Teachers to inform the parents
Technician. through the SRB.

13. Any teacher who wants to use a Conference Hall (Video-Audio Room) should 23. Untidy or incomplete homework must not be accepted. Instead, it must be
book it one week ahead with the School Secretary. returned to the student to be redone neatly and properly.
31 | THB 32 | THB
24. Minor problems should be dealt with by the teachers themselves. Punishments Inform the Head of the school, the RR/LSU and the School Counsellor in
given to students by Subject Teachers should be communicated to the Class writing of any student who consistently displays behavioural problems and/or
Teachers. Only major problems should be referred to the Head of the school. those who have extraordinary difficulties in studies. Please read the section
titled 'Identification and referral process for potential Special Needs
25. If you propose to hold extra classes after school or during weekends, you students'(THB).
must inform the Head of the school in writing. This note will be filed away in
the 'After School Classes File' kept at the school reception. A list of the names 32. If you are taking your class on a field trip/tour, plan it according to the school
regulations. Please read the section title ‘Planning a field trip’(THB).
and class of the students staying after school, the date, venue and the duration
of the extra class should be specified.
33. The optional subject teachers should ensure that their students are in their
respective classes with the 1st bell during the 1st period and at the end of the
26. Only 80 page exercise books should be used by the students. In Grades 1-5, interval. It is you who must insist on their punctuality. This includes the prefects as
it is compulsory to indicate in red on the students' timetable which textbooks well.
and note books they have to bring each day to avoid the child carrying a
heavy load of books daily. 34. In Grades 1-5, please issue one of the colourful certificates issued by the
library to students for obtaining 90% or above at the Monthly Tests and
27. All students of Grades 9 and 11 should be given a copy of the OL/AL syllabus Semester Exams.
of all the subjects they are offering. This should be done within the first week
of the academic year. 35. Please issue similar certificates to students of Grades 1-8 for their performances
in various areas. Also issue Red Stars for any remarkable improvements in
28. The Cambridge O/L and A/L students should be instructed to purchase the marks or behaviour (Grades 4-12).
past paper CD from the Printing Office (LN) or the school bookshop. National
O/L and A/L past papers are to be purchased from outside bookshops. 36. The calculator is used, Grade 9 upwards only, as specified in the syllabus as
per subject.
29. Teachers of optional subjects should obtain their name lists from the Registrar
and keep a record of their students' attendance. They must also check the accuracy 37. Please see to it that school bags are hung outside the classroom/ kept on the
floor in front of the table/on the side of the chair on the floor. Bags should not
of their student lists in the IMS at the beginning of each academic year.
be kept on chairs.
30. All Subject Teachers should be aware of the SEN students in his/her class and
38. All Subject Teachers from Grades 1-12, who are not Class Teachers, will be
details of their individual learning needs. Please inquire from each Class Teacher assigned as an Assistant Class Teacher of a class from Grades 4 -12.
and/or the RR/LSU at the beginning of each academic year.
39. Confiscate any object which is not allowed in the school premises as stipulated
31. In case you feel that one of your students might be a potential SEN student, in SHB 1 and hand it over to the person in charge of discipline. Mobile phones
meet the RR/LSU Coordinator and follow the correct method for referring must be sealed immediately on confiscation. You must enter the details of the
students to the RR/School Counsellor. object in question in the student’s SRB and sign when doing so.

33 | THB 34 | THB
40. Cambridge curriculum teaching resources of quality are available for Grades 48. Please read the section titled ‘Duties and responsibilities of Class Teachers’
6-8 (English, Maths and Science) and for Grades 9-12, all subjects. Please (THB) as well as the EHB carefully.
contact your CIE Coordinator to obtain membership of the CIE website.
Refer the section titled ‘CIE Teacher Support Information’(THB).

41. Always try to update your subject knowledge instead of limiting your teaching
to the textbook. Gifted learners will always attempt to challenge you, ask DUTIES AND RESPONSIBILITIES OF
questions and learn more. They must not be discouraged. However, whenever
a student asks you a question that you are not able to answer, always respond
TEACHERS ON RELIEF DUTY
by saying that you will check it and let him/her know during the next lesson. (GRADES 4–12)
Never give out wrong information. Always follow up as promised.

42. Do not tolerate rudeness or insolence from any student. It will result in their 1. It is paramount that all teachers report to the respective class on relief duty, on
immediate suspension. Please inform the Head of the school. time, as requested by the Protocol Officers. Under no circumstances should a
teacher refuse to attend relief duty if he/she is not due in another class.
43. If you see a class in which there is no teacher present, please inform the Protocol
Officers and take charge of the class until a relief teacher is sent. 2. On many occasions students are given punishments unnecessarily because
the relief teacher fails to report to the class as requested and therefore class
44. Parallel teachers of all grades in the same school should meet every Friday discipline is not maintained. Please prevent this from happening by reporting
after school to discuss the work to be done during the following week. for relief duty as allocated. Students should not be punished for the teacher's
failure to be punctual or conscientious.
45. Class Record Book entries must be made daily by the Subject Teachers before
leaving a class. Optional Subject Teachers must fill the record book slips and 3. If you are taking a ½ day’s leave, please inform the Head of the school, so
staple them to the record book. that relief teachers could be sent to those classes. This is extremely important
as ½ day absentees are not taken into account when allocating relief duty in
46. If a remedial teacher is absent, his/her students should rejoin the main class
the morning, especially if you are leaving at 10.30 a.m. Also inform the Head
for the lesson and vice-versa. A relief teacher is not required in such an instance.
of the school if you are hoping to report to work late so that your colleagues
47. Senior Subject Teachers will be nominated as Mentors of new recruits. Mentors will not be inconvenienced by receiving relief chits unnecessarily.
are responsible for acquainting the new recruits with the organization, its
practices and policies as well as for helping the new teacher develop his/her 4. In case the Subject Teacher has not set work, the relief teacher will be issued
teaching skills. He/She must also report the new teacher’s progress to the a ‘Relief Pack’ by the Protocol Officer along with the relief duty allocation.
Management. Mentors will be issued evaluation grids to be completed The ‘Relief Pack’ contains age-appropriate story books which deal with moral
periodically. Before completing a grid, the Mentor must observe the new values to be discussed during the relief period. You may use your own story
teacher during class sessions. He/She must ensure that the new teacher books if you wish, but they should be age appropriate.
observes his/her classes throughout the probation period in order to learn
teaching and class control techniques.

35 | THB 36 | THB
5. A teacher on relief duty should complete one or more of the following tasks DUTIES AND RESPONSIBILITIES OF
during the relief period.
TEACHERS DURING THE
* In the event the Subject Teacher has set work, ensure that the work is LIBRARY PERIOD
completed by all the students.
Silence should be maintained by the students as well as staff members at
* If not, choose a story book from the Relief Pack or of your own choice, all times in the library.
read it out loud or have a student read it out for the class, followed by
a discussion on the moral values addressed. 1. Before entering the library ensure that all students are quiet. Do not open the
door until they are all composed.
* Choose a general topic pertaining to your subject and discuss it with the
students. 2. The teachers should bring the students to the library in a line, and make them
E.g. Science : Harmful effects of tobacco and alcohol abuse. sit quietly.
Commerce : Different types of bank accounts and the benefits.
3. When in the library, for Grades 1-2 students, a few books should be kept on
* Grade 6 upwards, if the Library can accommodate them, you may take each table for reading. When leaving, the children will leave the books on the
the class there after obtaining a note of approval from the Head of the tables and the librarians should return the books to the shelves. Grade 3
school. upwards, the children are allowed to take books from the shelves and return
them to their rightful place with the help of the librarians. However, they should
6. You should refrain from allowing the students to remain idle during relief periods. be silent when doing so.

4. Do not allow them to change books frequently during the period. They should
7. You should ensure that class discipline is maintained during relief periods. Do
choose one or two books and read during the entire period.
not allow students to be noisy and disturb the neighbouring classes.
5. Ask them to read without talking or making any noise. If a child is not silent,
8. If a remedial teacher is absent, his/her students should rejoin the main class the teacher/librarian should go near the child and quietly tell him/her to be
for the lesson and vice-versa. A relief teacher is not required in such an instance. silent. Under no circumstances should the teacher/librarian speak loudly inside
the library.
9. During examination supervision, if you are due in a class for teaching, inform
the Protocol Officers beforehand to send a relief teacher. The relief teacher 6. If they want to borrow books, ask them to choose the book that they want to
should go to the examination class and the Subject Teacher should report to borrow well ahead of time, before the bell.
the class where he/she is due for teaching.
7. Students must stop reading five minutes before the bell. The Assistant
10. Make an entry in the relevant cage of the Class Record Book on what was Librarian(s) should help them return the books to the shelves.
done during your relief duty period and sign.
8. The teacher should ensure that the children leave the library quietly in a line. It
is better to clear the library one table at a time quietly rather than asking all the
students to stand up at once.
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9. Teachers should not carry their valuables, bags, etc. into the library. 6. Assist the teacher to mark books, homework kits (Grades 1-3) and
worksheets.
10. Grades 3-12 students may borrow books from the school library whereas
Grades 1-2 students are allowed to borrow from the class library only. The corrections should be done in a meaningful manner so that the student
11. In Grades 1-5, the Class and/or Assistant Class Teacher should accompany the could understand what his/her mistakes are. Attention should be given to
children to the library. handwriting. If the handwriting of a child is particularly bad, then he/she should
be given some extra handwriting exercises with the consent of the Class Teacher.
Do not punish a child if his/her handwriting is not excellent. Make a note of
this in your SIB and keep the Class Teacher informed. In addition, note any
DUTIES AND RESPONSIBILITIES OF errors which seem to have a pattern. For example, interchanging ‘d’ or ‘b’. In
ASSISTANT TEACHERS such cases, inform the Class Teacher who should take necessary steps to
address this issue with the teachers of the RR/LSU.
(LOWER NURSERY-GRADE 3)
7. Send the corrected homework kits home on Wednesdays/relevant days.
Profile : An Assistant Teacher is an additional teacher who assists the Class
Teacher. At Lyceum International, there are often two Assistant Teachers 8. Accompany the children for Music, PT, Library and Swimming lessons or to
assigned to each class. Although the Assistant Teacher is an additional outside venues, help the Subject Teachers/Coaches conduct the lessons and
teacher, he/she must not consider him/herself inferior. On the contrary, maintain student discipline.
the Assistant Teacher should be dynamic and conscientious and play an * Tell the students where they are going and that they must concentrate.
active role in class. They must be told not to stray.
* A leader must be appointed to lead and the teacher should ensure that all
1. Assistant Class Teachers should ensure the safe custody of the Attendance the students are following.
Register when bringing it from and returning it to the office or staff room. * Always be in the middle and guide the students.
2. Check the SRBs daily during the 1st period, keep them for the Class Teacher 9. During class sessions, the Assistant Teachers must help the students and the
to sign if there are any entries from the parents. Class/Subject Teacher in the teaching-learning process, rather than correct
books or engage in other duties. The book corrections must be done after the
3. In Grades 1-3, make entries e.g. notices, homework kits, test marks in the students leave school.
SRBs. The signing will be done by the Class Teacher. If the Class Teacher is
absent, the Assistant Teacher may sign, mentioning "For the Class Teacher". 10. The Assistant Teacher could assist the Class/Subject Teacher in the teaching-
4. File the homework kits, worksheets, medical reports and test papers after learning process by
double checking. (Sorting and organising of the test paper files should preferably * distributing books or other material when necessary,
be completed by the Class Teacher.) * helping to position teaching aids,
* maintaining discipline, (Do not shout at children. Be kind and address them
5. Mark relevant pages for homework after verifying it with the Class Teacher in a gentle manner.)
by indicating ‘H.W.’ and the due date. * assisting children who have particular difficulties.

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11. It is the duty of the Assistant Teacher to encourage good manners in his/her 23. Please avoid engaging in long conversations with parents when handing over
students i.e. to respect teachers/adults, not push past teachers and students in the children at the end of the school day.
corridors and in the playground, to not run but walk unless during PT, to greet
24. Complete the day's work according to the instructions given by the Class
teachers, to stand up when a teacher walks into the class etc.
Teacher/a parallel Class Teacher/a Subject Coordinator(s) when the Class
12. The Assistant Teacher is responsible for the safety of the students. Therefore, Teacher is absent. Become academically and professionally better qualified,
he/she should be aware of the whereabouts of all students in the class. gather more experience and when necessary, take on the role of the Class
* A 'pass’ should be given when students exit the classroom. Teacher.
* He/She should be attentive and detect those students who are ill or are in 25. Arrange and prepare the class for the day with the help of the Class Teacher.
need of special attention. Remove all unnecessary items so that the classroom is a clean and clutter-free
* He/She should observe, note and report to the Class Teacher if a student environment.
is prone to aggressive behaviour, is depressed, does not bring a snack or
appears to be neglected at home. 26. Become academically and professionally better qualified and take on the role
13. Guide and assist the children whenever they need it. Especially the SEN students of the Class Teacher when called upon to do so.
should be given individual attention in the learning process and out of the class.
14. Change the bulletin boards according to the topics done in class. Maintain the DUTIES AND RESPONSIBILITIES OF
noticeboard. ASSISTANT CLASS TEACHERS OF
15. Help the Class Teacher maintain the 5‘S’ system in class. GRADES 4 - 12
16. Complete the notes of the new students (who join the class mid-term) as soon Profile : All Subject Teachers who are not Class Teachers, will be assigned to a
as possible. class as the Assistant Class Teacher . In case the Class Teacher is absent,
17. Write the notes of students who were absent, in blue or black ink, on the day be it for a short period or an extended period, the duties of the Class
Teacher fall upon the Assistant Class Teacher.
the student returns to school and complete the notes of those who are slow in
writing (when necessary). 1. The Assistant Class Teacher must assist the Class Teacher during exam
invigilation, Community Service Projects, field trips and other school events.
18. Help the Class Teacher to prepare teaching material and to design teaching
aids for the lessons. 2. In the instance where the Class Teacher is indisposed or absent, the Assistant
Class Teacher should
19. Help the Class Teacher when students are engaged in extra/co-curricular
* mark the register at the appointed time,
activities and other school events.
* sign against the entries made by parents in the SRB’s
20. Help students to change when they go for swimming. * take responsibility for the class cupboard key,
* handle the Class Record Book,
21. Accompany students who need medical attention to the Sick Bay. * close the cupboard at the end of the day after having locked all valuable
items inside,
22. Bring the children in a line when the school is over at 11.30/12.45/1.15 p.m. * distribute notices to be sent to parents from school once they are recorded
to the ground floor. in the SRB.
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3. The Assistant Class Teacher should help the Class Teacher during examinations 9. Seeing to it that the homework kits for Grades 1-3 are e-mailed to each
* by maintaining order in the class during and after examinations. Lyceum school by Wednesday, the latest.
* by distributing examination papers and when necessary lined papers, grids
or maps. 10. Ensuring that all Subject Coordinators are doing their duties.
* by invigilating during the exams with the Class Teacher. 11. Organising parallel teachers' meetings every Friday after school.
* by handing over paper packets to the relevant collection point when the
Class Teacher is unable to do so.

4. The Assistant Class Teacher will assume the responsibilities of the Class Teacher
DUTIES AND RESPONSIBILITIES OF
on the parent-teacher days, if the Class Teacher is absent. SUBJECT COORDINATORS
5 The Class Teacher and/or the Assistant Class Teacher of Grades 4-5 and/or Profile : Each school appoints a Subject Coordinator per grade and per subject
the TIC must accompany the students during the Swimming, Music, PT and for the respective school (Grades 1-12).
Library periods. Please read the section titled ‘Rosters’ for details.
1. When requested by the Management, Subject Coordinators must write/
approve the syllabi, Schemes of Work, notes and propose the textbooks
DUTIES AND RESPONSIBILITIES OF etc., with the approval of the Subject Teachers for every academic year.
GRADE COORDINATORS 2. You should communicate to the Head of the school, all queries and difficulties
which may arise in the syllabus, Schemes of Work or any unforeseen external
Profile : Each school appoints one Grade Coordinator per grade (Nursery- factor(s) releated to their respective subjects during the academic year.
Grade 12).
3. You must go through and check whether all Subject Teachers of the respective
1. Checking the Class Record Books weekly (all subjects in the his/her grade). grade are working according to the Scheme of Work and advise Subject
2. Ensuring that teachers cover work according to the syllabus and Scheme of Teachers when their teaching practices are deemed unsuitable. This must be
Work (Nursery-Grade 8 only). done in a tactful manner and in the spirit of constructive criticism.

3. Organising field trips. A detailed report should be prepared by the TIC. Please 4. The Subject Coordinator should not interfere with the Subject Teacher during
read the section titled ‘Planning a Field Trip’(THB). lessons and should not create confrontational situations.

4. Checking Semester Reports (on a random basis) of all classes for accuracy, 5. The Subject Coordinator may make useful/practical suggestions to improve
spellings and grammar. the teaching-learning process. All such coordination and counsel should be
done in a professional and diplomatic manner wherein each decision shall be
5. Informing the Head of the school of any staff problems. based upon the best interest of the students.

6. Seeing to it that all Class Teachers are adhering to the 5'S' system. 6. The Subject Coordinator should take measures to help Subject Teachers and
when deemed necessary, inform the Head of the school if a Subject Teacher
7. Organising school events. is experiencing difficulty in his/her work and is in need of guidance in his/her
teaching methodology.
8. Sending all relevant material, handouts, etc., to branch schools (LN only).
43 44
7. Apart from the aforesaid duties, the Grade 8 Subject Coordinators must play a 3. They are responsible for the Vertical and Horizontal Alignment of their respective
vital role in the process of Subject Alignment. Please read the section titled subjects across all classes and all grades of 1-8, leading to a smooth transition
‘The Subject Alignment Process’ under ‘Duties and responsibilites of Overall from Grade 8-9 as stipulated in the Subject Alignment Process given below.
Coordinators’(THB).
4. They must also respond to the Examinations Department Proofreaders’ queries
8. They must also ensure that all the subjects are interrelated i.e. Ensuring that a
concerning subject content of any test paper in relation to their subjects.
particular topic is re-enhanced through other subjects. Please refer :
www.eduplace.com/rdg/res/literacy/interd0.html for more details on 5. In case of a debate concerning the subject content or the teaching-learning
interdisciplinary/cross-curricular teaching. For this purpose, they must
process in any grade, the Coordinating Principal/Deputy Coordinating Principal
coordinate with teachers and coordinators of other subjects in their grades
will seek their advice before taking the final decision.
when setting syllabi.

THE SUBJECT ALIGNMENT PROCESS

DUTIES AND RESPONSIBILITIES OF
CHIEF EXAMINERS ‘Subject Alignment’ refers to the agreement in subject content and in assessment
horizontally (within the different classes of the same grade) and vertically (within
Profile : Chief Examiners are responsible for the setting of Monthly Test and the same subject in different grades).
Semester Examination papers.
1. Appointed by the Coordinating Principal, they are responsible for preparation Horizontal Alignment: Horizontal Alignment should be assured through the
of the Semester Exam papers and the Monthly Test papers for their subjects/ Schemes of Work set for each academic year. They should ensure that all the
grades for the duration of the academic year. students of the same grade study the same content area of the same syllabus during
each study period and sit for the same tests.
2. The Chief Examiners are solely responsible for the setting of test papers
according to the Scheme of Work. They should not consult any other teacher Vertical Alignment: Vertical Alignment refers to the process of streamlining the
on the content of the papers nor divulge this information to anyone. syllabi so that the progression from one grade to the next is smooth without any
3. Please read the EHB carefully. overlaps, gaps or discrepancies. The subject content should be evenly distributed
along the grades. The progression from simple (in the lower grades) to complex
(towards the higher grades) should also be smooth. To ensure Vertical Alignment, it is
DUTIES AND RESPONSIBILITIES OF essential that the Overall Coordinators work with all the Subject Coordinators (same
OVERALL COORDINATORS subject, different grades) in conjunction, when setting the syllabi for their common
subject. For this purpose the following procedure should be followed.
Profile : Two teachers per subject are appointed from the entire organization.
In each school, a meeting should be organised after school (date to be specified by
1. Two teachers (One from LN and the other from any branch) are appointed the respective Principal). This should be done in October of each academic year. It
for each subject. is vital that the Grade 8 Subject Coordinators of the school be present at this
2. They are nominated by the Coordinating Principal and are considered the meeting. If any Grade 8 Subject Coordinator is unable to be present due to
authority on their respective subjects. unavoidable circumstances, another Subject Coordinator (preferably Gr 7) must
be appointed to carry out his/her duties.
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Subsequently, a second meeting (as per subject) will be held in the parent school SOCIAL STUDIES - One teacher competent in both ENV Management and
chaired by the Coordinating Principal and/or the Deputy Coordinating Principal. History
Respective to their subjects, only the Grade 8 Subject Coordinators and the Overall RELIGION - One teacher each for the five religions
Coordinators will be present at each of the second meetings, which will be held in MATHS - One teacher
November. SINHALA - One teacher
TAMIL - One teacher
FRENCH - One teacher
Annual Subject Alignment Meeting I COMPUTING - One teacher
The Subject Alignment meetings concern the following subjects.
When? After school, in October of each year. Date specified by the
ENGLISH, SCIENCE, COMMERCE, RELIGION, MATHS, SINHALA, respective Principals.
TAMIL, FRENCH, COMPUTING, SOCIAL STUDIES.
Where? In the respective school. All teachers in the same venue.
Subject Alignment Meetings for other subjects will be held as and when deemed Who? The Head of the school - Grade 8 Subject Coordinators of each
necessary. subject- all Subject Teachers (1-8) - Cambridge and National O/L
representatives/resource persons - A secretary to take minutes.
The objective of Meeting I is to provide an opportunity to all the Subject Teachers
of Grades 1-8 and Assistant Class Teachers who conduct lessons for chosen What is to Syllabi (unnecessary overlaps, gaps, imbalances, irregularities in
subjects to voice their individual opinions on the syllabi and the teaching process. It be progression from Grades 1-8.(E.g. the Grade 4 syllabus is more
should be conducted in the form of an open forum where every teacher who wishes discussed? extensive than the Grade 5 syllabus)- Schemes of Work (imbalances
to express an opinion should be encouraged to do so. or discrepancies in the distribution of content area) - Present
textbooks (unsuitable, unnecessary sections, sections that should
One Cambridge and one National O/L Subject Teacher (nominated by the Head be cut off or important subject content that is missing) - Proposals
of the school) should also be present as the representative cum resource person for changes of prescribed books - Other suggestions of teachers
regarding the O/L curriculum to instruct teachers on whether or not any particular
How? One subject at a time starting from Grade 1 and finishing in Grade
area in the subject content is insufficient, excessive or irrelevant in relation to the
8 - Cross-grade exchange of information is essential. The teachers
O/L curriculum. However, any subject area not included in the O/L curriculum should volunteer information on particular issues being discussed
may still be included in the syllabi if deemed necessary by the 1-8 teachers (for even if they do not teach the grade in question. (E.g. If a subject
general knowledge, social and moral development, etc). area in Computing in Grade 4 is being discussed and a Grade 5
Computing teacher has relevant information to add to that discussion
The O/L representatives:
he/she should not hesitate to do so.) - All teachers must make use
ENGLISH - A teacher competent in both Language and Literature of this opportunity as it is the best moment in the year for them to
SCIENCE - One teacher each for Biology, Chemistry, Physics and voice their opinions regarding the teaching-learning process,
the National stream irrespective of whether they are new or experienced teachers.
COMMERCE - One teacher each for Economics, Accounts, Business All participants must bring their copies of the relevant syllabi to the
Studies and the National stream meeting.

47 | THB 48 | THB
Subsequent to Meeting 1, each Grade 8 Subject Coordinator (and the secretary) How? One grade at a time starting from Grade 1 and finishing in Grade
prepares a report (in point form) of all the suggestions and issues raised relative to 8. - The Overall Coordinators should be thorough with the syllabi
his/her particular subject at Meeting I. He/she will bring this report to the respective of all the grades (1-10) of their respective subjects and advise the
Annual Subject Alignment Meeting II held in November at LN. Coordinating Principal and/or Deputy Coordinating Principal on
The suggestions and issues raised by the teachers should be mentioned in the report the appropriateness or otherwise of the proposals. It is the
and voiced during the Annual Subject Alignment Meeting II by each Grade 8 Subject Coordinating Principal who will make the final decision.
Coordinator irrespective of whether he/she agrees with them or not. All participants must bring their copies of the relevant syllabi to
The Grade 8 Subject Coordinator plays the role of the messenger, representative the meeting.
and spokesman of the teachers in his/her school and not that of the decision maker.

Annual Subject Alignment Meeting II

DUTIES AND RESPONSIBILITIES OF
When? In November after school. Date specified by the Coordinating/
PROTOCOL OFFICERS
Deputy Coordinating Principal.
Please note that female students should be handled by lady Protocol Officers only.
Where? In LN- Different subjects on different days. If a male Protocol Officer notices that a female student needs to be advised, please
Day 1 - English ask one of your lady colleagues or a lady teacher to do so. You should strictly
Day 2 - Mathematics refrain from coming into any physical contact with any student at all times.
Day 3 - Science
Day 4 - Sinhala ,Tamil and French 1. Provide assistance to students, academic staff and the administration when
Day 5 - Social Studies organising school events and attend them.
Day 6 - Commerce
Day 7 - Computing 2. Bring all matters related to protocol to the notice of the HOD immediately
Day 8 - Religion (all five) and avoid discussing them with others.

Who? The Coordinating Principal and/or the Deputy Coordinating 3. Identify students who violate the school rules and regulations, advise them or
Principal - The two Overall Coordinators - Grade 8 Subject report to the HOD.
Coordinators of the relevant subject from all the schools - A
secretary to take minutes. 4. Maintain safety and security within the school premises during school hours,
What is to The validity and practicability of the suggestions made by the after school activities and other school events.
be teachers. - Whether or not they should be implemented from the
discussed/ next academic year. - If so, a plan of action. - Who should carry 5. Complete building duty coverage in terms of student discipline, teacher
decided? out the changes, who should be informed of it and by who? punctuality, relief allocation, etc., as stipulated by the HOD or the Head of the
school.

49 | THB 50 | THB
6. If any repairs or improvements are needed in the areas designated to you, it 18. If a remedial teacher is absent, you should instruct the students to rejoin the
should be reported to the relevant personnel and followed up. E.g. the main class and vice-versa. A relief teacher is not required in such a situation.
maintenance department, support staff, etc. You should ensure that the entire
building is functioning smoothly and that the exits are free of obstacles, that 19. In the event a Subject Teacher or a relief teacher is not present in a class, you
the fire extinguishers are in working condition, etc. should locate the relevant teacher and politely remind him/her of it. If a teacher
refuses to cooperate, this should be reported to the Head of the school.
7. The Protocol Officers should conduct themselves in a courteous, honest and Protocol Officers should not confront the teachers for any reason whatsoever.
conscientious manner at all times when interacting with all other staff members,
students as well as parents. 20. Protocol Officers should ascertain whether students abide by the school dress
code (Refer the SHB 1). Students who violate it should be given Black Marks.
8. Work in a spirit of cooperation with all academic, office and support staff. If they continue to disregard your instructions, they should be reported to the
Head of the school.
9. Assist with the development of systems by providing new ideas whenever possible
to improve and maintain student discipline as stipulated in the section ‘Disciplinary 21. Ensure that students of Grades 6-12 form a line and walk silently when the
Procedures’ (THB) and the Student’s Code of Conduct (SHB 1). entire class goes from one location to another and assist the teachers of the
Nursery-Grade 5 to do the same.
10. Enforce the school regulations equally to all students without preferences or
discrimination. 22. Conduct bag checks when requested by the Administration. Only lady Protocol
Officers should be allowed to check the girls’ bags. In case there are not
11. At the end of each working day, submit a report in writing to the Head of the
enough lady officers, request any lady teacher(s) to assist you.
school on the day’s activities in your designated building/area irrespective of whether
or not any problems arose. Please note that a form is available for this purpose. 23. Help teachers engaged in exam invigilation as they are unable to leave their
12. Ascertain that the morning and interval duties are performed by prefects and posts during that time. If a teacher needs assistance or wishes to be excused
teachers and mark the checklist accordingly. momentarily, kindly request another teacher to replace him/her for the duration.
If no other teacher is available, the Protocol Officer may accept to take over
13. The Protocol Officers should know by sight both the staff members and the invigilation for a maximum of 10 minutes.
students of the school. If you see an unfamiliar face, you should politely question
that person in order to ensure that he/she is not an intruder. 24. During examination supervision, if a Subject Teacher is due in a class for
teaching, ask the relief teacher to go to the examination class and the Subject
14. Ensure that there are no students lingering in the classrooms before and after Teacher to report to the class where he/she is due for teaching.
school, in the absence of teachers.
25. You are requested to be vigilant of student activities when they are not
15. Participate in the protocol training programmes. supervised by the teachers or coaches i.e. before and after school in the
immediate vicinity of the school and within the premises as well as during the
16. Accompany students and teachers on excursions and ensure their safety at all times. interval. In the event a fight breaks out involving one or more of Lyceum
17. Deliver relief chits along with the Relief Pack designed for the respective students, the Protocol Officers must intervene to stop the fight. Such incidents
grade to teachers as requested by the Administration and, retrieve the Relief should be reported to the Head of the school immediately and a course of
Packs and store them away for future use. action decided jointly.
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26. Supervise detention on Wednesdays, after school. Some students on detention LIS CODE OF ETHICS FOR TEACHERS
may be unruly. Therefore, attentive supervision is a must. If the teacher had
set work for the students, ensure that the work is completed accordingly.
At times, extremely valuable gifts are offered to teachers by parents, as tokens of
appreciation. However, we kindly request you to abstain from accepting gifts of
27. Do not be unnecessarily strict with the students. Ensure that they are actually
any sort.
violating school rules before you intervene. Undue pressure on students cause
stress and discontentment leading to rebellious behaviour.
We feel that this measure must be adopted in the greater interests of all involved,
especially to avoid favouritism.
28. Confiscate any object which is not allowed within the school premises as
stipulated in SHB1 and hand it over to the person in charge of discipline. Mobile
You are, however, most welcome to accept “thank you” cards, letters of appreciation
phones should be sealed immediately on confiscation.You must enter the details
and flowers from parents and children. In many instances, it is the children who
of the object in question in the student’s SRB and sign when doing so.
take a lot of trouble to make creative cards which would be valuable memorabilia
in the years to come.
29. Please read the section titled ‘Disciplinary procedures’ (THB) as well as the
sections mentioned in point 3 below.
We earnestly seek your cooperation in this regard and expect a truly student oriented
culture to be developed at Lyceum International School, moulded under the motto,
“We are born to teach”, and it is with this spirit and vision, that we should toil for
REFERRALS TO THE SHB 1 & SHB 2 our students at all times.

1. Schedule of Monthly Tests. Thank you for the hard work, dedication and commitment shown by you, in ensuring
that Lyceum International School achieves nothing but the best!
2. Examination timetables.

3. Code of Conduct for Students, Dress Code for Students, Specific Instructions, A. Dress code for the Academic Staff and Office Staff
Black Mark and Red Star Systems (Grades 6-12) and Corrective Actions.
Teachers, being the role models for students, are required to be mindful of the
4. Duties of Monitors. following.

5. Booklists. 1. Teachers are kindly requested to dress modestly.

6. Rules to be strictly adhered to in the Library.
2. All male teachers should wear a tie, a shirt (long sleeved or short sleeved) and
7. Rules to be strictly adhered to in the Gymnasium. a trousers with formal shoes (black or dark brown). Shirts should be of a light
colour (preferably white). Printed or flashy shirts and body fitting clothing is
8. The extra-curricular activities calendar. not allowed. Trousers should be black or brown or a similar shade.
Haircuts should be conventional. Spiked/tinted/long hair etc., is considered
9. Criteria for the awarding of School Colours.
unsuitable.
10. Annual Calendar.
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3. Ladies' hair that reaches the shoulders should be gathered in a pony tail. Long 3. Teachers should record/punch in the correct time when reporting for work.
hair may be tied in a bun or plaited.
4. It is a punishable offence to get your proximity card swiped by another person.
4. Lady teachers in the Nursery and the Pre-Grade may wear dresses or slacks. Such an offence will result in the immediate termination of your employment.
However, dresses/skirts should be below knee length. Slacks should be loose.
Denims/ Blue jeans, low necklines, short blouses, t-shirts, sleeveless tops and 5. All staff members are forbidden to touch any student, in anger or otherwise.
skirts with slits above the knee level should not be worn. Blouses, should be hip
level or longer. No tight, see-through or figure-hugging clothes are allowed. 6. Teachers on duty should not get involved in any arguments or fights, use
improper language or interfere in others' personal matters at any time.
5. Teachers from Grade 1 upwards should wear a saree unless special permission
is granted by the Head of the school. Muslim teachers may wear the a shalwar 7. Please ensure that students maintain discipline at all times.
with a shawl. Burgher teachers may wear conservative dresses. The dress 8. All teachers should attend to relief duty when assigned. Please read the section
should be below knee length. Teachers of KD, WD, WM, PE and Speech &
titled ‘Duties and responsibilities of teachers on relief duty’(THB).
Drama may wear smart casual clothing, follwoing the dress code for Nursery-
Pre Grade teachers. 9. When a teacher who is free finds a class unattended, that teacher has a
6. Pregnant ladies may wear suitable dresses (with permission from the Head of responsibility to see to that class.
the school). 10. If a teacher feels he/she is uncontrollably angry or furious in the classroom, he/
7. Saree jackets and skirt blouses should have sleeves and high necklines. The she should refrain from doing or saying anything at that point. He/she must
saree should be worn in a conservative way. The midriff should not be exposed calm down and send the child to the office.
more than two inches.
11. All teachers should converse only in English or French when in the school
8. Excessive make-up should be avoided. premises.

9. Tattoos are not allowed. 12. Please refrain from giving inaccurate information about the school to parents,
visitors or the general public. Direct all queries to the reception instead.
10. Lady teachers should wear sandals or shoes. Slippers should be avoided.
13. Procedures stipulated in the THB should be strictly adhered to. Any deviation
B. Other instructions regarding ethical conduct from the said procedures will be effected only by the Coordinating Principal
in writing.
1. The use of mobile phones during class sessions is prohibited. Your phones
must be switched off before you walk into a classroom. 14. If a staff member does not adhere to the THB instructions, the following
2. Teachers should report to work before 7.30 a.m. Nursery and Pre-Grade procedures will be followed:
teachers should not leave the school premises before 12.45 p.m. (LN), a) Verbal warning.
1.30 p.m.(LK/LP/LR/LG/LE/LA) and 1.15 p.m. (LW). Grades 1-12 b) Call for a letter of explanation.
teachers should not leave before 1.45 p.m. and PTIs and Protocol Officers c) If the explanation is not accepted, the 1st warning letter will be issued.
should not leave before 4.30 p.m. d) Subsequently if necessary the 2nd and the 3rd warning letters will be issued.

55 | THB 56 | THB
 e) After the 3rd warning, if the problem persists, the said teacher's employment Self-regulation of professional conduct in a manner that professional excellence is
will be terminated. guaranteed and public esteem is promoted, is an essential accessory of
professionalism. Given the limitless freedom in regard to the judgement exercised
However, in extreme cases, depending on the seriousness of the misconduct, in the discharge of one’s duties, it behoves that standards of conduct should be
the Management may decide to terminate any staff memeber’s employment self-determined.
without prior warning. It is expected, by means of this exercise, both to protect the prestige of the teaching
profession and to prepare a basis on which to take disciplinary action against those
15. Please ensure that you do not encourage parents to come to the classrooms. who wilfully violate these rules and regulations.

16. Staff members are requested to refrain from discussing others' personal matters The position, principles and sections relating to the moral conduct of teachers and
and to limit their friendly conversations to matters that enhance their knowledge the ethical system can be quoted when necessary by reference to the numbers
and skills as professionals. applicable.
1.0 The official title
17. Teachers should not get personally involved with parents, students, academic This document can be described as Code of Ethics and Regulations for the
and non academic staff. Moral Conduct of teachers for the fulfilment of the objectives of a quality
education. In time to come this will be referred to jointly or separately as the
18. If a teacher wants to meet a parent, they should request it via the child's SRB, General Code or the Ethical System.
specifically mentioning the time and date. Teachers should meet the parent at
the office lobby area. However, your teaching periods should not clash with 2.0 Definition of terms
the time allocated for the meeting. By teacher is meant in this context, school teachers bound by the responsibility
for the education of students and academic staff in the field of education.
By the System of Ethics for Moral Conduct is meant the attitudes,
CODE OF ETHICS FOR THE MORAL responsibilities and habits which society expects from teachers as honest,
responsible, upright and exemplary persons to enact by themselves for
CONDUCT OF TEACHERS themselves.
(Adapted from the Ministry of Education publication)
By Code is meant the collection of rules and regulations to which all teachers
Introduction should conform.
3.0 Objectives
It is the responsibility of every teacher to safeguard children's rights and to contribute There are two objectives behind this ethical system and code for the moral
to the complete development of their personality in a manner that protects the conduct of teachers.
basic right to a quality education as accepted in the Convention on Children's
Rights. i. A system of moral standards presented as an ethical system to be
followed by teachers as honest, responsible, professionally upright,
Every teacher is obliged to act in a way that results in the welfare of students in exemplary persons with a sense of social responsibility.
keeping with the legal precept that teachers are the Loco-Parents of students. ii. Presentation of a set of regulations which would serve to repose
responsibility on all teachers for disciplinary action in default.
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4.0 General aims and principles (j) When confronted with injustice, acts of unjust discrimination, to be
The aim in formulating an ethical system with a code to be followed is to prepared to defend colleagues, students or others.
protect the honour of teachers as members of an important profession. Even (k) To refrain from using mobile phones when dealing with children inside or
though through this ethical system, standards of conduct which teachers should outside classrooms.
have adopted for themselves have been introduced, these standards can be (l) To behave so as to be a model in every respect to the students and to
used in respect of promotions and for the assessment of teachers' performance society as a whole, respecting social conventions through habits, conduct
to be applicable at National Level. and personality.
(m) To act in a manner that manifests one's sympathy and to be helpful in
5.0 The Teachers' Ethical System for Moral Behaviour situations of cruelty and harshness to people and animals; to come to the
What is included broadly, in the system of teachers' ethics for moral behaviour aid of persons exposed to pressure due to natural causes, acts of man,
are the attitudes, responsibilities and conventions which teachers as honest, indifference or negligence.
responsible, upright and exemplary persons with sense of social responsibility
would impose upon themselves. 5.2 The Teacher in place of parents
Taking into consideration the legal concept that the teacher is 'Loco
5.1 The Teacher as an individual parent' in relation to students,
The following expectations should be fulfilled by a teacher as social-pilot,
wholesome in conduct, disciplined. (a) to act at all times to safeguard the confidence placed on a teacher by
parents and students and also to act in such a way to confirm the trust
(a) Following the necessary procedures for a good condition of health, adopt children have on teachers and also to act in such a way as to confirm the
what is accepted as needed for a good constitution and cleanliness. trust children have on parents and guardians.
(b) To be dressed at all times in a clean, simple or proper manner which (b) in total disregard of matters such as cast, beliefs, gender, social position,
shows discipline and self-control. religion, language and place of birth, to treat all students equally and
(c) To refrain from harmful habits like consuming liquor, using drugs and impartially and to provide them security accordingly.
smoking and to encourage others to similarly refrain. (c) to address students only by their names or as son or daughter.
(d) To not keep company with persons who have a reputation for bad (d) to be vigilant about special situations students may face and to provide
behaviour, privately and socially. them necessary facilities and special attention that may become necessary.
(e) To not brag in the presence of fellow teachers, students or others about
one's wealth, family connections and association with highly placed 5.3 The teacher as a source of knowledge and as one who develops skills
individuals.
and attitudes
(f) To not use one's wealth or connections to intimidate other teachers,
students or other persons and to take a spirited position when confronting Taking into consideration that providing knowledge and the development of
such persons. skills and wholesome attitudes is the primary responsibility of the teacher, he/
(g) To refrain from influencing students to accept your philosophy of life, she will act as follows:
religion and political views.
(h) To not use special abilities in respect of a subject, languages or other (a) In a manner that confirms children's rights (including education in
fields to condemn other teachers. particular) in keeping with the United Nations' Convention on Children's
(i) To not be an extremist when confronted with persons committed to Rights (1989).
other views; to eschew extremist positions and to cultivate a sense of (b) To discharge one's responsibilities always in a state of preparedness.
balance.
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 (c) To ensure that the knowledge provided is correct, relevant and is suitable (b) should remain vigilant about learning difficulties and problems a student
for the children. may have and to take all steps required remedying these including
(d) In teaching subjects to adapt a holistic approach. specialist advice.
(e) By encouraging questions and discussion when teaching, providing (c) should conduct evaluations in a transparent way and in a manner that
opportunities for the promotion of critical thought in children.
will promote trust, totally free of bias.
(f) To explain methods of obtaining supplementary information related to
(d) He/She should assure that the assessment and evaluation are impartial
the lesson to students who so desire and also to provide an opportunity
for the students to seek more information from the teachers. and correct.
(g) To provide the facilities necessary to encourage students to pursue self-
education. 5.6 The Teacher as a professional
(h) To act as one who promotes good attitudes in children and to encourage The Teacher, by reason of acquiring theoretical knowledge and a collection
children in that direction. of skills, is considered a professional.
(i) To never engage in teaching one's students by charging money.
(a) He/she should always safeguard the high traditions and nobility inherent
5.4 The Teacher as a creative guide and counsellor
in the teaching profession.
Considering that a teacher must provide an excellent service to the students
(b) He/she should update his/her knowledge and skills and maintain its validity.
in his/her charge as a creative guide and counsellor, the teacher
(c) He/she should, share his/her knowledge, skills and attitudes with others
(a) should be prepared in knowledge, skills and attitudes to discharge that and should enthusiastically support the improvement of knowledge, skills
duty. and attitudes.
(b) should remain vigilant about the weaknesses and problems the students (d) If a teacher lacks the suitable qualifications, the prestige of the profession
may have and should take steps to provide the necessary specialist advice. will be undermined. Therefore, he/she should acquire the necessary
(c) should not divulge confidential information about a child's weaknesses qualifications and should support his/her colleagues in their effort to rise
or problems to anybody other than his/her parents or guardian. in the profession.
(d) should maintain a friendly relationship with parents and should provide (e) As it is harmful to the profession to promote teachers without suitable
opportunities for them to see him/her to solve those problems. qualifications he/she should not aspire to promotions until the necessary
(e) should never abuse the student-teacher relationship and should take
qualifications are satisfied and should cooperate in the scheme of giving
action to protect children from being exposed to abuse.
(f) should act at all times to promote the students' knowledge, skills and promotions to those who have the required qualifications.
ethical values. (f) He/she should act with a sense of pride in the profession and with a
feeling towards it.
5.5 The Teacher as an evaluator (g) He/she should gain public confidence by providing a quality education
As assessment and evaluation are important elements in the learning-teaching to all students.
process the teacher (h) He/she should refrain from pursuing courses of action with private or
(a) should continuously update the knowledge necessary for this and should professional purposes which would be harmful to the students lives or
promote related knowledge, skills and attitudes. their future.

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 (i) He/she should act in cooperation with fellow workers without criticizing 6.0 Code of Law
them in the presence of students, other teachers, officers or parents, in This system of ethics includes a code through which disciplinary actions can
all co-curricular activities and extra-curricular activities, both within the be taken against those who willfully disregard instructions which all members
institution and outside. should comply with. When action is taken according to this code, the relevant
(j) He/she should hand over to the persons, due to take the teacher's place number has to be referred.
in the following year, all written reports and documents. In this system of ethics which all teachers should comply with, attitudes
(k) Whenever a situation harmful to the reputation of the profession arises, conventions and customs to which teachers are expected to conform as
the relevant professional authorities should be apprised of them. honest, responsible, upright and exemplary persons with a social responsibility
are included. Even though these directions are given under different headings
5.7 The Teacher as a responsible person in the management for easy reference the matters referred to are not restricted to the heading
under which they appear.
(a) He/she should create an awareness in the higher management about the
regulations that govern his/her profession. 7.0 You are kindly requested to act in accordance with the provisions set out in this
Code of Ethics, having directed your special attention in this connection.
(b) He/she should assist in the formulation and implementation of a policy in
relation to the school.
(c) He/she should comply with instructions of the management and if
problematic situations should arise, question discreetly and calmly. CODE OF ETHICS FOR OFFICE STAFF
(d) He/she should cultivate an awareness of one's professional activities and
their outcome. A. When visitors come to the office
(e) He/she should get all official matters settled through the proper authorities
in a proper manner. 1. The first impression that a visitor gets of the school, depends on the
School Office. Therefore, the staff should be well disciplined since it is
the office that represents the entire school.
5.8 The teacher as a pioneer for the society and for the country Discipline should be maintained at all times. If a staff member has no
As the Teacher is always regarded as a pioneer in society and in the country, work, he/she should sit quietly at the desk without talking or disturbing
he/she others or offer to help another staff member.

(a) should be employing children in activities that can identify social problems 2. When parents, new admissions and students are present, you should be
and in confronting challenges arising from such problems, act in such a extremely watchful and careful about your behaviour.
way as to bring about a generation of patriotic children.
(b) should act in such a way as to strengthen national integration by inculcating 3. When a parent comes into the office for a new admission, or to discuss
in children, good thoughts and moral values that would bring about peace any matter pertaining to his/her child already in school, please attend to
among different ethnic, religious and language groups. him/her immediately. Do not keep the parent waiting. Prompt action is
(c) should act with a sense of loyalty to one's school, society, country and very important. Be pleasant and polite. If the parent needs to wait, offer
nation so that the school leads students down the same path. him/her a seat.

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 4. A school office is different from a company office. Therefore, your 3. You should be courteous to each other.
behaviour and appearance should be extremely dignified and exemplary,
worthy of an academic establishment rather than the corporate sector. 4. Office staff should try to converse in English, especially when there are
visitors in the office.
5. Also remember to be equally polite and helpful to the academic staff
5. Answer the telephone promptly and politely. Never cut the line abruptly
members. Cooperation between the two staff categories is essential for
or be impolite to those who call the LIS office, no matter how busy you
the smooth running of the school. Always do your best to facilitate their
are.
work as the teaching-learning process is the primary activity of the
organization and therefore should be given priority. 6. When someone telephones, give accurate information as quickly as
possible. You should be conversant with all school events, dates, etc.
B. Responsibility, enthusiasm and loyalty Always be alert and well informed. Also, if the recipient of the call is not
in his/her seat, the name and telephone number of the caller should be
1. Every member of the office staff should work with a full sense of taken and given to the recipient later. However, never provide a staff
responsibility and fulfil all the duties entrusted to you by the Management member's personal phone numbers without his/her consent.
to the best of your ability. You should be honest and meticulous. No
matter what the circumstances, always be loyal to the school. D. Punctuality and attendance

2. Every member of the staff should be prepared to act for another member 1. All staff members should be punctual. In case you are unable to report
of the staff when necessary and if and when called upon to do so by to work, your HOD should be informed at least before 9.30 a.m. When
your HOD. calling, the EPF number should be given.

3. Office staff should set an example to all other staff members. 2. Staff members should not leave the office or the school premises unless
absolutely necessary. All employees must hand over the Exit Pass to the
4. Even though you are not an academic, always remember that our primary security when going out of the school during office hours.
goal is to be of benefit to the children. Therefore, their well-being must
be your first priority as well. 3. At meal times, staff members should respect the durations specified by
the Mangement and return to their duties on time.
C. Dress code and behaviour
E. Handling difficult situations
1. The character of the school is often judged by its office. So always
endeavour to raise the standard of the office. 1. When a parent comes with a complaint, it is best that he/she be directed
to the administration official who is present at that time. i.e. General
2. Clothes should be neat and tidy. Ladies may adhere to the teacher’s Coordinator/Head Mistress/Deputy Principal/Principal.
dress code or wear loose slacks, skirts or dresses.You should be well-
groomed paying attention to details such as hair, nails, etc. You should 2. Even if a parent is rude to you, please remember that he/she is your
be smartly dressed as befitting a professional office environment. Please client. Without its parents a school cannot exist. Therefore, even if he/
she oversteps the boundaries of the school rules and regulations, you
read the section titled ‘LIS code of ethics for teachers’ (THB) for more
should be patient and extremely tactful. Do not lose your temper or be
details. rude.

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F. Being your best at Lyceum 4. The following details apply to academic staff members on the 7.30 a.m. to
1.45p.m./1.15p.m./12.45p.m. shifts.
1. Please remember that to the parent, their child is their gem and jewel,
If you are late to school or leave early, your no-pay deductions will be calculated
their most precious possession. Therefore, act accordingly and give your in the following manner:
best.
Late arrival deductions:
2. Rules relating to the Recycling System and garbage disposal should be
7.30 - 9.30 a.m. No-pay calculated to the nearest ¼ hour.
very strictly observed.
9.30 - 10.30 a.m. ½ day absent
3. We look forward to your cooperation in making the Lyceum School 10.30 - 11.00 a.m. ½ day absent + no-pay from 10.30 - 11.00 a.m.
Office the best because those who have been selected to serve in Lyceum calculated to the nearest ¼ hour.
International School are the best! After 11.00 a.m. Full day absent.
Early departure deductions:
7.30 - 8.30 a.m. Full day absent.
LEAVE REGULATIONS (ACADEMIC STAFF) 8.30 - 10.30 a.m. No-pay calculated to the nearest ¼ hour + ½ day
absent
The following rules and regulations will be strictly enforced. 10.30 - 11.00 a.m. ½ day absent
After 11.00 a.m. No-pay calculated to the nearest ¼ hour
1. You are entitled to a half a day’s casual leave for every month of service
completed during the first calendar year (01st January to 31st December). 5. If you forget to mark attendance (in or out), you will be subjected to one
From the 2nd calendar year onwards (01st January to 31st December) you will hour's salary deduction only, on condition that you provide proof of your
be entitled to 07 days' casual leave. Casual leave will be allowed only with the presence with a letter certified by the HOD and approved by the Head of the
approval of the Principal/Deputy Principal/Head Mistress (LN, LK, LR), school. If not, a half a day’s pay will be deducted.
Director/Head Mistress (LW), Principal (LP, LG, LE), General Coordinator 6. You have the option of selecting casual leave or no-pay leave.
(LA).
It would help the Accounts Department greatly, if you could maintain a personal 7. All requests for casual leave should be submitted two days prior to the required
date. If, due to unavoidable circumstances, you are unable to do so, please
record of the leave you utilise instead of constantly requesting the Accounts
inform the Head of the school before 9.30 a.m. on the day that the leave is
Staff to go through their records for such information.
needed. In such instances, you should apply for leave the very first day you
2. You should scan your fingerprint/swipe the Proximity Card/sign the Attendance return to school.
Register every time you report to work and when you leave school. If you fail 8. If this procedure is not followed, the day in question will not be counted as
to scan/swipe sign when you enter or leave school, half a day’s pay will be casual leave.
deducted. In case you fail to bring your Proximity Card, you should sign on
the register which is available with the security guards at the gate. 9. Your salary is computed on a thirty-day basis. If you go on no-pay leave for
five days of any week, you will not be entitled to the salary for that weekend.
3. It is a punishable offence to get your Proximity Card swiped by another 10. If you fail to report to duty for more than seven consecutive days without
person. This will result in the immediate termination of your employment. informing the school, you will be considered as having vacated your post.
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11. Short leave will not be granted. Coming late, due to floods, earth slips etc. 17. If you wish to avail yourself of maternity leave, you should apply two weeks
may be considered for paid short leave on request and subject to approval by prior to the due date of delivery or the date you intend to go on leave. Use the
the Head of the school. Maternity Leave Application Form. This form should be handed over to the
Head of the school for approval.
12. If leave is not obtained in accordance with the aforesaid regulations your
absence will be treated as no-pay leave. You should specify the following in the application form:
13. You should be in school before 7.30 a.m. Late attendance will be automatically
marked. A red line will be drawn in the Attendance Register at 7.30 a.m. The - Name in full
Proximity Card Machines/Fingerprint Scanners are calibrated similarly as well. - Member number
14. The schedule of duty hours for teachers is as given below. But you should stay - Present address
after school when requested to do so by the Management. - Which Pregnancy (1st, 2nd etc.)
i. Nursery and Pre Grade Teachers: - Hospital
LN/LKoh 7.30 a.m. to 12.45 p.m.
LW 7.15 a.m. to 1.15 p.m. - Confinement date (letter issued by the doctor)
LK, LP, LR, LG, LA 7.30 a.m. to 1.30 p.m. - Contact numbers
LE 7.30 a.m. to 2.00 p.m. (Once you have delivered the baby, please send us the diagnosis card.
ii. Grade 1 to Grade 12 This should be hand-delivered to the Accountant (LN)/Deputy Principal
LN, LW, LK, LP, LR, LG, LA 7.30 a.m. to 1.45 p.m. (LW) and (LP)/Head Mistress (LK)/Principal (LR)/Principal (LG)/
LE 7.30 a.m. to 2.00 p.m. Principal or Deputy Principal (LE)/General Coordinator (LA) and also
faxed to 4-301120. (LN, Attn. Accountant)
iii. Protocol Officers, PTIs,
Computer Instructors, Lab Assistants 7.30 a.m. to 4.30 p.m. Please note that the inability to apply for maternity leave on time will entail no-
pay leave for the period concerned.
15. Your attendance is compulsory at all school functions, Parent-Teacher
Meetings, Parallel Teachers' Meetings and Staff Meetings. If you are
18. If you are taking a ½ day’s leave, please inform the Head of the school, so
absent on any of these occasions where the Management requests your
that relief teachers could be sent to those classes. This is extremely important
presence, you should apply for leave and if your leave is fully utilised, it will be
as half a day absentees are not taken into account when allocating relief in the
considered as half a day's no-pay leave.
morning, especially if you are leaving at 10.30 a.m. Also inform the Head of
16. Even though your salary will be paid on the 30th of each month, your leave will the school if you are hoping to report to work late so that your colleagues will
be computed only from the 21st of the previous month to the 20th of the not be inconvenienced by receiving relief chits unnecessarily.
current month. Your leave application for the said period should be submitted
at least by the 21st of the current month. Leave applications received after this 19. Please take the time to set work for your students to complete during your
date cannot be accommodated and will be considered as no-pay leave for absence. The work may be given to the class monitor so that whoever the
the current month. relief teacher, the work will be given to the students.
E.g. Your June salary would have the leave computed only up to 20th June.
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 PROCEDURE TO FOLLOW DISCIPLINARY PROCEDURES FOR
WHEN RESIGNING STUDENTS
1. You are not allowed to leave your employment during the course of the Please read the Code of Conduct and the section titled ‘Disciplinary procedures’
academic year. If you do so, your pay will be calculated proportionately on in the SHB1.
the basis of the number of days reported to work during the month of the
resignation (even during the holiday months). If prior notice is not given as Please keep a record of all the Red Stars and Black Marks issued to students and
stipulated in the contract, no payment whatsoever will be made. The academic the reasons for issuing.
year is from September to August.
1. RED STARS
2. If your contract will not be renewed, you will be informed of it on the last day * Once a Red Star is given to a student it has to be entered in his/her SRB
of the academic year at the latest. When you are leaving school, you should on the Discipline Page and the slip sent to the office. (Red Star slips can
hand over the Staff Clearance Form together with your resignation letter and be obtained from the School Office.)
the Proximity Card to the Accountant at the LN Office, or to the Branch * The Red Star should be filed and recorded in the student's discipline file by
Accounts Assistant. All items borrowed from school such as library material, the officer in charge of discipline.
keys and items from stores should be returned before you leave. All syllabi * 1 Recommendation - 1 Red Star
and schemes of work must be returned to the Deputy Principal/Head Mistress/ 4 Red Stars - 1 Certificate
General Coordinator. Your final salary will be released on receipt of the 8 Red Stars - 1 Bronze Medal + Certificate
completed Staff Clearance Form. You can obtain your Staff Clearance Form 12 Red Stars - 1 Silver Medal + Certificate
from the Accounts Department. 16 Red Stars - 1 Gold Medal + Certificate
* A Red Star can cancel a Black Mark and will be carried forward to the
3. You must also cancel your CIE website membership and password. Contact following academic year.
the CIE Coordinator of the school. Also, cancel your IMS membership by
contacting the IT Department. 2. BLACK MARKS
* Once a Black Mark is given to a student, it has to be entered in his/her
4. Ask for instructions from the Accounts Department Head Office (LN) on SRB, on the Discipline Page, and the slip handed over to the office. (Black
how to obtain your 'B Card', EPF and ETF. Mark slips can be obtained from the Office).
* The Black Mark should be recorded in the student's personal file and
should be filed in his/her file by the officer in charge of discipline.
* The accumulation of 4 Black Marks will result in detention, and 8 Black
Marks will lead to a suspension. The further accumulation of 4 Black
Marks will result in a 2nd suspension. Before suspending, the reasons
for the 8 Black Marks will be considered. If the offences are not serious,
suspension will be delayed, but the parents and student in question will
be summoned and advised by the Principal. A Letter of Contract will be
taken from the student.
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 * If a student receives 4 Black Marks after two suspensions, the student 4. SUSPENSION
will be expelled from school. Again, it is necessary to consider the
seriousness of the offences when deciding. If the offences are not serious, * The suspension of a student will be decided by the School Disciplinary
expulsion will be delayed, but the parents and the student will be summoned Committee based on statements and evidence of the incidents. The
and advised by the Principal and a Letter of Contract will be taken from Disciplinary Committee may decide whether the student in question should
the student. be suspended or expelled.
* Once the decision to suspend is made, it should be entered in the student's
* Black Marks will be carried forward to the following academic year. SRB, in the ‘Discipline page’ and the ‘School to Parents’ page. The parents
should be summoned to meet the Principal/Warden/Discipline Secretary.
3. DETENTION
* The parents must be given at least one week's prior notice.
* Detention may be given by any Academic Staff member. * Once the parents are summoned to school, a letter should be handed
with regard to the suspension, (specimen suspension letters are available
* The Detention Form (specimen forms are available in the School Office) in the School Office) authorised by the Principal and it should be
should be completed and sent to parents via Registered Post. The acknowledged in writing by the parent.
Registered Post receipt photocopy should be filed in the student's discipline
file. The detention notice has to be acknowledged in writing by the parent. * The officer in charge of discipline should request the Student Counsellor
The officer in charge of discipline should ensure that the above tasks have to make an appointment with the student on a later date for counselling.
been completed before the detention date. * On his/her return date after the suspension, the student and parent should
be informed to meet the Principal/Warden/officer in charge of discipline.
* The parents must be given at least one week's prior notice.
5. EXPULSION
* The Head of the school must be informed in writing of the details.
* The expulsion of a student will be decided by the School Disciplinary
* It should also be entered in student's SRB, in both the ‘Detention page’ Committee which will consist of seven individuals, including the Head of
and the ‘School to Parents’ page. the school, Deputy Principal, the officer in charge of discipline, the Class
Teacher and two parents of the school (one of whom should preferably
* A Protocol Officer, will supervise the detention on Wednesdays after school be a lawyer).The past records and the gravity of the offense(s) in question,
from 2.15 p.m. to 4.15 p.m. Non-academic detention shall comprise of should be thoroughly analysed before coming to a final decision. If the
cleaning the school. Girls should be supervised by the female support staff. Disciplinary Committee decides that a student should be expelled, the
Principal/Warden should meet the parents. It is always preferable if the
* Academic detention will comprise of written/verbal assignments provided parents concerned can be convinced that the errant child needs a change
by the respective teacher. of environment, (a new school) and the decision is taken for the betterment
of the child as well. The conversations may be taped by the parents.
* Girls will not be given morning detention. If morning detention is given to Therefore, always be careful not to make any statements that may be
boys, it should be supervised by a Protocol Officer. used against you or the school subsequently.

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 CONCERT AND OTHER STAGE EVENT Grades 6-8 : KD/WM/EM/WM/Speech & Drama balanced in all 4
mediums; Sinhala/English/Tamil (avoid Hindi unless it is
RULES AND INSTRUCTIONS absolutely necessary for the Pooja Dance). 50% of the
items may be in English. 30% can be in Sinhala and
A. ORGANISATION
20% in Tamil.
1. Grade Coordinators are completely responsible for the overall organisation of
the concert. The Dancing/Music Teachers will only train the students. All other 8. Irrespective of whether the programme has been printed or not, the order of
aspects such as decor, notices to parents, tickets, duty lists, refreshments etc., the concert items should not be changed on the day of the concert.
should be seen to by the TICs, under the guidance of the Grade Coordinators
of the relevant grade. The Head of the school will nominate the TICs of the 9. All those who are on duty should be given a copy of the programme to inform
various concert duties. them of the itinerary.

2. During practices and during the concert, the teacher on duty must be dedicated. 10. Make a list of the sound and lighting equipment, multi-media equipment and
If you are negligent, it will have a negative impact on the entire event. other requirements and hand it over to the Management well ahead of time.
The scripts, the order of events as well as the lighting and sounds instructions
3. The entire concert should be conservatively done but exciting to watch. Teachers should be provided to the relevant technicians and a teacher should be
should plan for a very creative concert from the beginning of the year. Select appointed to supervise. Detailed and accurate instructions should be given to
your music, design your costumes and get them approved. Items should create the technicians.
the 'WOW' factor in the audience without vulgar or unsuitable music/dialogue
for children. Some famous artists are not suitable for students to imitate. Please 11. Prior preparation of CDs and other recordings is essential.
pay very close attention to the lyrics of the songs as certain phrases/words or
meanings are not suitable to be associated with children. Teachers should 12. At least two maids should be present at all the Nursery-Grade 5 rehearsals
watch concert CDs of the other schools to find ideas and inspiration. and concerts to attend to children.

4. Inform parents to dress the students in pants (shorts allowed up to Grade 5 13. Discipline and order must be strictly maintained backstage and in the wings to
only) when they come for concert rehearsals. ensure that the children do not talk or move about while waiting for their item.
A teacher should be put in charge. He/She should be referred to as the ‘Stage
5. A TIC should be appointed for each item. This teacher should be present at
Manager’.
least 30 minutes before the start of the duty time.

6. All concerts should start with a Pooja Dance. 14. The programme for Nursery to Grade 2 concerts should mention the children’s
names.
7. Each item should be different from the next. A mixture of Kandyan and Western
dance, choral performances, stand-up comedy, poem recitals, songs etc. , should 15. For the pricing of concert tickets and costumes, the Coordinating Principal or
be carefully sequenced. Items should be balanced and varied. the Deputy Coordinating Principal should be contacted. Concert participants
should not be asked to buy tickets. If the same participant is performing on
Nursery-Grade 5 : Dancing/Music/Speech & Drama balanced in all 3 two days, such participant’s parents need buy the tickets for the first day only.
mediums; Sinhala/English/Tamil (avoid Hindi unless it Furthermore, tickets should be sold to the participants’ immediate family/
is absolutely necessary for the Pooja Dance) relatives only.
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16. Estimating the strength of the audience should be done as follows: C. DURATION AND OTHER TIME CONSTRAINTS
Nursery to Grade 2 : Number of students Í 4
Grades 3 to 8 : Number of students Í 3 1. All concerts should start at 6.00 p.m.
If you cannot accommodate this number, the concert should be organised in 2. The concert should start and finish at the times indicated on the ticket. Punctuality
two sessions, and held on two separate days.
is paramount.
17. The Chief Guest(s) should be escorted by a member of the organising 3. The concert should finish within 1 hour 15 minutes to 1 hour 30 minutes of the
committee from the gate to the venue and back. The TIC of transport should
starting time.
instruct the driver to come on time and provide him with the details of the
transport arrangements to ensure that there are no delays. Insist that the vehicles 4. The duration of any item, including the in and out time, should not exceed four
provided be in good condition. minutes. If any item is longer, the quality of the item should be exceptional
enough to hold the attention of the audience. This applies to items wherein
18. The Vote of Thanks should include the Founder and Managing Director, teachers take part as well.
Mr. Mohan Lal Grero, the Coordinating Principal, Mrs. Kumari Grero, the
respective Principals etc. The Welcome Speech and Vote of Thanks should 5. Rehearsals must be held as scheduled in the school calendar.
be done by a student/students of the performing grade(s).
D. PREPARING AND PERFORMING THE ITEMS
19. The ceremony of the Lighting of the Oil Lamp should be avoided. If it is
included, the audience must be requested to stand. 1. Book the stage when the items are decided. With the assistance of the Dancing/
Music Teacher, practise your item on stage during your KD/WD/WM/EM
20. At the end of any event, please avoid an empty stage when the National periods.
Anthem is being sung. Either let the choir go on stage or close the curtain.
2. Students should enjoy themselves when singing or dancing. Tell them to smile
21. A panel of teachers should be appointed to view each item and approve it. If and be happy. Avoid stressing them out. Keep them calm and confident by
they request any changes in music, costumes, dance moves etc., they should being calm and confident yourself.
be carried out.
3. Teach the students to use the mike properly: how to switch it on, the distance
B. PREFECTS ON DUTY at which the mike should be held and the suitable volume of voice. Training
the students to sing at the appropriate volume into the mike is very important.
1. When having prefects on duty, please give them specific instructions on what Instruct them never to shout into it.
they are supposed to do at their duty point, prior to the event. Liaise with the
TIC of Prefects. 4. During practices ensure that each child knows where on the stage, he/she
must position him/herself. Show them the center lines and practise positioning
2. Each prefect should be given a copy of the programme. themselves correctly. All the children in the front row should be placed behind
the curtain line by the end.
3. They should not be put in charge of items.
5. Students should not cross the stage to go from one side to the other.The
4. They may be instructed to escort students on stage for items, keep students teachers must direct them to the correct side before the curtain is opened.
quiet while they are kept in the classrooms, assist the TICs of sounds, lights
props, items, the Stage Manager etc. 6. Choose creative names for each item.
77 | THB 78 | THB
7. Dramas and skits should be avoided. If included, the item should not exceed 3. Choose a talented student to play the piano before the concert, during the
4 minutes. interlude (when there are no filler items) and after the concert until the parents
leave the hall. As much as possible give this opportunity to students rather
8. The TIC of each item is responsible for the discipline of his/her group.
than to Music Teachers. To choose suitable piano players, announce a date
9. See to it that all the students’ faces can be seen. Headwear should not cover for auditions during the school assemblies (any section/grade) and open the
the face. audition to any student irrespective of grade. Choose two students rather than
one if possible.
10. See to it that the children always face the audience. The shorter students
should be positioned in front. 4. The duration of each filler item should be long enough for the next item
11. Position the children immediately behind the curtain and not far back on the participants to take their positions on stage.
stage.
F. DISTRIBUTION OF STUDENT PARTICIPATION TIME
12. From Grade 1 upwards boys and girls should not touch each other at all.
1. Every child should take part in the nursery, pre-grade and primary concerts.
13. The performers should not be covered by props or other children.
2. As much as possible, avoid having one or two main characters. Allow as
14. In a group performance, always select a sensible student to be in the centre so many performers as possible the opportunity to enjoy the limelight.
that, when that child goes and stands in the centre, the others are able to stand
symmetrically on either side without difficulty. 3. Each item should have a sufficient number of students performing on stage.
The stage should not look bare or nearly empty.
15. Each child should perform only once. However students may take part in a
filler item/ the band/ the Pooja dance/the choir as a second item. 4. If students are absent for practices, please call the parents and inquire. If
16. The entire item should be viewed from the front by the TIC of the item. there is a valid reason for the child’s absence, discuss with the Head of the
school and make a decision on that student's participation.
17. If certain students are not exceptionally talented, give them one part where
they come forward and go back to the position in the background. Ensure G. COSTUMES
that no child is completely left out.
1. The costumes should be approved prior to the concert by the Head of the
18. If there are any singularly talented students you know of, propose their names school.
for the filler items.
2. The costumes of the participants are to be re-checked by a panel of teachers
E. FILLER ITEMS AND INTERLUDES on a rehearsal day, prior to the concert. If they request changes, such changes
should be carried out.
1. In between performances, there should be filler items such as songs, poem
recitals, etc (to be performed in front of the closed curtain). Provide the 3. Revealing items of clothing are not permitted. The TICs of items are ultimately
opportunity to talented students to showcase their abilities. responsible for the appropriateness of their students’ costumes.
2. For filler items, performers should make their entrance either from the middle
of the curtain or from the sides only. 4. Costumes must be designed in such a way that students are comfortable
performing in them.
79 | THB 80 | THB
5. Check whether they may come loose and secure to ensure them in a manner 5. Teachers or helpers carrying props should not be seen by the audience and
that the students will be able to move as practised. Make the costumes colourful should be dressed in black.
or appropriately accessorised to enhance the character being played. No
safety pins should be seen from the outside. 6. Give the list of props and the diagrams of the placement of props to the prop
changer. Discuss in detail before the event.
6. No underwear/bra straps should be seen.
7. TICs of items should collect the props and other equipment and remove them
7. No clip-on mike transmitters should be seen from outside. A pocket should the next morning from where they were kept during the event. They should be
be stitched onto the costume. stored safely in the school storeroom for future use.
8. Tights/Stockings are compulsory from Grade 1 upwards for students wearing
dresses or skirts (including KD). Please check if they are torn. Instruct the I. STAGE AND HALL SETTINGS
parents beforehand to provide an extra pair (labelled with the student’s name 1. The Stage Manager should be thorough with the entire concert schedule.
and class) for emergencies. If unused, return them to the parents after the event. He/She should be stationed in the wings during the event. She/he should
9. Make-up is compulsory for participants. Please apply appropriately keeping ensure that all is as quiet as possible in the wings (use prefects) since noises
in mind the character depicted by the student.The TICs should provide a list can be heard even over a filler item. She/he is responsible for the following:
of the characters in their respective items to the make-up artists beforehand.
* Opening and closing the curtain on cue. Draw the curtain across the stage
10. Socks should be worn at the same level if the students are wearing the immediately after each item.
same costume. * Positioning mikes near the best singers, in a way that the mike does not
cover the students’ faces.
11. Shoes should be polished.
* Positioning props as indicated beforehand by the TICs of items.
12. The shoes and socks of all the students should be of identical colour for the * Positioning the students away from the curtains and in front of the props.
students wearing the same costume. (Students must be seen from any angle by the audience.)
* Drawing the center lines on stage.
13. Ballet dresses should be preferably knee-length or longer.
14. It is compulsory for girls from the Nursery upwards to wear costumes 2. Backdrops should be the size of the white screen at the back of the stage.
that cover the navel.
3. If a lectern is being used, keep it on the ground and on a side, so that it does
not obstruct the view of the stage.
H. PROPS
1. Props should be of minimum size, easy to move and very colourful. 4. Arrange the seats at the back of the audience on elevated podiums if necessary,
so that the audience at the back will be able to see well.
2. All props are required to be labelled, packed and handed over to the Stage
Manager the day before the concert. A teacher should be put in charge of the 5. Teachers on the wings should not to be seen by audience.
props. Each TIC of items should liaise with this teacher prior to the concert.
6. Curtains must open as the announcer finishes each introduction. Please time
3. Use movable line props. the duration taken for setting up each item and give accurate and detailed
instructions to the announcer.
4. There should be no moving of props while an item is in progress.
81 | THB 82 | THB
7. Ensure that the fans and lights of the hall are working properly and instruct the 9. If the Lighting of the Oil Lamp is included in the itinerary, the announcer(s)
support staff on whether or not to keep windows open etc. should request the audience to stand up for it.

J. ANNOUNCING 10. They should avoid reading off pieces of paper under the spotlight. If necessary
they can use cue cards written on clean and uncrushed paper.
1. The announcing should be done by students (not necessarily of the performing
grades) and not by the teachers. The announcers must be very smartly dressed
11. The announcers should learn beforehand the names of the Chief Guests,
and thoroughly prepared.
Principals and other dignitaries who will be present and should not make any
2. They should be made to practise with a teacher who is very conversant in mistakes when pronouncing those names nor when pronouncing Sinhala or
English prior to the concert. This teacher will be responsible for the quality of Tamil words.
the announcing done in the event. Announcers should use grammatically correct
Standard English and avoid slang. The students’ pronunciation, enunciation, 12. They must acknowledge the arrival of the Principal and preferably request the
intonation, suitability of voice (high, nasal voices should be avoided) and audience to stand. And if possible, the spotlight should follow the Principal
presentation should be taken into consideration. Whatever their grade, very until he/she is seated.
specific instructions should be given to the announcers as they represent the
entire school to the audience. All the speeches, introductions, jokes, etc., 13. The announcers should be aware of the fact that no encore will be allowed
should be approved by the TIC of announcing beforehand. when all actors line up for a final applause.
3. If the announcers introduce the events, the participants need not announce
14. At the end of the concert, the announcer should request the audience to remain
their own events.
seated until the Chief Guest and other dignitaries leave the hall. Then, the
4. Do not announce names of students and teachers at the end of items. audience should be asked to leave two rows at a time, starting from the last
two rows. Until the last person leaves, the announcer should be at the mike
5. The announcers should preferably use cordless mikes. instructing the audience.

6. Until the curtains open, the announcers should go on speaking (unless a filler K. LIGHTING
item is to be performed), to avoid lengthy periods of silence. The announcers
should discuss suitable material to be used beforehand especially in case there 1. A teacher should be appointed in charge of lights.
is an unexpectedly lengthy pause in between items. The TIC of announcing is
entirely responsible for the appropriateness of what is to be announced. 2. All the TICs of items should give in writing their requirements to this teacher.
He/She must discuss with the TIC of lighting and determine exactly how the
7. The curtains must open as the announcer finishes the introduction. The
lights should be used. The TIC of lighting should liaise with the technician
announcers must be given the details of the duration for the setting up of each
prior to the event and finalise all the details. The spotlight must be handled by
item by the organisers and prepare their presentations accordingly.
the TIC, who should be well aware of the requirements.
8. The Welcome Speech and Vote of Thanks must be given by a student/
students of the performing grade(s). 3. There should be no blackouts unless it is stipulated in the itinerary.

83 | THB 84 | THB
4. The scripts, the order of events and their details should be given in writing to M. THE LISTS OF EQUIPMENT AT YOUR DISPOSAL
the light technicians prior to the event.

5. When the Principal/Chief Guest arrives, the spotlight should follow him/her Lights
until he/she is seated.
1. Parkans 42
L. SOUNDS 2. Water light 01
3. Flamer lamp 03
1 There must be a teacher appointed to be positioned near the sound technician
for the entire duration of the event. This should preferably be a knowledgeable 4. Smoke machine 02
Music Teacher who will be able to instruct the sound technician on volume, 5. Colour ball 01
sound balance (treble, bass, etc.). The same teacher will be responsible for 6. Lighting light 01
ensuring that the correct recording is played for each item. 7. Moving head 02
8. Follow spotlight (S. fox) 01
2. Select your music with care, it should not clash with the visual aspects of the
item. Take music from original audio recordings only, otherwise the quality of 9. Halain light 16
sound may be compromised.
Sounds
3. If you chose to use recorded music, it should be played at the correct volume
so as not to drown the sound of the live instruments/singers. If the students are 1. DAS. DS 15.350W Speakers 02
singing to recorded music, the singing should be prominent, not the recording. 5/No - 097917 - 0979113 02
Prior preparation of recordings/soundtracks is a must. 2. 32 Channel Mixer sound of craft 01
3. Base Bin Speakers PR x 618 S - XLF 02
4. If a teacher is singing along with the students as support, the teacher's voice
should not drown the students' voices. 4. Clip-on mikes 08
5. Headset mikes 12
5. When using hanging mikes, please ensure that the children are placed 6. Cordless mikes 02
immediately behind the mikes.
7. JRX-115-speakers 04
6. Two speakers should be kept on stage, two more in front of the curtain on the 8. JBL - URX-928LA-Small speakers 02
ground, and a further pair of speakers at the back of the hall. 9. Lexican-mixer-20 Channel 01
10. Mike stands 15
7. The speakers should not cover the stage. 11. Standard mikes 11
8. For band items, mikes should be strategically placed near the instruments. 12. FTS mikes 05
13. Henequen mikes 05
9. Use FM clip-on mikes for solo singers or announcers/speakers only. Use the 14. Crown AMP 03
hanging and standing mikes for plays and group songs.
85 | THB 86 | THB
N. BASIC CHECKLIST FOR STAGE EVENTS AND CONCERTS INTER-HOUSE DRAMA COMPETITION
* Lights - Appoint a TIC. RULES AND REGULATIONS
* Sounds (Inform parent school) - Appoint a TIC.
* Piano (Inform parent school) The instructions provided in the section ‘Concert and other stage event rules and
* Programme instructions’ (THB) apply to the Inter-House Drama Competitions as well (except
for item durations).
* Tickets (should carry the school seal)
* Curtain (check whether it works properly) 1. The dramas must be the output of the students and staff of Lyceum.
* Directing children to the stage - Appoint a TIC/Stage Manager.
* Helping teachers - Inform TIC of Prefects 2. The scripts should be given to the organising committee on the due date
* Ushering and giving out programmes - Use Prefects and once given, they cannot be amended.
* Ticket sales prior to concert day 3. External advice (paid or otherwise) on scripts, make-up, costumes or any
* Ticket sales at the entrance other aspect, may be sought when necessary with the prior approval of the
* Checking tickets at entrance - appoint a Protocol Officer Management.
* Discipline - Protocol Officers, Teachers, Prefects - Allocate duty points
* Props - Appoint a TIC. 4. If any special effects are required, it must be requested well in advance
and be made known to all parties concerned (Management, organising
* Announcing - Audition and choose talented students - appoint a TIC.
committee, technicians, etc.). If any House is able to provide free lighting or
* Piano player - Audition and choose talented students
sounds for the school, please inform the Management early, so that a decision
* Hall arrangements, cleanliness - Contact HOD of Maintenance could be made.
* Hall decor
* Refreshments for staff members on duty [Rehearsal days and event day(s)] 5. Grade 12 students whose studentship has expired are not allowed to help
* Transport of props/refreshments in the Inter-House Drama Competitions.
* Transport of children on rehearsal day(s) - Appoint a TIC.
6. Costumes may be hired from outside.
* Transport of Teachers, Protocol Officers, Prefects, Chief Guest(s) - Appoint
a TIC. 7. The names of the cast members should be submitted on the specified date by
* Video (Inform parent school) the committee.
* Photos
8. The names of the backstage crew should be submitted on the specified
* Letter to parents
date as well.
* Publicity
* Support staff - Allocate duties 9. The names of the teachers assisting the cast should be given before the
* Crisis Manager - Appoint a teacher rehearsals commence.
* Security
10. The House Teachers should be aware of and monitor the progress from
* Parking
the beginning to the final date. They are responsible for booking the rehearsal
* Generator
halls, informing the parents of the rehearsal dates, times and venues in advance
* Escorting the Chief Guest from gate and back. through the SRBs, ensuring the discipline and punctuality of the rehearsals.
* Prior approval of costumes, music and performances by panel of teachers/ They are also responsible for providing all the support the students need from
Head of the school. the school to practise and organise themselves for the drama.
87 | THB 88 | THB
 PROCEDURE FOR THE SELECTION OF MAINTENANCE OF THE ATTENDANCE
STUDENTS FOR INTER-HOUSE REGISTER/CLASS RECORD BOOK
SPORTS MEETS 1. Initial preparation of the Register
House Captains House Captains House Teachers
are notified one obtain a list of names and House Captains
i. The cover and the labels of the Attendance Register and the Class Record
month prior to the sorted in order of select participants
with the help of the
Book stating the class and the name of the Class Teacher should be completed
event by the Sports best participants for during the first week of school in September.
Dept. the event from the respective coaches
TIC. for the upcoming
event and request a
Preparation of the labels and covers
selections day from Colour code for covers
the Sports Dept. if Pre School (UN & PG) Pink
necessary Grades 1-5 Blue
Grades 6-8 Yellow
Grades 9-12 Green
The Sports Department House Teachers and
issues a notice including House Captains finalize If the number of Student Attendance Register Class Record Book
the list of names of the the chosen participant participants in the
participants. After the list and submit names name list is less than

-15 CM-

-10 CM-
approval from the Head to be approved by the required number,
of the School, it is pinned the Sports Dept. in participants may be ATTENDANCE RECORD
1 CM BOOK 1 CM
on the noticeboard. The the entry form issued chosen from outside 6.5 CM REGISTER 6.5 CM 2013/2014
20013/2014
notice should include by the Sports Dept. the name list by
details of the event. announcing at
assembly.
1 CM 1 CM

-1 CM-
2.1 CM 2.1 CM

-2 CM-
An individualised House Teachers and The House Captains
letter per participant House Captains collect check with all ii. Page I
is prepared by the the notices from the participants that they There are 7 columns. All the seven columns must be completed within the first
Sports Dept. Sports Dept. and have received their week of the academic year. Information on any new child thereafter should be
providing the details of distribute them among individual letters. entered as soon as the child has been admitted to the class.This information
the event(s). the participants. should be communicated to the Class Teacher by the Registrar. Each student's
first name, surname, home address and telephone number should be accurately
filled in according to the information on page 4 of the SRB.
89 | THB 90 | THB
 The columns: 1. Student's first name iv. All Attendance Registers should be kept in their alotted places.
2. Name of parent/guardian (Write ‘G’ within brackets if it is
Staff Room - Calliopen (Grades1-6) - LN
a guardian.)
Staff Room - Bellarophon (Grades 6-9) - LN
3. Address
Staff Room - Euterpesa (Grades 9-12) - LN
4. Religion
School Office - LKoh
5. Delete ‘Race’ and write ‘Mother tongue’ instead.
Deputy Principal's Office - LW
6. Home telephone number
Head Mistress's Office - LK
7. Office telephone number
School Office - LG, LR, LA
iii. Page II There are four columns other than the monthly attendance and Staff Room - LP
average. Columns I, II and IV must be completed beforehand. Principal's Office - LE
Register marking must be done from the first day itself. Details
of any mid-term admission can be entered no sooner than it v. It is compulsory that the Attendance Register be marked during the Register
takes place. Marking period (8.15 a.m. - 8.30 a.m.). Both the students and the Class
Teachers must report to their own classrooms for this purpose including
The columns: I. Admission number the optional subject students.
II. Date of birth (date, month and year)
IV. Name of student (first name and surname). vi. If a student is granted permission to arrive late by the Head of the school,
the student should inform the Class Teacher by showing the SRB prior to
iv. When entering names, Nos. 1-25 should be used for boys while Nos. 26-50 the date. The Class Teacher must enter a footnote on the Attendance
should be reserved for girls. The list of names should be obtained from the Register. (students coming to school after 8.30 a.m. should be marked
Registrar. absent on the Register but a footnote should be made.)

2. Marking and maintaining the Register vii. Students are allowed to eat during the Register Marking period, even on
exam days, if they have brought food from home. However, they should
i. The Class Teacher will be held responsible for the proper maintenance not be allowed to go to the canteen.
of the Attendance Register with the necessary entries. The Attendance
Register should be marked on days where the students go on field trips viii. Care should be taken to keep the Register clean and mistake free.
or other school events such as sports meets as well.
ix. Do not use Tipp-Ex on the Register.
ii. If the Class Teacher will be absent, he/she should keep the monitor
and the Assistant Class Teacher informed, in order to ensure that the x. Attendance should be marked using '1' or '/' for present and '0' for absent,
Register is marked. Monitors should be instructed to request the teacher using a blue or black pen.
of the adjoining class or the relief teacher to mark the Register in case xi. The number of boys and girls present and the number of absentees per
both the Class and Assistant Class Teachers are absent. day should be recorded at the bottom daily. The weekly attendance should
iii. Students should not mark/handle the Register or make any changes be entered both horizontally and vertically.
under any circumstances. Nor should they be asked to bring the Register Horizontally for each separate child and vertically for each day (boys and
to class or return it to the staff room/office. girls separately.)

91 | THB 92 | THB
 xii. At the end of each month, the monthly returns must be completed PROCEDURES TO BE STRICTLY FOLLOWED
horizontally. The monthly summary should also be completed within the
first week of the following month. It should tally both horizontally and
WITH REGARD TO THE ATTENDANCE
vertically. REGISTERS AND CLASS RECORD BOOKS
xiii. All holidays should be indicated on the space allocated for that day. E.g. 1. The Attendance Register should be collected by the Class Teacher before 8.15
Poya, Ramazan. a.m. and kept safely until the Register Marking period. If you are due in another
class during the 1st period, please collect the Register before the 1st bell at 7.30
xiv. The first month of the academic year will be September and the last will be a.m. and keep it with you. After marking the Register, the Class Teacher or the
August, the following year. Assistant Class Teacher should keep it back him/herself. Do not let students
have access to it at any time.
xv. Page II will be repeated for all months and thereafter.
2. The Class Teacher (Grades 6-12) should collect the SRBs of absentees of
xvi. When a student leaves the school, draw a red line starting from his/her last the previous day and send them to the Discipline Secretary through the
day at school. (This information will be supplied to you by the Registrar). monitor during the Register Marking period. Those who do not have excuse
The child's name should not be struck off. Draw the red line only when letters will be given a Black Mark. The SRBs should be collected from the
you are informed in writing by the Registrar that the child has left school. same by the Monitor during the interval and returned to the owners.

xvii. When the school closes for vacation during the first week of a month and 3. The Class Record Book should be collected before the 1st period by the Subject
reopens the same month, the monthly averages should be calculated only Teacher due for the first lesson from the Staff Room/School Office. It should
after the whole month is completed. be kept on the teacher's table. From there on, the monitor should be responsible
for it. At the end of the day, the Subject Teacher of the last lesson for the day
xviii. The teacher who marks the Register should write the head count of the should keep it back in the Staff Room. If not, the Class Teacher may lock it in
students on the blackboard daily during the Register Marking period (the the class cupboard. In such cases, either the teacher or the monitor may keep
number of boys and number of girls separately). it on the teacher's table in the morning and put it back after the last period.

3. Last two pages 4. Optional Subject Teachers must fill the separate record book slips and staple
them to the Record Book.
Page I - Total attendance for the year should be entered in the final column
of each month. 5. All the Subject Teachers of any given class should write their names and subjects
and sign on the page reserved for that purpose in the Class Record Book.
Page II - The summary for each month must be calculated at the end of
each month entered. 6. All Subject Teachers should enter the topic of the lesson on the relevant cage
of the Class Record Book after each lesson.
The last two pages of the Register should be completed before the last day of
the academic calendar without failure.

93 | THB 94 | THB
 HOMEWORK SHEET ROSTER 3. In Grades 1-5, the TIC of Swimming should see to the students' discipline. In
and out of the pool, the students' discipline is the responsibility of the TIC of
(GRADES 1 - 3) Swimming. The Coaches, Class Teachers and Assistant Class Teacher(s) should
assist the TIC.
September : Nugegoda
October : Wattala 4. In Pre Grade, teachers may join the students in the pool to assure their safety.
November : Panadura However, they should wear tights and T-shirts over their swimsuits.
December : Panadura
January : Gampaha 5. If the pool is located within the school premises, all students of the class should
February : Ratnapura be taken to the pool, irrespective of whether they are swimming that day or
March : Nugegoda not. If the pool is located elsewhere, those who are not swimming on that day
May : Wattala should be sent to the school library.
June : Panadura
July : Ratnapura
MORNING DUTY
SWIMMING DUTY (GRADES 1-5) (LOWER NURSERY-GRADE 2)
The Nursery, Pre Grade as well as Grades 1 and 2, Assistant Teachers should be
1. In LN, Grades 1-5, the Class Teacher and/or the Assistant Teacher and/or the
at their respective gates by 7.15 a.m.
TIC should accompany the children for swimming.

In LA and LR, Grades 1-5, both the Class and Assistant Class Teachers should
accompany the students. THE TALENT CORNER ROSTER
In LW, Grades 1-3, the Assistant Teacher and Grades 4-5, the TIC should The talent corner roster should be drawn up in each school by the Art teacher/Art
accompany the students. Coordinator/the Head of the school. The art work displayed therein should be the
work done by the students and not the work of the teachers.
In LG, Grades 1-3, both the Class and the Assistant Teachers and in Grades
4-5, the TIC should accompany the students.

In LP, Grades 1-3 the Assistant Teachers and Grades 4-5, the TIC should
accompany the students.

2. In Grades 1-3, teachers should help the children to change in the boys' and
girls' sections. The female pool attendant will also assist.

95 | THB 96 | THB
 ASSEMBLY ROSTER INTERVAL DUTY
1. Nugegoda School : Teachers are allocated interval duty in the corridors to maintain discipline. Please
Grades 11 - 12 Assembly will be held every Monday morning. ensure that you are at your duty point, according to the roster prepared by the
Grades 9 - 10 Assembly will be held every Tuesday morning. Administration.
Grades 7 - 8 Assembly will be held every Wednesday morning.
Grades 5 - 6 Assembly will be held every Thursday morning. POYA DAY RELIGIOUS
Grades 1 - 4 Assembly will be held every Friday morning.
PROGRAMME SCHEDULE
2. Panadura School:
Grades 1 - 3 Assembly will be held every Monday.
Term Grade(s)
Grades 4 - 5 Assembly will be held every Tuesday. 1 7 - 12
Grades 6 - 8 Assembly will be held every Wednesday.
2 4-6
Grades 9 - 12 Assembly will be held every Thursday.
3 1-3
3. Wattala School:
Grades 10 -12 Assembly will be held every Monday. The above schedule is subject to change by the respective Head of the school.
Grades 7 - 9 Assembly will be held every Tuesday.
* Each child is required to take part in the Religious Programme only once a
Grades 4 - 6 Assembly will be held every Wednesday.
year where a half day’s session is compulsory. Marks are allocated in
Grades 1 - 3 Assembly will be held every Thursday.
Semester Exams for participation.
4. Ratnapura School: * However, if any student is absent during the roster date, he/she may
Grades 1 - 5 Assembly will be held every Tuesday. participate in any other Religious Programme day on condition that he/she
Grades 6 - 12 Assembly will be held every Wednesday. brings a letter of permission from the parents, have it signed by the teacher
on duty and hand it over to his/her Religion Teacher.
5. Gampaha School:
Grades 10 - 12 Assembly will be held every Tuesday. * Grades 1-12 classes, the Class Teachers who are on duty should mark
Grades 7 - 9 Assembly will be held every Wednesday. attendance and the Religion teachers should compute the semester marks.
Grades 4 - 6 Assembly will be held every Friday. * Grades 9-12, Religion Teachers (or the teacher on duty) should mark
Grades 1 - 3 Assembly will be held every Thursday. attendance and pass on the details to the IT Department.
6. Nuwara Eliya School: * For details on Religion mark allocations, please refer the section titled
Grades 6 - 12 Assembly will be held every Monday. ‘Administrative guidelines’(EHB).
Grades 1 - 5 Assembly will be held every Tuesday.
Religion Teachers should distribute and collect the ‘Religion School Attendance
7. Anuradhapura School: Slip’ duly signed by the respective Religion School Teachers and attribute marks
Nursery-Grade 5 Assembly will be held every Tuesday. for the 2nd Semester Exams as specified in the section titled ‘Administrative Guideline’
in the EHB.
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 IDENTIFICATION AND REFERAL ACCOMMODATING STUDENTS WITH
PROCESS FOR POTENTIAL SPECIAL IMPAIRMENTS IN THE MAINSTREAM
EDUCATION NEEDS (SEN) STUDENTS CLASS (INCLUSIVE EDUCATION)
1. CLASS/SUBJECT TEACHER/S PROVIDE BASIC INFORMATION 1. The Class Teacher should obtain a list of the SEN students in his/her class at
the beginning of the academic year from the RR/LSU and be well informed of
* Obtain the student's test paper file.
their difficulties and requirements. He/She is responsible for passing on the
* Obtain sample class work.
information to the Subject Teachers. He/She must also inform the Subject
* Describe the needs/s in writing.
Teachers to mark their answer scripts leniently at exams.
* Obtain and complete the teacher's observation checklist provided by the
RR/LSU. 2. Please send students regularly and on time for SEN remedial lessons.
* Forward the file to the RR/LSU Coordinator.
3. Any communication with the parents regarding SEN students should be
2. THE RR/LSU COORDINATOR OVERVIEWS THE DATA channeled through the SEN Teacher.
* The coordinator assesses whether intervention is needed.
Forwards file to the Special Education Consultant. 4. Please discuss with the SEN teachers before a student is withdrawn from the
*
If intervention is needed, the consultant convenes a meeting with the parents. remedial programme. Inform the Subject Teachers on what measures to take
*
If no intervention is needed, the RR/LSU Coordinator advises the Class/ to help the student once he/she is withdrawn from the RR/LSU, as advised by
*
Subject Teacher accordingly. the SEN Teacher.

5. Do not come to conclusions of your own, if a child has a problem, feel free to
3. ASSESSMENT PROCESS IF INTERVENTION IS REQUIRED
go and speak to the teachers at the RR/LSU. Have realistic achievement
* Trial period, extended trial, transition decided and carried out. levels established for the SEN student and gauge his/her capabilities. Do not
* Refers student for formal assessment. pressure the child unnecessarily.
* Doctor's/Psychologist's recommendations/reports/assessments (to be
provided by the parents). 6. If a teacher feels that a particular child may need the help of a SEN Teacher,
* Documents submitted to LSU/RR Coordinator. the child should be sent for evaluation to the RR/LSU. If the child is identified
as a SEN child, the parents should be informed and spoken to by the SEN
4. INTERVENTIONS AT SCHOOL LEVEL Teachers and/or the Head of the school. The said child will then be directed
to the RR/LSU under the condition that the parents give their consent in writing.
* At the end of the trial period, if no additional help is required at the RR/ If the parents do not give their consent, the child should be kept back in the
LSU, the child is released from the unit. The Class Teacher is informed of mainstream class, and the teachers are requested to pay special attention to
this decision in writing with an explanation. The RR/LSU will follow up on his/her learning needs.
the child's progress after one month.
* Otherwise, with the consent of the parents, the student will follow chosen 7. A student will not be taken back into the remedial programme once he/she is
subjects in the RR/LSU and others in the mainstream class. withdrawn.
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8. The LN Coordinator of the RR/LSU should amend the exam papers of the * When doing group work, ensure that the students with difficulties are
chosen subjects for SEN students at the Examinations Department. He/She is grouped with students who are willing to help others.
responsible for the distribution of the said papers to all the branches under
the supervision of the Examinations Department. * Do not be impatient with the lower levels of achievement in these students.
The smallest progress made could be a great personal victory for the student.
9. SEN children (Grades 4 - 10) will be supervised by the SEN Teachers in the RR/
So personalise their goals according to their capacity.
LSU during the test. SEN children (Grades 1-3) should be helped by the Class/
Assistant Class Teachers as they are placed in the classroom during the test.
1. Visual impairment (partial)
10. All the answer scripts should be corrected by the respective Subject Teachers
and to be corrected leniently. Their marks will not be considered for class * Reduce distance between the child and the board.
ranking by the IMS. * Write large letters on the board.
* Ensure that your face is not obscured in shadow when teaching.
11. Please refrain from criticizing SEN children, especially in front of other students. * Reduce distracting glare and visual distractions.
* Reduce clutter and obstructions in classrooms.
* Use auditory cues, along with visual ones.
TIPS FOR TEACHERS OF CHILDREN
WITH IMPAIRMENTS 2. Hearing impairment (partial)
Never attempt to diagnose a student or label him/her. If you feel that a student may * Reduce distance between the child and the speaker.
have an impairment or a learning difficulty, direct him/her to the RR/LSU and liaise * Speak slowly and with clear articulation, rather than focusing on loudness.
with its staff. * Use face-to-face contact as much as possible.
* Ensure that your face is not obscured in shadow when teaching.
In an inclusive class, it is important to take the time to prepare the mainstream * Use complete sentences when providing additional instructions.
students, and make them sensitive to the presence of a child with an impairment in * Use visual clues and gestures.
their classroom. Teaching them the importance of being patient, tolerant, caring * Ensure that only one person speaks at a time.
and of accepting others is paramount in an integrated classroom. But this must be
done in an indirect manner so that the child who has an impairment does not feel 3. Speech and language disorders
embarrassed or alienated.
* Use simple vocabulary and grammar.
General instructions * Speak at a slower pace.
* Allow time for students who stammer to finish their thoughts. Be patient
* Recognise that the student with impairments is as much a part of the class rather than prompt the child by giving instructions that may increase his/her
as any other student and has as much right to be there as any other. stress level.
* Accept non-fluencies, beware of negative bias and maintain eye contact.
* Work conscientiously on improving the child’s sense of self-esteem by * Do not punish or label them.
showing your acceptance of him/her, by giving him/her minor responsibilities * Use a multi-sensory mode of teaching. (Use more senses to stimulate
etc. learning : touch, taste, smell, etc.)

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 TIPS FOR TEACHRES OF CHILDREN 3. Tips for Mathematics
WITH LEARNING DIFFICULTIES * Talk about numbers e.g. TV channels, dates, house numbers.
* Count e.g. climbing stairs, skipping, etc.
Dyslexia (Problems in reading) * Use real coins.
* Discuss time-day/night, early/late.
Dysgraphia (Problems in writing)
* Sequence days, months, birthdays.
Dyscalculia (Problems in math/numbers) * Use board games, dominoes, dice.
* Use math words e.g. how many, the same.
* Allow plenty of time for the child to work on the task at hand. * Discuss symbols and signs.
* Utilise peer-tutoring and cooperative learning techniques. * It is very important for a dyslexic to feel confident using a calculator.
* Praise and encourage efforts even though they may not be on par with the
others’ achievements.
* Ensure that lessons are clearly presented and well sequenced. TIPS FOR TEACHERS OF CHILDREN
* Provide simplified versions of the lessons to the teachers of the RR/LSU.
* Break information into smaller units. WITH ADD/ADHD
* Please read the section titled 'Catering to different types of learners in
Never diagnose or label a student yourself. Direct students who may fit the following
the same class' (THB) for more strategies to help these students.
description to the RR/LSU and liaise with its staff. A student may become disruptive
due to emotional distress, neglect at home, being gifted learners or any number of
1. Tips for written work
other reasons.
* Use lined paper.
Profile of an ADHD child (in the classroom)
* Act as a spell-checker for the student.
* Use a word bank.
Affecting three to five percent of the population, Attention Deficit/Hyperactivity
* Use handouts with blanks (cloze passages).
Disorder (ADHD) is one of the most common of the childhood behaviour disorders.
Associated with this disorder's core symptoms of inattention, hyperactivity and
2. Tips for reading impulsivity are a variety of disruptive classroom behaviour (e.g. calling out, leaving
the seat, interrupting activities, etc.). Consequently, it is not surprising that these
* Limit reading demands. students are at risk of being continually punished and denied the care they need in
* Ensure appropriate reading level/material. the classroom.
* Use paired reading.
* Prepare a subject word list. ADHD children are known to jitter, squirm and get distracted. They often forget to
* Try out computer software e.g. Word Shark (if possible). bring the right materials to class and turn in homework. They blurt out answers or
* Use taped books. talk too much to friends while the teacher is teaching. They find it difficult to stay on
track during work time and do not seem to know how to stay focused on the
teacher’s instruction or how to finish work efficiently.
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Tips for teachers of ADHD children * Seat the ADHD child in close proximity to you and in the area that has the least
amount of distractions and stimulation, i.e. away from doors, windows and
* Understand the struggle and empathise with the student who has ADHD and active students.
provide an ordered, safe and predictable classroom environment.
* Watch for signs of increasing stress in a hyperactive child. You may want to
* Make sure he/she understands that you are on his/her side and not against him/
reduce the workload or provide an opportunity for the child to release some
her. Decide together on a sign or a code that you can use to remind the child to
energy. For example, have the student erase the board, collect or distribute
be on task. For example, make eye contact and touch your ear or pick up a
books, SRBs, etc., to allow him/her to move about and release pent-up energy.
particular object. Or, you could hold up one or two fingers.
* Make classroom rules clear and concise. Discuss them orally and post them * Take the time to speak to the student individually. Be respectful and express
on the wall for easy reference. Explain the consequences of misbehaviour in interest in his/her success in school by asking how he /she learns best.
understandable terms and enforce them consistently. Do not react differently at
different times to the same behaviour. Avoid power struggles.
* Notice and provide positive feedback on any improvement in the areas of CATERING TO DIFFRENT TYPES OF
behaviour and academics. Avoid criticizing the child in front of others. LEARNERS IN THE SAME CLASS
* Use the LIS Black Mark and Red Star system. The promise of Red Marks
will motivate them much better to try and conform, rather than the threat of In any given classroom, there are at least four different types of learners. The
Black Marks. variety of learning types that exist often makes it difficult for teachers to ensure that
they are appealing to every student's unique learning needs.
* Give directions in simple, concrete terms. Have the child complete one step
before introducing the second step.
To be an effective educator, you need to understand the different types of learning
* Provide the ADHD student opportunities to display his/her skills, talents and/ styles. Identify the type of learner.
or leadership qualities.
Some children are predominantly visual learners (learns best by seeing), others are
* Have all of the students stand and stretch, run in place, do an exercise or
movement activity when deemed necessary. auditory learners (learns best by listening) or they may be kinaesthetic learners
(learns by doing/feeling) etc.
* Create schedules, outlines, lists, and/or a homework assignment book to help
the student stay organised. Refer SHB 1 for more information on the different intelligences.
* Maintain teacher-parent communication constantly through the SRB and enlist
the help of the parents to organise his/her daily routine. Enhance your teaching style by varying your techniques to cater to different learners.
Use a mixture of techniques in each lesson to cater to different needs.
* Modify and personalise the homework for the students who are severely
impacted with ADHD. Avoid heavy, redundant assignments. Varying your teaching aids (the board, diagrams, charts, pictures, audio recordings,
* Pause before asking questions or ask the inattentive child a question to gain video recordings, models etc.) will help you cater to different types of learners in
his/her focus. Use the student’s name or interests in neutral ways during the same class.
discussions.
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1. Tips for Visual Learners ACCOMMODATING GIFTED
* Use pictures and multi-media material. LEARNERS IN YOUR CLASS
* Stick spelling words in view.
* Show and discuss pictures in the book before reading. 1. Gifted students present an additional challenge in that they already know most
* Play games e.g. ‘pairs’ to improve memory. of the content of your lessons and will be able to learn what they do not know
* Draw mind maps. in much less time than the rest of the students. Believe it or not, if you do not
* Use different coloured syllables in words. plan well for the gifted students, they may be the ones who will probably learn
* Use good visual software programmes. the least and be the most disruptive.
* Have an uncluttered work area. 2. Some teachers view gifted students as a nuisance, while other teachers
are intimidated by them. In truth, the effective instruction of gifted
2. Tips for Auditory Learners students requires a gifted teacher. This does not mean that the teacher
has to be smarter, more talented or more able than the students. It means
* Talk about the book to be read or the information to be learned. that the teacher must be able to teach in a gifted and intuitive manner.
* Make sure instructions are orally clear. 3. Such a teacher will help the student utilise his/her own talents, will channel
* If possible record the information so that it could be listened to again. resources and enhance learning opportunities in order to enlarge the student's
* Use software which has good auditory input. natural gifts. Such a teacher will push gifted students to higher personal
* Instruct students to read out loud when studying. standards rather than just giving them more work to do or forcing them to
tutor other students who are less capable.
3. Tips for Kinaesthetic Learners
4. The challenge you face will be:
“What am I going to do with these students who already know what my other
* Trace letters in sand or in the air.
students don't?”
* Use concrete objects which can be handled e.g. wooden letters, numbers,
“How will I keep them busy?”
etc.
* Include activities wherein students are required to use their fine motor skills 5. Put yourself in the mind set of the gifted student:
(cutting, pasting, sorting, assembling, etc). “I already know this stuff, I don't want to do these activities.”
“I'm bored, I wish I could do something different.”
4. Tips for Read-Write Learners
To make sure you reach all students, it is important to plan for the needs
of all students.
* Read-write learners prefer that data and information to be given to them in
writing. This type of learner does not process information well when it is 6. Choice is key. When you plan activities you want your students to do, plan for
represented in charts or graphs or when it is told out loud to them. the slowest and the strongest students. Provide choices. For instance, if you
* Present information in list formats or point form. are asking the class to summarise key points in the topic, consider the following.
* Allow this type of learner time to take notes, because he/she will learn the Slower students may do it in point form. Gifted students may create a poster
information more quickly if he/she writes it him/herself. or write a commercial on the key points in a persuasive style. Provide three or
four options for students to demonstrate their understanding.

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7. Plan what the gifted students will do with the leftover time. Be ready; have a 4. If needed, show on the blackboard how to write evenly, (spacing, punctuation,
challenge box (with extra activities related to the topic with challenging options). etc.) Show that handwriting includes punctuation too.
You already know they take less time to learn, therefore make sure they have
procedures they can follow to move on to something else. Capitalise on their Do exercises to reiterate the importance of punctuation. E.g. Write a paragraph
interests. on the board without capital letters, punctuation marks, spacing or speech
marks and ask the children to read to see the effect.
8. A strategy that works well is ‘Compacting the Curriculum’. Allow the gifted 5. Reward good handwriting. Issue a 'Best Handwriting Award' every month
students to move into an area that they do not know on the same topic, beyond or whenever appropriate.
the prescribed level. The teacher should prepare material for the students and
allow them to work independent of the rest of the group but under the teacher’s 6. Insist on the writing process, 'plan, write, edit, rewrite' so that the final
guidance. presentation is done in the best handwriting.

9. Provide ownership to capable students. Let them keep a chart of what they 7. A person's emotional stability tends to have an effect on his/her handwriting.
are working on, each time they finish what you have assigned to them. If they Therefore, if a student's handwriting deteriorates suddenly, you should
do not come up with their own ideas, keep a challenge box full of activities investigate.
that promote problem solving. Never have the child work on remediation or
8. Encourage the use of a pen from Grade 3. Grade 4 onwards, students should
drill-type activities. These children need to enjoy extension-type activities within
use pens for all notes and exam scripts, except in diagrams/drawings.
their areas of strength.
9. If illegible handwriting persists even after a lot of practice, the student may be
10. Make sure you have the following rule in place: Don’t bother others. having a learning difficulty. Such children should be directed to the RR/LSU for
the identification of potential problems.

WAYS TO IMPROVE HANDWRITING

WAYS TO IMPROVE SPELLING
1. Ensure that students know correct letter formations. E.g. Model on the board
The mastery of spelling depends largely on the following.
for everyone to see; monitor individual practice.
* Letter-sound knowledge and their associations.
2. For young children, a separate double-ruled book can be kept to model and Sight recognition (A word that is seen often is retained in the memory like a
*
practice letters and words. You could use photocopied material if you want to picture.)
save time.
i. Ensure that students recognise and know the names of letters and their
3. Always insist that the children write well. Return assignments if they are presented associated sounds.
in sloppy handwriting. Explain to older students that handwriting to a great ii. Carry out brief word recognition drills on the board frequently.
extent, gives insights into the character. E.g. (b___t); practise similar ending/beginning rhyming words; cluster
letter words, (bl___, cl___): prefixes and suffixes (___sion, ___tion
etc.)
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iii. Display high frequency words for the week on the board or on charts so 20 EASY FIRST STEPS TO BETTER
that they are seen often. They can be used later for recap practice and
spelling games. LEARNING TO SHARE
WITH YOUR STUDENTS
iv. Teach the method 'look, say, cover, write, check' when learning spelling
lists. Test soon afterwards. 1. Be calm and focused.
2. Dare to dream.
v. Encourage making up spelling by the sounding of letters and syllables. If 3. Set specific goals - and set deadlines.
students make mistakes, point them out later. 4. Get an enthusiastic mentor-fast.
5. Start with the big picture first.
vi. If a child asks for the spelling of a specific word, do not say it to him/her at 6. Ask!
7. Seek out the main principles.
once. Encourage the child to guess how it is written first.
8. Find the three best books written on the subject by real-life achievers.
9. Learn how to read efficiently.
vii. Encourage spell checking i.e. reading back what is written. 10. Reinforce with pictures and sounds.
11. Learn by doing.
viii. Conduct fun activities on spelling. 12. Do not take linear notes; draw mind maps.
* games - spelling B 13. Retrieve what you have learned through the same senses you stored it with.
* puzzles - finding hidden words etc. 14. Learn the art of relaxed awareness.
15. Practice.
ix. Reward children who make an effort with ‘A Good Speller’ certificates at 16. Review and reflect.
the end of the month. 17. Use linking tools such as memory pegs.
18. Have fun, play games.
x. Insist on wider reading everyday. 19. Teach others.
Suggest books, newspapers, magazines, comics, etc. 20. Take an accelerated learning course.

xi. Insist that students follow the writing process, ‘plan, write, edit, rewrite’
before they hand in assignments. MEDICAL EMERGENCIES-FIRST AID
xii. Make some allowance for mistakes as well, because mastery is an ongoing
PROVIDED BY TEACHERS/NURSE
process and it is difficult for a student to achieve 100% mastery. However
encourage, support and insist on progress. 1. You may have children in your class, who need special care. Children suffering
from chronic diseases such as heart problems, seizures, epileptic fits, kidney
problems, diabetes, allergies, migraine, children recovering from dengue, severe
xiii. If there are students who cannot master the basics of spelling, even after a
viral flu and those who have undergone surgical procedures.You may also
lot of practice, they may have a learning difficulty, which needs specialised
have SEN children in your class.
help from the RR/LSU.

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 Please make sure that the nurse is fully aware of their conditions and keep the 7. Please see to it that you obtain the medical reports and send them to the
nurse informed of any new developments (for example surgical procedures, nurse, after the child returns after recovery.
changes in drugs etc., so that the nurse can handle the problem in case of an
emergency. 8. Please arrange a "Kiddies Rest Corner" in your classroom, with a mat, two
pillows and a towel, for sick children to rest and relax (if you have space).
Check whether the parents have sent emergency drugs/medication in the (Nursery and Pre Grade only).
schoolbag and the written instructions for it in the SRB e.g. For wheezing-
Inhaler. 9. During the Parent-Teacher meeting at the beginning of the academic year find
out from the parent whether the child has a medical history e.g. wheezing, fits
Inform the classmates about the "special care kids" you have in your class and
or is on medication and ask them what to do if a problem occurs.
explain their problems in a very simple way- so that they will know its
seriousness and they will also help look after that child.
10. Inform the parents about the child's health condition if necessary. If they wish
2. In case of a problem, please investigate in the class before sending the child to they may pick up their child from school and seek medical attention even if
the Sick Bay. Ask the children whether they have had breakfast, not a mere deemed unnecessary by the nurse.
glass of milk or tea, or whether they are already on medication.
11. If the parents are to be contacted on a medical issue, it must be done by the
Determine whether the symptoms are recurring on the long term. It could be Principal or the nurse only.
due to psychological reasons.

3. Teach the children to handle small wounds.

* Clean with drinking water.
LIST OF COMMON COMPLAINTS
* Let it dry. AND TREATMENTS
* Put a plaster.

4. In case of an emergency, stay calm, do not panic.Send a child to call the nurse Complaint Possible reasons Treatment
for help. 1. Stomach No food or not enough. Food
* In case of an injury, the parents should be informed by the nurse,due to ache Constipation. Water
possible internal injuries. Heavy, oily food. Water
* In any event (whether the parent is contacted or not) the incident, the After vomiting. Sipping water. (small quantity)
procedure followed and details must be entered in the SRB. Loose motions. No medication provided by school.
* In case the child is in imminent danger and the parents cannot be Medical attention advised due to
possible dehydration. Ensure that the
contacted, he/she will be taken to a National Hospital.
child takes in enough liquid. If
persisting, send to the nurse.
5. Teachers should refrain from giving medication to children. It is the responsibility
of the nurse to administer medication.
2. Nausea Indigestion Sip water, cool drink.
6. The parent's phone numbers are written on page 04 of the SRB. Flu If persisting, send to the nurse.

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3. Drowsiness Not enough sleep/rest Allow the child to splash water on 10. Seizures Epilepsy Refer the section titled 'First Aid
Drugs/medicine the face. If severe, allow the child treatment for seizures/febrile fits'
Dehydration due to to keep the head on the table. (THB).
vomiting or loose motions Inform parents in the SRB.
If persisting send to the nurse.
11. Wheezing Asthma Check for instructions in the SRB
4. Headache Skipping meals Snack/rest Breathing by the parents or ask the student.
Cold and cough Balm on the forehead difficulties Clear the area. Sit the child down
Fever If persisting send to the nurse. and make him/her relax by speaking
Too much sun calmly and soothingly. Send for the
Migraine nurse.
Spectacles forgotten
Spectacles need changing 12. Small object Do not try to pull out anything from
i.e erasers, the ear. Close the ear loosely with
5. Skin abrasions Fall Wash wound. Send to the nurse. beads stuck in cotton wool and a strip of leucoplast
and minor the ears or plaster and send to the nurse. For
wounds nose objects lodged in the nostrils, you
can carefully massage down from
6. Cuts and bleeding Fall Calm the child down, lay him/her the nose saddle to the nose tip. Use
(especially on down. Send for the nurse. your thumb and the index finger. If
the face or head) you are in doubt, send to the nurse.

7. Cuts on arm, Fall Keep the injured limb elevated to

hand, finger, leg reduce the bleeding, send for the nurse. 13. Insects in the Inform the nurse and inform the
ear parents to seek medical attention.
8. Bumps on the head Fall Send to the Sick Bay. Place ice
cubes on the bump till the swelling Apply balm or Baby Cologne. If
goes down. 14. Insect bites there is an allergic reaction, send
immediately to the nurse.
In the case of head injuries, look out for any complaints such as headache, vomiting
or drowsiness. Inform the nurse immediately. These symptoms may appear even
hours after the fall and may be due to serious head injuries. It is very important to 15. Ear ache Infection Apply balm behind the ear and
inform the parents. advise the parents to seek medical
attention (in the SRB).
9. Fractures or Fall Do not move the injured part of the
broken bones body. Immediately inform the nurse.
16. Toothache Teething Apply Dento Gel inside or balm
Do not try to fix a fractured/dislocated broken limb in any way. Do not give any Cavities outside. Inform parents in the SRB.
food or water, in case a surgical procedure is needed.

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17. Fainting Lack of food If the student feels faintish, make FIRST AID TREATMENT FOR
Strong emotional distress
Other medical
him/her sit down and position the
head between the knees.
SEIZURES/FEBRILE FITS
conditions such as low
blood pressure. If already fainted, position the
Standing for a long student on his/her back. Clear the OBSERVE AND RECORD WHAT HAPPENS
period of time. area.
DO DO NOT
Loosen tight clothing. Elevate feet Keep calm. The patient is in no Panick!
above the head level. Spray a little pain and will not swallow his/her
water on the face. When he/she tongue. Clear the area.
regains consciousness; provide a
warm sweet drink. If he/she does
not regain consciousness DO DO NOT
Place the patient on the floor, on a Restrain the patient's movements.
within two minutes, seek
immediate medical help from the
mat in the Recovery Position (see
nurse. below) and loosen tight clothing.

18. High
temperature
Please send to the nurse, who will DO
Remove dangerous objects and
DO NOT
in turn send the child home after Place anything in the
Fever contacting the parents. protect the patient from knocking patient's mouth.
his/her head. If convulsions last more
than 10 minutes or are repeated,
seek medical attention immediately.
Inform the parents.

RECOVERY POSITION

After recovery, the patient may be confused. Reassure him/her.

Let the him/her rest. Contact the parents.

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 DUTIES AND SERVICES OF THE SICK BAY RULES AND TREATMENTS
SICK BAY STAFF Except for external treatments, such as ointments, before giving any medications,
the parents should be consulted.
1. The Sick Bay staff members must be concerned with both the physical and Even when using ointments, check in the SRB and ask the student whether he/she
emotional well-being of each student in school. has any allergies to medications.

2. They should be available to students for identification of problems, appraisal 1. Do not administer medication to children unless they fall sick while at school or
and counselling. unless their condition becomes acute. Old wounds, rashes, colds, etc., should
not be treated.
3. The Sick Bay staff must monitor students' health problems, prolonged illnesses
2. Only injuries which have occurred while in school (playground, lounge) should
and chronic diseases.
be attended to.
4. They must provide First Aid to students who have had accidents within the 3. Panadol should not be given for ailments other than fever. Panadol should be
school premises. First Aid or emergency treatments are available for all staff given only after checking whether the child has taken it before and at what time.
members at school. But they shall not treat old wounds.
4. If a student is on medication (which has to be taken during school hours) he/
5. The school considers the health and safety of its students to be of great she has to have written instructions from the parent in the SRB.
importance. The Sick Bay staff must keep this in mind at all times. Any complaint
5. Students who come during school hours to the Sick Bay, should bring their
made by the students or reported by the teachers must be treated with utmost
SRB, and a note from the teacher. However, emergencies should be attended
seriousness. Failure to recognise potentially dangerous situations may result in
to immediately.
catastrophic consequences.
6. All major injuries should be referred to a National Hospital via the Head of the
6. The school employs fully qualified Nurses who work on a full time basis. The school.
working hours are usually from 7.00 a.m. to 4.30 p.m. to ensure that medical
assistance can be given at any time. If after school activities are cancelled, the 7. The Sick Bay staff should record the time and the treatment in the SRB. The
Sick Bay staff may leave school early. name and class of all the students coming to the Sick Bay and the in and out time
and the treatment given should be recorded in the Sick Room Book as well.
7. When a student is ill, it is the the nurse who will determine whether he/she 8. The Sick Bay staff (and not the teachers) is authorised to provide Lift Passes to
should remain in school or not. The parent should be informed by the nurse / children who have recovered from major sicknesses and surgical procedures, if
Head of the school and not by the student or any teacher. the parents request it along with a medical certificate. The validity period of the
pass should be specified on it.
8. At the beginning of each academic year, the nurse should inquire from the
Registrar whether any newly enrolled students have any particular health 9. The Sick Room Book should be submitted to the Head of the school daily in
problems and obtain a copy of the medical records provided by the parents. the evening and collected in the morning the following day. The phone numbers
The Registrar should also be requested to follow the same procedure for the of those with major injuries should be noted down so that the Head of the
students who join mid-term. school may contact the parents to inform him/herself of the situation.
119 | THB 120 | THB
10. A record of all dengue cases reported must be kept and updated. Follow-ups v. Menstrual cramps
should be done to check for relapses. 1 or 2 Panadols if absolutely necessary. Advise the student to avoid
taking it if possible.
11. No child with high temperature should be kept at school even if the parents vi. Vomiting/nausea
have provided medication. This is extremely important for the safety of other Cool water to sip slowly.
students and staff. Therefore, if a student who is suffering from fever or any In severe cases, Domperon (1 tsp). Inform the parents to pick up
other contagious disease has been sent to school, please call the parents the child immediately.
immediately and request them to pick up the child. He/She should not return to vii. Bumps/head injuries
school until fully recovered. He/She should also be instructed to report to the Apply ice/Cologne. It is very important to inform the parents.
Sick Bay when returning to school after recovery, to assess whether he/she is viii. High temperature
able to resume school attendance without endangering him/herself or others. Apply ice/Cologne to forehead. If the temperature does not go down,
give Panadol after checking with the parents. Ask the parents to take
12. Do not administer any medication unless you feel that the child is in imminent the child home.
danger or unbearable pain.
Please read the entire section titled ‘Medical Emergencies’ (THB) .
13. No medication (tablets, syrups) should be given to students under 12 years of
age (unless under parents' specifications).
PLANNING A FIELD TRIP
14. In cases where you deem it necessary to treat with medicine, you may adhere
to the following specifications. A. DOCUMENTATION

Please consult the parents before giving any medication. 1. Present a letter to the Head of the school mentioning the syllabus content
which is relevant to the trip and the educational objectives of the excursion.
i. Headaches 2. Complete the Field Trip Form available at the School Office and hand it
Panadol (in extreme cases)- Not on an empty stomach over along with the letter to the Head of the school for approval.
Apply balm [up to Gr 6 children (Vicks), Gr 6 upwards (Axe oil)]
Put an ice pack/Cologne 3. Prepare the following documents:
i. A map showing the route to be taken with useful or important places
ii. Stomach aches highlighted.
Gripe water (2 tsp) for up to Gr 5 children only but never on an empty
stomach. ii. An information sheet(s) that the students can use to get acquainted
Asamodagam syrup (2 tsp) for Gr 6 upwards students. with the route and places of interest. This should be distributed and
discussed prior to the due date. This document should be an extension
iii. Loose motions of a lesson or a unit included in the syllabus of one or more subjects.
Asamodagam syrup (2 tsp)
iii. A questionnaire that the students should answer on their return from
iv. Constipation the trip. This should also be subject-related. It should be subsequently
Lukewarm water discussed in class and filed in the students' subject files or stapled to
Asamodagam syrup (2 tsp) their book at the relevant lesson.
121 | THB 122 | THB
B. PREPARATION DETAILS 13. The PT kit/uniform if worn, should be with grey socks and black shoes.
Not slippers. If the uniform is not worn, give specific instructions on clothing
1. Ensure that you have the phone numbers of the police stations of the areas as befitting the destinations. (Religious places etc.) They should be dressed
you are visiting. in clothes that befit the image of a Lyceum student.
2. Ensure that the school bus is ready for the trip. Fill the Transport Form and
14. The maximum duration for an excursion is from 6.00 a.m. to 6.00 p.m.The
hand it over to the Principal.
actual departure time and arrival time should be identical to what is mentioned
3. Calculate the transport cost of the trip and determine the cost per student. in the letter.

4. Inform the parents in writing and obtain written permission as well as the 15. Discuss the Code of Conduct for the trip in detail with the students prior to
relevant sum for each participant. This letter should mention the details of the the departure date. Tell the students when they get down from the vehicle,
trip such as destination(s), departure and arrival times, dress code, items not to be noisy or disturb other people in the visiting area. Ensure that the
they should bring, items they are forbidden to bring, name of the contact students are quiet and well behaved at all times. They must pair up and
person(TIC/Protocol Officer) during the trip and his/her school mobile phone walk in a line, girls and boys separately.
number as well as a reply slip for the parent. The telephone number of the
TIC/Protocol Officer should be given to the School Office as well. 16. They must also be told to be courteous and polite at all times when
interacting with outsiders. They must never be arrogant or conceited no
5. Instruct students on the plans for meals and drinking water. matter who they are interacting with.
6. Be informed of the toilet facilities of the destination(s) and the availability of
C. FOREIGN TRIPS
clean water.
Seek advice from the Managing Director/Coordinating Principal on all aspects
7. Obtain a First Aid kit from the Sick Bay. Include at least one teacher or
of organisation.
Protocol Officer who is trained in First Aid. He/she should have the First
Aid kit. Before the departure, check whether any sick students are travelling
with you and their medications. Keep a list of allergies to medicines and PARENT-TEACHER DAY GUIDELINES
food (as informed by the parents).
Dear Teachers,
8. Liaise with the visiting places so that they know of your plans and are
prepared. Kindly ensure that the following guidelines are adhered to:

9. Prepare name lists of students to take a roll call at relevant times. Prepare * Your classroom should be neat and tidy right throughout.
a sufficient number of photocopies of the same for the TICs etc. * The National Flag should be placed in a prominent place.
10. Prepare student identification badges with name, class and roll call number. * The charts should be hung straight.
* Place two chairs in front of your table for the parents to sit.
11. Count all students one by one as they board the school bus before leaving
* Keep your SIB ready so that you are well prepared to speak about the
at every stop.
student. If the test files are not kept in school by the teachers, instruct the
12. Parents of Grade 1-3 should be told to send an extra set of clothing. students to bring their test files and use them to illustrate your points.
123 | THB 124 | THB
* Commence with the positive aspects of the child and then gradually move * Make notes of the information supplied by parents relevant to your teaching,
onto the areas that need improvement. in your SIB.
* Do not criticise the school with any parent. (If you have a problem, please * Keep to the allotted time. At the end of the, meeting ask the parent to sign
speak to the Management and solve it without involving the parents.) If attendance (Class Teachers only) and thank him/her for coming.
they have a complaint on matters other than the child or your subject, refer
them to the Head of the school. * If a more detailed discussion is deemed necessary, arrange a meeting for
later. Follow up as promised.
* Do not discuss other teachers with parents. Tell the parent to speak to that
teacher directly or to speak to the Head of the school. * During the orientation days of each academic year, Class Teachers must
distribute the SRBs and the Parents Information Books. Also, collect the
* Do not engage in arguments with any parent. Even if a parent loses his/her
A4 paper packets/coupons from the parents.
temper, always remain calm and stay composed.
* If you are unable to resolve any misunderstanding, inform the parent to
speak to the Head of the school and also keep the Administration informed CIE TEACHER SUPPORT INFORMATION
of the situation.
(GRADES 6-12)
* Receive parents according to the schedule mentioned in the SHB.
1. Contact the CIE Coordinator of your school and obtain your CIE user name
* Class Teachers should be in their respective classrooms.
and password from him/her by filling the form and forwarding it to him/her.
* Subject Teachers should be in the classrooms allocated to them by the
2. You are required to send an e-mail to the CIE Coordinator requesting a CIE
Administration.
account and password for the verification of your e-address.
* Allow the parents to read wall displays or to look through their child's
3. Your user name and password will be sent to your e-mail by CIE.
exercise books/exam papers (Lower Nursery-Grade 5). Make sure that
parents in the queue are seated outside the classroom to safeguard the 4. How to login :
confidentiality of the discussion.
* The site URL (address) is http://teacherscie.org.uk. Type it on your browser.
* Please greet the parent cordially, by name if possible, and make them feel
* Once you type the above address, press the Enter key. The CIE Teacher
at ease. Male teachers should stand by way of greeting. Support web page will appear.
* Start with a comment about the child which will indicate that your objective * Enter the user name, and the password you are assigned by CIE.
is the well-being of their child.
* Among many facilities and resources, you will be able to download teacher
* Using documentary evidence, discuss each curriculum area in turn. Refer support material including past papers, mark schemes and syllabi. You will
to specific skills while avoiding generalised statements. also be able to contact CIE directly and make queries/comments.
* Never compare one child with another. 5. Since your password will be automatically generated and e-mailed to you by
the CIE website, no one, except you, will know your login details. If you feel, at
* If a confrontation appears imminent, accompany that parent to the Head
any time, that someone has gained access to your account, you must change
of the school. the password immediately.
125 | THB 126 | THB
6. If you become aware of any misuse of your account, you must immediately 10. Teachers should not shout at the top of their voices to control the children. If
bring it to the notice of the CIE Coordinator of your school. the class is quiet, there will be no need for shouting. Therefore, ensure that the
entire class is silent when you are addressing the class.
7. In order to maintain the security of the data held on the website, we require
that you do not disclose your login details to anyone, not even colleagues 11. Do not go to the next step until you achieve your present objective or the
within our organization. Disclosure of your login details is a breach of the CIE required behaviour from the children.
Teacher Support Service Terms and Conditions of Use, and may lead to
your access and the school’s access being suspended. 12. A teacher who shouts, who threatens, who punishes children frequently is a
failure and will have no positive effect on children.
8. If and when you leave the school, you are required to get your user account
cancelled by the CIE Coordinator of your school. 13. The whole idea of education is to look at children in a positive light and try to
reform the ones who make mistakes.

BEING A TEACHER, AT A GLANCE 14. Allow students to go to the toilet when they request.

15. Please tell the children to wash their hands before and after taking meals and
Dear Teacher, after going to the toilet. Nursery-Grade 2 children should be supervised.
1. Students should be able to approach teachers at any time.
16. The teacher must be mature enough to advise parents on the handling and
2. Teachers must treat them as their own children. bringing up of children in a happy and healthy home environment.

3. Class control should be gained with gentle but firm explanations. 17. Helping SEN children or others with difficulties after school is a merit. But
planning and working towards organising tuition classes is to steal their
4. Students must speak one at a time. Train them to raise their hand up to get your childhood for your personal gains.
attention and then talk at your nod of approval.
18. A teacher should be a caretaker of the child's total development (intellectual,
5. If you feel that the students are bored and not responsive, take them out to the physical, social, emotional and moral) rather than a person who works for
play area and give them some free time for 5-10 minutes. money; who merely covers his/her syllabus and forgets about the other duties
as a teacher.
6. Do outdoor lessons as much as possible.

7. The Class Teacher and Assistant Class Teachers must respect each other and 19. Have a professional courteous relationship with your sister/brother teachers.
all classroom activities should be a learning experience for both parties.

8. No one knows everything. Therefore, every teacher must accept and be

receptive to knowledge.
Mrs. Kumari Grero
9. There can be acceptable different teaching methods used, as long as the basic The Coordinating Principal
guidelines of the syllabus and the Scheme of Work are covered. Teachers can
use their own innovative and creative talents to achieve lesson objectives.
127 | THB 128 | THB
Examinations
Handbook
Kumari Grero, Udeshika Perera

Lyceum
International School
 Content When to choose open-ended questions............................................................. 30

Guidelines for brief answer items....................................................................... 30

Page
Guidelines for short note items............................................................................ 31
Examinations held during the academic year................................................. 01 Guidelines for essay-type questions.................................................................. 31

Administrative guidelines........................................................................................ 02 Guidelines for language papers............................................................................ 33

Summary - Exam paper preparation process................................................ 05 Guidelines for literature assessment................................................................ 43

Academic guidelines Before the test - Instructions to invigilators.................................................. 45

Setting test papers - Instructions to Chief Examiners.................................. 06 During the test - Instructions to invigilators.................................................. 46
Maximum length and duration of papers for Monthly Tests...................... 13 After the test - Guidelines for paper marking............................................... 50
Maximum length and duration of papers for Semester Exams.................. 14
Guidelines for paper discussions in class........................................................ 52
LIS standard numbering system for tests........................................................ 15
Guidelines for the completion of Report Cards........................................... 54
Mark allocation........................................................................................................ 16
Suggestions for report comments....................................................................... 57
When to choose close-ended questions............................................................ 17

Guidelines for MCQs............................................................................................. 18 Requests from the Examinations Department staff.................................. 61

Guidelines for items that require selecting the correct answer given
within brackets........................................................................................................ 24
Guidelines for matching-type items.................................................................... 25
Guidelines for items that require marking ‘true’ or ‘false’......................... 26
Guidelines for items that require choosing the correct word from a given list 26
Guidelines for items that require filling the blanks with suitable words
(without a list)........................................................................................................... 27
Guidelines for items that include maps, diagrams or other images........... 28
 Examinations held during the academic year January 1 Ž 8, 9, 10, 11, 12, 9 , 10 , 11 , 12 - Monthly Test
March 1 Ž 8, 9, 11, 9 , 11 - 1st Semester Exam
Examinations are held simultaneously according to the same timetable in all braches.
10, 12, 10 , 12 - 2nd Exam
Please note that the 1st and 2nd Semester Exam and 1st and 2nd Exams do not
denote the same thing. May 1 Ž 8, 9, 11, 9 , 10 , 11 - Monthly Test
June 12 - 2nd Semester Exam
1. The 1st Semester Exam will be held in March and the 2nd Semester Exam in
July. The 1st Semester Exam should cover the work done during the 1st July Pre A/L - Monthly Test
Semester and the 2nd Semester Exam should cover the work done during July 1 Ž 8, 9, 11, 9 , 10 , 11 - 2nd Semester Exam
the entire academic year.

2. The 1st Exam will be held in November for Grades 10 and 12 students. The Administrative Guidelines
2nd Exam will be held in March for the same students. For Grade10 (National), Procedure for the test paper preparation of 1st and 2nd Semester
the 3rd Exam will be held in July and the 4th Exam, in October. For Grade 12 Examinations and Monthly Tests
(National), the 3rd Exam will be held in June.

3. In the Monthly Test papers, emphasis should be given to the relevant month’s/ 1. The Chief Examiners are responsible for setting the test papers for their
months’ work only. Monthly Tests will be conducted during the last week of respective subject/grade(s) for both Semester Exams and Monthly Tests for
the month in October, November, January and May for all grades other than the duration of the academic year. Their task is to make the papers with a
Pre A/L, Grade 10 and 12. For Grades 10 and 12, Monthly Tests will be held variety of questions that cover the relevant sections of the syllabus. Chief
in September and January only. In addition, Monthly Tests will be held in May Examiners should not consult any Subject Teachers/Coordinators or discuss
for Grade 10 (National). For Pre A/L students, Monthly Tests will be held in the contents of their papers under any circumstances. The confidentiality of
July only and the marks obtained will not be considered for the 1st Semester the test paper content should be strictly safeguarded by the Chief Examiners.
Exam.
2. Chief Examiners should be thoroughly conversant with the syllabi and Schemes
4. Exams during the academic year of Work of their respective grades and plan well ahead to adhere to the
denotes National OL & AL Examinations Department deadlines.
Your cooperation will ensure the timely delivery of an error free paper for all
September 10, 12, 10 , 10X , 12 - Monthly Test our students. Furthermore, failure to submit papers on time will be considered
October 1, Ž 8, 9, 11, 9 , 11 - Monthly Test an offense and an evasion of entrusted responsibility.

October 10X - 4th Exam 3. Once the test paper is ready, it should be sealed in an envelope by the Chief
Examiners (use glue and cello tape, not staplers) and sent to the Examinations
November 10, 12, 10 , 12 - 1st Exam
Department (LN), via the respective school Principal. It should be addressed
to the Chief Examinations Officer. Write ‘CONFIDENTIAL’ on the envelope
10X - is the class sitting for National O/L in December in the current academic year
without mentioning the contents. Place your name and signature across the
10X - will be in existence from September to December only. flap of the envelope.

1 | EHB 2 | EHB
4. No papers will be accepted without the mark scheme and table of In Grades 6-8 French, Dancing, Art and Music papers, 90% marks from the
specifications. Please note that the specification sheet should be a copy of Semester Exam and 10% from the preceding Monthly Test score should be
the document issued to all schools by the Examinations Department. calculated by the teachers for each student before determining the grade to be
entered in the IMS.
5. Mark allocation details:
All the above mark allocations, except for the calculations performed by the
For Grades 6, 7, 8, 9 and 11papers, the 1st and 2nd Semester Examinations IMS, should be mention in the test papers and the mark schemes.
will consist of 10% of the Monthly Test marks (from the preceding Monthly
Test score) and 90% of the Semester Examination marks. 6. Once the test papers reach the Exams Department, they will be (re)typed and
proofread. The Exams Department Proofreaders will consult the Overall
For Grades 9-12 Religion, the Semester Exam will consist of 100% marks Coordinators and/or Chief Examiners who set the papers when in doubt. It is
for attendance of the Religious Programme held on poya days. If they had not extremely important that the Chief Examiners ensure the validity (according
attended, they should be given 00 marks. Please refer the section titled ‘Poya to the Scheme of Work) of their test papers before sending them to the Exams
day Religious Programme Schedule’(THB) for details. Department. The Chief Examiners may re-check the proofread papers and
make necessary amendments at the Examinations Department at LN.
In Grades 10 and 12, the 1st Exam (in November) will consist of 10% marks 7. Once the papers are finalised, they are sent directly for printing.
from the September monthly test and 90% from the semester paper. Similarly,
the 2nd Exam (in March) will consist of 10% marks from the January Monthly 8. The photocopied papers should be carefully checked and packed by the
Test and 90% from the semester paper. Examinations Officers, who will be held responsible for any errors in the
numbers of the copies printed and packets.
The above calculations will be performed by the IMS.
9. All exam papers should be packeted by the Examinations Officers and the
However the calculations specified below must be completed by the respective following information should be entered on each packet:
teachers prior to entering the marks/grades in the IMS.
Branch : ...........................................................................................................................................
For the Grade 1-8 Semester Religion papers, marks are allocated for both Date : ............................................................... Duration : .................................................
Religion School attendance and the Religion Progrmme attendance held at Time : from ..................................................... to : .................................................
school on Poya days. The 1st Semester Exam will consist of 90% for the Subject (Paper) : ....................................................................................................................
written paper and 10% for Religion School attendance. The 2nd Semester Class : .........................................................................................................................................
Exam will consist of 80% marks for the written paper, 10% for attendance of No. of exam papers + safety : ..........................................................................................
the Religious Programme and 10% for Religion School attendance. No. on Roll : ..................... No. of scripts : .................. No. of absentees : ................
Supervised by : ......................................................................................................
For Grade 8 Computing Studies, the 2nd Semester Exam total will consist of Marked by : ......................................................................................................
10% of the previous Monthly Test marks, 25% project marks and 65% for Special Instructions : ......................................................................................................
the semester written paper marks. Name of invigilator distributing the exam papers : ................ Signature : .................
Name of invigilator collecting the answer scripts : ................ Signature : .................

3 | EHB 4 | EHB
10. The test paper packets will be sealed with a special tape and dispatched to Setting test papers-
the branches two days prior to the tests by the Examinations Department.
Instructions to Chief Examiners
11. The Head of the school of each branch should personally take charge of the
test paper packets when they arrive at their respective schools.
1. Identify the target or objective of your question. What do you want to assess?
12. They should be locked in a cupboard, used exclusively for test paper storage, Ask yourself whether the test scores will actually measure the competency
in the office of the Head of the school and distributed to the respective teachers (knowledge, skill, attitude) you intend to measure.
on the day of the exam.The Head of the school must personally oversee the
distribution. 2. Aim to test and validate what the student knows and not what the student
does not know.
13. If anyone attempts to open a test paper packet beforehand, the special tape
sealing the contents will tear or get damaged. It is only the teacher distributing
3. Take the time to check the syllabus and relevant course content before you
the papers to the students just before the exam, who has the authority to open
start setting the paper. Refer to it carefully throughout the process. First of all,
it. If he/she feels that the tape has been tampered with in any way, the Head of
complete the Table of Specifications according to the Scheme of Work. It will
the school should be informed immediately.
serve as a guide to the composition of your paper. This will ensure the validity
14. No test paper envelope should be opened by any other individual under any (Does the test content correspond accurately with the syllabus content?) and
circumstances unless prior written approval is granted by the Managing reliability (Will the scores be an accurate representation of your students'
Director/Coordinating Principal. achievement levels?) of your test paper. The following links will provide you
with more information on validity and reliability.
15. Please read the section titled ‘Requests from the Examinations Department staff’ http://fcit.usf.edu/assessment/basic/basicc.html
(EHB). Your cooperation in the test paper preparation process is of immense http://course1.winona.edu/lgray/el626/MandEtext3.html
value to the school.
In spite of the precautions taken, the Examinations Department receives test
Summary-Exam paper preparation process papers containing questions based on areas of the syllabus not included in the
relevant period of study at every exam. It is the responsibility of the Chief
Examiners to prevent this failing.
The Chief Examiners submit the question paper + table of
specifications + mark scheme to the Exams Department in a sealed
envelope via the Principal. 4. Ensure that the course content is proportionately represented in the questions
and balance the mark allocation accordingly.
”
Exams Department types and proofreads the test papers consulting 5. Estimate the time required per item to ensure the appropriateness of the length
the Overall Coordinators/Chief examiners. The Chief Examiner may of the paper. Calculate the final duration with extra ten minutes or so, to remain
re-check the amendments at LN and make final changes. within the safe limits of the duration.
”
Examination Department makes the final corrections. Paper sent for 6. Guard against cultural, racial, ethnic and sexual bias.
printing.
5 | EHB 6 | EHB
7. Always include general instructions at the beginning of the paper as well as 13. Include a few very simple and a few very complex questions, as well as a
clear and concise specific instructions at the beginning of each item. The general majority of standardised questions, always staying within the specified subject
instructions should state whether or not grids, graph papers or separate answer area of the syllabus. In our inclusive classes, your papers should enable the
sheets are to be used. For subjects that require calculations (in the grades teacher to identify the gifted learners as well as the SEN students, whilst
where calculators are used), mention whether or not the students are allowed targeting the average student in general.
to use calculators etc.
14. Sequence the items from simple to complex.
8. If marks are being deducted for any specific errors or shortcomings such as 15. Avoid questions wherein consequential errors can occur. When two or
not showing the steps (mathematics), spellings, punctuation, untidiness, etc., more questions are related to each other, they must be screened for potential
mention it in the general instructions. These generic skills can and should be consequential errors. Such errors occur when, in a series of related questions,
developed through all subjects. the first response is incorrect, and therefore subsequent responses will also
be incorrect as a consequence.
9. Where relevant, divide the paper into parts. Generally, close-ended questions
Example of a consequential error:
appear in Part I and open-ended questions, in Part II.
i. Which of the following is the largest company?
a. Microsoft
Close-ended questions (The expected answer is common to all students):
b. The Sorbonne University
i. MCQs c. Cadbury
ii. Matching items d. Marks and Spencer
iii. Marking 'true' or 'false' Assume that a student chooses Marks and Spencer incorrectly.
iv. Choosing a word from a given list and filling in the blanks
v. Filling in the blanks without a given list Poor example (that will lead to a consequential error):
vi. Map marking, drawing or labelling diagrams etc. ii. What is that company's primary business?
a. Sweets
Open-ended questions (The expected answer is not identical): b. Higher Education/Research
i. Writing brief answers c. Retail
ii. Writing short notes d. Software
iii. Essay-type questions etc. The student will go on to choose the wrong answer (Retail) in the following
question in accordance with the mistake made previously.
10. Mention the examination, subject, grade and duration in the original copy. Solution : Remove the link that connects the two questions i.e. the words
“that company’s”.
11. Mention page numbers even in the original copy (even if it is handwritten). Better example:
ii. What is Microsoft’s primary business?
12. Present a neat and legible original. Staple it in the correct page sequence.
Avoid writing in the margins. Indicate the amount of space required for answers 16. Avoid questions that require students to regurgitate factual information. Evaluate
where relevant. their ability to apply their knowledge to solve problems.

7 | EHB 8 | EHB
 Poor example: Bloom’s revised taxonomy
(Subject: Religion) (Start reading from the bottom of the arrow please.)
Noemi came back to Bethlehem with ____________________, her daughter- Creating
in-law. (The name itself is not important). Generating new ideas, products or ways of viewing things

Higher-order thinking skills

Better example: Designing, constructing, planning, producing, inventing
Why did Noemi come back to Bethlehem with her daughter-in-law, Ruth?(The Evaluating
reason for her actions is what truly matters). Justifying a decision or course of action
17. Include as many items as possible that will give an insight into the overall Checking, hypothesising, critiquing, experimenting, judging
knowledge, understanding and application of principles. Analysing
Breaking information into parts to explore understanding
18. In Religion and EHV papers, give equal weighting to theory-history
and relationships
(knowledge) on the one hand and religious and human values (application) on Comparing, organising, deconstructing, investigating, finding
the other. Most Religion papers contain almost exclusively questions on theory
and history of religion. Applying
Using information in another familiar situation
19. All papers should test knowledge, skills and attitudes according to the Implementing, carrying out, using, executing
fundamental principles of education. ('Attitude' refers to the student's capacity
to use the knowledge and skills acquired through the teaching-learning process Understanding
to benefit himself/herself and society, in everyday life.) Explaining ideas or concepts
Interpreting, paraphrasing, classifying, explaining
20. Ensure that your classroom environment is geared for the test. The practicality
of a test refers to tangible aspects such as the condition and facilities of the Remembering
classroom environment. Please read the section titled 'Before the test- Recalling information
Recognising, listing, describing, retrieving, naming, finding
Instructions to invigilators’(EHB) for more specific guidelines on practicality.

21. If the answering process requires constant reference to a text or a diagram 23. Keep in mind the concepts of Maturity, Learning and Readiness when
(such as comprehension questions) ensure that both the text/diagram and the selecting tasks.
questions are on a double page. Students should not be made to turn the page Maturation is the built-in process of growth that occurs in a natural orderly
over and repetitively answering. sequence.
Learning on the other hand, occurs due to influences external to the individual.
22. Always keep in mind the age and level of maturity of your target group.
Students in the primary school should not be required to perform difficult It is inappropriate to try to teach any skill before the child acquires the
tasks that require higher-order thinking skills. Therefore, the tasks that have ability to grasp it through maturity. In other words, it is necessary to wait
been categorised under higher-order thinking skills in the taxonomy given until the child has reached the correct stage of maturity. Psychologists define
on the next page should be avoided in the primary school test papers. maturity as the ‘readiness’ appropriate for learning. Attempting to
However, it is generally considered that Grade 5 students are capable of introduce concepts before children reach the appropriate age will result in
'analysing'. Therefore, such tasks are acceptable in their assessments. the child developing a permanent dislike towards the subject.
9 | EHB 10 | EHB
 The same applies to evaluations. The child’s level of maturity must correspond Better example:
with the tasks he/she is required to perform in the test. Jack refused to help his friend saying he was very tired. So the poor friend did
not know whom to turn to. What is the wrong thing that Jack did?
The questions and tasks should increase in complexity and become less a. He became tired.
straightforward as the grades progress. b. He did not turn to his friend.
c. He did not help his friend.
The overall approach and the language used in the test papers should also be
d. He did not answer his friend.
age-appropriate and become increasingly formal in the middle and upper school (What is tested here is EHV. i.e. Not helping a friend is wrong.)
papers.
26. Exclude irrelevant information. Excess material which is not essential to
Please take the time to consult the following web pages for more detailed answering the question increases the reading burden and adds to the students’
explanations that will help you understand how to prepare evaluations that confusion.
suit the maturity level and readiness of your target groups. This will also
undoubtedly enhance your teaching skills. Poor example:
Suppose you want to determine whether or not a lesson on 'probability' has
i. Wikipedia – Piajet’s theory of cognitive development- Refer: Points 1.4 had a significant effect on the students. You decide to analyse their scores
and 1.5 Concrete operational and Formal operational stages. from a test they took before the instruction and their scores from another
exam taken after the instruction. Which of the following t-tests is appropriate
ii. http://www.simplypsychology.org/concrete-operational.html
to use in this situation?
iii. http://www.simplypsychology.org/formal-operational.html a. Dependent samples
b. Heterogeneous samples
24. Avoid drawing and colouring activities as well as crossword puzzles in subjects
c. Homogeneous samples
such as EHV and Religion. They are not suitable methods of evaluation of
d. Independent samples
course content.
In Computing, avoid asking the students to draw computers, scanners and other Better example:
hardware components. If you wish to evaluate whether they are able to visually When analysing students’ pre-test and post-test scores to determine if a lesson
identity such equipment, provide the pictures and ask them to label them. has had a significant effect, which is the appropriate statistic to use for the
This does not apply to diagrams in subjects such as Science. test?
25. Apart from language papers, evaluate subject content only. Differentiate and a. Dependent samples
avoid questions that evaluate the students' language skills (comprehension/ b. Heterogeneous samples
grammar etc.) instead of the subject content. c. Homogeneous samples
d. Independent samples
Poor example: (Subject : EHV)
Jack refused to help his friend saying he was very tired. So the poor friend did 27. Use proper grammar, punctuation and spelling. Avoid using unnecessarily high-
not know whom to turn to. What did Jack refuse to do? flown as well as simplistic, immature or spoken language. Use clear, precise,
unambiguous wording. Differentiate between simple language and informal
a. To answer. b. To provide aid. c. To be tired. d. To turn.
language. Informal or spoken language is inappropriate even in the primary
(What is tested here is English vocabulary. i.e. Help = provide aid.) school test papers whereas simple language is ideal for any level.

11 | EHB 12 | EHB
28. Avoid repetitions. It is commonly seen that the same point is tested in several
GRADES 6-8
different ways in the same paper.
Subject Maximum length Duration
29. Ensure that there are no clues to any particular answer in the other parts or (1 page=2 sides-A4)
questions of the same paper. Biology, Chemistry, 1 page each 25 minutes each
Physics Grades 7-8
30. Ensure that the grammar of the stem does not provide clues to finding the
correct answer. French 3 pages 1 hour
English Literature 1 page 20 minutes
31. In Grades 1-8 exam papers, optional questions should not be included. i.e. all
the questions should be answered. All other subjects 3 pages 2 periods

32. Monthly test and semester papers should be typed in the standard format
with the name of the school, name of the exam, subject, module no./unit no., GRADE 9 UPWARDS
paper no., date, grade, duration, etc., according to the LIS (Grades 1-8 only)/
Cambridge/National paper formats. The monthly test duration for all subjects is set at two periods. The length of
the paper will be determined by the respective Chief Examiners according to
33. Think of ways to assess and allocate marks for learning-outcomes and subject requirements. It is strongly recommended that all the items imitate the
behavioural changes that can be directly or practically observed in students Cambridge or National format. It is preferable that you formulate your own
rather than limiting your assessment exclusively to the written test papers. questions. However, if you wish to borrow from other sources, please ensure
that you borrow from various sources and compile a new paper rather than
limiting yourself to one single source.

Maximum length and duration as per

grade and subject for Monthly Tests Maximum length and duration as per
grade and subject for Semester Examinations
GRADES 1-5 GRADES 1-5
Subject Maximum length Duration Maximum length
(1 page=2 sides-A4) Subject (1 page = 2 sides-A4) Duration

English Grades 1-2 2 pages 2 periods English (Grades 3-4 only) 4 pages 2 periods
and all other subjects English (Grade 5 only) 4 pages 3 periods

English Grades 3-5 3 pages 2 periods English (Grades 1-2 and 3 pages 2 periods
all other subjects)

13 | EHB 14 | EHB
 a. Alternative 1 b. Alternative 2
GRADES 6-8
c. Alternative 3 d. Alternative 4
Subject Maximum length Duration And not as
(1 page = 2 sides-A4)
a. Alternative 1 c. Alternative 3
Biology, Chemistry, 2 pages each 1 period each b. Alternative 2 d. Alternative 4
Physics (Grades 7-8 only) 5. Avoid dividing items beyond three sub sections. Instead, present the question
English Lit. (Grades 6-8) 1 page 1 period under two main items. If absolutely necessary, number subsequent sub parts
I, II, III etc.
Maths I (Grade 8) 3 pages 2 periods 6. If there are two or more parts to the paper, each part should begin with item
number 1.
Maths II (Grade 8) 2 pages 3 periods
7. Grade 9 upwards will imitate the Cambridge or National numbering systems.
French, Dancing, Art 4 pages 2 periods 8. In Grades 1-8 papers, if the numbering in the original does not follow the
Music, all Religion papers standard system, it will be changed by the type-setters/proofreaders. In such
an instance, it is the responsibility of the paper setter to make the corresponding
All other subjects 4 pages 3 periods
changes in the mark scheme.

GRADE 9 UPWARDS Mark allocation

The length and duration will be determined by the respective Chief Examiners 1. As much as possible, ensure that the marks are spread proportionately and
that the units are of equal value.
according to the Cambridge and National Examination requirements. It is
compulsory that all the papers imitate the Cambridge or National format. It is 2. The level of difficulty and the time required to perform the task must be
preferable that you formulate your own questions. However, if you wish to considered when deciding how many marks you will allocate to any given
borrow from other sources, please ensure that you borrow from various sources item or unit.
and compile a new paper rather than limiting yourself to one single source.
3. In Mathematics mark schemes, allocate specific marks for each part of the
main items and for each step of the sum and in the question paper, allocate
marks for each sub part.
LIS standard numbering system for tests 4. Indicate the marks in your original copy as follows. Please note the type of
brackets.
1. All main items are to be numbered 1, 2, 3, etc.
2. Sub-questions under the main items are to be numbered i, ii, iii, etc. i. If the item does not contain sub-sections, the marks allocated should be
3. Alternatives or other parts under the sub-questions are to be numbered a, b, shown as follows:
c, etc. [Total = 10 marks]
4. If the alternatives for MCQs are short answers, they should be presented in ii. If the item contains sub-sections of equal value, the marks allocated should
the following sequence. be shown as follows:
[Total = 2 × 5 = 10 marks]
15 | EHB 16 | EHB
 iii. However, avoid [Total = 1 × 10 = 10]. It is more sensible to write [Total Guidelines for setting Multiple Choice Questions (MCQs)
= 10 marks] when all sub-questions carry one mark only.
In the EHB, underlining is used to indicate the correct answer. Observe the following
iv. If the item contains sub-questions of different values, show the value per MCQ, to familiarise yourself with the terminology used.
sub-question and their total as follows:
i. What is chiefly responsible for the increase in the average
a. Sub-question (2 marks) STEM
life expectancy in Europe during the last fifty years?
b. Sub-question (3 marks)
c. Sub-question (2 marks) DISTRACTER - a. Compulsory health and physical
[Total = 7 marks] education courses in public schools.
ANSWER - b. Reduced death rate among infants
5. For Grades 1-8, the full and detailed mark allocation should be given on the
and young children.
paper. A LT E R -
DISTRACTER - c. The safety movement which greatly NATIVES
6. Grade 9 upwards will imitate the Cambridge and National Examination mark reduced the number of deaths and
accidents.
allocation systems.
DISTRACTER - d. The substitution of machines for
7. For short note items and essay-type answers, clearly mention the points/facts human labour.
that each response should include and how many marks should be awarded
for those points, in the mark scheme. Do not write 'open/free' or ask examiners 1. Construct each item to assess a single written objective. Each question should
to refer to pages in the textbook etc. Certain mark schemes are very vague. test a single clearly-defined problem, based on a significant concept dealt
with during the relevant study period.
2. In the primary test papers include one (and only one) correct or clearly best
When to choose close-ended questions answer for each item. For Grade 6 and above, nearly correct alternatives can
be added. In such an instance, the instructions should read 'Select and
Choose this type of question if your objective includes the following: underline the most appropriate answer' whereas for the primary grades,
the instructions should read 'Select and underline the correct answer'.
* To measure knowledge and understanding only.
* To provide a large number of questions to obtain a broader sampling of the 3. For Grades 4 and above, all MCQs must contain a minimum of four
course content. alternatives. For National Grades 9 to 10, MCQs must contain four alternatives
* To provide structured questions to test specific areas. whereas for National Grades 11 to 12, MCQs must contain five alternatives.
The Cambridge Grades 9 to 12 papers should imitate the formats in the CIE
However, these questions are subject to guessing. Take all possible measures papers which vary according to the subject.
to ensure that the margin for guessing remains at a minimal level. The following 4. Base each item on a specific problem stated clearly in the stem. The stem is
guidelines given below will be of help. the foundation of the item. After reading the stem, the student should know
exactly what the problem/question is.
17 | EHB 18 | EHB
 Poor example: 7. Up to Grade 8, it is recommended that 10 to 15 MCQs be included per
California paper for Monthly Tests and 15 to 20 MCQs per Semester Exam. However,
a. boasts the tallest mountain in the United States. you may find it necessary to decrease the number of MCQs when considering
b. has an eagle on its state flag. the maximum length of the test paper.
c. is the second largest state in terms of area.
d. was the location of the Gold Rush of 1849. 8. When setting test papers for the National O/L classes, include 20 MCQs in
Monthly Test papers and 40 MCQs in Semester Exam papers.
Better example:
What is the main reason for many people moving to California in 1849? 9. Avoid the alternatives “all of the above” and “none of the above”. These
two alternatives are frequently used when the teacher writing the item has
a. The land was fertile, plentiful and inexpensive. trouble coming up with a sufficient number of distracters.
b. Gold was discovered in central California.
c. The East was preparing for a civil war. Why avoid them?
d. They wanted to establish religious settlements.
If the first three alternatives are correct and the expected answer is “all of the
5. Avoid incomplete sentences and give preference to direct questions or above”, then the examiner should arguably award marks for all four
statements in the stem. alternatives, whichever the one the student chooses, because they are all
correct.
Poor example:
The highest mountain in Sri-Lanka is If the first three alternatives are incorrect and the expected answer is “none of
a. Mahaweli. b. The Knuckles. the above”, then the item will fail to determine whether or not the student has
c. Piduruthalagala. d. Samanala. grasped the concept being tested. The student merely demonstrates that he/
she knows what the wrong concepts are but does not demonstrate his/her
Better example: knowledge of the right concept. Therefore, the objective of the item will not
What is the name of the highest mountain in Sri-Lanka? be achieved.
a. Mahaweli b. The Knuckles
c. Piduruthalagala d. Samanala 10. Keep the alternatives mutually exclusive. Alternatives that overlap create
confusing situations.
or
_________________ is the highest mountain in Sri-Lanka. Poor example:
The two underlined alternatives are mutually inclusive and are therefore both
a. Mahaweli b. The Knuckles arguably correct.
c. Piduruthalagala d. Samanala How long does an annual plant generally live?
6. Do not instruct students to use separate grids when the paper contains a a. It dies after the first year.
small number of MCQs. Minimize paper wastage, taking into consideration b. It lives for many years.
the environment and the cost of paper and photocopying. However, in Grades c. It lives for more than one year.
9-12, grid papers are compulsory for MCQ sections. d. It needs to be replanted each year.

19 | EHB 20 | EHB
 Better example: Better example:
How long does an annual plant generally live? Which of the following statements on tropical rainforests is correct?
a. One year. a. They generally occur north of the equator.
b. Two years. b. Carnivorous mammals can be easily observed in tropical rainforests.
c. Several years. c. Tropical rainforests are rich in bio diversity.
d. One to one and a half years. d. Plants found in tropical rainforests cannot be used for medicinal purposes.

11. Keep the stems and alternatives free from clues that give away the correct 14. Use plausible distracters. All alternatives should be homogeneous (similar) in
response. content, form and grammatical structure. For the student who does not possess
Examples of such instances: the ability being measured by the item, all the distracters should look as plausible
i. The correct answer is longer than the distracters. as the answer.
ii. The distracters are not correct grammatical extensions of the stem.
iii. Several similar statements given with one different or opposite statement. Furthermore, unrealistic or humorous distracters are non-functional and
iv. Correct answers are often given as the first or last option. increase the student's chance of guessing the correct answer.
v. Systematic patterns for answers that facilitate guessing.
Poor Example:
12. Avoid textbook verbatim phrasing. If the answer has been lifted word-for- Which of the following artists is known for painting the ceiling of the Sistine
word from the pages of the textbook, the students may recognise the phrasing Chapel?
and respond correctly out of familiarity rather than achievement or
understanding of the subject matter. It also promotes rote learning. a. Warhol.
b. Flintstone.
Solution : Paraphrase the statement. c. Michelangelo.
Example: d. Santa Claus.
The textbook sentence:
The environment is more polluted in urban areas due to overcrowding. Better Example:
The paraphrased statement in the test paper. Which of the following artists is known for painting the ceiling of the Sistine
The environment is more polluted in urban areas as they are overcrowded. Chapel?

13. Whenever possible avoid the use of specific determiners. When words such a. Botticelli.
as ‘never, always, only’ are included in distracters in order to make them b. da Vinci.
false, they serve as flags to the alert student. c. Michelangelo.
d. Raphael.
Poor example:
Which of the following statements on tropical rainforests is correct?
15. Negative items must be used when required only; never in order to confuse
a. They never occur north of the equator. the student. The negative word should be placed in the stem, not in the
b. Only mammals can be found in tropical rainforests. alternatives and should be emphasized by using boldface and underlining.
c. Tropical rainforests are rich in bio diversity. In addition, each of the alternatives should be phrased positively to avoid
d. All plants found in tropical rainforests are used for medicinal purposes. forming a confusing double negation with the stem.
21 | EHB 22 | EHB
 Poor example: i. If the stem ends in the middle of a sentence, the alternatives should start
Which of the following should you not do when working in a computer lab? with simple letters and end in full stops.
a. Not bring in food and drinks. ii. If the stem ends in a full stop or a question mark, the alternatives should
b. Not smoking. start with capital letters.
c. Bring in magnets. iii. If each alternative is a complete sentence, it should start with a capital
d. Switch off the computer afterwards. letter and end in a full stop.
iv. If the alternatives are words or expressions that are to be inserted into a
Better example: blank in the stem, the alternatives should start with simple letters unless they
What should you not do when working in a computer lab? are proper nouns or unless the blank is placed at the beginning of the sentence.
Best example : v. If the alternatives are words or expressions that should be inserted into a
What should you avoid when working in a computer lab? blank in the stem, they should not be followed by full stops unless the
blank is placed at the end of the stem.
a. Use head-phones to reduce noise. vi. No commas, hyphens, colons or semicolons should appear at the end of
b. Look away from the screen from time to time. the stem unless the grammatical structure of the stem requires it.
c. Keep strong magnets close to computers.
d. Switch off the computer once you finish using it.
Guidelines for items that require selecting the correct an-
16. Avoid giving three similar distracters and one different distracter. This facilitates swer given within brackets
guessing. Therefore, the item will not succeed in evaluating the relevant
knowledge, skill or attitude. The following questions are based on a 1. Note that content-wise, these items are exactly the same as MCQs wherein
comprehension text on 'cycling in cities'. the answers are given as alternatives a, b, c and d. It is only the format of the
question that differs. Therefore, any one paper should not contain both
Poor example: these items.
Why are most people in cities reluctant to travel by bicycle?
Example:
a. It is stylish. (positive attribute) The longest river in Sri-Lanka is called the (Kelani ganga, Kirindi oya, Mahaveli
b. It is easy. (positive attribute) ganga, Maha oya).
c. It costs less. (positive attribute)
d. It is tiring. (negative attribute) This is the same as:
Better example: What is the name of the longest river in Sri-Lanka?
Why are most people in cities reluctant to travel by bicycle?
a. Kelani ganga. b. Kirindi oya.
a. It makes you sweat. (negative attribute) c. Mahaveli ganga. d. Maha oya.
b. It is dangerous. (negative attribute)
c. It is difficult. (negative attribute) 2. It is preferable to avoid giving the alternatives within brackets and to present
d. It is tiring. (negative attribute) them in the general MCQ format which is easier for the students to read.

17. When considering the punctuation within the MCQ, adhere to the same 3. All instructions given under the heading 'Guidelines for MCQs' apply to this
principles you use in everyday writing. type of item as well. Therefore, please adhere to them.
23 | EHB 24 | EHB
Guidelines for matching items Step iii. Ensure that each stem has only one correct alternative.

1. Whenever possible avoid breaking sentences into two and putting in two Step iv. Ask a colleague to answer the question to ensure there are no disparities
columns to match. Students can guess the answers by following the grammar or multiple correct answers.
of the stem. Instead, provide independent elements to match.
4. In Grades 4 and above, provide a grid beside or below the item to record the
Poor example:
answers rather than instructing the students to draw arrows.
Match column A with column B.
A B Guidelines for items that require marking 'true' or 'false'
The father of Alexander the Great were King Henri VIII and Anne
Boleyn. 1. Avoid giving blatantly true or false statements. Include statements that require
The parents of Queen Elizabeth I was King Phillip II of Macedon. the student to reflect, understand and answer.
The grammar helps to find the answer. Poor example: We should never respect our elders.
The father ? was Better example: Respecting our elders is something we cannot always
The parents ? were practice. practise

Better example: 2. The statements should be a balanced mix of true and false items. Include
Match the rulers in Column A to their parents in Column B. some of both.
A B 3. Sequence the true and false items in a random order.
Alexander the Great King Henri VIII and Anne Boleyn.
Queen Elizabeth I King Phillip of Macedon and Olympias. 4. Avoid controversial or debatable statements. There should be no room for
No grammar to help find the answer. argument as to the truth or falsehood of the statements.
2. Each stem must match with one alternative only. Multiple correct answers will 5. A single columned grid where the students write T or F is easier for the teacher
result in problems when correcting. to mark than a double columned grid for ticks and crosses.
3. However, if you feel it necessary to include an item in sentence form, please
follow the procedure given below when formulating the item. Guidelines for items that require choosing the correct word
from a given list (Cloze passages)
Step i. Write all of the sentences correctly, without any grammar, spelling or
punctuation errors on a rough paper. 1. Ensure that the grammar of the sentence containing the blank does not clash
Step ii. Analyse your sentences to determine the best possible place to separate with the response.
the two sections in order to avoid providing grammatical clues to the answer. Example: Correct response: snakes
Poor example
John had two sons / named Paul and Peter. Certain ___________ gives birth to live young.(Incorrect grammar)
Better example:
John had / two sons named Paul and Peter. Certain ___________ give birth to live young. (Correct grammar)
25 | EHB 26 | EHB
 Snakes give birth is grammatically correct. 2. Ascertain carefully the feasibility of your question. Determining whether a missing
Snakes gives birth is grammatically wrong. word could be guessed or not when you already know the response, requires
a lot of relexion.
Two possible negative outcomes:
i. The students guess the correct answer, even if they are unsure of the 3. Ensure that the item does not require mind-reading. The stems must contain
subject content. enough information for the student to understand the context.
ii. The students find the question confusing and do not answer at all.

2. Ensure that each proposed response will fit into one blank only. 4. The blanks should not be placed in close succession unless they originate
from a recognisable list.
3. Avoid textbook verbatim phrasing. It promotes rote learning. In certain
subjects, sentences or even paragraphs lifted directly from the textbook or 5. Mention all plausible answers in the mark scheme. There could be more than
very closely resembling them have appeared in the form of cloze passages in one correct response.
past test papers.
6. Avoid textbook verbatim phrasing. It promotes rote learning. In certain subjects,
4. In Grades 4 and above, provide some extra distractors to minimize guessing. sentences or even paragraphs lifted directly from the textbook or very closely
Example : 7 blanks -10 responses to choose from. resembling them have appeared in the form of cloze passages in past test
papers.
5. Choose the words to be removed from the sentence and left as blanks carefully
so that you test the subject content and not language.
7. Choose the words to be removed from the sentence and left as blanks carefully
Poor example :
so that you test the subject content and not language.
Expected response : reacts
Poor example:
Copper _____________with sulphur to form copper sulphate.
Expected response: reacts
Better example: Copper _____________with sulphur to form copper sulphate.
Expected response : sulphur
Copper reacts with ______________ to form copper sulphate. Better example:
Expected response: sulphur
Copper reacts with ______________ to form copper sulphate.
Guidelines for items that require filling in the blanks with
suitable words without a list of possible answers (Cloze Guidelines for items that include maps, diagrams or other
passages) images

1. Ensure that the text does not contain grammatical or other language errors. 1. Provide electronically generated maps, diagrams and images, rather than hand-
They can seriously impede understanding of the context. Start with the complete drawn ones. They should be printed on a blank background (not lined paper).
sentences/text without blanks. Then cut off the words being tested and insert
the blanks. 2. All maps should indicate north. The sea or any other water-bodies should be
shaded clearly.
27 | EHB 28 | EHB
3. Labels or numbers on the image, if any, should not be handwritten. If it is not When to choose open-ended questions
possible to insert numbers or letters electronically onto your chosen image,
ensure that they are written neatly and on straight lines, similar to typed digits
Choose this type of item if your objective includes the following:
or letters.
* To measure understanding and application.
4. Keep in mind that when either a scanned image or a printout of an image is
* Where it is required for the students to show how they arrive at an answer.
photocopied, its colour tends to become dull and the contours less sharp.
* To assess the organisation, integration and effective expression of ideas.
Therefore, please provide very clear and stark images in your original copy.
* To assess higher-order thinking skills.
Use black and white and avoid (light) grey.
* To assess originality and creativity.
5. In order to find maps or other images on the Internet, you may log on to
However, the examiner should be careful to distinguish between answers that fulfil
www.bing.com. Click on the ‘Images’ button. Type the name of the map or
the objective of the question and those that do not.Certain candidates may use
image you require.
their superior language skills to camouflage a lack of knowledge.
Example: black and white map of Europe

It will provide you with an array of choices. Then, click on the image that suits Guidelines for brief answer items
your requirements. Finally, copy and paste it onto your test paper and adjust
the size if necessary. (Some images may be restricted.) 1. Carefully determine which verb you wish to use in the instructions. Will it be
“name, state, define, relate, describe, explain” etc.? Each verb requires a
In order to ensure that your image remains in its rightful place on a Ms Word different approach to the answer.
document, right click on the image, then click on 'Wrap text', and finally click
on ‘Tight’. This will help you to position your image where you want it without 2. Do not instruct the students to “Answer the following questions” unless all
difficulty. the items given below are questions (in the interrogative form). Instead, instruct
them to “Write brief answers” or “Answer in brief”.
6. All diagrams and tables should be numbered in the sequence of appearance
on the paper. Errors in the numbering of diagrams can cause immense confusion. 3. Refrain from using the term “Write DOWN”. Avoid the word 'down'. This is a
verbal expression generally used during lessons to ask students to copy down
7. Reflect on what you require of the student. Do you wish the student to write a what is written on the board or dictated.
number, a letter or a word to identify the parts of a diagram? Do you want a
part that is already numbered to be named on a blank given below? etc. Use 4. If the answer is to be written on the question paper itself, estimate carefully,
the correct set of instructions accordingly. For example, “Label the diagram” the amount of space required for the answer. The space should be an
is not the same as “Number the parts that have been labelled” or “Write approximate indicator of the length of the answer expected.
the functions of the parts marked A, B and C”.
5. If you want the answers recorded in the test paper itself, please indicate for
the type-setters, the space required for each answer in your original paper.

29 | EHB 30 | EHB
6. Spell out the number of answers expected (without using numerals) in each 2. Specify the content area being evaluated very clearly. Do not give the examinee
brief answer and highlight and/or underline the number. Also provide specific or the examiner too much freedom in determining what the answer should be.
space underneath for the response(s). Therefore, structured essays (with guidelines) are preferable to open essays.
Poor example:
Poor example:
Name 3 countries affected by monsoon floods.
What opinion do you have of this poem?
_________________________________________
Better example:
Better example: Explain your opinion of this poem with reference to its imagery, tone and the
Name three countries affected by monsoon floods. poet's style of writing.
i. _______________ ii. _______________ iii._______________
Up to Grade 6 or 7, the teacher may opt to present structured essay-type
7. Take into consideration the target student's age and maturity when determining questions as a series of steps that follow a natural flow. (This may not be
the number of answers he/she is expected to provide for any given question. possible in all the subjects.)
Lower grades should require a lesser number of answers.
3. Provide a detailed and competency-specific mark scheme that mentions all
Guidelines for short note items the aspects being assessed. Do not request the teachers to refer to pages in
the textbook or write 'free/open' in the mark scheme. Instead, your mark
1. Specify the content area being evaluated very clearly. scheme for essay-type questions should include the following:
2. Mention the expected length of the response (word limit or number of lines).
* All points (in brief) that should be mentioned by the student in his/her
3. In the mark scheme, clearly mention the points/facts that each response should response.
include and how many marks should be awarded for those points. Do not * The number of marks to be awarded per point or combination of points.
write 'open/free' or ask examiners to refer to pages in the textbook etc. Certain
mark schemes are very vague. The criteria for content in essay-type questions vary according to the question
4. The instructions given under the section titled ‘Guidelines for brief answer and the subject.
items' (EHB) apply to this type of item as well. Therefore, please adhere to
them. Criteria to mention in the mark scheme for essay-type assessment:

* A list of facts/points expected to be included in the response

Guidelines for essay-type questions * Effective use of data, statistics, examples, definitions, quotations, etc.
* Adherence to the instructions given in the question (including the
1. If you wish to include essay-type questions in your papers, before doing so, word limit)
take the time to teach the students the practicalities of organising their answers. * Coherence (within complex sentences and within paragraphs)
Some students are naturally gifted at presenting well-organised answers. * Organisation (Ability to present ideas in an organised, logical manner with
However, most need clear and concrete guidance in the area. The inability to reference to the entire essay.)
organise a long answer will have a significant negative impact on the marks a * Ability to take a stance, defend and justify it effectively
student scores, irrespective of the validity of content.
31 | EHB 32 | EHB
 * Ability to apply theoretical knowledge It should be a very short and simple document such as an invitation, a short
* Objectivity message, a note, a brochure, an advertisement, etc. The questions should be
* Argumentative presentation of points straight-forward, close-ended ones where the writing burden is minimal i.e.
* Creativity MCQs, true/false, matching items, etc.
* Originality In this item, pictures may also be used to evaluate comprehension.
* Format and presentation Example : Expected answer : van
* Handwriting
How did Paul travel?
* Socio-linguistic appropriateness (especially in language papers)
Insert four pictures of different vehicles as alternatives to choose from.
* Quality of language (Please read the section titled ‘Guidelines for language
and literature assessment’(EHB) for more details. Thus you avoid repeating the word ‘van’ which the children would be able to
locate visually in the text, without even reading it.
4. Clearly state the word limit (minimum-maximum). Train the students to mention This item should aim to validate the comprehension skills of all students
their word count after concluding the answer. Teach them the standard system of irrespective of their writing skills.
counting/estimating words. Certain CIE subjects insist on the exact word limit
given in the papers and deduct marks if it is not respected. Insert a box in the The maximum mark allocated to this question should be between 5 and 10.
question paper to mention the word count thus obliging them to count their words.
iv. Comprehension 11 should comprise of more difficult tasks that require good
The ability to present ideas clearly and logically within a given word limit is a
generic skill that must be developed in children through tests. analytical skills.
For this item too, the type of document should be different from one test to the
Guidelines for language papers next. You may include magazine or newspaper articles, extracts from novels,
short stories, historical texts, instruction manuals, travel guides, promotional
These guidelines apply to all language papers. i.e. English, Sinhala, Tami, French. publications, etc.

The following guidelines apply to all language papers i.e. English, Sinhala, Tamil, v. In this item, the students should be made to answer in sentence form. However,
French. Ideally all language papers should evaluate all four language skills. marks should not be deducted for grammar/spelling mistakes (Grades 1-5)
unless the mistake alters the meaning of the answer.
i. Written comprehension
vi. ‘Lifting’ (copying entire sections of the text word for word in answers) should
ii. Listening comprehension
not be allowed. The instructions should read: Write in your own words as
iii. Composition
much as possible.
iv. Spoken language
In order to determine whether this is possible, the teacher should first answer
his/her own questions in his/her own words.
1. Written comprehension
vii. Avoid questions to which the answers are directly stated in the text.
i. It is preferable to include two comprehensions in each paper.
ii. The comprehensions should be related (directly or indirectly) to the topics Example text:
covered in the study period. Adrian was not going to admit his mistake unless he had to. So many times had
iii. Comprehension 1 should target those students whose writing skills are not he been punished in the past for it. His aunt was very strict about the housework
highly developed. schedules and did not tolerate any delays.
33 | EHB 34 | EHB
 Poor example: v. For dictation, marking should be done on minus-marks-per-mistake(s) basis
What was his aunt strict about? and for listening comprehension the marking should be similar to the written
Answer ‘housework’ is directly mentioned in the text. comprehension questions.
Better example:
Does Adrian often forget his housework? Explain why in your own words. 3. Composition

Here, the student’s comprehension is properly tested because the text does i. A composition does not necessarily have to be in continuous prose. Any answer
not directly state whether he forgets his schedule or not. They must conclude wherein the student produces original material can be considered a composition.
that he must have forgotten it many times in the past by analysing the sentence: ii. Design the question based on a writing skill that the students may require
“So many times had he been punished in the past for it.” Furthermore, they in real-life. Avoid giving abstract tasks that no one (except school teachers)
must rephrase the sentence on their own to answer the question as the sentence will ask of them.
itself is not self-explanatory, which prevents ‘lifting’. Therefore, the correct iii. The topics should be related to the course content of the specified period of
answer should be: Yes. His aunt had punished him many times in the past study. But never the exact same topics done in class.
for forgetting his housework schedule.
Examples of composition questions for Grades 1-2
viii. Vocabulary may also be tested in comprehensions but not in isolation. It
should be in relation to the context. Please read the section titled ‘Vocabulary’ a. Write a simple recipe. Ex: To make a sandwich. (Provide pictures of the
for more details. ingredients.)
b. You want to join a library. Fill the form. (Provide the form.- name, surname
xi. It is important to sequence the questions correctly starting from the simplest etc)
close-ended ones to the most complex open-ended ones. c. You are going to the supermarket. Write the shopping list.
d. You have invited some friends for tea. Write a list of things you will offer for
2. Listening comprehension them to eat and drink.
i. In spite of the practical difficulties, listening comprehension could be evaluated e. You have invited some friends to play together. Write a list of activities you
will do with them.
during Monthly Tests and Semester Examinations (at least once a term).
f. It is mother’s day. Write a little card to your mother for this special day.
ii. It is possible to be done in the form of dictations. Alternately, the language
teacher could read out a text in each class, for which the questions are already Examples of composition questions for Grades 3-5
printed in the paper. a. You are spending your holidays at your grandmother’s. Write an e-mail to
iii. Even though listening comprehension is not a component at Cambridge or your mother describing your holiday. (Give pictures).
National exams, it is a generic skill that all individuals must possess. Therefore, b. You have just gone to see a drama with your family. Write about it in your
diary.
to include them in your evaluations (and in your lessons) is to move away
c. You received a Red Star from your Class Teacher. Write an e-mail to your
from exam-oriented teaching.
cousin who lives abroad about how it happened.
iv. It is the responsibility of the Subject Coordinators/Chief Examiners to propose d. You just participated in your school concert. Write a letter to your grand-
and implement such a system. Even though it may seem difficult to implement, parents about it.
it is not so. Such evaluations have already been conducted smoothly at LIS e. You went to your best friend’s birthday party. Write an e-mail to your pen
over the years pal about it.
35 | EHB 36 | EHB
Examples of composition questions for Grades 6-8
a. Write an article to the school newsletter on the benefits of healthy food and
an active lifestyle.
b. You want to organise a tree planting project with your classmates. Write a
project proposal to present to the Principal.
c. You wish to do some volunteer work during the holidays at an orphanage.
Write a letter to the Director of the orphanage asking permission.
d. One of your friends is not behaving well since of late and you are worried.
Write him/her a letter to advise him/her.
LANGUAGE MARKS
iv. Composition questions should be accompanied by a grid for awarding marks.
Grammar 5
The marks should be equally divided between content and language.
Vocabulary 4
v. Include the mark break-down in the question paper itself so that the students
will be able to identify their strengths and weaknesses once the marks are Spelling 2
awarded. It could also serve as a guideline to writing a full and well balanced
Punctuation 1
answer during the exam.
Total 12
vi. In the language section, grammar, vocabulary, punctuation and spellings should
be allocated marks separately. They are distinct aspects in any language and it
is not possible to evaluate them together without the mark deductions CONTENT MARKS
overlapping different skills.
Adhering to instructions 1
vii. Similarly, the marks allocated for content should also be divided according to
Ability to relate past experiences 4
the specific skills being assessed in the item. Therefore, the content criteria will
change from item to item. Ability to describe 3
Sample question and mark scheme: Ability to speak of impressions 3
You have just come home from one week’s trip to Nuwara Eliya. Write in your diary, Coherence 2
what you did during this time. Mention your impressions of this city. (60-80 words)
Total 13

Language 12
Content 13
Total for question 25

37 | EHB 38 | EHB
viii. Always specify the word limit. Deduct marks in the section ‘Adhering to iii. Sample question:
instructions’ of the mark scheme if the students have ignored the word limit.
Oral presentation on one of the following topics.
ix. When correcting, take utmost care to identify the type of errors and to avoid
penalising students more than once for the same error. Do not deduct marks a. An unforgettable experience
for the same error more than once. b. The importance of being methodical
c. A sailor’s life
Examples: (Subject: English Language) d. Hobbies help us learn about the world
Correct Incorrect The students may choose their topic of preference and they may be given time
Error Correction identification identification to prepare at home. Students may volunteer to do the presentation or you may
of error of error
go according to the Register. Each presentation should last a maximum of 2
I was finding for I was looking for Vocabulary Grammar minutes. (12 marks)
the pen the pen.
I did found the I did find the Grammar Spellings/
pen. pen. Vocabulary
Sample grid :

I faund the pen. I found the pen. Spellings. Vocabulary/

Grammar Lyceum International School
nd
2 Semester Examination- ORAL COMPONENT-July 2015
x. Provide a maximum of two choices for the composition section. They should TO BE ATTACHED TO THE MAIN PAPER SUBSEQUENT TO THE
WRITTEN EXAMINATION
be of two different types of essays i.e. narrative, argumentative, informative
etc. Do not give two topics of the same type of essay. Subject : Tamil
Grade : 6 ..............
xi. The CD of the seminar titled ‘The evaluation of English compositions’ is available
in each school (with the Principal). All new language teachers (English, Sinhala, Duration : 2 minutes per student
Tamil, French) are requested to view this CD before correcting their first set of Candidate’s name : .................................................................................………
answer scripts according to the new essay mark scheme. Oral presentation topic : .................................................................................………

4. Spoken language Contents-facts and Language-grammar Pronunciation, intonation,

Total (12)
organisation (3 + 2) vocabulary (2+2) presentation (1+1+1)
i. Spoken language skills could also be tested at least once a year. This component
could be effectively evaluated during class sessions over the study period
(especially for Semester Exams when the tests are scheduled two months apart).
Activities such as role play and oral presentations which spice up the class
atmosphere could be used for spoken language evaluation. iv. The mark scheme and grid for the spoken language question should be
attached to the original paper when sending it in to the Exams Department.The
ii. Clear guidelines should be provided in the original test paper by the Chief completed grids should be ultimately attached to each answer script (of the
Examiner who sets the paper regarding the specific topics and questions based written paper) after the exam by the Subject Teachers.
on the work to be covered during the study period.
39 | EHB 40 | EHB
v. To avoid a delay in the topics and grids reaching the Subject Teachers on Complete the text using one word per blank.
time, these documents could be e-mailed to the Examinations Department
by the paper setter before the deadlines for sending the written paper. The ______ the evening, he found the book that he had ________ looking for,
Examinations Department will in turn e-mail it to all the other Principals to be lying on the floor. Who ________put it there? It was Jane ________ had lent
given to the relevant Subject Coordinators. this book to him. It was _________, not his. He should have been more careful
with it.
vi. Each Subject Teacher should be given a copy of the topics and the grid prior
to the relevant study period by the Subject Coordinators. The student proves his/her ability to use the grammar points more effectively
here than he/she would in five different questions of a structured exercise type
vii. The Subject Teachers should make the required number of photocopies for item. An innovative teacher can always find ways to combine several grammar
his/her students. points in the same cloze passage.
viii. During each lesson, the Subject Teacher will evaluate 1 to 4 students (divide iii. The cloze passage mark scheme should include the expected answer for each
the number of students by the number of sessions you have over the study blank. However, it should also mention that other grammatically correct, logical
period) taking maximum 10 minutes from each session for the evaluation. answers are acceptable as well.
ix. It is the responsibility of the Chief Coordinators/Chief Examiners to propose 6. Translations
and implement such a system. Even though it seems difficult to implement, it is
not so. Such evaluations have already been conducted smoothly at LIS over i. Translations may be included in language papers if the students are deemed to
the years. be proficient in the target language.
ii. The translation should be divided into equal units and marks allocated per unit
5. Grammar in the mark scheme.
iii. The content of the sentences/passage should be based on the subject content
i. Rather than academic knowledge of grammar, the student’s ability to construct
of the relevant study period.
correct sentences using the grammar learnt in class should be evaluated.
Therefore, structural exercise type questions should be avoided and open- 7. Vocabulary
ended questions should be used.
Example: Grammar point tested: Passive voice. i. In Grades 1-5, the teacher may include a separate vocabulary section based
Expected answer for both questions: The solution was provided by Jack. on the vocabulary covered during the study period.
Poor example: ii. Asking for synonyms or explanations may be too difficult at the lower grades.
Rewrite the sentence in passive voice. Therefore, it is more suitable to test vocabulary using pictures.
Jack provided the solution. iii. Avoid testing vocabulary in isolation (single words). Test them within a given
Better example : context.
Answer the question in passive voice, using the word within brackets. Poor example: Match the word to its synonym.
Who provided the solution? (Jack) Better example: Replace the underlined word in the sentence with a synonym.
ii. Giving cloze passages is an effective way of testing several grammar points iv. If you decide to include vocabulary questions in a comprehension item, keep in
simultaneously whilst checking the student’s overall knowledge of sentence
mind that you may be veering away from the objective of the comprehension
structure.
question i.e. to evaluate comprehension. Therefore, extreme care should be
The following cloze passage tests prepositions, past tenses, relative pronouns
taken to ensure that comprehension, and not vocabulary, is tested in such items.
and possessive pronouns.
41 | EHB 42 | EHB
 Guidelines for literature assessment LANGUAGE 14
These instructions apply to all literature tests irrespective of the language. CONTENT 26
1. Literature papers should include a language assessment section in the mark TOTAL FOR QUESTION 40
scheme in addition to the content section.
2. Include the mark break-down in the question paper itself so that the students 3. Grammar, vocabulary, punctuation and spellings should be allocated marks
will be able to identify their strengths and weaknesses once the marks are separately. They are distinct aspects in any language and it is not possible to
awarded. It could also serve the students as a guideline to writing a full and evaluate them together without the mark deductions overlapping different skills.
well-balanced answer during the exam.
4. Differentiate between written comprehension and literature assessment.
Sample Mark Scheme for Literature (Prose) It is often seen that literature sections contain comprehension type questions.
CONTENT MARKS MARKS Even in the primary grades it is possible to develop students’ literature-related
skills using carefully worded questions.
Pertinence-knowledge of material 8
Extract :
Insight into the author’s intentions 4 Suddenly, Jack fell off the tree with a crash. Paul saw blood on his knee. It was
Organisation-Coherence 5 clear that Jack was in a lot of pain. May be he had broken something. Paul told
him to wait, that it was just a scratch, and ran to the lodge to get help.
Reference to literary techniques 4
Poor examples:
Quality and relevance of quotations 5
i. What did Paul see on Jack’s knee?
TOTAL 26
ii. What did Paul ask Jack to do?
iii. Why did Paul run to the lodge crying for help?
LANGUAGE MARKS
(Answers are directly mentioned in the text. Only comprehension
SPELLINGS 2 tested)
PUNCTUATION 2 Better examples:
VOCABULARY i. What kind of a person is Paul? Write three to four lines to explain your
Richness 2 opinion of him.
Accurate usage 2
ii. How does the writer make you feel worried for Jack in the passage?
GRAMMAR (The child must tap into his/her personal/emotional response to
Accuracy 3 the text, express an opinion and justify it.)
Standard of language 3
5. Please read the section titled ‘Guidelines for language papers-
TOTAL 14 compositions’(EHB).
43 | EHB 44 | EHB
 Before the test-Instructions to invigilators 11. Check the students' pencil cases, files, etc. to ensure that they do not have
any unnecessary objects or documents within reach. Students may bring short-
1, The test paper packets will be sealed with a special tape by the Examinations notes inside ball point pens, inside the spine of plastic files, on erasers, on the
Department. If anyone attempts to open a test paper packet, the special tape back of the hand, etc.
sealing the contents will tear or get damaged. It is only the teacher distributing
12. The school bags should be kept just outside the classroom door during both
the papers to the students just before the exam, who has the authority to open
monthly tests and semester exams.
it. If he/she feels that the tape has been tampered with in any way, the Head of
the school should be informed immediately. 13. Never start distributing the papers until everyone is seated, quiet and composed
2. All papers scheduled for the day should be distributed to Class Teachers by for the exam.
the respective Head Mistress (LKoh-Grades 1-2) and the Examination Office 14. If a teacher due for invigilation duty is due in a non-exam class during any
(LN - Grades 3-12), Principal (LW, LG, LP, LR, LR and LE) and the General exam, please inform the Principal a day prior to the exam.
Coordinator (LA) at least 15 minutes before the starting time of the exam.
However, the mark schemes will be given to the teachers only once the
examination is over. During the test-instructions to invigilators
3. Ensure that you, your students and the classroom are ready for the tests on time. 1. If there are any problems in the content of test papers, they should be noted
down by the teachers and reported in writing via the Principal to the Exams
4. Ensure that the wall clock of your classroom shows the correct time. Department after the exam is finished.

5. Remove or cover subject-related posters on the walls. 2. No modifications will be carried out while the exams are in progress.
3. Please refrain from calling the Exams Department to report such problems
6. Announce to the students that they will not be allowed to use the wash room
during exams. Before paper corrections, you will be informed of any changes
once the examination begins unless in a dire emergency. If students need to go
in the mark scheme.
to the wash room while the exam is in progress, ensure that only one student
leaves the classroom at a time. 4. Under no circumstances should Subject Teachers/Coordinators directly question
Chief Examiners about the papers before, during or after exams.
7. Arrange the desks as far away from one another as possible using the space
normally allocated for the teacher as well. 5. The Class Teacher will be the chief supervisor of his/her class. Subject teachers
will be appointed as Assistant Class Teachers to help in the invigilation.
8. Keep sufficient blank answer sheets, grids, maps and graph papers at your
disposal. 6. No student shall enter the exam hall after the lapse of 30 minutes from the time
the paper starts and no student shall leave till 30 minutes have lapsed. However,
9. Check for special instructions in the test paper (Use of calculators, grids, during the Register Marking period/after the first paper, those who have brought
food from home should be allowed to have breakfast.
colour pencils, etc.) and instruct students accordingly before distributing
the papers. 7. Instruct the students to write their full name, class (and admission number-
Grade 6 upwards) before starting to answer the paper. Also instruct them to
10. Write the day's exam timetable on the board before starting. write their name in each new answer sheet.
45 | EHB 46 | EHB
8. Instruct the students to number the answer sheets as and when they start on a 17. Never allow students to take away blank or half used answer sheets out of
new page, and keep them piled up in the correct order so that they do not the examination room. Students may write entire answers at home and secretly
waste time at the end of the exam on this task. (They should be trained for this insert them into the answer script at the examination.
during class sessions.)
18. Impress upon the students the importance of not wasting paper. Instruct them
9. Instruct students to keep their answer sheets in one neat pile. Having them to use both sides of the answer sheets and to not leave large blank spaces.
strewn about the table facilitates copying. This is both financially and environmentally wasteful. Avoid using answer sheets
for any purpose (students and teachers) other than to record answers at tests.
10. Ensure that the students keep their answer sheets flat on the table at all times
rather than holding them up for others to see. 19. Once the exam is over, collect the extra blank answer sheets for future use
and tear the discarded ones before throwing them in the dustbin. Never leave
11. Answer scripts should be removed from any student found copying, talking or blank answer sheets in the class cupboard or teacher's table within easy access
cheating in any other manner. Such students should be given a mark of 00 for to students at any time during exams or otherwise.
the paper. Please make a note of it on the top right corner of the answer script,
in red for the examiner. Knowing that the rules are invariably enforced acts as 20. Do not strike up conversations or crack jokes to break the tedious atmosphere
a deterrent for those who may consider cheating and reassures those who of the examination room. This will be taken as a signal of release from the
want their honest efforts justly rewarded. exam etiquette and will compromise the decorum expected of the students.
However, such diversions after the exam will be a welcome relief to both
12. Never leave unopened question paper packets (even sealed ones) in the class students and teachers.
cupboard or teacher's table within easy access to students at any time during
exams or otherwise. Students may open and remove test papers prior to the 21. Even if you notice an error in any test paper, do not disturb the students to
exams when the packets are left unattended in the classroom by the teacher make any modifications or contact the Examinations Department. Instruct the
even for short durations. students to carry on answering the paper. Modifications will be decided by
the Coordinating Principal/Deputy Coordinating Principal and communicated
13. Borrowing of any item should not be allowed. For example, much information to the relevant Head of the school (s). It is only the Coordinating Principal/
can be stored in scientific calculators and passed on. Even erasers may be Deputy Coordinating Principal who has the authority to make such
used by students to pass on information. amendments. Teachers should refrain from re-allocating marks, cancelling
questions with errors etc., without instructions from them.
14. Silence in the classroom should be observed first of all by the teachers. Chatting
discreetly with colleagues while the exam is in progress makes you a poor 22. If the necessity arises to address one particular student during the exam, ensure
role-model. Being alert at all times is essential. that you do so without disturbing the others. Approach the student in question
and speak to him/her quietly. Do not address the student from the teacher's
15. Strictly avoid reading, talking or correcting exam scripts while engaged in
table.
supervision. At least one teacher must be standing at any given time.
23. Personally ensure that each students staple A3 and A4 papers in the correct
16 If you are due in other classes according to the normal time table, you should
manner, 15 minutes before the end of the exam, to facilitate the opening and
remain in the exam hall until a replacement arrives and only then should you
report to the due class.(Arrangements for a relief teacher should be made reading of the contents. When stapling A3 papers, the top page must be left
beforehand. Please inform the Head of the school in advance.) out. Do not allow students to pass staplers.

47 | EHB 48 | EHB
24. Do not collect the answer scripts before the specified time even if all the students 30. Do not directly exchange answer script packets amongst yourselves. Class
have finished answering. It is difficult to keep the class quiet once they have Teachers should return the packets to the Exams Department or the collection
handed in the answer scripts. Their noise will disturb the neighbouring classes. centre and Subject Teachers should claim their respective packets from the
same to avoid misplacing them and misunderstandings amongst colleagues. In
25. Before collecting the answer scripts announce to the students that they must LN, the Class Teachers should hand over the sealed Monthly/Semester
remain in their seats until all the scripts are collected, counted and sealed. exam answer scripts of Grades 3-8 to the Examinations Department, and the
Students may take away answer scripts without handing them to the teacher.
Grades 9-12 scripts to the Deputy Principal. In LKoh to the Head Mistress,
Unless they remain in their seats and within the classroom, it becomes
in LW and LG, to the Deputy Principal , in LP to the Head Mistress, in LR and
impossible to contain and sort out such situations.
LE to the Principal and in LA to the General Coordinator, soon after the exam
26. Collect the answer scripts in the same order they were distributed to ensure or before the school ends.
equal duration for all students. This will also allow the examiner to identify
cases of copying when correcting. Do not collect the papers in a random
order as and when students finish. This also ensures that all the answer scripts After the test-Guidelines for paper marking
are collected and none will go missing. Tally the number of answer scripts
with the number of candidates.
Monthly and semester answer scripts should be given to the
27. The exam papers and answer scripts should be put inside the identical arrival students once the marks are finalised.
envelope. It is preferred that the answer scripts be collected at the completion
of an examination by the same invigilator who distributed the question papers 1. Before starting to mark the answer scripts, go through the mark scheme carefully
at the beginning of the exam. The two extra question papers should also be to ensure that there are no mistakes in it. If you do find a mistake, inform the
put in the envelope. Examinations Department so that your parallel teachers could be informed to
make the necessary amendments.
28. The invigilator who collects the exam papers should write his/her name on the
envelope and sign confirming the number of answer scripts enclosed. In the
2. When correcting, take utmost care to identify the type of errors and to avoid
event of any discrepancy, the Chief Examinations Officer (LN/LKoh)/Deputy
Principal (LW, LG, LP, LR and LE)/General Coordinator (LA) should be penalising students more than once for the same error. Do not deduct marks
informed in writing. If any discrepancy occurs, the relevant invigilator will be for the same error more than once.
held responsible.
3. The interpretation of test scores is an extremely important aspect of any
29. Grade 9 upwards, during semester exams, when you excuse students from examination to determine both student achievement as well as your own
the class after a paper, instruct them to go down the staircase and exit the performance as a teacher. Use such information to take remedial measures to
building quietly and quickly. The same should be observed when they return overcome difficulties arisen in past lessons and to enhance your teaching
for their next paper. These instructions must be given before the answer scripts strategies in future sessions. The IMS provides automatic, computerised analysis
are collected while the students are still quiet. Exams finish at different times of test results in several forms. (Student-wise, subject-wise, teacher-wise,
for different grades and subjects. Students moving up and down the staircases graphs, tables, etc.) Make use of this data at your fingertips to enhance the
noisily or loitering in the corridors is a constant disturbance to those whose learning-teaching process.
exams are still in progress.
49 | EHB 50 | EHB
4. Identify items in which a majority of students have scored low marks. It is Guidelines for paper discussions in class
possible that the question was too difficult. If so, remember to avoid such
questions in future papers or object to them in writing via the Head of the 1. All Subject Teachers should visit their classes and distribute the corrected
school. Do not directly discuss such matters with any Chief Examiners. answer scripts to the students, do the collective paper discussion, and then
request the students to check whether any errors have been made in the
It is also possible that the students have not grasped the lesson properly. If so, correcting and adding up of marks. All errors should be corrected before
take remedial measures by readdressing the relevant points with the students finalising the marks.
before moving on to a new topic.
2. Subject Teachers should visit the classes according to their class/personal
5. Identify items in which a majority of students have scored full marks or very timetables. If any teacher does not have an allocated period on a corrections
high marks. It is possible that the question was too easy. If so, remember to day with a particular class, he/she should request another Subject Teacher to
avoid such questions in future papers or object to them in writing for future give an extra period.
papers via the Head of the school. Do not directly discuss such matters with
3. Instruct students to keep only a pencil on the table with the answer script
any Chief Examiners.
during the collective class corrections to ensure that they do not modify answers
during corrections.
6. Please take the time to write useful comments on the answer scripts that will
allow students to improve their future answers. Encourage them to do better 4. Wait until the paper discussion is over to make changes in the marks allocated
the next time and do not hesitate to praise those who deserve it. If you see an for answers. Instruct the students to circle the question numbers wherein
improvement in a child, even if the overall mark remains low, ensure that you mistakes have been made by you but to not disturb the paper discussion
praise and reward him/her for the effort made. (E.g. Give Red Stars). Never every time they identify such mistakes. Once the discussion is over, ask students
ridicule low scores, instead, encourage students to try harder next time and to remain in their seats while you go from student to student rather than asking
suggest strategies for improvement. them to queue up at the teacher’s table.

7. If the students have not answered a question due to the teacher not being able 5. Do the collective test paper corrections in class with care. Inform students of
to complete the syllabus, inform the Examinations Department via the Head their overall performance as a class as well as commenting on individual
of the school. It is only the Coordinating Principal or the Deputy Coordinating performances in a positive and constructive manner.
Principal who has the authority to make decisions in such cases as to how the
6. List out the common errors you came across during corrections. (You must
marks will be re-allocated.
note these down as you correct the answer scripts).
However, plan your work from the beginning of the term, taking into
consideration public holidays, school events etc, in order to cover the syllabus 7. Take measures to correct scribbling or unnecessary sketches done on the
on time. margins. Do not ignore or tolerate them.

8. The answer scripts of SEN students should be marked leniently taking into 8. Advise them on when to use pens and pencils. Advise them against using
consideration their individual difficulties and the fact that their marks are not different coloured pens where relevant.
considered for class average or ranking.
9. Explain not only what the correct answers are but also the procedure they
should have followed to arrive at them.
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10. Advise students on issues such as time management, neatness, cleanliness, Guidelines for the completion of Report Cards
correct spellings and language.
1. Semester exams will be held twice a year, in March and in July, for all classes
11. Advise them on how to use a grid correctly. Whether to tick or cross and how other than Grades 10 and 12 which will be held in November and March.
to cancel mistakes. The answer scripts that are corrected on-line by CIE
examiners should be especially clear and free of ambiguities. National O/L (Grade 10) classes will have the additional 3rd Exam in July and
the 4th Exam in October. The National A/L (Grade 12) classses will have the
12. Remind students to note down their individual recurring errors and to refer to 3rd Exam in June.
them before sitting for the next test.
Reports will be issued after each of these exams. The Reports will contain the
13. Ask them which areas they would like to revise and/or practise further and marks, the student’s class position and the teachers’ comments on each subject.
take the necessary measures to provide the support they request. 2. Entering marks and comments in the IMS
14. After finalising the marks, the answer scripts (of both Monthly Tests and * Report comments can be entered in the IMS by the Subject Teachers up
Semester Exams) should be filed in the test paper file of each student. In to one month ahead of an exam.
Grades 1-5, this should done by the Class Teachers/Assistant Class Teachers
* Once the semester marks are finalised, they should be entered in the IMS
themselves and sent to the parents without delay. In Grades 6 to 12, each
and your SIBs before the deadlines set by the IT department.
Subject Teacher should see to it that the students file their answer scripts in
the respective subject files after they have been discussed and the marks * When you enter marks in the IMS, differentiate between those who scored
finalised. 00 and those who were absent. Those who scored 00 must be given 00
but marked present. If a student was absent for any particular test, they
15. Grades 6-8 French, Music, Dancing and Art teachers should sumbit a list of should be given 00 and marked absent.
students who have earned certificates at each Monthly Test to the School * As the Nursery and Pre Grade reports are not computerised, the teachers
Secretary as their students are given grades and not marks in the IMS. The should complete the mark sheet given by the school.
list should mention the name, class and marks of the high socrers. (95% and
above for Grades 6-8 and 85% and above for Grades 9-12). Furthermore, 3. Circle in red all marks that are below 40%
the highest in Grades 6-8 is awarded a certificate and in Grades 9-12, a Example: 38
medal in addition to the certificate. For all other subjects the students are
chosen automatically by the IMS. 4. Write the position in red.
Example: 25th
16. At the end of each Monthly Test marks should be entered in your SIB, the 5. Attendance should be filled in blue/black ink but circled in red if attendance is
IMS and the SRBs within one week. below 90% for the semester.
Example: If there are 90 days during the semester and the child has been
17. Students who were absent should be given the Monthly Test/Semester papers present only for 75 days, then it should appear as 83.3%
to answer at home. But marks should not be entered in the SRB/IMS/Report
Card. Before handing over the paper, please write in red 'Absent for test' on 6. The Attendance Register must be completed on the last day of each semester.
the top right corner of page 1 and sign. However, the deduction of marks for attendance (for the 1st and 2nd Semester
Exam Reports) should be done on the last day of the exam.
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7. Teachers should analyse the weak points of a child's attainments during the 15. Marks for PT, Swimming/the selected sports activity from Grades 1 to12 are
whole semester in general and mention them along with suggestions for added to the total marks at the Semester Examinations.
improvemet. However, avoid the word 'weak'. Write the comments aiming to
improve not criticise. 16. Even if a student is sick and was unable to participate in PT, Swimming/
Example: Subject : English - Spelling needs improvement. selected sports activity, the student's average is calculated by dividing his/her
total marks by the number of subjects including PT and Swimming/selected
8. Teachers should have the grammar, spelling etc., of their comments and mark sports activity.
additions checked and corrected by the respective Deputy Principal/Head
Mistress before entering them in the Report. Consider not only the academics 17. When a student joins the school mid-term, his/her marks for attendance will
and behaviour but also the other important aspects such as cleanliness,
be calculated from the day he/she joined school.
punctuality, neatness, class participation, etc., when writing comments.
9. The teacher's assessment of the student’s performance should be a summary 18. A grading for attendance should be given for Grades 1-5 students in the
taking into consideration the entire semester. Semester Report. For Grades 6-12, marks (and not grades) should be given
Example: attainments, interests, areas requiring help, participation in extra/ in the Report Card. For 3 red 'L' s per month, 1 mark should be deducted
co-curricular activities etc. and for each subsequent red 'L',1 mark should be deducted.
Suggestions are provided in the section titled 'Suggestions for report comments'.
19. If a student misses the Monthly Test that falls before each Semester Exam for
10. On every student's report, the grade and class for the next academic year whatever reason, he/she will be given zero by the IMS. French/Dancing/Music/
must be mentioned after the 2nd Semester Exam. Art Teachers must calculate the 10% allocated for Monthly Tests in the
Semester Exam before deciding the grades of their students.
11. Averages should be calculated to the second decimal point.

12. At the beginning of the 3rd term, the Class Teachers must instruct the students to 20. Suspension will be considered as an excused absence.
bring back and hand over their Reports (to be used for the 2nd Semester Exam).
21. Two days prior to the closing of the term all marks should be finalised.
13. The date and the signature of the Class Teacher and Principal/Deputy Principal/
Head Mistress/General Coordinator should be the last date of the semester 22. Class Teachers should hand over the report to the General Coordinator/Head
and not the date on which the entries are filled. The 1st semester ends on the Mistress/Deputy Principal/Principal the day before the closing of the term to
last day of the second term and the 2nd semester ends on the last day of the 3rd be stamped and signed.
Term. For Grades 10 and 12, the date on the report for the 1st Exam should
be the last day of the first term. 23. A student who has misplaced his/her report card will have to purchase a new
one by paying Rs. 50/- to the School Office. New students will receive a
14. When a child is absent for an entire examination, the class average can be report free of charge. Reports should be checked for the parent's/guardian's
calculated without taking that child into consideration. But if he/she has been
signature. Each report card will be used for one academic year.
present for even one test paper, that student is also taken into consideration
when calculating the class average i.e. If a student is absent for all the subjects
24. On the last day of 2nd and 3rd term the Report Cards of the 1st, 2nd, 3rd
his/her marks for attendance and his/her sports marks should not be added to
position holders of each class and the Highly Commended reports (average
the Grand Total of the class. However, if he/she is present even for one subject,
of 85% and above) should be given out at assembly for Grades 6-12 students.
his/her marks should be added to the Grand Total.
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 Suggestions for report comments Spoken language
expressive has extensive vocabulary for age
Relationship with Teacher able to express ideas in clear speech
clear diction willing to speak in group situations
confident communicates freely descriptive speaks well when urged
relaxed responsible always/usually cooperative courteous speaker and listener confident
always/usually courteous tense enjoys/avoids participating in class discussions
shy needs constant prompting speaks in simple sentences/phrases/one word responses
attention seeking insolent seldom/rarely speaks reticent to express him/herself
has difficulty expressing ideas and experiences
Relationship with other children good conversationalist

happy sociable Written Language

confident independent
uses descriptive language able to write a cohesive text
tolerant cares about others
shows originality keen to write
displays leadership qualities dependent able to write independently/with assistance
timid withdrawn needs more practice omits relevant details
dominates others during group work actively avoids writing activities
intolerant of others' wishes disruptive unable to express him/herself in written language
introverted extroverted needs a great deal of assistance/motivation to write
prefers small/large group of friends thoughtful
unwilling to corporate in group work Spelling
participates well impulsive
spells accurately at his/her level can/cannot use a dictionary
generous cheerful has no/some/difficulty with word analysis
aggressive flexible careless checks for accuracy
generally spells accurately/inaccurately in written work
Behaviour and classroom attitudes is developing spelling consciousness/awareness
pleasant cooperative needs constant practice
independent reliable Handwriting
conscientious participates well
considerate lively neat and precise letter formation neat bookwork
good sense of humour helpful good/average/fair/poor penmanship
tries consistently/sometimes and is improving
takes pride in work variable
he/she tries but is hampered by poor grip
easily upset withdrawn lacks the desire to do presentable work
disruptive dependent needs to practice regularly erratic/immaculate presentation
requires direct supervision needs to concentrate more is developing a neat and fluent style
dominates good/poor listening skills slants letters erratically letters are too small/large
can be unduly anxious about class work untidy beautifully formed letters
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Reading Social Studies and Science
proficient fluent has an inquiring mind good general knowledge
expressive reads for pleasure follows up topics quietly interested
is developing sound reading skills and experience lacks curiosity questions
has an extensive/a good/a limited basic vocabulary developing an understanding of his/her immediate surroundings and beyond
very reticent to read intelligent/wide reader makes detailed observations predicts
tries hard but requires more practice at present level makes statements about why people think, feel and act the way they do
does not know/retain basic words good research skills enjoys independent study
lacks motivation/perseverance to read actions show increased understanding
requires more practice with oral reading good group leader/member able to list, sort, group, label
sound comprehension able to classify experiments
needs more encouragement and support from home makes detailed/accurate observations

Phonics Physical Education

is developing good word attack skills enjoys sports agile
knows the alphabet always/sometimes attempts tasks fit/ unfit for age
able to apply sounds to new words needs to practice more lacks confidence
has difficulty seeing phonic similarities and differences poor swimming ability confident
does not know initial sounds of the alphabet yet shows initiative shows skills in leadership
lacks retention good team player good/poor stamina
unable to tackle new words is developing skills in ... good/poor coordination
is able to distinguish/has difficulty in distinguishing sounds in words good psycho-motor skills confident
is able/unable to use consonant and vowel sounds correctly
needs to practice letter recognition Art
good grasp of initial sounds
imaginative growth in skills observed
perceptive aware of balance
Mathematics
good attention to detail, texture, line good/average creative ability
very interested uses mathematical language correctly has a flair for colour original
good grasp of concepts able to reason well good/average artistic ability excellent sense of design
unsure/vague mathematical concepts talented
has some difficulty in ... needs to learn the tables
slow/quick to understand mathematical concepts General comments
actively avoids mathematics
industrious keen, eager, lively, determined
tends to copy rather than using his/her own initiative
excellent worker slow, spasmodic
neat and methodical needs more practice in ...
unwilling to cooperate has a positive attitude towards work
has/has not mastered...
lacks concentration passive
59 | EHB 60 | EHB
 good/ fair effort lacks interest 3. Lyceum goes to great lengths to ensure that all our students sit for identical
punctual/not punctual suffers from lack of sleep tests, simultaneously. Your original paper has to be typed, proofread, printed,
organised/disorganised good sense of humour photocopied, counted, packeted, labelled, sealed and sent to the branches on
thoughtful and considerate towards others schedule prior to the examination date. If the paper gets delayed at any point,
puts his/her own needs before others it hampers the entire process. Therefore, your promptness and cooperation in
needs frequent reminders to work/listen the process is essential.
needs frequent reminders to complete work
sets his/her own goals self-pacing 4. The proofreaders take on this arduous task with the objective of helping you
self-disciplined checks work carefully eliminate all errors from your papers. As such, your positive attitude and co-
self-motivated works quickly but untidily operation is solicited and greatly appreciated. The objective of proofreading
checks work for accuracy slow but deliberate is not to find fault with the Chief Examiners; but to help them.
independent thinker original thinker
works quickly but inaccurately highly imaginative thinker Always remember that our common goal is to present our students with excellent
hesitant to try new ideas lacks creativity quality test papers and that the final successful outcome will be to the credit of
asks interesting/searching questions the teachers who set the papers.
needs to learn to share works independently
slow to start

Instructions for individualised comments on areas that need

improvement
If a child is experiencing difficulty, mention it diplomatically. Mention what you References
have done already to help him/her, and what you are going to do differently in the
term to come to help the child or what you recommend for the next academic year. WASHINGTON EDUCATIONAL RESEARCH ASSOCIATION White
Never say that the child has difficulties without giving a possible solution. Show that Paper- Ethical Standards in Testing:-Test Preparation and Administration
you are doing everything in your power to be of benefit to the student. WERA Professional Publications Volume 11999

HOW TO PREPARE BETTER TESTS: Beverly B. Zimmerman, Richard R.

Requests from the Examinations Department staff Sud weeks, Monte F. Shelley Bud Wood- Brigham Young University Testing
Services and The Department for Instructional Science
1. Please provide a NEAT original paper and give clear instructions to the type-
setters with the page numbers mentioned accurately.

2. The type-setters are time and again forced to decipher incoherent, untidy original
papers (sometimes even scraps of papers) stapled in an incorrect order. Your
considerate cooperation in this aspect will help ease many difficulties. Especially
considering the fact that the type-setters are not academics.
61 | EHB 62 | EHB
Notes and updates