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What happens in our foundation phase. |
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What happens in our foundation phase. ( A REPORT FROM THE HEAD OF DEPARTMENT, MRS CARRIE VILJOEN )
The foundation phase of our school comprises 12 classes in total. There are 3 classes per grade ranging from Grade 0 to Grade 3. Our dedicated team of ladies bring both experience and new ideas into the classroom resulting in a dynamic and structured approach to the education of our young boys.
Regular meetings and attendance at professional development courses ensures that we keep abreast with new ideas utilised in the private and government schools. Balancing tradition with modern teaching practices can be quite a difficult task. Our staff fulfils their obligations to the boys, parents and the school with enthusiasm.
Being a government school we follow the curriculum and assessment standards prescribed by the Gauteng Department of Education. The “Foundations for Learning” campaign was launched in 2008 and includes various milestones written into manageable units. These milestones are the skills and knowledge that a child will acquire year by year.
At King Edward VII Preparatory School for Boys, we go one step further and teach beyond the curriculum. Our goal is to develop well balanced young gentleman.
Our Foundation Phase teachers use the THRASS phonic programme as a teaching and learning tool in Literacy. The programme was first implemented in our school approximately four years ago and has become an integral part of our daily teaching. This year we purchased and use the “Phonix-in-a-box” workbooks by Lindsay Brown for all Grades 1 to 4 learners. These books have consolidated the teaching of THRASS. Both THRASS and “Phonix-in-a-box” resources are widely used in top private schools.
Our in-house remedial specialist, Margaret Redman joined our staff last year. Children who require extra support in numeracy or literacy are referred to Margaret for extra tuition for an hour per week. Learners are taught in groups no bigger than six boys. Margaret has her own specially equipped classroom situated near the Foundation Phase rooms. This service is included in the school fees and has proved to be highly successful. Margaret Redman is a skilled and experienced remedial specialist and we are indeed fortunate to have her as part of our team.
Our school also boasts reading support classes. Dedicated mothers work with learners in need at least twice a week. Boys receive individual assistance with their reading. Once again there is no charge for this extra help. Denise, Helen, Daniella, Cheryl, Emma, Raina and Fatimah are to be congratulated on their unbelievable assistance and love for those boys who need this type of help.
All three Grade 1 classes have personal assistants. All the assistants are trained in CPR and also assist the Grade 1 teachers in listening to reading and managing the daily classroom routine.
Each year boys in Grades 1 -3 are entered into National Olympiads in Literacy and Numeracy. We always achieve excellent results. This year we will enter any boy that would like to compete. A small fee will be payable by parents. Last year our Grade 1 and 2 boys participated in the National Eisteddfod. We achieved great results in the Choral Verse and Choir categories. Our compulsory extra-mural programme includes the preparation for the Eisteddfod. Boys who show promise and enthusiasm are automatically entered into this prestigious event in October.
Private therapy is available on-site to all learners. The current team consists of an Occupational Therapist, a Speech Therapist, a Paediatric Physiotherapist and an Educational Psychologist and counsellor. The therapists charge competitive rates and liaise regularly with our Foundation Phase teachers to ensure the best possible progress for learners in their care.
Boys who read books other than the graded class reader are rewarded with a certificate. Once ten books have been read, a certificate is awarded in assemblies on Mondays. Special certificates are awarded to boys who read 50, 100, 150 books. Mrs Sundar, our library and media teacher, monitors this reading closely and the programme has proven highly successful in the Foundation Phase. Mrs Sundar is also responsible for the Spelling Bee competition held in the school hall at the end of the fourth term. This competition has been running for a few years now and the hall is literally a “buzz” of excitement on this special day. Even those who are not competing try and spell the words in their heads with eyes squeezed tight and whispers echoing through the hall.
Parents wishing to learn more about our curriculum and support can attend various workshops throughout the year. THRASS workshops are hosted by me in the school media centre. Other workshops aimed at assisting parents in dealing with reading, learning and behaviour difficulties in children are hosted by Mrs Redman ( in-house) or guest speakers in the field ( organised by our Parents Association).
There is no doubt that we live in a stressful society. Positive role-models are important in order for children to cope with this environment. Personalities are shaped from a young age. The influence of teachers and parents in a young child’s life is tremendous. Our Foundation Phase team of educators salute this and use all resources available at this fine school to equip each and every child to travel the path they should rightfully follow. We expect the same integrity from home. Together, we can build fine young men; the very reason our school has been so successful for over one hundred years.
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Thrass - alive and well! |
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THRASS was introduced in full swing as a phonic programme at KEPS two and a half years ago. The programme based on Alan Davies' TEACHING HANDWRITING READING and SPELLING SKILLS scheme of learning has allowed learners in the Foundation Phase to access the 120 common spelling choices and 44 common phoneme choices of the English language through daily drill activities and application in a fun and consistent way.
Specific key words demonstrating the numerous options of spelling rules and thus reading skills are introduced to children from Grade 0 to 3.
The programme is designed to assist children access information through a mindmap commonly known as the 'yellow THRASS chart'.
I am sure many parents have seen these charts on all our classroom walls. Schools throughout Europe, Africa and Australia are using the THRASS programme to enhance the teaching of spelling and reading.
Large companies such as ABSA, BARCLAYS and BIC have endorsed and sponsored the programme in many schools and our school was selected as one of the one thousand schools throughout South Africa entitled to receive THRASS resources. All our teachers have been on the two day intensive training course and many parents have attended workshops hosted by myself in our media centre.
I can honestly say that I have seen a huge improvement in the confidence of learners to spell words far more accurately than in the past. The beauty of the programme is that learners become more empowered to 'attack' words in text and decode them more accurately as they reinforce the mindmap of the 120 spelling choices on a daily basis. This was not necessarily the case when one used only the 26 letters of the alphabet to assist children in spelling complicated words and the English language can be full of complicated words!!
Last year we were invited to demonstrate our learners' competence in THRASS at the annual THRASS ABSA TALK TOGETHER CONFERENCE. I took a few selected learners to the Wits School of Education and we presented a very professional powerpoint and learner demonstration to some very important delegates and the press.
Thank you to Geoff and Sally Shute for assisting me in putting the presentation together. Our boys were phenomenal and we were very well received by all who attended the conference.
I would like to thank all those teachers who use THRASS enthusiastically in their classrooms. I can see the difference in the spelling and reading skills of your particular learners.
Teaching English is not an isolated lesson. The application of THRASS rules must be followed in every teaching subject. We must immerse our children in language and encourage them to develop sound reading, writing and spelling skills in all aspects of their lives.
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School Based Support Team |
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A new year saw a new addition to KEPS, in the form of the Support Class.
The idea behind the Support Class is to give additional help to those boys struggling with a particular concept in English and / or Mathematics.
The Support Class runs in conjunction with the Grade Maths or English lessons, only on a more one-on-one basis, allowing the learner the opportunity to practise many examples of a concept to assist with understanding and consolidation.
It was very experimental to start off with, juggling with Grade timetables and practicalities. However, with the flexibility and patience of the staff, the concept took off and gained in momentum with each passing term.
To assist with further consolidation work, four computers are in the process of being set up in the class.
It is pleasing to be approached by learners who have identified a weakness in a certain area and are keen to seek remediation. This indicates that the Support Class has had a successful start in 2009, because when pupils are willing to seek assistance, it proves that the learning support at our school is productive and practical.
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Battle of the books |
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The "Battle of the Books" Competition is an Inter-school event, which is open to selected Grade 6 & 7 learners. Competitors are compelled to read 25 fiction books. The prescribed books are either loved/hated by the learners. Amidst all the extra-murals offered at KEPS, it is difficult to secure a team, early in the year. Learners in the team have been committed and have had sleepless nights in an attempt to complete their reading. I take this opportunity to commend our team on the efforts and behaviour throughout the contest!!
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Academic information |
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English is the medium of instruction. Our high standard of education has made its mark on many young men and their chosen careers, producing solid citizens. Mr Foote is our Headmaster. He is assisted by the Executive Committee which comprises of Mrs Haddow (Deputy Head), Mr Carrolus (Grades 4-7 HOD), Mrs C Viljoen (Grades 0-3 HOD) and Mr Demartinis (Sport).
Pupils' work is continually assessed in the classrooms by the teachers. This includes written, oral, group and individual work. There is no formal testing in the Foundation Phase, but pupils from Grades 4 to 7 write weekly assessments in the eight learning areas which count towards the final term mark. Grade 7 write examinations at the end of the year. Homework diaries must be signed daily and all tests must be signed by parents.
Punctuality
Pupils must be at school on time. School hours are as follows:
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Grade 0 - 2
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Monday, Tuesday, Thursday, Friday
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07h40 - 12h45
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Wednesday
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07h40 - 12h50
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Grade 3
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Monday to Friday
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07h40 - 13h15
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Grade 4 - 7
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Monday, Tuesday, Thursday
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07h40 - 13h45
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Wednesday, Friday
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07h40 - 13h15
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Grade R
Our Grade R is slightly more formal than a nursery school Grade 0 year by virtue of the fact that the boys wear school uniforms, though this is different from the uniform worn by the older boys. (For details see p16) They are given the opportunity of experiencing King Edward school life to the full - the boys attend assembly and hymn practice as well as music and physical education lessons. They attend computer classes from the third term. Learners use the Media Centre and there are a number of extra murals available to them, especially when it comes to soccer and cricket which are included in their ball skills programme. This programme starts in the second term.
In Grade R they become familiar with the rules and traditions of the school. They are prepared to face the challenges of Grade 1 without the stress of having to start a new school.
The Foundation Phase (Grade 1 to Grade 3)
The National Curriculum Statement (NCS) has been implemented in Grades 1, 2 and 3 according to departmental policy. There are three broad learning areas – numeracy, literacy and life skills. With NCS, under the guidance of our highly trained teachers, learners will be able to set their own goals and acquire the skills, knowledge and values needed to contribute meaningfully towards a democratic society. Learners achieve confidence, high self-esteem, independence, self-affirmation of culture, critical thinking and empowerment and a desire to fill a meaningful role in society.
Foundation Phase learners also enjoy developing and practising skills in the Computer Centre, music lessons with our music specialists, learning information skills in the Media Centre, and swimming and football with specialist instructors.
The Intermediate Phase (Grades 4 to 6)
The National Curriculum Statement (NCS) has been introduced in Grades 4, 5 and 6. There are eight learning areas in this phase:
Languages ( English and Afrikaans)
Maths
Natural Sciences (NS)
Social Sciences (SS)
Economic and Management Sciences (EMS)
Arts and Culture (A&C) (includes Performing Arts)
Life Orientation (LO) (includes Physical Education)
Technology (Tech)
As an integrated part of NCS, the learners also learn information skills in the Media Centre and computer literacy in the Computer Centre.
The Senior Phase (Grade 7)
NCS has been implemented in Grade 7. There are eight learning areas:
Languages (English and Afrikaans)
Maths
Natural Sciences (NS)
Art and Culture (AC) (includes Performing Arts)
Economic and Management Sciences (EMS)
Technology (Tech)
Social Sciences (SS)
Life Orientation (LO) (includes Physical Education)
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