WE WELCOME THE FF NEW STAFF TO OUR GREYVILLE TEAM - MR . K. LUTHULI (DEPUTY PRINCIPAL), SASHA CHETTY (LIBRARIAN) , NATALEY MOODLEY (ADMIN CLERK). CONGRATULATIONS! MR VG PHEWA /HB SAYED & L. MOODLEY ON YOUR ELECTION TO SGB OF OUR SCHOOL FOR THE NEXT 3 YEARS; EDUCATORS ANNOUNCEMENT: FINALIZATION LEARNER INFORMATION PROFILE - NOW OVERDUE - PLEASE LIAISE WITH MRS K. MOODLEY AND MISS NATALEY MOODLEY ; PLEASE TAKE NOTE OF E-MAIL SENT WITH REGARDS TO NEEDU - CHECK YOUR MAILBOX ; FOUNDATION PHASE TEACHERS - ACCOMPANY YOUR LEARNERS TO THE EXIT POINTS ; PLEASE SEND ALL RECORDS OF UPDATED LEARNER INFORMATION - LATEST BY FRIDAY 13TH FEBRUARY; SEND ALL CELL NUMBERS OF LEARNERS FOR UPDATE ON THE SMS SYSTEM; WE WELCOME EMBURY STUDENTS TO OUR SCHOOL: MEGAN REDDIAR ,ALICA KILBURN, AZRAA GOVENDER & MARIAM MALL ;
 

CODE OF CONDUCT FOR LEARNERS

 INTRODUCTION

The South African Schools Act, Act 4, 1996, Section 9 (3) that:
“The Member of the Executive Council must determine by notice in the Provincial Gazette:

  1. a) The behavior by a learner at a public school which may constitute serious misconduct
    b) disciplinary proceedings to be followed in such cases.”

Note: sub-section (b) above is covered in the Disciplinary Procedures for the Warning, Suspension and Expulsion of learners from Public School.

In view of the above, a schools code of conduct must include what is determined as serious misconduct with the necessary adaptations and elaboration. A list of offences/misconduct and an appropriate corrective measure follow by:

  1. A written warning
    b. Suspension
    c. Recommendation that the learner be expelled

 

  1. PURPOSE OF THIS CODE OF CONDUCT:

The purpose of this Code of Conduct, as a disciplinary tool is on the one hand to discourage negative behavior patterns, but on the other hand, to encourage all the learners to establish positive on-file record. The Educator will keep a record of the offences and will inform parents of their child’s behavior.

An Independent Disciplinary Committee hereafter referred to as Independent Disciplinary Committee will be elected from educators and Governing Body members to serve as the Sub-committee of the Governing Body to hear such cases. The Independent Disciplinary Committee will consist of two educators including the Principal and three parents. The school principal will head the Independent Disciplinary Committee or the person nominated by him. An executive committee of the Independent Disciplinary Committee will be elected from the members of the Independent Disciplinary Committee to deal with disciplinary decisions when they urgently arise. This executive committee will consist of three members i.e. 1 parent and 2 educators who will have full powers as afforded to them by the Independent Disciplinary Committee. They will report to the full Independent Disciplinary Committee of their decision at the next meeting. At an Independent Disciplinary Committee meeting, the parent and learner have the right to representation.

 

  1. Code of Conduct for Learners

The SGB must also draft a Code of Conduct for Learners. A Code of Conduct for Learners aims to promote a school environment dedicated to the improvement of the quality of the learning process. The Code of Conduct should be based on principles and values supported by the school community.

It is vital that learners feel that they “own” the Code of Conduct, as this will enhance adherence to and support for it. It should therefore be a result of consultation and negotiation between learners and members of the school community.

Examples of elements to be included in the Code of Conduct are: The school rules, regulations and procedures could include the following:

  • School hours
  • Absence and leaving the school premises
  • Dress code and appearance
  • Rules that promote safety
  • Rules that promote healthy relationships
  • Rules that promote responsibility towards school property
  • Medical treatment and emergencies
  • Communication and meetings Textbooks and stationery
  • Reports/assessments regarding academic progress

The Disciplinary procedures contained in the Code of Conduct must emphasise that corporal punishment was outlawed in schools in 1996 when the South African Schools Act was passed. With this Act, the government signaled its intention that discipline must be fair, corrective, educative, and not punishment-oriented.

As with the drafting of the Code of Conduct, the school community (including the learners) must form part of negotiations regarding steps to be taken and process must state clearly with regard to each instance of misbehavior:

  • Who takes action?
  • When will action be taken?
  • What action will be taken?
  • Who takes action?

The responsibility for maintaining discipline in the classroom lies with the individual class educator. The class educator spends the most time with learners, so he or she is likely to deal with most disciplinary matters. However, the educator is not the only person responsible. If necessary, the educator may refer disciplinary matters to a senior member of staff and then to the principal. If the transgression is very serious, the principal may refer the matter to a tribunal, the SGB, the provincial education department, and ultimately the MEC for Education. The line of authority is represented in the organogram as shown below:

 

When will action be taken and what action will be taken?

Misconduct by learners can take many forms. Misconduct may be classified according to five levels of seriousness. Any disciplinary action should suit the level of misconduct.

 

Level 1 misconduct (Minor violations of general classroom discipline)

Some examples of this type of behavior are:

  • Frequent repetition of Level 1 misconduct, where disciplinary action by the class educator is considered ineffective
  • Possession or use of tobacco
  • Repeated truancy
  • Cheating during examinations
  • Using abusive or profane language
  • Verbally threatening the safety of another person
  • Discriminatory behavior, including racial intolerance and sexist behavior

Action: Parents to be called to the school. Learner’s to be reprimanded in front of parents and placed in detention.

 

Level 2 misconduct (Minor violations of school codes or rules)

Some examples of this type of behavior are:

  • Frequent repetition of Level 1 misconduct, where disciplinary action by the class educator is considered ineffective
  • Possession or use of tobacco
  • Repeated truancy
  • Cheating during examinations
  • Using abusive or profane language
  • Verbally threatening the safety of another person
  • Discriminatory behavior, including racial intolerance and sexist behaviour

Action: Parents to be called to the school. Learner has to be reprimanded.

 

Level 3 Misconduct (Serious violations of school codes or rules)

Some examples of this type of behavior are:

  • Frequent repetition of Level 2 misconduct, where disciplinary action by the class educator is considered ineffective
  • Minor injury to another person
  • Possession or use of alcohol
  • Severely disruptive behavior
  • Possession (without use) of a dangerous weapon
  • Possession or use of a narcotic substance or being under the influence of such substance
  • Theft
  • Vandalism

Action: Parents to be called to the school. Learner’s to be reprimanded .

 

Level 4 Misconduct (Very serious violations of school codes or rules)

Some examples of this type of behavior are:

  • Frequent repetition of Level 3 misconduct, where prior disciplinary action is considered ineffective
  • Frequent repetition of Level 2 misconduct, where disciplinary action by a school authority is considered ineffective
  • Threatening behavior with a dangerous object
  • Selling narcotic substances (first offence)
  • Limited sexual abuse, e.g. groping
  • Extortion of another person’s property

Action: Parents to be called to the school to appear in front of IDC. Learners to be reprimanded in front of parents if found guilty and placed in detention for a continuous period. Help to be sought.

 

Level 5 Misconduct (Criminal – violations of school codes or rules, but also of civil law)

Some examples of this type of behavior are:

  • Repetition of Level 4 misconduct
  • Assault
  • Sexual harassment, sexual abuse, rape
  • Robbery, major theft
  • Intentionally using a dangerous weapon
  • Murder

Action: Parents to be called to the school to appear in front of IDC. Learners to be reprimanded in front of parents if found guilty. Learner’s to be suspended from school immediately. Learner’s to be placed in detention for a continuous period. Help to be sought.

 

School Rules for Learners

  1. School rules are standards of behavior that tell us what to do and what not to do.
  2. School rules must always be obeyed, even if you are alone.
  3. School rules ensure a safe and disciplined school environment.

LINING UP WHEN THE BELL GOES
1.  The bell rings at the start of the school day. When the bell rings, all learners must line up in front of their register class or in the area allocated to the grade, where the Educator will receive them. At the sign of the educator, they enter the class in a well-behaved manner.

MAINTENANCE AND NEATNESS OF THE SCHOOL ENVIRONMENT
Just as one is proud of oneself, so one should be proud of the neatness and tidiness of your environment. Each learner must take pride in the tidiness of the school grounds, the buildings, the sports field, the garden and the classes. It is not just the duty of the Caretaker, General assistants and Educators to clean up the school grounds, but it is the duty of all the learners to help in this regard.

ABSENCE

  • Learners may only be absent from school by reason of illness or funerals. All other absence must be limited and all doctor appointments must, wherever possible, be scheduled for the afternoons.
  • Learners, who were absent, must on the first day of their return to school, provide a letter from the parents stating the reason for the absence. The letter must be handed in to the class teacher at the start of the school day.
  • Learners that were absent for two or more days must submit a doctor’s certificate on their return explaining the reason for their absence.
  • All parents wishing to collect their children from school during school hours must first obtain the necessary permission from the office.
  • Learners that were absent during a test or exam must hand in a medical certificate upon their return, otherwise a zero will be allocated for that particular test or exam.

BALL GAMES
No ball games are allowed under any roof, on any passage or against any wall. Ball games must be played on the tarmac area

INJURY OR ILLNESS DURING SCHOOL HOURS
If a learner gets hurt during school hours or becomes ill, it must immediately be reported to the office and written in the incident register. A third party with the parent’s permission may only fetch such a learner from the school.

BREAKAGE AND MALEVOLENT DAMAGE
No breakage or malevolent damage of private or school property will be allowed. Any such occurrences must immediately be reported to the office or to the educator on duty. The guilty person will be expected to make good the damage by paying the account for the necessary repair work.

EATING DURING LESSON HOURS
No learner would be allowed to eat during lesson hours. The educator may confiscate all food items and discard it in the waste bin.

ELECTRICAL INSTALLATIONS
No learners will have permission to tamper or play with any electrical installation or open any distribution board. Light switches may only be utilized for the proper purpose.

BEHAVIOUR IN THE CLASSROOM

  • Inside the classroom, each learner must help to create an orderly atmosphere in which learning can be optimized. Learners should work as rapidly as possible to obtain the best results.
  • The educator will confiscate all toys.
  • Upon entering the classroom, learners will stand next to their desks and wait for the educator’s instruction to take their seats.
  • All rubbish must be collected before leaving the desk.
  • No writing or scratching is allowed on any of the furniture.
  • No learners will be allowed outside the classrooms during lesson hours, except when formal work is to be done outside the classroom.
  • Learners may not change seats without the educator’s permission.
  • The learners must respect visitors to the classroom by standing up if a visitor enters the classroom.

BEHAVIOUR ON THE SCHOOL GROUNDS

  • Learners are expected to greet their educators in a polite manner on the school grounds.
  • Learners must not display a lax attitude by leaning against walls.
  • Learners must respect each other and by no means will vulgar language or dirty games will be allowed on the school grounds.

BEHAVIOUR OF OUR LEARNERS TOWARDS OUR EDUCATORS
Our educators must be considered as our instructors and counsellors who are always willing and prepared to give us guidance and lead us in our growing up. They are also the persons that watch each child’s progress on every area of the school life. It is expected of the learners to be courteous and amicable against their educators. It is also expected of learners to be obedient and do their daily assignments and homework to the best of their ability. Learners are expected to behave in a well-disciplined manner. All undisciplined behavior will be penalized with strict action.

BEHAVIOUR OF OUR LEARNERS AGAINST EACH OTHER

  • Every learner will have the opportunity to be a senior of the school and it is expected from the junior learners to show the necessary respect for the seniors.
  • We look up to our seniors to give direction to the junior learners to help maintain the good traditions of our school.
  • It is expected of all the learners to support each other mutually and to help where assistance is needed. Learners must be gentle and polite against each other.
  • Learners must be tolerant and should help along to create a tranquil atmosphere.
  • Learners must believe in teamwork and do their best if they participate in sport or other team events. Learners should reprimand each other if incorrect behavior is noticed.
  • Learners must always behave themselves everywhere they go in school uniform and defend the school’s good name.
  • New learners must feel welcome at our school and should be absorbed into the friendship circles.

MAKE-UP
No lip-gloss, mascara, eyeliner, blush, base, medicinal cream or any other makeup is allowed. This rule applies at all times when learners are in uniform.

RUNNING IN THE PASSAGES
No running will at any time be allowed in the passages, as this can be hazardous.

TEXTBOOKS

  • Learners must at all times take good care of all the Textbooks in their possession.
  • All books must have a proper protective cover.
  • If a book is lost, the replacement cost of the book can be obtained from the office, so that the learner can replace the book.

 

HAIRSTYLE FOR BOYS

  • Hair must be tidy and neatly clipped.
  • No foreign hairstyles are allowed. The hair may not be colored or permanently waved.

 

HOMEWORK

  • Here the learner is allowed the opportunity to work independently.
  • Homework is not restricted to written work only.
  • Study and memorizing are just as important.
  • Conscientious learners will never allege that they have no homework.
  • Daily revision of the work done in the class is to every learner’s advantage.
  • All homework must be written down in the personal diary on the day it is given.
  • Learners are advised to read a variety of books. Here the library plays an important role.

HOMEWORK DIARY

  • Each day’s homework must be copied down in the homework diary.
  • Mark each item of homework that has been completed.
  • The educator can also make use of a learner’s homework diary to communicate with the parents.
  • It is also important that the learners should not misplace their homework diaries.

JEWELLERY
Girls will only be allowed wear stud earrings and a watch or other items will be allowed. Boys will only allowed to wear a watch.

BATHROOMS

  • Appropriate request in the class to the educator is: “Please may I go to the bathroom?”
  • Bathrooms are to be kept tidy and clean.
  • No foodstuffs are to be taken into the bathrooms.
  • No playing will be allowed in the bathrooms.
  • Only one learner per time will be allowed to leave the classroom.
  • Always flush the toilet after use.

CHEWING GUM
No chewing gum is allowed on the school premises.

NAILS
Nails may not be longer than the point of the finger. No nail polish is allowed. Under no circumstances will permission be given for long nails.

LATE COMING

Learners must be on time for school. Late- coming will not be tolerated. These learners will be placed in detention should late- coming persist. Teachers will monitor the late- coming of the learners.

RECEPTION FOYER
No learners will be allowed into the reception foyer, except when sent to the office by an educator or when an enquiry is to be made at the office.

OFFENCES THAT WILL NOT BE TOLERATED:
Bad language, bad behavior, copying of homework, howling, bunking, gossiping, chewing gum, stealing, uncourteous behavior and impolite remarks to learners and educators.

SCHOOL TIMES:
The school starts at 07:30.

*DISMISSAL TIMES

Grade R – 2  and closes at 14:15 winter and summer.
No learner is at liberty or has the permission to leave the school premises during these hours.

BEHAVIOUR IN PUBLIC

  • In public, the learners will always display the best behaviour as representatives of the school. At all school activities, visitors will be welcomed and greeted in a friendly manner.
  • The school uniform is an advertisement for the school and should be worn with the dignity and pride.
  • You should immediately reprimand a fellow learner who cannot behave in public.

BREAK:

  • During break, all learners will play on the allocated parts of the playground.
  • No rough games are allowed and the older learners must stay away from the younger learners.
  • No fighting will be allowed on the school ground and swearing is totally forbidden.
  • No learner my play near any motor vehicles.
  • No stones may be thrown.
  • All rubbish must be placed in the rubbish bins.

RADIO’S AND CELLPHONES IN THE CLASSROOM
No radio,cellphones or any receiving device will be allowed into the classrooms. Cellphones will be confiscated and placed in the safe and returned to the parent at the end of the year.

REPORT CARDS
Report cards are for the learner and his/her parents. Reports are collected by the Parents in June and December. Learners will receive their reports in March and September.

REPLY SLIPS
All reply slips must be signed by the parents and sent back to the school the following day.

GENERAL REMARKS

  • During break the learners are not allowed to go into classrooms without permission.
  • Each learner is responsible to keep the classrooms, bathrooms, passages and playground tidy and clean from rubbish.
  • The building, furniture and all apparatus should be looked after with the necessary care and respect.
  • No smoking is allowed on the school ground.
  • Every learner is responsible for his/her property. Lost articles must be handed in at the office.
  • Enquire at the office if you have lost any item.
  • Learners are at all times responsible for the tidiness and cleanliness of the school and playground.
  • Use the rubbish bins that are available on the playground.
  • Always pick up a paper that lies on the ground, don’t walk past it.
  • Immediately address a litterbug.
  • There is regular class duty with the educator on playground duty.
  • The policy of cleanliness also applies during all visits to other schools.
  • Leaders must always be ready to motivate learners to clean up where they have wasted.

SCHOOL TIMES:

Grade Start Dismissal Weekdays
R – 2 07:30 am 12:45 pm Monday, Tuesday, Wednesday & Friday
13:15 pm Thursday
3 07:30 am 13:15 pm Monday – Wednesday
07:30 am07:30 am 13:45 pm12:45 Thursday
4 – 7 07:30 am 13:45 pm Monday & Wednesday
07:30 am07:30 am 14:15 pm12:45 pm Tuesday & ThursdayFriday

MOVING AWAY
When a learner knows that he/she is going to leave the school to another school, application should be made with the secretary for a transfer a week in advance. The learner must also hand in  all his/her textbooks to the respective educators and the school fees to be settled in full.

GAMES
No rough or dangerous games where learners may get hurt are allowed at school. The older learners are not allowed to mix with the little ones during break.

TEASING OF FELLOW LEARNERS
No teasing is allowed. The right, dignity and privacy of every learner must be respected. The use of nicknames is also forbidden.

SPORTS PARTICIPATION:
It is each learner’s first priority to participate for the school in any school sports of his/her choice. After school, outside bodies may be represented in the specific club’s colours. It is the aspiration of the school that every learner should participate in one or more types of school sport, as group participation fosters the feeling of belonging, which is important for the school as a whole.

SPORTS PRACTICES
Learners must be on time for sport practices. The correct sports attire must be adhered to.

DRESS CODE
Parents are requested to buy the prescribed school uniforms from the official suppliers. School clothes must always be neat and clean.

SUMMER DRESS CODE FOR GIRLS
School dress
White Socks
Black School Shoes

SUMMER AND WINTER DRESS CODE FOR BOYS
White shirt and school tie
Grey short pants or long pants
Grey Socks
Black Shoes

WINTER DRESS CODE FOR GIRLS
School Track Suit/ School dress
White Socks
Black School Shoes
School jersey

SWEARING
Swearing and bad language are bad habits and this will not be allowed at school. To use profane languages at any learner or educator constitutes defamation of character.

BEFORE SCHOOL IN THE MORNINGS
No learners are allowed into classrooms before school starts, except those who perform duties in the classrooms.

A school bags are to be placed in a neat row in front of the classrooms before school.
When learners have put their school bags down, they should go to the allocated playground. No playing will be allowed on or near the passage.

STOLEN GOODS
Possession of stolen goods is a punishable offence.

POSSESSION OF ALCOHOL
The possession of alcohol is a major offence and the learner will be suspended and summoned to a Disciplinary hearing.

WEAPONS
No learner shall at any time bring a weapon to school or be in possession of a weapon on the school premises. The contravention of this rule constitutes a very serious offence and will be punished in the strictest way possible.

Drugs:
The possession or distribution of any narcotic substance or drugs on the school premises is a very serious offence and will be punished in the strictest way possible.

Scholar Patrol
Learners must use the scholar patrol and listen to their instructions. Parents to be observant and courteous towards the learners.

General
Any inappropriate behaviour at school by all stakeholder’s will not be tolerated and be dealt with severely. These rules are set to protect all at our school and must be adhered to.

 

Code of Conduct for Parents

Introduction

South African Schools Act 84 of 1996

“No person shall without the permission of the Principal or HOD (Director of Education) enter into any Public school premises …”

 

Visit to the school by Parents

  • Parents have the right to visit the school where their children have been admitted, but such visits may not disrupt any of the school activities.
  • Parents are required to make an appointment with the Principal of the school for a personal appointment and state the reason for the visit. Also state the other persons who may be involved during the visit.

 

Right of Admission reserved

  • Upon entering and leaving the school premises, all parents are requested to sign in or out.
  •  All parents and visitors must first report to the office.
  •  Parents can visit their child’s teacher at any time if the teacher is available to see them
  •  Messages can be left with the secretary if the teacher is unavailable.
  •  Parents must exercise patience if they come to school unannounced.
  •  Learners must come to the office when their Parents wish to :
    1. Hand over their keys
    2. Give a message to them
    3. Hand over their lunch, medicine, clothing items, etc
  •  All learners leaving early must be collected by their Parent/Guardian.

 

Selling of Products

  • All persons must have written consent from the Principal if they would like to sell their goods.
  • After consultation with the staff, the Principal will inform the relevant party in writing.
  • These transactions can only take place during the suggested times.

 

Learners to leave the school earlier (for whatever reason)

  • A request must be put in writing to the Principal.
  • This request will be considered by the Principal
  • No teacher will send a child home without the written permission from the Principal.
  • No learner will be allowed to leave the school premises during school hours.
  • Members of staff will not send a learner to the shop.

 

Summary

  • To visit any teacher, the parent must be in possession of a note signed by the Principal/ Deputy Principal or any member of staff designated by the Principal.
  • A visitors book will be kept for daily visits
  • Contact meetings must be held at least twice a year
  • Each teacher must insist on the permission slip from the Principal.
  • Parents must park in designated parking areas when visiting the school or collecting your children.
  • Please adhere to all the rules of the school.
  • Be an example and friendly towards the learners and staff.
  • Support the school in all disciplinary actions.
  • Be willing to volunteer and assist.
  • See that learners are attired properly.
  • Build a school ethos and school pride.
  • Listen and adhere to instructions.

 

Conclusion

The above matters are introduced in accordance with the SA Schools Act with the sole purpose of enhancing the safety of the learners and staff.

 

 

Policy on Drugs, Alcohol and Substance Abuse

  • No alcohol must be brought onto the school premises.
  • Drugs may not be brought onto the school premises, except for drugs prescribed by a doctor. Learners, Educators and Staff must inform the Principal of what prescription drugs they are using.
  • No alcohol and drugs to be used on excursions and outings.
  • No Educator, parent, volunteer, staff member or visitor may consume alcohol or drugs on the school premises during school hours or in the presence of learners.
  • No Educator, parent, volunteer, staff member or visitor responsible for the transportation or supervision of learners may be under the influence of alcohol and drugs.
  • Learners affected by alcohol and drug abuse will be afforded counseling by the school psychologist.
  • The sale of alcohol and drugs to minors is illegal. Legal and disciplinary steps will be taken against offenders selling or giving drugs or alcohol to minors.
  • Educators, staff and or learners who are under the influence of alcohol and drugs and who attend school functions where learners are present will be subject to disciplinary procedures.
  • Being under the influence of alcohol and drugs on the school premises is considered serious misconduct and will be subject to disciplinary procedures.
  • Use of substance in the sporting arena will not be tolerated.

 

 

Policy on Professionalism

A young boy on his way to the corner café was stopped by a passer-by who asked him the following: study and labour habits in the learner, it is necessary: “Where does your father work?” After scratching his head for a few moments, the boy indignantly replied:

“My father doesn’t work sir, he teaches.”

 

Whilst we do not want to go so far as to say that the teaching profession is a calling, it is admittedly no ordinary work. It is work for particular people with particular talents and qualities. It is in this light that we as educators identify ourselves with the mission of the South African Council for Educators as set out hereunder.

 

Introduction

The educators who are registered with the South African Council for Educators :

  • Acknowledge the noble calling of their profession to educate and train the learners of our country;
  • Acknowledge that the attitude, dedication, self-discipline, ideals, training and conduct of the teaching profession determine the quality of education in this country;
  • Acknowledge, uphold and promote basic human rights, as embodied in the Constitution of South Africa;
  • Commit themselves to do all within their power, in the exercising of their professional duties, to act in accordance with the ideals of their profession, as expressed in this code; and
  • Act in a proper and becoming way, such that their behaviour does not bring the teaching profession into disrepute.

The Educator and The Learner

An educator:

  • Respects the dignity, beliefs and constitutional rights of learners and in particular children, which includes the right to privacy and confidentiality;
  • Acknowledges the uniqueness, individuality, and specific needs of each learner, guiding and encouraging each to relies his or her potentialities;
  • Strives to enable learners to develop a set of values consistent with those upheld in the Bill of Rights as contained in the Constitution of South Africa;
  • Exercise authority with compassion;
  • Avoids any form of humiliation, and refrains from any form of child abuse, physical or psychological;
  • Promotes gender equality and refrains from any form of sexual relationship with learners or sexual harassment (physical or otherwise) of learners;
  • Uses appropriate language and behaviour in his or her interaction with learners, and acts in such a way as to elicit respect from the learners;
  • Takes reasonable steps to ensure the safety of the learner;
  • Does not abuse the position he or she holds for financial, political or personal gain;
  • Is not negligent or indolent in the performance of his or her professional duties;
  • Recognizes, where appropriate, learners as partners in education.

The Educator and The Parent

An educator, where appropriate:

  • Recognizes the parents as partners in education, and promotes a harmonious relationship with them;
  • Does what is practically possible to keep parents adequately and timeously informed about the well being and progress of the learner.

The Educator and his or her colleagues

An educator:

  • Refrains from undermining the status and authority of his or her colleagues;
  • Promotes gender equality and refrains from sexual harassment (physical or otherwise) of his or her colleagues;
  • Respects the various responsibilities assigned to colleagues and the authority that arises therefrom, to ensure the smooth running of the educational institution;
  • Uses proper procedures to address issues of professional incompetence or misbehaviour.

The Educator and The Profession

An educator:

  • Acknowledges that the exercising of his or her professional duties occurs within a context requiring co-operation with and support of colleagues, and therefore behaves in such a way as to enhance the dignity and status of the profession;
  • Keeps abreast of educational trends and developments;
  • Promotes the on-going development of teaching as a profession;
  • Accepts that he or she has a professional obligation towards the education and induction into the profession of new members of the teaching profession.

Policy on religious education

The school serves a multi -religious community and therefore most of the learners profess their faiths. The  department of education require of us to teach the learners about other faiths,  in order to promote diversity.

In spirit of the above:

  • The Constitutional right of all learners and educators to have their own views on religion will be respected.

LEARNERS HAVE TO BE TOLD THAT THEY SHOULD RESPECT ALL OTHER RELIGIONS.

 

 

Language Policy

  1. Legal Stipulations

(extracts of: Language in education policy in terms of section 3(4) (m) of the National Education Policy Act, 1996 (Act 27 of 1996)

  • In terms of the new Constitution of the Republic of South Africa, the government and thus the Department of Education, recognises that our cultural diversity is a valuable national asset and hence is tasked, amongst other things, to promote multilingualism, the development of the official languages, and respect for all languages used in the country, including South African Sign Language and the languages referred to in the South African Constitution.
  • The right to choose the language of learning and teaching is vested in the individual. This right has, however, to be exercised within the framework of the obligation on the education system to promote multilingualism.
  • The underlining principle is to maintain home language(s) while providing access to and the effective acquisition of additional language(s).
  • The language(s) of learning and teaching in a public school must be (an) official language(s).
  • Recognising that diversity is a valuable asset, which the state is required to respect, the aim of these norms and standards is the promotion, fulfilment and development of the state’s overarching language goals in school education in compliance with the Constitution, namely:
    • The protection, promotion, fulfilment and extension of the individual’s language rights and means of communication in education: and
    • The facilities of national and international communication through promotion of bi- or multilingualism through cost-effective and effective mechanism,
    • To redress the neglect of the historically disadvantaged languages in school education.

2 Aims of our language policy

  • To promote the use and development of both the mother tongue and additional language and encourage all learners to improve communication across all borders.
  • To preserve the home language and to inculcate a respect for other languages by encouraging the use of other languages in our school.
  • To comply where possible the learner’s rights to choose the language of instruction.
  • To support the ability to master more than one language.
  • To redress the imbalances that exists between home language and language of instruction.

3 The rights of the learners and parents / guardians

  • The parents / guardians may indicate the learners’ language preference when application is made for admission to this school and the school will accommodate where possible.
  • We shall not refuse admission to a learner, based on home language, if we have accommodation available in a specific grade.

4 The Governing Body

  • Our governing body will indicate how the different languages will be promoted.
  • How more than one language will be taught.
  • How language advancement programmes will be applied.

5 Official Language of Fairview Primary

  • We acknowledge the requirements of the LAW of access for learners to basic education and access to the school.
  • We acknowledge that no discrimination will be tolerated with regard to language
  • The Governing Body of our school have, in consensus with the requirements of the Law decided that the Language of teaching and Learning in our school will English with Afrikaans as second language
  • Where possible we will endeavour to expose our learners to Xhosa as a Third Language.

6 Languages as Subjects

  • In Grade 1-2 All learners will be taught in English
  • In Grade 3 All learners will be taught in English and Afrikaans will be added as a Second Language.
  • Both Languages will receive prominence at the school.
  • The Provincial department will determine the level of acquired knowledge and abilities in the languages for progress.
  • The Provincial Department will determine the requirements for progression to the next grade in the languages.

Through our Language Policy, we will endeavour to allow all our learners access to our school as well as access to education. We will not discriminate against anyone on the basis of Race, Creed and Language.

Accepted at the general meeting of the School Governing Body of Greyville School

 

 

Foundation Phase Policy

Introduction

The policy of the Foundation Phase is to ensure that each and every learner who passes through the phase has a strong foundation in the three learning areas. viz. Mathematics, Literacy and Life Skills.

 

To ensure the outcome of the policy, the following criteria are to be met:

  1. Dedication of educators/Teamwork among educators
  2. Regular grade and phase meetings
  3. Educators Support Team
  4. Educational Excursions
  5. Assessment Standards and Outcomes
  6. Formal Assessment Tasks
  7. Contact time in Grades 1, 2 and 3
  •  The use of each other’s knowledge and experience as a resource.
  • Weekly meetings held to ensure uniformity in learning material taught.
  • Preparation of lessons.
  • Sharing of ideas and strategies.
  •  Monthly meeting held to organize the administration and work schedule followed.
  •  Quarterly meetings for preparations.
  • Discussions concerning problems and solutions to learning disabilities and the provision of support.
  •  Educational Excursions linked to the curriculum.
  • Goal directed assessment standards and outcomes.
  •  Regular assessment of learners in all 3 learning areas to ensure a holistic education.
  •  Learners must at all times be made aware of the criteria set out in Assessment Standards and Outcomes.
  • In Literature, learners are assessed on 4 tasks which covers all 6 Learning Outcomes. Each task should consist of 2 or more activities.
  • In Numeracy, learners are assessed on 3 tasks covering all 5 Learning Outcomes. Each task should consist of 2 or more activities.
  • In Life Skills, learners are assessed on 1 task covering all 4 Learning Outcomes. Each tack should consist of 2 or more activities.
  • LO 4 (Physical Education) is done as a class group or in smaller groups.
  • Learners must be made aware of the criteria ……. to which they are being assessed.
  • Codes 1 – 4 are used in all 2 Learning Areas.
  • Learners Pass requirements are as follows:
    • Acc. Circular 18/2009 a learner has to achieve the code 3 for Literacy, Numeracy and first.
    • Additional Language and he codes 1, 2, 3 or 4 for Life Skills in order to progress to the next grade.

Grade 1: 22½ hours and 30 minutes – Assembly

Grade 2: 22½ hours and 30 minutes – Assembly

Grade 3: 25 hours and 30 minutes – Assembly

 

  1. Transition from grade to grade within phase
  • Learning can be visualized as a triangle/pyramid with the parent, educator and learner being linked.
  •  To build a good rapport.
  •  Parents to receive a Calendar for Formal Assessment.
  •  Tasks so that they are aware of the material being taught in each learning area.

 

  1. Remarks
  •  There is no substitute for honest endeavour.
  •  The educator strives to not only bridge the gap or focus on certain disabilities but also to enrich a learner who shows signs of giftedness.
  •  To strive to bring learners with a learning barrier to achieve the minimum requirement to proceed to the next grade.
  •  The average learners to achieve a satisfactory outcome.
  •  To provide the above average learner with enrichment.

 

 

Intermediate Phase Policy

Introduction

The policy of the Intermediate Phase is to ensure that each and every learner who passes through the phase has a strong foundation in all the learning areas. viz. Mathematics, English, Afrikaans, General Science, Social Sciences, Economic and Management Sciences, Arts and Culture, Life Orientation, Technology.

 

To ensure the outcome of the policy, the following criteria are to be met:

  1. Dedication of educators/Teamwork among educators
  •  The use of each other’s knowledge and experience as a resource.

 

  1. Regular grade and phase meetings
  •  Weekly/ bi weekly meetings held to ensure uniformity in learning material taught.
  •  Preparation of lessons.
  •  Sharing of ideas and strategies.
  •  Monthly meeting held to organize the administration and work schedule followed.
  •  Quarterly meetings for preparations.

 

  1. Educators Support Team
  •  Discussions concerning problems and solutions to learning disabilities and the provision of support.

 

  1. Educational Excursions
  •  Educational Excursions linked to the curriculum.

 

  1. Assessment Standards and Outcomes
  •  Goal directed assessment standards and outcomes.
  •  Regular assessment of learners in all learning areas to ensure a holistic education.
  •  Learners must at all times be made aware of the criteria set out in Assessment Standards and Outcomes.

 

  1. Formal Assessment Tasks
Rating Code Description of Competence Percentages
4 Outstanding / Excellent Achievement 70 – 100
3 Satisfactory Achievement 50 – 69
2 Partial Achievement 35 – 49
1 Not Achieved 1 – 34

NUMBER OF FORMAL ASSESSMENT TASKS FOR GRADES 4 – 6.

Learning Area Term 1 Term 2 Term 3 Term 4 Total
Language 1 3 2 3 2 10
Language 2 2 2 2 2 8
Mathematics 3 3 3 3 12
Natural Science 2 2 2 2 8
Social Science 2 2 2 2 8
Technology 1 1 1 1 4
Economic Management Sciences 1 1 1 1 4
Life Orientation 1 1 1 1 4
Arts and Culture 1 1 1 1 4

Additional Language and the codes 1, 2, 3 or 4 for Life Skills in order to progress to the next grade

 

  1. Contact time in Grades 4- 6
  • The contact time for every grade is 27 hours and 30 min for Assembly

 

  1. Transition from grade to grade within phase
  • Learning can be visualized as a triangle/pyramid with the parent, educator and learner being linked.
  • To build a good rapport.
  • Parents to receive a Calendar for Formal Assessment.
  • Tasks so that they are aware of the material being taught in each learning area.

 

  1. Remarks
  • There is no substitute for honest endeavour.
  • The educator strives to not only bridge the gap or focus on certain disabilities but also to enrich a learner who shows signs of giftedness.
  • To strive to bring learners with a learning barrier to achieve the minimum requirement to proceed to the next grade.
  • The average learners to achieve a satisfactory outcome.
  • To provide the above average learner with enrichment.

 

 

Policy on the EST / ILST

Mission Statement

We aim to provide whole school support to all role players to ensure that educators as resources are maximizing their potential and skills, that learners are reaching their potential and that parents, as teaching and learning aids, realize their importance in the educational process by eliminating/ minimizing obstacles/ problems that could hamper the smooth running of the educational process in and outside the class.

 

Executive Policy

These aims can be achieved by:

  • Arranging training to make the task of the educator easier.
  • Procuring additional class resources
  • Ensuring parent contact with the school become more involved, personal and important by making parents sign Parental Obligation forms.
  • Ensuring that all stakeholders understand that this process is solely to for the benefit of the learner and we take all criticism as constructive and only constructive input is given.
  • Providing emotional support.
  • Reporting regularly on the progress of the learner
  • Assessing regularly the effectiveness of the EST / ILST
  • By co-opting other staff with expertise when needed.

Our aims can only be achieved when through consultation by all role players unanimously decide to buy into and agree to become active participants in this process.

 

Procedural Policy

  • Educators will inform EST/ILST about learners with Barriers.
  • Learners who progress with support will automatically be referred.
  • Educator will supply EST/ILST with brief history of learner
  • EST will investigate each case.
  • Parents will be informed of programme to be implemented
  • Educator will be informed of programme to be implemented
  • Regular reports will be issued.
  • Extreme cases will be referred by District office for support.
  • Educators will complete all necessary forms.

Records will be kept of all meetings between EST/ILST, parents and Educators.