Circular  6

Circular 6/2010                                                                                      21 January 2010

Dear Parent

CURRICULUM

At the commencement of the academic year we, as co-educationalists, would like to keep you informed regarding your child’s education and learning process.

1.                   MANAGEMENT OF CURRICULUM

1.1               Professional management

The professional management of the school is the responsibility of the principal, Mr J.C. Swart.  The principal delegates certain responsibilities to the curriculum leader, Mrs L. Bester and in each learning area, a learning area head has been appointed.

1.2               Curriculum leader

The curriculum leader facilitates and instructs all the curriculum development which takes place.  The curriculum leader strives to keep abreast with any new changes and regularly attends meetings in this regard.  In order to identify problems or needs, a curriculum notice, which addresses these issues, is compiled quarterly and is discussed with the educators.

1.3               Learning area heads/responsible educators

The learning area heads exercise control over the learning area and in this manner the standard is maintained.  New ideas and continual adjustments form part of this whole process.  In every grade an educator is responsible for each learning area.  This person is responsible for the compilation of assessment plans, assessment tasks and assessment instruments.  This is forwarded to the rest of the staff.

1.4               Tutors and senior educators

In order to guide new educators, tutors as well as senior and master educators, have been appointed.  These educators have a clear task description.  They also assist with the control and management of other staff members.

2.                   LEARNER SUPPORT

2.1               Learner support educator

The learner support educator, Mrs N. Bekker and the educator identify learner difficulties.  Thereafter intervention programmes are drawn up for each learner.  The learner support educator provides assistance by means of the computer (reading and maths programmes).  She also consults with the following professionals:

• School psychologist
• Private psychologists
• Social workers
• Occupational therapists
• Facilitators EMDC
• School medical services
• Councilor at school

The learner support educator consults regularly with the educator regarding the progress and placing of learners in special schools.  She organizes ILST meetings (teacher assistance team) and does all the administration.

2.2               Didactical aid

Didactical aid classes in Maths and Home Languages are presented free of charge on certain afternoons as part of the school’s extra-mural programme.

3.                   ASSESSMENT

Outcomes based education addresses various types of assessments.  The year usually commences with baseline assessments which test the ability of the learners.  External diagnostic assessments are done in November in Grade 6.  The aim is to test the literacy- and numeracy ability of this group.  The results are analysed by the WCED and if necessary, interventions follow.  All schools are expected to have literacy and numeracy plans, which are based on the results.  During the fourth term, national assessment tests (ANA) are done in Home Language and Mathematics (Grade 4 to 6).  The results are used internally for possible adaptations and follow-ups.

3.1               Formative assessment

This written type of assessment is used to consolidate knowledge aspects, teach and practise skills as well as to establish values/norms.  The mentioned assessment activities can be assessed by various parties, amongst others, educator, groups, peers or the learner himself/herself.

Proof of the learner’s formative assessment is incorporated in the portfolio for parents perusal.  This is the module which consists of the work schedule (contents page) and worksheets.  The formative assessment results are not listed, as it is regarded as preparation for summative assessments which follow.  The educators use these results to monitor and refine the tuition process.

3.2        Formal summative assessment

With the exception of oral presentations, role play, demonstrations, etc, all summative assessment activities are done in writing in the classroom in a controlled manner.  This type of assessment is the assessment of the “end product” by means of codes/marks and is compiled per learning area in the quarterly assessment plan.  It indicates all the assessment activities (e.g. tests, research, tutorial, etc) and instruments which were used to calculate the final mark per learning area.  It is then this final mark which appears on the report.

3.3               Transparency

All formal summative assessment activities are kept in the classroom for safe-keeping, as it is used for promotion purposes.  In the interest of transparency, the school creates two opportunities for parents to view the formal assessment tasks.

3.4               Informal viewing

During the first and second term an afternoon is set aside, where parents may view the formal summative assessment tasks of learners, before the test series/examination. 

The dates are as follows:

            Term 1:             23 February 2010           (16:00-18:00)

            Term 2:             17 May 2010                 (16:00-18:00) – Only Grade 5E

                                    18 May 2010                 (16:00-18:00) – All grade groups including Gr 5A

During the third term viewing is by appointment.  You are welcome to bring your child with you.  The assessment instruments are also available, e.g. memorandum, rubric or control list.  The educator is available for queries, but no formal discussion/appointments are made.  Formal assessment tasks (tests and examinations included), seldom assess the same learning outcomes and assessment standards which are assessed in tests/examinations.

3.5               Formal parent visits

During the second and third term, formal parent visits are plotted.  At this parent evening, the parents make an appointment with the educator to discuss his/her child’s academic progress.  The formal assessment tasks may also be viewed.  Parents will receive correspondence regarding this opportunity, during the first week of term 2 and 3.

3.6               Assessment plan (Addendum A)

As part of the assessment policy, you will receive a tentative programme every term, which highlights the formal assessments of a specific term.  This programme is tentative as there are many variables which may affect the planning, e.g. absence of learners, learning problems, etc.

3.7               Report and assessment plans

Four times a year, reports and assessment plans are sent to learners.  The report indicates the final mark of the learning area and it is printed on a letterhead.  In addition to the report, nine assessment plans, one per learning area, is sent out.  The assessment plans set out the assessment tasks, assessment standards and instruments which are used to determine the final mark.  The educator may also comment regarding the learners’ progress and skills.

4.                   HOMEWORK POLICY (Addendum B)

The school has a homework policy which is sent to learners/educators every year.  We request you to study the contents carefully and to discuss it with your child/ren.

IN CONCLUSION

As our educational partners, we request you to continue motivating your child/ren positively and to cherish realistic expectations, so that he/she may reach his/her full potential.

Curriculum greetings

(Mrs) L. Bester                                                              J.C. Swart

CURRICULUM LEADER                                     PRINCIPAL