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Private Bag X01 Nottingham Road 3280 Tel: 033 -266 6801 Fax: 033 -266 6860 firstname.lastname@example.org Grade Two Handbook Clifton Preparatory School - Academic Principles Unity The children and staff respect the following principles I dreamed I stood in a studio Support for self-directed learning. And watched two sculptors there, Programmes which reflect the real world and its changing nature. The clay they used was a young child’s mind The recognition and support of individual needs and aspirations. And they fashioned it with care. Involvement of the parents and the community. Striving for the development of lifelong learning. One was a teacher: Maintaining flexibility and accountability within the academic the tools he used were books and music and art; curriculum the other a parent Fostering critical and creative thinking, problem solving, risk- With a guiding hand and gentle loving heart. taking and decision making. Day after day the teacher toiled Message from the Staff As a staff we take pride in the achievements of all our children. We With touch that was deft and sure encourage the pursuit of academic excellence, yet at the same time While the parents laboured by his side instill the important values of respect for self, others and the school. And polished and smoothed it o’er We provide an environment that makes all our children feel at home and that encourages them to be active learners involved in a variety of And when at last their work was done, experiences. We teach them to be self-motivated, self-disciplined and They were proud of what they had wrought. self-directed in their learning. All our efforts around their education For the things they had moulded into the child take into account the following principles of learning: could neither be sold nor bought! We all learn in different ways And each agreed he would have failed We all learn at different rates if he had worked alone. We learn through interaction For behind the parent stood the school, We learn through observation and behind the teacher the home! We learn through effort Learning should be fun We are committed to providing the best education possible for your sons and daughters. Knowing that you, as parents are the primary educators of your children, we encourage your involvement and participation - our doors are always open. The Clifton Staff HARMONIOUS HOMEWORK HABITS Daily Routine DO put conscious effort into developing good study habits 7.45 am Arrive at school. - the dividends will last a lifetime. Unpack bag into locker. Place notebook in classroom. DO show interest and concern that will show your child that Alert teacher to any messages. study matters. DO explain why homework is important and not just an .8.oo am School begins infringement on spare time, 8.00am Monday, Assembly in Chapel DO provide helpful conditions, peace and quiet, non interference by siblings. 8.00am Thursday Junior Primary Assembly in Chapel DO negotiate a time and a time limit - it’s quality not 13.00 pm Friday—Chapel 8.00 am Lessons begin quantity that count. DO encourage an atmosphere of learning in the home, 10.00 am Snack time - Each child must bring a light snack for tea– discussions, listening and tolerating time. No chips or sweets. opinions, realistic expectations. 10.30 am Lessons continue DO praise effort and give help where needed, encourage her 11.30 -12.30 Sport on Tuesday and Thursday to admit mistakes, help her to look up information that will 12.30 pm Lunch in the dining room: Monday - Thursday the help. school will provide a ‘sit down’ lunch for the children in DO withdraw a privilege when homework is not done. the dining hall. DO approach the teacher if your child cannot finish the 1.00—2.00pm Back to class. Monday and Wednesday homework in the allotted time. 1.00—15.00 pm Tuesday & Thursday DON”T let even small tasks get neglected—the message is clear—it doesn’t matter anyway. Saturday School: This takes place once a term, as per the calendar and finishes at 12.30 pm. Reading The children have Afrikaans with Mrs Combrinck. every week for half Objectives an hour. To expose the children to as much print as possible. To keep the pupils motivated to learn to read by providing a rich Drama diversity of literature, including fiction, non-fiction, magazines, One hour of Dama per week with Mrs Sally Cahill. poetry, plays, newspapers, recipes and posters for them to select from. Art To let the pupils understand that there are many purposes and uses One hour of Art per week with Mrs Jane Cahill. for reading and that learning to read is a lifelong process. Reading aloud pertinent and interesting books to the children to Clothing engender a love of books and reading. Please ensure that all clothing is properly labelled. The lost property To make reading a life time habit for recreational purposes. box is either outside, or in the old J.P. block. Basic assumptions about the reading process Reading is a global activity rather than a collection of isolated skills. If you are taking your child shopping in uniform after school, (the Meaning therefore, is the initial and essential concern of the reading Spar included) please remember they must wear full school uniform - process. shoes and socks must be worn. The order of teaching and emphasis is therefore: 1. Meaning 2. Sentences 3. Phrases 4. Single words 5. Letter clusters or syllables 6. Letter sounds 7. Reading is concept driven. The reader brings prior knowledge to the text; predicts; confirms or modifies hypotheses while reading. They actively interrogate the text. These skills cannot be taught but are developed through reading. We learn to read by reading. 2 night stay at the Spirit of Adventure Camp. Term 4 How can You help? 2 night stay at Greystone Camp. Picnic at Midmar Dam. Children whose parents become involved with their reading Outings are an invaluable part of the educational process. Children make the best progress. learn about their environment and at the same time learn to help each other by team spirit thus helping to build good social skills. Read aloud to them every day Talk about the cover, the title and what you might expect Projects Ask questions like what might happen next These are encouraged from the second term. Children do them on When you have finished let your child ‘read’ and retell some parts their own and are encouraged to decorate their project to make it ‘eye- of the story - point to the words if they are reciting it back to you. catching.’ I would rather a child do a simple project than produce an Be ready to re-read favourites - the more often the better. elaborate one where mum or dad have had the most input. When your child reads aloud to you: There are wonderful non-fiction books in the Reading Room that a child could choose. The simpler the better. After reading the book the child can write down a few sentences that interested them. Magazines can be used for pictures that are appropriate or the child can draw a picture. Projects are done at home at any time and the children may do DO as many as they wish. When completed they are brought to school and help when DO she’s stuck the child reads them to the class, a short discussion follows. praise her efforts Specialist Subjects Music There are three half hour music lessons per week where we have fun exploring music in all its diversity. Mrs Kerr teaches music. DON’T DON’T Zulu expect her to The children have half an hour of Zulu a week with Mrs worry about be word- mistakes - that’s Mariemuthoo. perfect normal Afrikaans Why Individualised Reading? A new sound is given each week. There will be a list of words with People respond individually to books. Interests and tastes vary. that particular sound in. The children choose a word from the list and This is respected in the child reader. The book should be the put it into a well constructed sentence. Sentences must start with a choice of the individual so that they are motivated. capital letter and end with a full stop. The child’s writing must be neat The child should meet with immediate satisfaction. The book and it must be corrected if necessary. must therefore be at a level that the child can cope with. All the books are therefore graded in levels of difficulty known to the Communication Channels child. Parents are encouraged to come into the classroom before or after The child can read widely at any one level and can attempt other school to look at their child’s work. If there is a problem parents are levels when they so wish. In this way the child takes on much of duly notified and a formal meeting is set up. Children with specific the responsibility of their reading progress and so becomes an difficulties are carefully monitored and referred to either the independent learner. Educational Psychologist, the Remedial teacher, the Speech Therapist or the Occupational Therapist. Library Books Why the Language Experience Approach? Every other Friday we visit the Nottingham Road Library and take out one fiction and one non-fiction book. The children enjoy time The relationship of the spoken and written language is recognised by spent browsing and choosing their books. No book will be issued if the child - what I think, I can say. What I say can be written, and what the previous one has not been returned as we wish to foster a sense of is written I can read. So their first reading material are their own responsibility. Please make sure that your child takes good care of their thoughts and experiences and is therefore individualised, interesting to book. If there is any loss or damage to the book a replacement fee is them and vocabulary and sentence structure are easily processed levied. because they generated them. Reading is meaningful and the children see a purpose in print. Outings Our outings are theme related where possible. How language is taught and developed Term 1 The more everything is linked up with everything else, the richer the mind and the Entabeni - concentrating on the study of Birds and Water birds. more powerful the capacity for thought and understanding. Visit to the Crane Centre Hemington Easter Outreach visit to Amberfield Frail Care Thematic teaching facilitates the development of language in all it’s Term 2 forms, listening, speaking, reading and writing in an integrated way 2 night stay at a Wagendrift/Weenen. where subject boundaries are not clearly defined. Visit to the PMB. Museum. As well as language a theme may incorporate mathematics, literature, word study, music, physical education, drama, art, life skills, computer Term 3 science and in Grade Three Afrikaans and Zulu. Homework Homework is a very important part of your child’s academic It must be borne in mind that some aspects of some subjects cannot development. You as parents are the prime motivators of your be integrated into a theme and are taught separately, for example some children and your support and positive approach to homework will Maths concepts must be taught in isolation for correct understanding. make all the difference to your child’s education. Please ensure that homework is checked every day and that mistakes are corrected. Themes are pupil-orientated and relevant to topical issues and chosen Homework in Grade Two will consist of the following: with the pupil’s needs, interests and experiences in mind. Each theme caters for the individual needs of the class; extension caters for the Reading and Phonics or sounds of letters more able child, while the needs of the remedial child are also met. Counting and other Maths problems Preparation for oral presentations in the classroom. Language activities and skills taught in the JP Spelling - daily practice of high frequency words Labeling If for any reason, no matter how trivial, the homework is not done Matching sub-titles to a series of pictures please write a note in the notebook to relieve anxiety. Sequencing sentences and paragraphs Cloze & deletion exercises *The notebook is to be signed every day.* Cause/effect Characterization Reading. Fact/Fiction The child will either have a book from the Reading Room or a True/False Longmans group reader. The homework book must be signed by the Reading for detail parent, and the title of the book and the pages read must be recorded. Analogies The child need not complete the book in one night but must read at Poetry least 5 - 10 pages, at the parents discretion. The pages to be read in Classification the Longmans Books will be stipulated. If a child has difficulty reading Matching ends to beginnings sentences a book then the parent must run a finger under the print and read Sequencing a series of pictures and sentences aloud with the child. Choosing correct sentence endings Prediction Spelling Recognition of main ideas The high frequency words and any other word given for that week Research reading must be learnt by the ‘Look. Cover, Write, Check Method.‘ This Written Comprehension— literal, critical and interpretive can be done in the homework book and the children must be Analogies encouraged to do this on their own. The parents must check that they Keywords have checked their words properly and that errors are corrected. Dictionary skills Phonics Phonics This is an important part of the reading and spelling programme. By High frequency words and words for the Theme or from pertinent introducing certain sound combinations children are able to recognize topics covered in class are given each week. These words are tested on and spell unfamiliar words by sounding them out. Fridays. Any high frequency words misspelt are given to that child to include in the following weeks list. Spelling is, therefore individual as 1st Term: Word Endings - est, ck, nk, all, ell, ill well. Competent spellers are always given extra words as challenges for sh, ch, th, wh. that week. 2nd Term: Oo, ee, ea, ai, ay; Long Vowel: a-e, e-e, I-e, o-e, u-e. 3rd Term: Revision of Long Vowel; Ow, ir, ur, ar. Writing 4th Term: Revision of all work; Silent - w (wrist), k (knee), b (lamb), ph Printing is done in the 1st and 2nd terms. In the 3rd. term (Photograph); igh cursive writing is introduced. Please ensure that their homework is neatly presented. Themes 1st Term: Birds and Easter Maths Indigenous birds What is important is that if a concept has been taught it should be Characteristics, Habitats, Adaptations. Identification. applied in many different situations. A concept taught using small 3 South African Crane Species: Identification, Recognition, Habitat numbers should enable the child to work equally well with large Destruction, Awareness. number - the same concept applies, if 20+5=25 then 220 +5=225, if 23+12=35 then 231+123=354. 2nd Term: Wild Animals Indigenous animals In Grade Two we cover : Characteristics, Habitats, Adaptations, Identification Number Names/Symbols Care More/Less Endangered Animals Conservation and Sequencing of numbers. Counting all, counting on. 3rd Term: Space Spider Sums, Train sums Planets - order and identification. Doubling and Halving Stars - galaxies, constellations Word Problems Day and Night Estimation and Measuring Our Continent on Planet Earth Decomposition of numbers (breaking down eg. Gravity - Isaac Newton 43 into 40 and 3) The Moon - Neil Armstrong Fractions The Sun. Multiplication and Division (third term) Money, Mass and Measurement 4th Term: Care of the Earth and Christmas River and Land Pollution Children work at their own pace. If someone can add 2 digit numbers Care of our Flora and Fauna. together with ease then they will be encouraged to try 3 digit numbers Spelling as that child would have been given the ‘tools’ with which to do this.
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