MISSION STATEMENT FOR FOUNDATION PHASE - GRADE 1 - 3

We, the Educators of the Foundation Phase strive to educate all pupils to realize their full potential, mentally, phsycially, emotionally, spiritually and socially. A sold FOUNDATION will prepare the children holistically for the future by taking cognisance of their talents and abilities. This is done in a structured, caring environment in which the pupils will feel happy, secure and disciplined. We aim to motivate our pupils to achieve their full potential in attaining knowledge, skills and attitudes, which take them confidently forward to the next step in their education.

We realize that self-commitment, patience, Godly kindness and empathy are needed to take our pupils on the most important journey of their lives. Valuable time is spent on teaching the basics of critical thinking, analysis of work tasks, peer co-operation, independence and self-discipline.

The Principal, Phase Head and staff members form part of an enthusiastic and dedicated team. We strive to make learning a meaningful, enjoyable and rewarding experience. Each grade is structured to include new learning, enrichment, consolidation and remediation. The syllabus content is drawn from the best of the Outcome Based Education structures and those of the traditional teaching strategies.

Our aim for the educators and pupils is to reach beyond the confines of the norm and to endeavour to increase and enrich them in the Foundation Phase. The "academic" school day is emphasized and is supported by programmes which include Extra-Curricular, Sporting and Cultural activities, an After-Care programme and support staff.

We believe that "Knowledge is Power"

Mrs A Bateman - Deputy Principal/Foundation Phase

ACADEMICS INTERSEN PHASE

The Intersen Phase, which runs from grade four until grade seven, has a multifaceted assessment programme whereby pupils are assessed on a variety of tasks which are usually integrated. We conduct formal assessments on a Friday which can take the form of a simple task for which no prior knowledge is required. Assessments on a Friday may also be used to consolidate a section where content, in addition to skills, will need to be learnt. For this purpose we provide demarcations stipulating which sections need to be covered. Our main focus however is on our daily informal assessments which form the bulk of the marks each child receives in report form at the end of every term.

National protocol stipulates that we have to follow the syllabus as outlined in the C.A.P.S. policy. This policy sets forward the minimum content that needs to be taught. As Maragon Private Schools is an accredited I.E.B. school, we teach towards an internationally accepted Matric certificate. With this in mind we will be following an enriched and innovative approach employing a heuristic approach as we focus on learning by discovery which includes the skills of experimentation, exploration and research. Such an approach allows for the acquisition of knowledge in a fun and active manner while encouraging creative and independent thinkers.

In keeping with this approach we reward our top ten achievers with a badge in each grade on a termly basis. We also subscribe to the core skills assessment programme conducted in grade six which is a national benchmarking assessment tool. This very objective tool allows us to be self critical and encourages us to continually analyse any shortcomings in our syllabus which are immediately remediated in the grades preceding grade six.

WORK ETHIC AND PRESCRIBED HOMEWORK ALLOCATION

HOMEWORK - THE NECESSARY EVIL - OR IS IT?

There is the age old adage which states that two things are certain in life, namely death and taxes. As an educator I would add a third, that of homework. Homework has been part of students' lives since the beginning of formal schooling dating back to early Greek, Roman and Chinese dynasties. However, the practice has sometimes been accepted and other times rejected by both parents and educators. This occurred due to homework exercising both positive and negative influences on children's learning and attitudes towards school.

Homework can have many benefits for children. It can improve memory, understanding, conceptualization and time management. Homework facilitates the creation of deeper insight, thus equipping the child with the ability to manipulate and master content first encountered in the classroom. It is the teacher's barometer for evaluating how much children understand of what is going on in class, and it helps reinforce important concepts.

The benefits of homework, amongst others, include the development of independence, responsibility, self-motivation and self-discipline in pupils. A review of 60 research studies revealed that there is a positive correlation between the amount of homework completed and student achievement. The research also revealed that an excess of homework is also counter-productive. Homework overload causes developing children to 'burn out'.

Pupils generally benefit when their parents become involved in the homework process. However, too much parental involvement can prevent the positive effects of homework. Homework should be completed as part of a routine at a designated location which includes a well-lit, flat surface, free of distractions of disturbance. Parents should offer only limited advice, guidance or assistance and should refrain from succumbing to the temptation of completing homework assignments for their children.

At Maragon the policy remains the apt and prudent issue of homework in order to derive the positive benefits for our pupils. Results of several studies and research suggest that homework is the 'evil' causing stress, anxiety, fear and intimidation of the developing learner who interprets the practice as punishment, which only serves to further reinforce the already fragile or poor self-image they may possess.

It is not the homework 'per se' which is the threat, rather, it is the clumsy or injudicious issue thereof which forms the real threat. Homework will always remain a sensitive and contentious issue for pupils and parents alike. In conclusion it remains incumbent upon educators, parents and pupils to openly and honestly preserve the channels of communication as it pertains to homework, in order to achieve the positives and thus avoid the negatives.

How much is too much?

The table below serves as a guideline for parents and pupils as to the MAXIMUM amount of homework required in order secure a 60% average.

On the other hand it is fairly common for educators to issue homework or assignments of a HEURISTIC nature (LEARNING THROUGH DISCOVERY, EXPERIMENTATION, RESEARCH OR INVESTIGATION) for pupils to complete independently.