High School: Teacher Information Booklet

Date: April 2020

THIS IS A SAMPLE OR GUIDELINE POLICY/DOCUMENT AND SHOULD NOT BE USED AS IS, BUT RATHER INCORPORATED INTO YOUR UNIQUE SCHOOL CONTEXT. WHILST EVERY EFFORT HAS BEEN MADE TO ENSURE THAT THE DOCUMENT IS UP TO DATE, SCHOOLS MUST ENSURE THAT CHANGES TO LEGISLATION ARE CHECKED.

HIGH SCHOOLTEACHER INFORMATION BOOKLET

 INTRODUCTION

We hope that you are looking forward to the new and exciting challenges which await you, as you start your time as a staff member of (Name of School).

The aim of this booklet is to help you with your first few weeks at (Name of School). We certainly hope that your period here will be happy, fulfilling and pleasant.

We encourage you to make the most of your stay at (Name of School), to become fully involved in the life, and many activities, of the school.

HISTORY OF (NAME OF SCHOOL)

Insert a brief history of the school here.

MISSION STATEMENT

Insert the school’s Mission Statement here.

Motto

Insert the school’s motto here.

Vision

Insert the school’s Vision here.

Core Values

Insert the school’s Core Values here.

An example of one school’s Core Values is:

TRUTH – supported by 2 Timothy 3:16

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We submit to God’s word as the absolute truth that governs and disciples life.SALVATION – supported by John 3:16-17Each person needs to respond to the life and works of Jesus in order to inherit the abundant and eternal life promised by Him.REDEMPTION – supported by Romans 8:19-21We seek to operate with a Biblically redemptive purpose in all of our activities.KINGDOM – supported by Matthew 13:31-33We enable learners to become agents of world change by building Biblical values and vision into their lives.RESPECT – supported by 1 Peter 2:17All people are worthy of respect because of their God-given value, potential and position.LOVE – supported by Romans 12:9-21We are committed to establishing a caring community where the well-being of the heart is central.HONOUR – supported by Titus 1:7-9We honour the call of God on (Name of School) by upholding, and being a good witness for, His name and the name of the school.PERSEVERANCE – supported by Colossians 3:23-24We pursue with perseverance all endeavours as wholeheartedly unto the Lord.

SCHOOL BADGE

Insert school badge here.

The significance of the badge -

Insert information about the school badge here.

STATEMENT OF FAITH

Insert school’s Statement of Faith here. An example of one school’s Statement of Faith is:

What we believe:

BIBLEWe believe in the Scriptures of the Old and New Testaments in their original writing as fully inspired of God and accept them as the supreme and final authority for faith, life and the governance of this Church.GODWe believe in one God, eternally existing in three Persons - Father, Son and Holy Spirit.JESUS CHRISTWe believe that Jesus Christ was begotten of the Father, conceived by the Holy Spirit, born of the virgin Mary and is true God and true man.MAN, SIN & DEATHWe believe that God created man in His own image; that man sinned and thereby incurred the penalty of sin which is death, physical and spiritual; that all human beings inherit a sinful nature which issues (in the cases of those who reach moral responsibility) in actual transgression involving personal guilt.FORGIVENESSWe believe that the Lord Jesus Christ died for our sins as a substitutionary sacrifice according to the Scriptures and that all who believe in Him are justified on the grounds of His shed blood.NEW LIFEWe believe in the bodily resurrection of the Lord Jesus, His Ascension into Heaven, and His present life as our High Priest and Advocate.

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VICTORIOUS RETURNWe believe in the personal bodily return of the Lord Jesus Christ.SALVATIONWe believe that all who repent of their sin and receive the Lord Jesus Christ by faith are born again of the Holy Spirit and thereby become children of God.HOLY SPIRITWe believe in the baptism in the Holy Spirit, empowering and equipping believers for service, with the accompanying supernatural gifts of the Holy Spirit; and in fellowship with the Holy Spirit.MINISTRYWe believe in the divinely ordained ministries of Apostle, Prophet, Evangelist, Pastor and Teacher.FOREVER...We believe in the resurrection of both the just and the unjust, the eternal blessedness of the redeemed and the eternal banishment of those who have rejected the offer of salvation.MARRIAGEWe believe in and subscribe to the biblical principle of heterosexual relationships between a natural man and a natural woman and that this is the only marriage relationship that constitutes holy matrimony.ELDERSWe believe that elders carry the responsibility for oversight and care of the members. Where necessary, elders must carry out biblical discipline for the protection of the local Church.CHURCHWe believe that the one true Church is the whole company of those who have been redeemed by Jesus Christ and regenerated by the Holy Spirit, that the local church on earth should take its character from this conception of the Church and therefore that the new birth and personal confession of Christ are essentials of church membership.BAPTISM AND COMMUNIONWe believe that the Lord Jesus Christ appointed two ordinances - Baptism in water and the Lord’s Supper - to be observed as acts of obedience and as perpetual witnesses to the cardinal facts of the Christian faith; that Baptism is the immersion of the believer in water as a confession of identification with Christ in burial and resurrection and that the Lord’s Supper is the partaking of the emblems symbolic of the Saviour’s broken body and shed blood, in remembrance of His sacrificial death, ‘till He comes.HEALINGWe believe that divine healing was provided for in the Old Testament and is an integral part of the Gospel.HOLINESSWe believe the Bible teaches that without holiness no man can see the Lord.CHRIST-LIKENESSWe believe in the doctrine of sanctification as a definite, yet progressive work of grace, commencing at the time of the new birth and continuing until the consummation of salvation.REVELATIONThe Church is open to any further truth, which the Holy Spirit may illuminate from the Scriptures.

STAFF LEADERSHIP STRUCTURE

HEADDEPUTY HEADACADEMIC PROGRAMME PASTORAL CAREHEAD OF ACADEMICSHEAD OF DEPARTMENT GRADE HEADSSUBJECT HEADS REGISTER TEACHERSUBJECT TEACHER

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STAFF CODE OF CONDUCT

The Values of (Name of School)1. The recognition and promotion of the Statement of Faith as laid down by (Name of

School) and (Name of Church).2. Staff are expected to strive towards achieving the mission of the school when dealing

with all people associated with the school.3. The recognition of Jesus Christ as the centre of (Name of School) and the

responsibility of all staff in striving towards this ideal. Staff are expected, through their life-style, to demonstrate their faith and relationship with Jesus Christ. Staff will model the school motto of "Insert school motto here" through intentional activity.

4. Staff are to promote and participate in all spiritual activities as arranged within the daily life of the school. This includes all staff meetings, assemblies, daily devotions etc.

5. Staff should consciously strive to develop the partnership between parents and the staff in the school.

6. Staff are to strive to exhibit Christian character in everyday life, including the fruits of the Spirit.

7. Staff should maintain a code of confidentiality with respect to staff, parents and learners.

8. Staff are encouraged to actively support the community outreach and mission work of the school.

Relationship with the Staff Team1. Staff are to be positive in their dealings with and respectful towards the people

associated with (Name of School).2. Staff are to be respectful, friendly, supportive and helpful towards the other staff and

commit to building others up through prayer and encouragement.3. Staff should recognise and support the Leadership Team within the school and follow

all reasonable instructions from this team.4. Staff are to be open and honest in dealing with one another.5. Staff may not undermine or intentionally attempt to undermine the integrity,

reputation or professional standing of another employee.6. Staff should endeavour to build lasting and valuable relationships with other staff.

Relationship with Parents1. Staff should interact with all parents in a respectful manner, acknowledging parents

as the ‘clients’ we serve, yet aiming towards a healthy partnership between staff and parents.

2. Staff are to be friendly, supportive and helpful towards the parents. 3. Staff should have open and honest regular communication with parents concerning

the well-being of the children. Staff are expected to listen to the concerns raised by parents and to respond timeously to all concerns raised.

4. Staff are to encourage and facilitate active parent involvement.

Relationship with Learners1. Staff will endeavour to build lasting and valuable relationships with the learners,

recognising the uniqueness of each individual child.2. Staff are expected to be kind, compassionate and loving towards the learners, seeing

each child as a 'child of God'.3. Staff will not display any form of favouritism, discrimination or intolerance, but will

strive to be fair and to have righteous dealings with learners.4. Staff may not shout at learners under any circumstances.

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5. No form of corporal/physical punishment may be used on a child in any circumstances.

Teaching1. Staff will embrace and support the curriculum, which includes Biblical Integration,

with the aim of building and developing the biblical worldview of the learners.2. Staff will strive towards excellent teaching that is exciting, challenging and relevant,

making use of various teaching styles and methods.3. Staff will ensure that planning, preparation and assessment is done efficiently,

effectively and timeously.4. A record of work must be maintained and available for checking at any time.5. All learners’ work should be marked and checked within a given week and this should

be available for moderation on request.6. Staff should recognise the different learning styles and different learning abilities in

children and ensure that everything possible is done for each individual child to accommodate their learning style and/or ability.

7. Staff are expected, where possible, to assist children academically after normal school hours.

8. Staff are to attend curriculum development meetings when required (i.e. IEB Conferences, Cluster meetings & Moderations)

9. Staff are to use whatever means possible to learn and grow in: Subject content/Teaching methods/Assessment and evaluation/Child development 10. Staff should be willing to take risks in teaching style and methodology and be willing

to try something different and be creative.11. Staff will embrace the need to learn new technological and methodological skills for

use both administratively and in classroom teaching.12. Staff will keep to all prescribed and agreed upon deadlines.13. When staff are ill/absent from school, due procedure must be followed for the

provision of work for all classes.

Professional Conduct1. Staff will perform all duties and responsibilities as would ordinarily be expected of a

professional teacher. These will be described and discussed from time to time, yet also refer to common practice in the teaching profession.

2. Staff are expected to follow due procedure as stipulated in various policy documents and to adhere to the various policies as laid out in the School Policy Document.

3. Staff are expected to be punctual for all school activities including morning devotion meetings. Staff are expected to be in class on time.

4. Staff are expected to dress professionally for all school activities.5. Staff may not make use of a cell phone during classroom teaching time. Cell phones

must be on silent whilst children are present in a venue.6. Staff should manage their personal media status and interaction on social media to

ensure that it reflects the Christian character and ethos of the school.7. Staff are to manage all finances and property relating to (Name of School) with

absolute integrity, honesty and respect.8. Staff are to adhere to the prescribed working hours and to participate in the

prescribed activities that fall outside normal working hours.* Activities that may fall outside these hours include:

Sports fixtures; curriculum meetings; staff meetings; parent meetings etc.

STAFF PORTFOLIOS

At the beginning of the year, each staff member will be issued with a portfolio of responsibilities relating to the events at the school. The staff member is expected to be

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proactive in ensuring that they take responsibility for the respective events and/or support those events allocated on their portfolio.

STAFF DRESS CODE

Staff are required to be professionally and appropriately dressed at all times. No jeans may be worn to school No slip slops No takkies with formal wear School tracksuit must be worn in full and not paired with other casual items Staff who are coaching or representing the school at sports matches must wear the

(Name of School) Staff golf shirt or tracksuit Friday is formal day for all staff – ties for men and smart wear for ladies If female staff choose to wear tights, long length tops must be worn All skirts and dresses must be of an appropriate length No strappy tops or plunging neck lines for ladies

EXPECTATIONS of LEADERSHIP TEAM MEMBERS - HODs/GRADE HEADS

The recognition of Jesus Christ as the centre of (Name of School), and the responsibility of all staff in striving towards this ideal of Christ-centred leadership, is integral to the school’s ethos. The HOD team is responsible for bringing Jesus into the school in any and every way possible, and, through the example of the team, to demonstrate our dependence on the Lord in our thoughts, words and deeds.

Be an example by adhering to and supporting the Staff Code of Conduct. Be open and honest in our dealings with one another, ensuring that personalities are

removed from issues/problems. Be positive, optimistic and loyal towards attaining the mission/aims of the school. Be supportive of one another, through love, kindness and compassion. Ensure the happiness of (Name of School) staff by being friendly, supportive,

understanding and helpful. The needs of the staff come first, before your own. Be firm, fair and decisive when dealing with staff as they fulfil all the expectations

needed from them as laid out in the Staff Code of Conduct. Ensure confidentiality regarding issues relating to the staff and learners. Take an active role in the development of staff:

Spiritual growth Emotional and social growth Teaching/relationship skills

Encourage, through your example: Committed hard work and involvement in the life of the school Excellent teaching, which is exciting and relevant Valuable relationships with learners Open and supportive relations with parents Creativity, and the opportunity to use your initiative and be different An ethos of having fun whilst working

ROLE OF HEAD OF ACADEMICS

1. The Head of Academics has the full responsibility, under the authority of the Head, for all academic process, delivery, content and related matters. The Head of Academics may delegate some of these responsibilities to Heads of Department or any other staff, but he/she remains responsible for the implementation and control of all academic matters.

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2. The Head of Academics is appointed, on behalf of the Head, as the IEB Exam Officer. This position may not be delegated.

3. The Head of Academics will lead a team of Heads of Department, who will in turn lead a designated number of Heads of Subjects.

4. The Head of Academics will arrange and record academic meeting at regular times with the HODs, Heads of Subjects and academic staff collectively and separately, where required.

5. The Head of Academics will strive to develop a positive culture of learning amongst the staff. Regular staff development is to be arranged, together with staff sharing their work and expertise as a support for others.

6. Together with the HOD and Head of Subject the Head of Academics will integrate, support and mentor each new staff member at (Name of School), from an academic point of view.

7. The Head of Academics will take responsibility for the following administrative matters relating to the academic programme:* School timetable* Subject period and time allocation* Learner Progress Reports* Analyse data from subject and individual results - averages etc.* Examinations – all related administration and control* IEB requirements including portfolios and OTRs* IEB concessions* Textbooks* Academic Awards* Teacher-parent consultations* Staff, learner and parent communication

8. The Head of Academics will facilitate compliance with policy frameworks relating to coursework, teaching and learning with particular reference to Grade 12 Portfolio work.

9. The Head of Academics will lead and monitor the Academic planning, preparation and assessment through the HODs and Subject Heads. These standardised requirements include: • Five year plans that correspond to the CAPS document and FET syllabus• Termly and weekly work schemes • Assessment plans and records• Subject files that include all relevant documentation• Subject policy documents• Intervention strategies as required

10. The Head of Academics is responsible for the budgeting for all academic requirements and academic events in the context of the school.

11. The Head of Academics is responsible for the implementation and co-ordination of remediation and extension work in all subject areas.

12. The Head of Academics will implement a structure to monitor and promote the work ethic of the learners, including recognition for performance as well as punishment – academic detention.

ROLE OF HEAD OF DEPARTMENT

1. The Head of Department will report directly to the Head of Academics, who will in turn report to the Head.

2. The Head of Department has the full responsibility, under the authority of the Head and Head of Academics, for the academic leadership of those subjects under his/her responsibility.

3. The Head of Department is to lead, implement and control all the academic and administrative expectations of the respective Head of Subjects. The Head of

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Department has the responsibility of reporting progress regarding the performance of each Subject Head and their respective departments.

4. The Head of Department will arrange and record academic meetings at regular times with the Heads of Subjects collectively and separately, where required.

5. The Head of Department will strive to develop a positive culture of learning amongst the staff and will provide both academic and administrative support to the academic staff.

6. Together with the Head of Subject the Head of Academics will integrate, support and mentor each new staff member at (Name of School).

HODs are expected to:1. Hold weekly or bi-weekly meetings to monitor all processes and administration by

Subject Heads and teachers, including five year plans, work schemes and text book control.

2. Ensure that examination papers are set and properly moderated; memos are written, and copies of each are filed in the Academic Secretary’s office after the examination.

3. Monitor that all IEB requirements are met for portfolios in Matric and that portfolios are correctly collated.

ROLE OF HEAD OF SUBJECT

1. The Head of Subject will report directly to the allocated Head of Department, who will in turn report to the Head of Academics and the Head.

2. The Head of Subject has the full responsibility, under the authority of the Head, for all academic-related matters for the respective subject.

3. The Head of Subject will lead a team of academic staff in their respective subject areas, which includes all academic and administrative matters relating to that subject.

4. The Head of Subject will develop a Subject Policy for their respective academic subject that will include all policy, procedure and implementation requirements.

5. The Head of Subject will arrange and record academic meeting at regular times with the academic staff.

6. The Head of Subject will promote his/her subject and ensure that all CAPS and IEB requirements are met as planned with the Head of Academics. The Head of Subject will also strive to develop a positive culture of learning amongst the staff in the subject department. Regular staff training and development is to be arranged for growth and improvement.

7. The Head of Subject will ensure that the following academic planning and preparation is complete and up to date:• Academic 5-year Plan that includes:

• Schemes of work including all skills• Assessment plan.• Termly Plan and weekly plan including schemes and assessment.

• Notes and Teaching material. All notes to be checked by the Head of Subject to ensure that all outcomes are covered according to the 5-year plan

• Remediation and extension work to be planned for and implemented8. The Head of Subject must plan and monitor the following administrative components

of their subject:• Record of Work• Record of marks and learner progress• Cycle tests and examinations – planning and moderation. The majority of

tests must be standardised across the Grade. This must be checked by the Head of Department. Examinations to be moderated by the Head of Department and discussed by all teachers concerned. Where possible, Trial Examinations to be moderated by teachers from other schools. Marking of all

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examinations to be moderated. 10% of all scripts to be moderated in green and initialled by the moderator.

• Ensure that Portfolio requirements are being met throughout the year and integrated into the teaching schedule.

9. Hold weekly meetings and ensure that any learners who need attention are highlighted – brief notes should be made and submitted to Head of Department and Grade Heads.

10. Textbook control. The Subject Head will determine the textbook requirements for each Grade and will control and manage the books that belong to the school. The subject Head will liaise with the person responsible for the ordering of books to ensure their availability at the start of each year.

11. Finances. The Head of Subject is responsible for the drawing up of a subject budget and is required to monitor the expenses relating to their subject.

12. There is the expectation that all teachers within a subject should share their knowledge and expertise. The Head of Subject must implement structures and opportunities to guide and assist those teachers with less experience.

13. The Head of Subject is expected to be present at any event involving their subject, unless prior arrangements have been made with the Head of Academics and Head.

14. The Head of Subject must attend the IEB User Group Conference and Cluster meetings.

15. The Head of Subject should apply for and mark Matric IEB papers.16. The Head of Subject must ensure that photos are taken of outings etc. and that

written reports on all subject activities should be submitted for inclusion in the school magazine. This should be done by the end of each term.

17. All Heads of Subjects will meet with Head of Academics twice a term.

ROLE OF GRADE HEAD

The Head of Grade will form part of the School Management Team and will assist the Head and the Deputy with the day to day running of the school.

The Head of Grade, together with the register teachers where applicable, will take responsibility for the following leadership and administrative functions:1. To function as a liaison between Management and Class Teachers.2. To facilitate communication between the school and the learners – newsletters,

forms.3. To provide pastoral care and professional advice for register teachers by having

regular meetings and contact.4. To co-ordinate the Grade camp/hike for the year – booking, transport etc.5. To determine the class list for the following year in consultation with the Head of

Academics.6. To compile the homework schedules for Grades 8 and 9.7. To collate, with the register teachers, the Progress Reports for the learners in the

Grade at the end of each term. This process includes the following:• writing of Grade Head comments• following the checking progress• ensuring duplicate copies are made where required• following up on LO marks which include sport, cultural activities & service.

The Head of Grade, together with the register teachers, will take full responsibility for the well-being of each child in the Grade. This responsibility includes the following duties/actions:1. Have a full knowledge regarding each learner:

Family background Academic record

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Extra-curricular record – achievements Sporting, cultural and community service involvement Social well-being Spiritual well-being

2. Ensure regular personal interaction with each learner to monitor, encourage and listen.

3. Ensure contact is made with parents on a regular basis – not only for negative feedback.

4. Record the progress of each learner together with all interactions with the learner and his/her parents.

5. Follow up on problems and/or concerns identified with the learners, the teaching staff, and the parents.

6. Interact and communicate with academic staff regarding the progress of learners.7. Ensure communication with the Head and the Deputy about the well-being and

progress of each learner.8. Communicate where necessary and appropriate to the learner’s mentor for additional

encouragement, counsel, and praise.9. Take responsibility to monitor and correct the appearance of each learner and the

general behaviour of the learner. 10. Monitor the school attendance of each learner. Letters explaining absence must be

collected and recorded. Parents must be phoned on the third consecutive day of absence. The Head/Deputy must be informed of poor attendance records.

11. To arrange Daily Report Files for learners where requested and to monitor these on a daily basis.

ROLE OF REGISTER TEACHER

1. The register teacher will report directly to the Grade Head who will report directly to the Head.

2. The register teacher, supported by the Head of Grade, will take full responsibility for the well-being of each child in the Grade. This responsibility includes the following duties/actions:

Have a full knowledge on each learner: Family background Academic record Extra-curricular record – achievements Sporting, cultural and community service involvement Social well-being Spiritual well-being

3. Ensure regular personal interaction with each learner to monitor, encourage and listen. Assist the learner to achieve goals set at the start of each term and also help with the general motivation of the learner.

4. Ensure contact is made with parents on a regular basis – not only for negative feedback.

5. Record the progress of each learner together with all interactions with the learner and his/her parents.

6. Follow up on problems and/or concerns identified with the learners, the teaching staff, and the parents.

7. Interact and communicate with academic staff regarding the progress of learners.8. Ensure communication with the Grade Head about the well-being and progress of

each learner.9. Take responsibility to monitor and correct the appearance of each learner and the

general behaviour of the learner. 10. Monitor the school attendance of each learner. Letters explaining absence must be

collected and recorded. Parents must be phoned by the register teacher or Grade

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Head on the third consecutive day of absence. The Head/Deputy must be informed of poor attendance records.

11. Appoint and supervise class monitors and class shepherds.12. Arrange Daily Report forms for learners where requested and monitor these on a

daily basis.13. Be proactive in building a class spirit through the inter-house system as well as

through other enjoyable and relational activities.14. Make every effort to connect personally with each learner at least once a term.15. Ensure attendance of the class and each individual at school functions. Assist

learners with the management of their time, using the calendar of events.

STAFF MENTORSHIP PROGRAMME

All new staff will be allocated an experienced mentor (teacher) at the start of a new staff member’s season at (Name of School). The mentor has the responsibility of assisting the new teacher to find out about the various systems in the school, whilst supporting and encouraging an easy settling in process.

STAFF COACHING STRUCTURE

Paul, as a mentor and teacher to Timothy, writes the following:“Let no one despise your youth, but be an example to the believers in word, in conduct, in love, in spirit, in faith, in purity. Till I come, give attention to reading, to exhortation, to doctrine. Do not neglect the gift that is in you, which was given to you by prophecy with the laying on of the hands of the eldership. Meditate on these things; give yourself entirely to them, that your progress may be evident to all. Take heed to yourself and the doctrine. Continue in them, for in doing this you will save both yourself and those who hear you.1 TIMOTHY 4: 12-16

What is the aim of the staff coaching structure?• To build a positive relationship between the staff.• To develop a non-threatening accountability structure within the staff.• To raise and/or maintain the professional standards expected of teaching staff.• To encourage greater communication between staff which will result in the sharing of

ideas, expertise and challenges.• To create a continuous learning environment in the school where staff are willing to

learn from one another.

The process: • A coaching session between the staff member and the coach must take place at the

beginning of the year.• The key performance coaching document must be completed fully at each session

and should be placed in the teacher’s file as a record of the session.• Additional sessions may be scheduled if required and agreed upon by both the

teacher and the coach.• The coach may seek advice from any senior staff where required. • The Head or designated senior staff member will ensure that the prescribed coaching

sessions take place.• The completed key performance coaching document is confidential and may not be

discussed between coaches or between coaches and senior staff.• The coaching structure may not be used as a staff appraisal system within the

school.

Preparation of the coach:

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• Set a suitable time and venue for the coaching session. Allocate at least 90 minutes for the session. The teacher’s classroom (if undisturbed) may be a useful venue because access to files etc. will be easy. Remember that this is a relaxed, yet professional coaching session. A busy coffee shop is not an appropriate venue.

• Observe the teacher during the term and note both achievements and areas of concern, for praise and discussion.

Conducting the coaching session:• Start promptly and informally, yet without much irrelevant talk. Get on with the

formalities quickly. Remember this is not a “get to know you personally” session.• Explain the purpose of the session and reassure the confidentiality of the session. Be

genuine in your willingness to assist the teacher under your care.• Work through the coaching document page by page. Both the coach and teacher

should be making notes during the discussions. Record all decisions, agreements, deadlines etc.

• The coach should not dominate the interview. Rather initiate discussion and listen. • Congratulate and praise the teacher for areas that have met the requirements and

that have been done well. Do not spend too much time on these areas but allow time for the teacher’s enthusiasm and results to be enjoyed. As a coach, learn from these successes. Record the areas of real strength in the document.

• If a problem area is encountered:o Do not avoid the problem areas and/or tasks not completed. Address these

openly and objectively without being emotional and/or judgemental. (Do not “beat around the bush” on these issues and “call a spade a spade”).

o Start by getting all the facts from the teacher.o Seek suggestions from the teacher on how to rectify, improve and get

solutions. Avoid prescribing solutions, but offer advice, support and expertise. Do not offer to solve the problem.

o Look for positive aspects within the problem to encourage the teacher.o Determine, together, a course of action to improve the situation and/or solve

the problem. Record all decisions and add a time frame to the action if appropriate.

• Constructive criticism must be given to the teacher. Avoid personal comments, comparisons with other staff or any degrading comments. Remind the teacher about the aim of continuous growth and improvement.

• Always end your interview by summarising the expectations and time frames agreed upon. Also always end on a positive and friendly note.

After each interview:• Complete and submit the coaching document.• Follow up on expectations and time frames. Encourage and assist wherever possible

and reasonable. Be firm, yet understanding about expectations being met as agreed upon.

• Keep to your promises/agreements for help and support.• Keep a positive and open relationship by regularly offering assistance and

encouragement.

What makes a great coach?

• The coach:o believes in the ability of others to perform and contribute towards the success

of the school.o shows empathy and understanding of others.o is open to sharing his/her feelings and ideas.o is open to receiving feedback from others.

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o has integrity and is trustworthy and honest.o responds with encouragement and praise to the efforts of others.

• The coach is able to:o communicate clearly – verbally and in writing.o give constructive feedback to others.o listen to others and respond objectively.o get the other person to ‘see and solve the problem’.o verbally affirm others and their contributions when interacting with them.o handle conflict constructively and objectively.o effectively manage a problem-solving process.

• The coach is able to:o assist the teacher to achieve a high standard in all the key performance

criteria. o encourage the teacher to believe in themselves and to have a real sense of

value within the school. o motivate a greater enthusiasm for those particular areas of expertise and

passion of the teacher.o be an excellent example to the teacher in attitude and performance, yet also

willing to learn.

Things to avoid: • An unprofessional and sloppy approach and attitude towards the coaching structure.• Taking sides against the school leadership or the school in general.• Any discussion of conditions of service or others matters not under your jurisdiction.

Separate these from the Key Performance criteria.• Breaking promises and not playing your part in the coaching.

STAFF PASTORAL CARE STRUCTURES

Staff DevotionsStaff devotion times are compulsory times of devotion, prayer and connection. These take place as follows:

Monday: All staff (Primary and High)Tuesday: Small groupsWed & Thurs: High School staff separate devotion timeFriday: Coffee in the staff room (no devotion)

All staff are expected to be included in the preparation and sharing for the Wednesday and Thursday devotion times.

Small GroupsThe Tuesday Small Groups meet in separate venues. The staff are separated into groups of about 6-8, mixed with the Primary School staff. This is a time of prayer encouragement and support.

Angels and MortalsEach staff member is allocated a ‘mortal’ for whom they care and ‘love’ throughout the year. This is done anonymously through small gifts, treats, words, encouragement etc. Angels will be revealed at the final staff party at the end of the year. The Angel is expected to celebrate the mortal’s birthday, so as to ensure that they have a special day.

STAFF LEAVE AND SUBSTITUTION

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Staff must complete a leave form for days missed as a result of illness/special leave etc. For leave other than illness, prior approval from the Head must be obtained. This form must be given to the Head for approval and then to the Deputy for substitution purposes.Staff who are ill for the day must contact the Academic Secretary who is responsible for substitution. Ill staff are requested to call before 7am or on the previous evening to notify the school. Where possible, work must be left for learners to complete during the time of absence. The Head must be informed on each day which staff are absent from school.

STAFF MEETINGS

The weekly schedule is as follows:Mondays: 07h30 for devotions in the classroom. Staff Meeting is during 1st break.Tuesdays: 07h30 for small group devotions. Chapel from 07h45.Wednesdays: 07h30 for devotions in the staffroom. Thursdays: 07h30 for devotions in the staffroom.Fridays: 07h45 Chapel. Any other academic or administrative staff meetings may be scheduled by the respective school leaders. Sufficient notice must be given for these meetings.

STAFF FORUM

The Staff Forum Committee comprises two full-time staff members from each section of the school, one part-time staff member, an admin member of staff, and a service staff representative. Any issues relating to the respective staff working conditions may be brought to the appropriate representative for discussion at a committee meeting. These meetings take place once a term as scheduled.

STAFF GRIEVANCES

The Matthew 18 Principle for Solving School ProblemsThe "me generation" philosophy of "I'll do it my way" sometimes spills over into the Christian community. For example, when differences develop between individuals, some Christians take matters into their "own hands" and bypass the biblical procedure of solving problems.

A Christian school is made up of people - parents, administrators, teachers, and learners. Like any other collection of earthly mortals, the people associated with a Christian school have the potential for misunderstanding, disagreement, and even wrongdoing. Nevertheless, it is God's will that we live and work together in harmony. Jesus said, "A new commandment I give unto you, that ye love one another; as I have loved you, that ye also love one another. By this shall all men know that ye are my disciples, if ye have love one to another" (John 13:34-35, KJV).

Due to our human nature, we may at times irritate others, resulting in misunderstandings or strong disagreements. In Matthew 18:15-17 KJV, Jesus gives His formula for solving person-to-person problems. It could be called "the Matthew 18 principle" for solving school problems. The following are the words of Jesus:Moreover, if thy brother shall trespass against thee, go and tell him his fault between thee and him alone; if he shall hear thee, thou hast gained thy brother. But if he will not hear thee, then take with thee one or two more, that in the mouth of two or three witnesses every word may be established. And if he shall neglect to hear them, tell it unto the church; but if he neglect to hear the church, let him be unto thee as a heathen man and a tax collector.

There are several clear principles that Jesus taught in solving people-to-people problems:

One: Keep the matter confidential. The very pattern of sharing the problem only with those

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directly involved establishes the principle of confidentiality. The Bible has much to say about those who gossip or malign others with their words. "A hypocrite with his mouth destroyeth his neighbour; but through knowledge shall the just be delivered" (Proverbs 11:9, KJV).

Two: Keep the circle small. "If thy brother shall trespass against thee, go and tell him his fault between thee and him alone...." The first step and most often the only step needed in solving a person-to-person problem is for one of the two people involved to initiate face-to-face dialogue. Most problems are solved at the two-people level.

Three: Be straightforward. "Tell him his fault." Jesus tells us to be forthright and to love honestly. Sometimes it is difficult to be straightforward and to tell someone the very heart of the matter. But restoration and improvement can only come when the issues are lovingly, yet clearly, presented. The Scripture says "Faithful are the wounds of a friend . . . ." (Proverbs 27:6, KJV).

Four: Be forgiving. "If he shall hear thee, thou has gained thy brother." This implies that once the matter is resolved, we should wholeheartedly forgive and restore the person whose fault has offended us. Galatians 6:1 KJV, reads "If a man be overtaken in a fault, ye who are spiritual restore such a one in the spirit of meekness, considering thyself, lest thou also be tempted."

Five: The staff member should agree to share the matter with the Head. At this stage the counsel of Jesus would be "Take with thee one or two more, that in the mouth of two or three witnesses every word may be established." Both staff members should rehearse their version of the issue or issues with the school's administration. Each person should come to the meeting in a spirit of prayer and humility, willing to submit to the Lord's will in the matter and also willing to submit to reproof and correction if needed. Those of us who bear the name of Christ should joyfully conform to the will of Christ. An open and honest discussion among people who are sensitive to Godly principles will most often reach an amiable solution.

Six: The Head should explain the problem to the Chairman of the school Board. Depending on the complexity of the problem, it may be appropriate for the Board Chairman to request that all persons involved be present at a school Board meeting. The goal of such a high-level meeting is 1) a clear understanding of the problem; 2) solving the problem; 3) reproof and correction if necessary; and 4) forgiveness and wholehearted restoration of those who have made amends.

STAFF GRIEVANCE PROCEDURE

Definition: A grievance is any dissatisfaction or feeling of injustice, on the part of the employee, in connection with an employee’s work and employment situation, which comes to the attention of the Head.

Intention: It is believed that it is in the mutual interest of employees and employers to set up and maintain a grievance procedure which is capable of resolving employee dissatisfaction.

Objects of the Procedure:• The grievance procedure must provide a formal structure through which employees

or groups of employees can discuss any dissatisfaction directly with management.• Such structures should prevent conflicts or lead to their resolution as quickly and as

fairly as possible, with action being taken as close to the source as possible, and at the lowest possible level in the hierarchy of the school.

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• Employees should be protected against any form of inequitable treatment or victimisation, and be able to submit grievances without any prejudice whatsoever regarding their employment conditions.

• Should resolution of a grievance not be achieved, formal channels for an aggrieved employee to advance his or her case to a higher level of management should be included.

Essential Features:• The grievance procedure and processes must not be used by employees to bypass

their immediate Head of Department.• Time limits must be specified for each step of the procedure and both the employer

and the employee should agree to complete all steps in the procedure before resorting to legal remedies. The employee is entitled to request assistance from another employee in presenting his or her case.

• In the event of a grievance, the employee, or group of employees, will discuss the matter with his or her immediate Grade Head. The employee, or group of employees, should make it clear that this is a formal submission of a grievance. If the matter is settled at this stage, it is the duty of the Grade Head to see that any agreed upon action is implemented and to inform a member of the Leadership Team of the details of what has taken place.

• If the matter cannot be settled by the Grade Head or Deputy to the satisfaction of the employee or group of employees, the matter will be submitted to the Head, preferably in writing. This statement must set out:• The grievance• The steps taken to resolve the grievance• Any proposed solutions• The reason/s for the aggrieved employees rejecting solutions (if any) reached

during the negotiations with the Grade Head.• If the Head of the School cannot resolve the matter to the satisfaction of the

employee, a written report will be drawn up by the Head, incorporating the following information:• The employee/s’ grievance• The steps taken to resolve the grievance• The views of the Head• The reason for the rejection of proposed solutions• This report will be signed by the aggrieved employee and the Head, and

submitted to the Chairman of the Board, whose ruling shall be final.

STAFF COMUNICATION LINKS

The following meetings must take place between teachers to facilitate effective communication and organisation:

Staff MeetingsThe staff meet weekly on Mondays to deal with the daily and weekly organisational aspects of the school. All staff are expected to attend. Part-time staff who teach on these days are expected to attend. Minutes of the meeting will be available via email for staff, for their attention and action.

Leadership MeetingsThe staff Leadership meets once a week during the Test Period. This team is made up of Grade Heads, the Head and the Academic Head.

Daily Notices

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Daily notices will be written on the respective notice boards in the staff room. Staff are expected to check these daily and to communicate these to learners where necessary. Additional notices/letters etc. will be placed on the respective notice boards by an admin assistant. Emails will also be sent to staff, who are expected to check their mailbox regularly.STAFF DUTIES

All staff are expected to share break duties during the term. A roster will be drawn up at the start of the term. Teachers must ensure that these duties are done. Substitutes must be arranged if teachers are absent or unavailable on a particular day.

Staff on duty must please comply with the following:• Teachers must walk around and be visible (important for legal reasons should there

be injury).• Teachers must check on the change rooms during break.• Teachers must check on the litter around the property and ensure that the school is

clean.• Check on the situation at the tuck shop.• Assist counsellors on duty with their responsibilities.

ACADEMIC SUBJECT MEETINGS

Must be held at least once a term. Minutes must be taken and distributed to HODs and the Head of Academics. The following are suggested items to be covered during a meeting:• Skills, content and teaching methods for each subject area.• Discuss progress of work being covered, problems etc.• Schemes, planning and control of work. Are teachers covering all the work? Is the

standard of work the same? Is the term/weekly planning running well?• Assessment methods. How, what, when?• Remedial action for particular children.• Homework and project work.• Staff development. Learning new content, methods etc.• Setting objectives for the week, term, year.

Control of WorkTeachers must control all the work completed by the learners. Marks do not have to be given for all tasks completed. Books must be marked, signed and corrected on a regular basis.DO NOT accept a poor standard of work from learners. Encourage neat and creative work.Keep parents informed if work is not up to standard. If homework is not completed, the learner must be issued with a yellow card. Please see the Disciplinary Policy.

Subject Head/HOD controlSubject heads must examine books from other classes on a regular basis to ensure that the planned skills are being learned and the curriculum which has been planned is covered. Use this opportunity to offer advice and guidance.

Lesson planningLesson planning is different from lesson preparation. It simply enables a teacher to spend time at the beginning of each week to decide what will happen in each lesson – skills, content, homework etc. The Head of Academics and HODs are also able to see what is covered in each lesson. It is essential for effective teaching.

Planning MUST be done, but be wise in your administration thereof. Do not over burden yourself with unnecessary paperwork. Your planning must be simple yet effective. Work/skills to be completed must be recorded. Skills must be assessed regularly and results

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recorded. Remedial action must take place and extension work be given to the more able learners.

BIBLICAL INTEGRATION

Christian Education is focussed on developing a Christian Worldview through the careful and articulate integration of God’s Word into the broader academic curriculum. Regardless of the subject being taught, when it is permeated with scriptural principles, a worldview is being intricately etched in the learner’s hearts and minds, thereby impacting their thinking and decision-making for a lifetime.

Staff are expected to MAKE EVERY EFFORT to ensure that biblical integration takes place in the classroom. Staff employed at (Name of School) are expected to explore, learn, develop and experiment with the concept of Biblical integration.

HOMEWORK

• Homework must be primarily used to re-enforce the teaching that has taken place.• A homework schedule for each day will be drawn up to assist staff and learners in the

allocation and expectation of homework. Staff are expected to keep to the schedule as far as possible.

• Homework need not be checked and/or marked each day, but must be monitored. Learners not completing homework on a regular basis must be reported and their parents telephoned.

• If homework is new work for study purposes, it MUST be marked and checked by the teacher.

• Teachers must make use of Academic Detention to ensure that all learners’ work is up to date.

GUIDELINES FOR THE PLANNING AND CONTROL OF WORK

Good management requires planning, organisation, directing and controlling. All teachers are managers – generally good ones! Each of these components is equally important in the role each teacher has to play. In schools the organising (timetables – who, where and when) and directing (how) are usually done exceptionally well, but it is the planning and controlling that are sometimes lacking.

Planning leads to a more effective teacher. Begin with the end in mind. Know where you are going! It is essential that the learners too “know where they are going” and how they are going to be assessed. Clarify your expectations of them continuously. Plan as a team, ensuring that a common goal is attained. This does not mean that the teacher has to teach exactly the same lesson as another teacher. As long as the learners are able to perform the required skills, the individual teacher is exciting and innovative. Share your excitement, successes and failures with others so that we all learn from each other.

Planning must be structured and recorded during Subject/Grade meetings.

Controlling is the mechanism we use to determine whether our objectives are being achieved. These controls must be done regularly to avoid making the same mistakes, and to ensure that work is being covered at an acceptable standard.

PROJECTS/SCIENCE EXPO/ORT

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Project work forms an integral part of the curriculum and should be promoted, yet controlled, as part of the learning process. It is essential that projects do not become the only means of learning, or that projects do not become too onerous for the learners. They must serve a particular function and practise specific skills to be worthwhile.

Teachers must book projects for each Grade, which will be controlled by the Grade Heads and Head of Academics.

The advantages of project work:• Stimulates creativity and allows for inquiring minds.• Learners can work at their own rate and ability.• Provides opportunities to extend the curriculum.• A variety of skills can be learned (must be taught) – research, presentation,

summary, bibliography etc.• Group projects encourage co-operation, teamwork and socialisation.

Parental involvement:Parents can be effectively involved in project work. It is essential that very clear instructions are given to the learners and parents as to the expectations.

Notes:• Make sure that the learners have clear and specific instructions.• List and explain your expectations – length, aids to be used, bibliography etc.• Provide the marking schedule beforehand. Explain how the project will be

marked/mark allocation. Remember that marks do not have to be allocated or marks may be allocated but not displayed on the project. Evaluation may be done on a “one-on-one” basis.

• Help learners with resource materials.• Provide opportunities to work at school.• Keep a regular check on the progress.• Try to avoid giving learners extensions.• Choose topics that will interest, excite and stimulate the learners.• Display the learners’ work and use the projects as teaching aids.

ASSIGNMENT AND WORK DEADLINES

The following standard rule will apply for scheduled work and assignments where due dates are applicable:• 1st due date not met - 20% off• 2nd due date not met - 40% off• 3rd due date not met - the learners will receive 0% for the assignment/work.

In case of any extenuating circumstances, the learner must request an extension prior to the first due date in writing. A letter from parents on the due date will not suffice.

MENTORSHIP

Mentorship Programme

Members of the (Name of School) staff are assigned a group of learners from various grades with whom they are expected to meet on a regular basis. This occurs in a group, during the mentorship period and individually, where possible and appropriate. Topics relevant and pertinent to the group corporately and individually are addressed and discussed with those being mentored. Such topics are not restricted to the programmes offered by the school. The mentor is encouraged to build relationships of trust with each learner in order that the learner

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can, if necessary, find safety, security and counsel in the mentoring relationship. The staff are encouraged to pray regularly for the members of their mentor group. This programme is expected to address and meet some of the social and spiritual needs of the learners.

HOUSE STRUCTURE

The learners at (Name of School) are divided into (number of houses) sports houses, named after (Insert as applicable). A variety of inter-house competitions will be held throughout the year.

Names of houses: (Insert as applicable)

The inter house competition is an important structure within the school. It provides opportunity for all learners to contribute points for their house and to participate in a variety of internal competitions. Points must be allocated for the following towards the Inter-House trophy which will be presented at the end of each year:

Sports activitiesCultural activities

All house staff must participate in the organising and running of inter-house activities. The house staff must ensure that teams are arranged, dressed correctly and controlled during the event. Staff must encourage participation and encourage a competitive spirit for the inter-house competitions.

LEARNER HOUSE ALLOCATION

House allocation is done by the Admissions Secretary on the learner’s acceptance to the school.

LEARNER LEADERSHIP STRUCTURE

The school Counsellor Body is made up of Matric learners who, through the process of elections, are appointed by the Staff. The following principles apply to the structure:• There is to be no restriction as to the number of learners on the Counsellor Body.• Learners may be added onto the team during the course of the years as they reach

the Leadership Standards set for consideration. Learners may also be removed from the Team should they no longer comply with the set Leadership Standards during the course of the year.

• Heads of School will be appointed by the Head from the Leadership Team.• Staff will appoint the Head of each separate Team taking into consideration the

interests and talents of the learners. Each member of the Counsellor Body must be included in one of the School Teams.

• The Heads of School should not be head of any of the Teams. The Heads of School will lead the Counsellor Body team as a whole, particularly in the completion of the duties as required by the school.

School Teams• Each of the School Teams is to be co-ordinated by a staff member. The staff member

will work with each Team to ensure the effective running of each Team. The following Teams apply:

Spiritual TeamSport TeamCultural TeamCommunity Service Team

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Learner Forum• Specific duties and responsibilities, aims and objectives are to be determined after

consultation with staff members and Team members.• Teams are expected to meet on a regular basis (once a month) with staff members.

Minutes and records to be kept. • Each leadership Team is allocated to serve at a particular school event – soccer,

gala etc.

Roles of Learners on the Counsellor Body – Duties:• Serving the school community• Maintaining the spiritual ethos in the school• Being an example and role model for the learners• Creating a positive and optimistic feeling in the school• Motivating all learners in the school: Grade 8-12• Using ingenuity and creative thinking in addressing the following areas:

- Commitment- Involvement- Dress code- Discipline

• Leading by example• Setting a foundation for future committees and leadership• Building up the inter-house system• Supporting the staff• Liaising with Head/Deputy/staff and learners• Tuesday Chapel• Attending sports events where possible.• Regular meetings

- Take minutes- Assess progress

• Assisting in the running of the following school structures:- Late Roster- Chapel duty- Break/Tuck-shop duty- Punctuality/Getting to class on time- Detention

CHAPEL

Staff are expected to attend school chapel on Tuesdays and Fridays unless notification is given that staff need not attend. Staff are expected to be on time and to participate and support where applicable. Staff are encouraged to volunteer to lead a chapel service from time to time.

Staff must use the chapel time to acknowledge results of learner activities including sports/cultural/personal. Staff may also use the chapel time to briefly advertise the weekly events and future activities – camps etc. Staff should please notify the teacher leading the chapel to indicate their intention of making announcements. All staff must assist in ensuring that the chapel service starts and ends timeously.

Tuesday: 07h45 High School ChapelFriday: 07h45 Full School Chapel

CLASSROOMS

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Classrooms are the responsibility of the class teachers/subject teachers, who are to ensure that they are kept clean and in order. Learners are expected to assist in the cleaning of the classrooms. The cleaners will only be expected to empty dustbins and vacuum/clean the floor. All teachers must ensure that classrooms are kept in good order and that windows are closed at the end of the day. Teachers who use another teacher’s classroom are particularly expected to respect the venue and to assist in keeping it in good order.Any repairs/cleaning needed in a classroom must be recorded in the maintenance book which is kept at Reception.

Teachers must create a good learning environment by displaying work, posters etc. on the walls. This should be changed regularly and should be relevant, stimulating and interesting.

Learners may not be in a classroom without a teacher’s permission or without supervision. Teachers must not leave any valuables in their classrooms, or academic work to which learners should not have access. Teachers must lock their venues at the end of each day.

LEARNER DIARIES

Grade 8 and 9 learners are issued with school diaries. All other learners are expected to use their own diaries to record homework, or other important notices. Staff should assist learners in the use of diaries. All homework must be recorded in the diary and communication between staff and learners must be indicated in the diary.

HIGH SCHOOL POLICY DOCUMENTS

The following policy documents are available separately and/or are distributed in the High School Learner Guidelines. These policy documents need to be consulted and adhered to:

ACADEMIC POLICY.The Academic Policy refers to all aspects of the Academic structures, procedures and expectations of staff and it includes the following:

Language PolicyAssessmentHomeworkPlagiarismPromotionTextbooksGrade 12 Portfolio Tasks

AWARDS POLICYThe Awards policy regulates the Academic and extra-curricular standards which need to be met in order to achieve the relevant School Awards.

SCHOOL RULES and DISCIPLINE POLICYLEARNER DRESS CODEDRUG TESTING POLICYSCHOOL ATTENDANCE POLICYSPORT and EXTRA-CURRICULAR POLICYPOLICY ON CELL PHONES & TECHNOLOGYPROMOTION POLICY

GENERAL COURTESY

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We expect our learners to respect every teacher, visitor and staff member. Good manners and polite greetings help to build a good spirit amongst people. Our school is judged by the courtesy shown by our learners. Here are some guidelines to enforce:• All adults who visit the school (staff and visitors) are greeted. Learners must stand

when greeting an adult passing by. • Visitors should be taken to Reception and not just directed.• Learners stand aside for adults at doorways and boys stand aside for girls. Boys

should show their respect for girls in the appropriate ways. Girls must acknowledge this courtesy.

• Learners stand in recognition of the arrival of a teacher in the classroom.• A late-comer to class knocks at the door, enters and gives the Late Slip (from

Reception), or excuse note to the teacher.

CAMPS AND OUTINGS

Field trips/camps and outings take place for learners during the year. The Grade field trips are compulsory activities – Grade 8 Camp, Grade 9 Camp, Grade 10 Hike, Grade 11 Camp, and Grade 12 Camp. The subject outings are also compulsory. Optional camps/outings/activities will also be advertised during the year. Staff are appointed to take responsibility for the organisation and running of these field trips and camps. These activities form an integral part of relationship-building at the school and play a part in curriculum development, spiritual growth and adventure.

The following process must be completed by responsible teachers for all camps and outings:

• Identify and define the purpose of the camp or outing. What is the aim? What are we trying to achieve? What are the outcomes? What assessment (if any) will be taken from the activity etc.?

• Budget. A budget form must be completed and submitted to the Head for approval. This must be done at least 3 weeks prior to the event. The following must be considered when drawing up a budget: • Accommodation and meals• Transport, tolls• Entrance fees• Equipment, teaching aids etc.• Medical requirements• Sundries and gifts• The staff member responsible will be expected to submit a

budget/expenditure after the event as a formal record. All receipts, notes and transactions must accompany this budget to show all actual expenditure. All slips must be kept.

• Letter to parents. A letter to parents must be drawn up and be countersigned by the Head. Parents should receive the letter at least two weeks prior to the event. The letter must include the following:• Definition and purpose of the camp/outing• Venue• Dates and times• Cost and payment details• Transport details and arrangements• A detachable reply slip, to be signed by the parent and returned to school.• A detailed kit list must accompany the letter to parents. Ensure that all

requirements and suggestions are covered.• First Aid kit. The school office has medical kits available for use on outings and

camps. Please liaise with the office to book a kit and ensure that the kit is well looked after.

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• Indemnity forms must be collected from the office and taken on the trip. Staff must check individual children’s medical conditions on the form – allergies etc. and ensure that parent contact details are available. The forms must be returned to the office on return.

Please ensure that every precaution possible is taken to ensure the learners’ safety during the activity and ensure that the culture, rules and ethos of the school are maintained at all times. Please also do a vehicle safety check prior to the school outing/camp.

INDEMNITY FORMS

Indemnity forms will be completed at the start of the year to be used for all school activities. Each class’s forms will be filed and kept by (Insert as applicable). The files must be taken with groups on all school outings/camps.

LITTER

All staff and learners are expected to take responsibility for the cleanliness of the school. Teachers must ensure that classrooms and the surrounding areas are kept clean. Teachers on break duty must ensure that the playing areas are kept clean.

SCHOOL MAGAZINE

The school will produce a magazine at the end of each year. A magazine committee, co-ordinated by the PRO, is in place to get the job done. All staff have the responsibility to collect and write articles for their class/subject and for the school activities in which they are involved. The magazine must primarily be made up of children’s work – get the learners to write the articles and ensure that photos are taken during your activity.

NEW LEARNER ORIENTATION

Orientation for new learners take place during the first few days of the new academic year. A Grade 8 camp will follow the orientation programme, sometime in February. Programmes and arrangements for these activities will be drawn up by the relevant staff.

PHOTOGRAPHS

Individual and class photographs will be taken at the start of the new academic year for the reports and the computer admin system. Sports team and cultural group photos, along with achievement photos, will be taken at the end of Term 3.

PIGEON HOLES

All staff members have an allocated pigeon hole in the office area. Please clear your pigeon holes daily to avoid missing important messages.

PHOTOCOPYING

General copying which is required must be done by the Admin Assistant. Requirements should be handed to her at least the day before needed. Copies are placed in the staff designated boxes in the photocopy area. The number of copies will be recorded by the Admin Assistant and monitored.

Photocopied letterheads must be used for group letters. Please only use the original letterheads when required.

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Paper must not be wasted.• Reduce notes where possible.• Print back-to-back wherever possible.• Restrict the use of worksheets.• Short letters must be copied on A5 paper.• Use waste paper where possible.• If notes are typed, more information can be squeezed onto a single page

Under NO CIRCUMSTANCES may any unauthorised staff attempt to repair a copying machine. Please call the Admin Assistant for assistance.

SCHOOL SONG

(Insert as applicable)

SPECIAL FUNCTIONS

Compulsory staff attendance is expected from all full-time staff at the following activities:• Staff development afternoons/evenings/days• Parents evenings• Staff socials• Inter-house gala/athletics/soccer• Open Day• Valediction • Prize-giving• School productions

The following functions require respective staff to attend:• Grade 8 Induction - teachers teaching Grade 8s• Grade 9 subject choice evening - Grade Head. Head of Academics• Grade 12 parents evening - teachers teaching Grade 12s• Grade Camps/field trips - as allocated• IEB Conferences - Subject Heads/respective staff

The children really appreciate the interest shown by staff in and out of the classroom. There is no doubt that relationships are strengthened outside the classroom.

STAFF PARKING

Staff parking is available in the respective car parks. Please park considerately.

STAFF STATIONERY

Staff stationery will be available from the school office/Reception (or will be ordered for you). All items must be signed for to be charged to the respective subject budgets. Please do not help yourself. Larger items need to be ordered through the ordering system.

LEARNER STATIONERY REQUIREMENTS

Lists of stationery, text book and exercise book requirements are produced at the end of each year and distributed to parents. Staff must ensure that all requirements are placed on the list and that the books are effectively used (particularly textbooks). Heads of subjects will assist the Head of Academics in drawing up this list.

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TELEPHONE/CELL PHONES

The use of the school phone for work-related calls is available. A staff code is issued to each staff member. All phone-calls are monitored by the system.

Staff may NOT take any cell phone calls during class time under any circumstances. Staff are expected to switch phones off or have them on silent during teaching time.

SCHOOL TRANSPORT

The use of the school bus is available to staff for outings, camps and sport, and it must be well controlled. The vehicle must be booked well in advance in the relevant diary at Reception. Staff using the bus must note the following:• Please ensure that the vehicle is booked in advance, as well as the driver, where

applicable.• Staff must ensure that no eating takes place in the vehicle and that the vehicle is

cleaned by the learners at the end of a trip.• Any fines will be for the driver’s account.

TUCKSHOP

The tuckshop is run independently. Please forward any complaints or suggestions to the Staff Forum and/or Head. Staff may not allow learners to use the facility during teaching time.

LANGUAGE POLICY

The medium of all instruction at (Name of School) will be English at a Home Language level. Learners are required to speak English during class times unless another language is being taught. Afrikaans or isiXhosa First Additional Language (with the exception of immigrants) will be offered to all learners and will be a requirement for the matriculation qualification.

Admission into (Name of School) requires a proficiency in English at the prescribed entrance test level. The proficiency expectations include both verbal and written skills.

LEARNER AND PARENT GRIEVANCE POLICIES

The following procedures must be followed in the event of any grievance from a learner or parent. Learners and parents are required and expected to follow the required procedure and should not ordinarily bypass any of the levels. The general philosophy of handling any grievance should be that the complainant meets directly with the source of the concern.

LEARNER GRIEVANCELearners with any grievance regarding academics, including assessment, must report directly to the subject teacher concerned. Where possible, evidence must accompany the grievance.

In the first instance, the learner should approach the relevant subject educator, should a query arise regarding what the learner views as unfair or inaccurate marking, setting of test or exam questions, or requirements for any piece of work which is to be submitted for assessment.

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Should the learner feel that the appeal is not being adequately addressed by the educator concerned, he or she may submit the matter to the designated Grade Head for advice and opinion.

The Grade Head may take up the matter with the educator concerned, in an effort to resolve any conflict.

Should the learner feel that he or she is still being unfairly or unjustly treated in this matter, he or she may appeal to the Head or Deputy for intervention using the prescribed form. Decisions by the Head or Deputy, after investigation, are binding on the educator and the learner involved. Parents are encouraged to allow their children the freedom to solve their own problems with the authorities in the school.

Notwithstanding the foregoing, should a parent feel very strongly that justice is still not being served, the parent may appeal directly to the Head in this regard. This, however, should only be done in the most extreme of circumstances.

PARENT GRIEVANCE

Parents who have any grievance regarding any academic matter must meet directly with the subject teacher.

Any grievances not resolved by the subject teacher or register teacher may be referred to the Head of Department.

Any grievance not resolved by the Head of Department may be referred directly to the Deputy Head. Should the parent have any grievance of a serious non-academic nature, they may, where appropriate, meet with the Head.

The Head may be contacted should a grievance not be resolved by the Deputy Head or should the grievance be of a serious and/or confidential nature.

Any grievances not resolved by the Head may be referred to the Governing Body of (Name of School). Any grievance with the Head may also be referred to the Governing Body.

TEXTBOOK POLICY

Learners are presented with textbooks in various subjects at the beginning of the year. Each book has an allotted number and is assigned to a specific learner. Learners will sign for each textbook issued. At the end of the year, learners are to return their textbook on the day indicated by the school.

Textbook requisition forms are available from the academic secretary and must be given to her once completed. The academic secretary will then source quotes and once the quotes are approved by the Head, the textbooks will be ordered.

SOCIAL MEDIA POLICY

Learners may not post anything on any online forum or network that:• Represents any employee, learner or the school in a negative light• May be construed as “cyber bullying”• Shares the content of a meeting held in a confidential setting at (Name of School)• Is illegal• Incites violence• Is sexual in nature

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• Is deemed by management to violate any of the guidelines outlined in the LearnerGuidelines.

These ‘posts’ include status updates, tweets, wall posts, public messages, images or any other form of communication.

Cyber bullying has been defined as “when the internet, cell phones or other devices are used to send or post text or images intended to hurt, intimidate or embarrass another person.”

ADMINISTRATION

SCHOOL OFFICE HOURS (during school term)The School Office is open at the following times:Monday-Friday : 07h15 – 16h00

SCHOOL HOURSMonday : 07h30 – 14h15 Cultural Programme – 14h30 – 15h30Tuesday - Friday : 07h30 – 14h30

• The school times include the academic and cultural programme.• Sport takes place after school as per the schedule.

GENERAL INFORMATION Account queries should be addressed to (Insert as applicable). All cash payments must be paid directly at Reception and must be receipted.

Learners should report to Reception with money in a clearly marked envelope before the start of the school day and ask for a receipt as proof of payment.

All enquiries/communication to the Head may be forwarded to: (Insert as applicable). All enquiries/communication for new learner applications may be forwarded to: (Insert

as applicable). In respect of general Administration, enquiries may be forwarded to: (Insert as

applicable). The following mail addresses are available: (Insert as applicable). Our website is: (Insert as applicable).

LOST PROPERTY

Parents are requested to ensure that every item of school clothing and other personal belongings are clearly marked. All items found lying around the school property will be taken to the Reception office. If items are clearly marked they will be returned to the child’s register teacher. Unmarked items will be placed in lost property and kept for a maximum of one term. Learners and parents are encouraged to look through the lost property for items that have gone missing. All items placed in lost property will be displayed on the last day of every term. All unclaimed items are returned to the school shop at the end of each term for possible resale and/or donation to the needy.

CALENDAR OF EVENTS

The annual and termly calendars will be controlled by the Head. Staff are expected to contribute all planned activities to the calendar a term in advance. We expect that, where possible, all school/class activities are printed on the calendar and that these date are met. The termly calendar is issued to each learner at the start of the term. These calendars need to be pasted into their school diaries. An extra calendar is provided to parents via the newsletter, School Communicator and on the school website.

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Staff are expected to have a calendar available in their classrooms and to remind learners of the weekly and termly activities. Staff must assist learners in their planning and time management.

CIRCULARS/NEWSLETTERS/COMMUNICATION

Parent to Teacher CommunicationParents are expected to follow the grievance policy as set out in the parent guidelines should there be any need to contact the school. Staff are expected to make every effort to respond to parent enquiries (even to those painful and regular ones) timeously.

Teacher to Parent CommunicationThe school encourages and expects staff to make regular contact with parents, especially those of the learners in their register class. Should there be any academic or social concerns, these must be communicated directly to the senior staff and to the parents concerned. Please also take any opportunity to contact parents for positive aspects of the child’s life at school.

NewslettersA parents’ newsletter is distributed every two weeks on a Friday and at the start and end of each term. Where possible, the newsletter is e-mailed to parents. Paper copies are only distributed to parents who do not have access to e-mail. Parents are expected to anticipate the newsletter every two weeks and to read the contents thereof. The newsletter will also be placed on the school’s website each week. Please ensure that the correct e-mail details are given to the administration office. This is our only effective method of communication with parents.

Staff are requested to supply information to be included in the newsletter to (Insert as applicable) by the Tuesday of the newsletter week. Staff must also ensure that those learners who regularly receive ‘hard copies’ of the newsletter receive these timeously. The School Communicator also sends an update once a week to all subscribers.

School letters/Communication to parentsAny written communication to parents must be approved and countersigned by the Head and Grade Head. Please do not allow any letters/circulars to be distributed without authorisation.

Parents EveningsOne official Teacher Consultation will be scheduled in Term 2, 3 and 4. Parents have this opportunity to meet the teachers and to discuss the progress of the learners. Parents are encouraged to build relationships with the teaching staff and to take every opportunity to discuss the progress and well-being of the children. Positive interaction can only benefit the child. Appointments may also be made with staff during the term to discuss the progress of learners.

Parent to school communicationAny communication, payments, etc. should be sent to the school in a sealed, clearly-marked envelope and given to the receptionist or the register class teacher.

Telephone callsLearners may not receive telephone calls via the School Office. Only urgent messages will be given to learners on request. The use of cell phones will be strictly monitored during school hours.

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PERSONAL FILES

A personal file for each child is kept in the secretary’s office in alphabetical/grade order. The register teacher is responsible for keeping the file up to date. Copies of reports, psychological reports, letters to/from parents, discipline issues must all be placed in the file on a regular basis. These files are private and confidential and not for parents’ eyes. Please do not remove any files from the office without permission.

LEARNER REGISTERS

Registration takes place during Period 1 every day and is taken by an admin assistant. An appointed learner monitor must assist the teacher. The register teacher must be aware ON A DAILY BASIS which learners are not at school. The official (and legal) register document must be completed each day and submitted to Reception. The Deputy Head/academic secretary will control the attendance registers for the school.

Learners absent on a particular day must return with a note from the parent. A record of notes received must be kept by the register teacher. Teachers must monitor the absenteeism of learners. Parents MUST be phoned if learners are away for more than 3 consecutive days. Please keep the Deputy Head informed about attendance irregularities.

Teachers are also expected to monitor the lateness of learners.

HEALTH AND SAFETY

A separate Health and Safety Policy will be made available to staff to which they should adhere.

In all school activities, the safety of the learners MUST be the priority.

MEDIC ASSIST has been employed to assist the school with medical emergencies. All staff members should have their number readily available.

DRUG POLICY

1. Our motivation as a drug free school:

Our children are vulnerable and are exposed to the same temptations as those learners from any other school in our country and are not exempt from being targeted as potential drug users by powerful drug syndicates. Although it is impossible to control the supply of drugs, we are committed to helping the learners in our school to make informed decisions in order to resist the temptation of drug-taking. Drug usage severely hinders a person’s opportunity to learn, as all drugs damage the cognitive capability of the user.

2 Our stand:

Our aim is not punitive, but is aimed at helping any learner who indulges in drug-taking to ‘kick the habit’, before it affects his/her life permanently. In addition, drug testing can pick up early drug use or experimentation, before problems and addiction start. It is a known fact that the chances of a successful recovery from a drug problem are improved at this stage. It is the desire of the staff of (Name of School) to develop an atmosphere of trust between the staff and the learners and to create a social ethos where drug-taking is unacceptable. We acknowledge a parent’s responsibility to instil values into his/her child and (Name of School)’s responsibility to create a social dynamic in keeping with our standards, values and

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ethos. The school does have a duty to do everything reasonably possible to assist our learners to uphold the law, since drug usage is a criminal offence. The school has the constitutional right to create its own boundaries within its established ethos. This policy will be supported by factual alcohol and drug information made available to both learners and staff.

3 Testing:

3.1 Specific Testing:

On occasions where it is considered, as a result of unusual behaviour, low work ethic or other recognisable signs, that it would be in the best interests of the learner to be tested, this will be carried out by the school, using the ‘ABON’ One Step Multi-Line Screen Test or any equivalent approved test. If this test is positive, the learner will be sent to SANCA for confirmation. In such circumstances, the learner’s parents will be notified. This test will be done to identify, confirm or eliminate the possibility of drug use in a specific learner. This must take place on the same day or the school test will be considered the final result.

If there is suspicion that a learner is in possession of any illegal substance, or is in possession of anything in contravention of the school rules, they will be subject to:

A bodily search by a suitable (same sex) member of staff; A search of their possessions

Random testing for drugs will take place during school in the following manner:

The test used will be the “ABON” One Step Multi-Line Screen Test that tests for multiple drugs, including marijuana, using the urine of the person.

Learners will be randomly selected where there is reasonable suspicion. The test will be carried out by two same-sex staff members, one of whom will act as

a witness. The procedure will take place privately with the individual learner. The test will be labelled with the name of the learner by the witness. The results will be given to the learner immediately, once available.

Should the school test be positive, the following will apply:

The learner will be shown the test result. The parents will be called by the Head or Senior Staff member, who will request that

a test be conducted by qualified medical staff at SANCA on the same day. The current school policy will then be followed with the learner and the respective

parents.

3.3 Procedures to be adopted:

If any learner is specifically identified for testing due to abnormal behaviour, the school may immediately do a urine test using the ‘ABON’ test or similar, by following the procedures outlined above. Parents will be contacted to inform them of the testing.

Learners must sign a form given to them by the Headmaster stating that they had been tested for drugs and what the outcome of the test was.In the case of a learner testing positive, the parents will be required to arrange counselling for their child. Advice in this regard will be offered by the school. SANCA counselling will be recommended as the first measure. The learner is automatically required to submit to re-testing three weeks later. The Head will stipulate how often monthly tests need to be provided by parents from SANCA – ordinarily for four months.

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Records of all results will be kept by the Head, who will not make any public disclosure of findings.

If the learner tests positive on the second test, he/she may be expelled from the school after a Disciplinary Hearing.

Four Suspension Marks are awarded together with a Final Warning for any drug-related incidents.

Any learner found dealing in drugs will face immediate expulsion.

3.4 Conclusion:

It is imperative that the learners see the drug testing as a constructive, positive measure, which has been implemented in order to help them say no to drugs and to help rehabilitate any learner who is involved with drugs. Our intention is to provide the children entrusted into our care with a safe environment in which they can learn and develop optimally, according to their God-given gifts and abilities.

FINANCES

Staff Finance Policy

General Preamble:The finances of (Name of School) are controlled and administered by the school’s Finance team. The team is made up of governors, the Head and the school Bursar. This team, through an appointed chairman, reports to the Governing Body, which monitors and directs the work of the School Finance team.

The responsibility of each staff member is to:• adhere to the policies and structures set up by the Finance team.• report and communicate all financial transactions to the financial administrator.• ensure that absolute integrity is maintained in all dealings with money.

BudgetsAn annual budget will be drawn up towards the end of each year in which all forecasted expenditure must be recorded. The Finance team will draw up the annual budget and expenses will be allocated for the year.

The responsibility of each staff member is to:• provide a budget for each area in the school within their respective jurisdictions

requiring finances. This includes grade allocations, subject allocations, field trips, educational equipment etc. Wise and careful budgeting should ensure that all expenditures are covered.

• monitor and control the expenditure of those areas within their responsibility.

Staff members must note that budget allocations are not carried forward to the next financial year unless pre-arranged. Staff may use the allocated budgets at their discretion and they do not necessarily need to spend the full budgeted allocation.

Ordering of GoodsThe ordering process for any items must ordinarily be as follows and is the responsibility of each respective staff member:

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1. Identify the item/s needed and options (where possible) of places of purchase. 2. Note the cost of the item/s. For more expensive items (R1000 or more) an official

quotation will be required.3. Complete an order form in the order book (available in Finance Office/Reception).

Attach any quotations to the order form and have the order form signed and approved by the Head. Please clearly indicate what the items are that are being purchased, from which budget the purchase is to be charged, and the responsible person.

4. Once approved, the item/s may be ordered or purchased.5. The staff member responsible/receptionist must check and take delivery of all items

and sign the invoice/delivery note.6. The invoice and delivery note must be handed to the bursar immediately.

Please note the following:• EFTs must be arranged at least two days before delivery. Do not expect payment to

be arranged on delivery.• Please arrange with the front office/bursar for assistance with deliveries and ensure

that all the paperwork is completed beforehand.• Do not purchase any items prior to approval.• Where possible, refrain from using your personal account for purchasing items for

school.

EFT PaymentsThe process for EFT payment must ordinarily be as follows:1. Complete the requisition in full indicating the need, the budget allocation and the

responsible person. Ensure that all supporting documentation is attached to the requisition where required.

2. Have the requisition approved by the Head.3. Follow up on the requisition by communicating with the bursar.

Please note and plan for at least a 48 hour notice period for urgent payments. Payments will ordinarily be done at the end of the month.

Additional costs to parentsWhere parents are required to supplement the school fee for items or activities, the following procedure must ordinarily take place:

1. Complete the section on all the relevant class lists that indicates what is being charged for, the amount and a clear indication of who on the list must be charged. Please also ensure that a formal letter is drafted to the respective parents from the teacher responsible as well as the Head, providing all the necessary information and details for payment.

2. Obtain approval from the Head. Provide all supporting documentation where required. This must include full details of costs, quotations.

3. In all cases, parents/learners will need to pay cash to the receptionist prior to the event taking place and or prior to the issue of any item.

4. Hand the class list to the receptionist with a copy of the letter to parents. Keep in constant communication with the receptionist to check progress of payment. The responsibility of follow-up of learners/parents lies with the teacher responsible and not the receptionist.

5. Please do not issue any items to learners or allow learners to attend outings etc. without prior payment. Please discuss any payment problems directly with the Head.

Please ensure that this administration is completed timeously to provide parents with sufficient time to make the necessary payments.

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Collection of cashTeachers must refrain, where possible, from handling any cash. Where a collection is made for an outing, civvies day, cake and candy etc. the teacher must deposit the cash at the receptionist/financial administrator immediately (by first break), indicating clearly what the cash is for and to which budget the cash should be allocated. Staff MUST NOT leave cash hidden in classrooms as they will be liable for any cash unaccounted for and/or not deposited.

Field Trips / OutingsPlease follow the following procedure for outings/camps/field trips that require additional payment:1. Complete the outing/camp/field trip information and budget form. Please consult

senior staff for assistance with budgeting for outings.2. Prepare a letter to parents providing all necessary details of payment, dates,

duration, times etc., to be signed by the staff member responsible for the trip, as well as the Head. Ensure that timeous and effective communication takes place between the school, learners and parents.

3. Complete the class list (or an activity list) with all the required info and present to the receptionist/bursar for money collection.

4. An accurate record of all expenses, with all supporting invoices, must be presented to the financial administrator within a week of the activity taking place.

Petty CashPetty Cash requirements for up to R300 will be available from the bursar. This fund may be used for the purchase of ‘smaller’ items. Where possible, the exact amount required must be requisitioned. If not, an advance to the requestor will be made. The cash requisition slip must be completed and approved by the Head. The cash invoice (and change where applicable) must be given to the bursar within 24 hours.

Class FundsAny funds generated by teachers for class funds/activities/clubs/sports tours etc. must be deposited and processed through the school books. Cash collected may not be used directly for purchases. The cash must be deposited and allocated and the normal process of purchasing must be followed.

SalariesAny queries regarding personal staff salaries must be directed through the Head.

LoansPlease note that under no circumstances will cash loans be made to staff.

LEARNER COUNSELLING STRUCTURE AND POLICY

Level 1 Teacher/Register Teacher/MentorsSubject teachers are encouraged to connect with children at any stage during the year, to offer advice, encouragement and to listen to the child. Subject teachers are expected, where appropriate, to inform register teachers of the interaction. Register teachers must record any counsel offered. The register teacher must ordinarily refer to the Grade Head should there be a need for further counsel.

Level 2 Head of Grade/Deputy/HeadThe Grade Head may include the Deputy Head or the Head, where appropriate, to assist in the counsel of the child. A record of interaction must be kept by any of the senior staff

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members. The Grade Head/Deputy must inform the Head of any child who needs to be referred to the School Counsellor or to a professional therapist.

Level 3 School CounsellorA child may be referred to the School Counsellor by the Grade Head, Deputy or Head. The Counsellor may offer basic counsel to the child. A record of interaction must be kept. The Head must be notified if the School Counsellor wishes to refer the child for professional counsel. At this stage the parents will be notified, briefed and included.

Any learners may request to see the School Counsellor on their own accord. The booking sheet will be kept with the Academic Secretary who will communicate with the Counsellor regarding the need. Should the School Counsellor wish to refer a matter for professional assistance, the parents must be notified and included. The School Counsellor must keep a record of all interaction.

Level 4 Professional CounselParents must be included at this level. Feedback from the professional to the parents must take place, as well as feedback from the professional and the school – School Counsellor and Head. (In exceptional cases, where justified, professional counselling may take place without the knowledge of the parents.)

SPORT

At (Name of School) we commit to encouraging all learners to participate in sport so as to promote a healthy lifestyle which will enhance their ability to become active after their time at school. Sport is an integral part of social development that needs to be encouraged. We aim to produce young men and women who show good sportsmanship and who are competitive every time they step onto the field. We want to teach our learners to be committed to their team and to take responsibility for their actions. To ensure that this happens, we need commitment from the learners who choose to play a sport, which they should show for the duration of that particular term. Fixtures are arranged prior to a season, so changing sports during a term will not be permitted unless special permission is given.

Sporting Codes offered at (Name of School):

All learners are encouraged to participate in the inter-house competition for the various sports disciplines. Learners are also expected to participate in a sport at least two days a week per term. These are the sports played in each term for boys and girls:

TERM 1 TERM 2 TERM 3 TERM 4

Boys

CricketSwimmingWater PoloTennisSquashTrail RunningSurfing

SoccerTennisSquashCross CountrySurfing

SoccerTennisSquashCross CountrySurfing

CricketSwimmingWater PoloTennisSquashTrail RunningSurfing

Girls

SwimmingWater PoloTennisSquashTrail RunningBody ConditioningSurfing

HockeyTennisSoccerSquashCross CountryBody ConditioningSurfing

HockeyTennisSoccerSquashCross CountryBody ConditioningSurfing

SwimmingWater PoloTennisSquashTrail RunningBody ConditioningSurfing

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A full sports practice timetable will be issued to each learner at the start of each term. A calendar of events and fixtures for the term will also be issued. School fixtures must take precedence over club sports, medical appointments etc. Please support the school in this regard. (Name of School) has a strict policy that a fixture will only be cancelled due to inclement weather conditions. Parents are encouraged to attend all school sports fixtures, as well as inter-house activities.SPORTSMANSHIP AND GAMESMANSHIP

Learners All learners at (Name of School) must accept the responsibility of demonstrating good sportsmanship and good gamesmanship at all times. Inappropriate behaviour is not acceptable on the sports field and should it occur disciplinary action will be taken against the learner.

Parents/Siblings/GuardiansAll parents/siblings/guardians are expected to conduct themselves in an appropriate manner from the side of the field. Verbal abuse of the match official will not be tolerated and this could lead to disciplinary action being taken against the parents/siblings/guardians. Parents/siblings/guardians are also requested to keep comments about players to themselves, especially if they are negative comments.

PARTICIPATION

Grades 8-11It is compulsory for all learners to participate in at least one of the sporting codes offered per term. Learners may not change sports during the term unless a written request has been received by the Head of Sport and it has been approved. Failure to do this may lead to disciplinary action.

Grades 12It is compulsory for all learners to participate in at least one of the sporting codes offered in the first two terms only. Sport in terms 3 and 4 will be optional. Please note that should a Grade 12 commit to playing a sport in terms 3 and 4, they are expected to attend at least one practice per week and to make themselves available for fixtures, provided that they do not have an examination the day before or on the day of the fixture. Learners may not change sports during the term unless a written request has been received by the Head of Sport and it has been approved. Failure to do this may lead to disciplinary action.

Expectation of a Learner:1. If a learner puts his/her name down for a sport – he/she must fulfil all commitments to

that sport for the entire season. 2. Learners may not change their sport choices during the term, unless this has been

approved by the Head of Sport. 3. All learners are expected to be at every practice for the duration of the term. A

practice timetable will be given to every learner at the beginning of each term. Correct clothing must be worn to practice as per each sporting code’s requirements.

4. All learners are expected to be at every fixture for the duration of the term. A fixture list will be given to each learner at the beginning of every term. Correct clothing must be worn at fixtures. Except for medical reasons, a learner may not miss a sports fixture.

5. All extra lessons and medical appointments must be scheduled on a day when the learner has no sport commitments. Learners will not be excused from sport to complete unfinished academic work.

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6. Grade 12 may not miss sport practices to do orals or any other outstanding work unless the Head of Sport has received a list of the learners involved from the Grade Head.

7. It is the learner’s responsibility to communicate with his/her coach if there is a problem of ANY kind. Poor communication will not be tolerated.

Expectation of the learner in the event that they are not well or they have left their kit at home:If a learner is going to miss a practice for medical reasons or for special circumstances, then he/she must produce a medical note or a note from their parent/guardian explaining why they cannot attend the practice. The note must be handed to the Head of Sport or coach by 09h00 on the day of the practice. The learner must excuse himself/herself in person from the relevant coach (or teacher in charge). The learner will still be expected to attend the practice and to help out if they are not going to a doctor’s appointment. The Head of Sport or coach are the only people permitted to excuse learners from sport. If a learner forgets his/her kit, he/she will still be expected to attend practice, but will sit on the side line. If the learner continuously forgets his/her kit disciplinary action may be taken.

It is the responsibility of the learner to inform the Head of Sport or coach before 09h00 on the day of the fixture if they are too ill to play in a fixture. If the fixture is on a Saturday, then the Head of Sport, coach or master in charge must be contacted as soon as the player realises they are too ill to play in the fixture. A letter explaining the situation should be given to the Head of Sport upon return to school.

It is not acceptable that the coach finds out from other players that a player is too ill and will not be playing. It is the responsibility of the learner to have the correct contact details of the coach.

Practices and FixturesPractices will be held as per each sporting code’s requirements. It is at the discretion of the Head of Sport upon the advice of the Head to implement the ‘wet weather procedure’ or the ‘hot weather policy’.Fixtures will be postponed or cancelled only in these cases:- Extreme weather conditions- Excessive mist- Excessive rain- Lightning - Field is deemed to be too wet to play on even though the weather will be clear

WET WEATHER PROCEDURE

Sport will only be cancelled in severe weather conditions or if the sports field is unplayable. It is imperative that learners always bring their sports practice kit to school, even if it is raining in the morning. If it is raining when practice is scheduled to start, learners may not leave to go home. Alternative arrangements will be made for the learners.

A decision whether or not to implement the wet weather procedure for practices will be made by 13h00. A decision about fixtures being held at (Name of School) will be made by 13h00. Please bear in mind that sometimes it may only start raining after 13h00 and therefore a call may be made after this time. All decisions will be posted on the D6 Communicator and the SMS system will be used if possible. If a fixture is cancelled and there is a practice scheduled for that day, learners must attend the practice and may therefore not leave to go home. The receptionist will also be notified if the wet weather procedure has been implemented.

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CULTURAL ACTIVITIES

Cultural activities will take place on a Monday from 14h30 to 15h30. Each learner must participate in the prescribed cultural activity for the term. There will be an opportunity for learners to select an activity from those advertised during the third and fourth term.

COMMUNITY SERVICE

All learners are expected to complete 30 hours of Community Service during the year, outside of school hours. The Life Orientation teacher will guide the process and control the completion of the Community Service. Details of all expectations will be provided. 20% of the final Life Orientation mark at the end of the year will be awarded from the planning, implementation and feedback of the community service.

EXAM REGULATIONS AND CONDITIONS

1. School uniform must be worn for every exam. Learners who are incorrectly dressed will not be allowed into an exam venue. Please also ensure that hair is correctly worn and that boys are shaved.

2. Learners need not be at school should they not be writing an exam on the day. They must, however, be at home during that period (07:30am-2:30pm) and may not be in town or at the local shopping centre. (Note that the IEB have different starting times)

3. Learners are to enter the examination venue in silence. All learners must be seated and have their question papers by 07.50am or 11:50am. Ten minutes of reading time is allowed per exam. Learners may not have anything in their hands whilst reading.

4. Extra time will not be given to learners arriving late. Should learners only be writing in the second session of the day, they must be at school 30 minutes prior to the start of that exam.

5. Learners may leave school after the completion of each exam but must go home to continue their studies. Learners must be collected from school within 30 minutes of the end of the exam or they will be placed in a study venue for the duration of the second session. Study venues will be available until 4pm. Learners may choose to be in the study venue on any day, but then are expected to study during that time.

6. Learners must ensure that all the necessary stationery, calculators etc. are brought to the examination room in a transparent container/bag. There will be no ‘borrowing’ of equipment during an exam.

7. No cell phones, I-pods, MP3s, electronic devices etc., are allowed in the exam venue. Only calculators will be permitted, where required. A box will be provided in the venue for cell phones during the exam.

8. A doctor’s certificate must be provided should a learner be absent for an exam. Learners will receive ‘0’ for missing an exam without such a certificate. Should learners miss an exam for a valid reason, with a certificate, they will still be expected to write the exam on their return to school or at a suitable time arranged by the school.

9. Only blue or black pens may be used in the exams, other than for diagrams. A spare pen should be brought in case one runs out.

10. The tuck shop is open from 08h00 till 14h30.11. Blankets may be brought into the venue only if it is very cold.12. Learners may drink water but will not be allowed out of the venue more than once. It

is preferable not to go out at all as the other learners are distracted and disrupted.13. Learners must sit quietly when they have finished – no communicating with others in

any way.

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14. Learners may take a few sweets into the exam venue if need be – but no crinkly wrappings.

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