FOUNDATION PHASE REPORT – 2018
THE FUTURE OF EDUCATION
As a strategy planner and futurist, Dietert Zetsche, the Managing Director of Daimler Benz (Mercedes Benz), said in an interview that their competitors are no longer other car companies, but Tesla, Google, Apple and Amazon. He also prophesied that in education we will see:
Education: The cheapest smart phones are already selling at $10 in Africa and Asia. By 2020, 70% of all humans will own a smart phone. That means, everyone has the same access to world class education.
Every child can use Khan academy for everything a child needs to learn at school in First World countries. There have already been releases of software in Indonesia and soon there will be releases in Arabic, Swahili and Chinese this summer. I can see enormous potential if we give the English app for free, so that children in Africa and everywhere else can become fluent in English and that could happen within half a year.”
So, keeping the above information in mind, what do we as parents and teachers need to do to ensure a brighter future for our children?
WHAT KIND OF FOUNDATION PHASE LEARNER DO WE WANT?
The Foundation Phase consists of Pre-Primary Grade R to Grade 3. Montrose has a private Pre-Primary school and we start formal education in Grade 1, under the guidance of the Gauteng Department of Education.
The challenges for the present learners following the National Curriculum Assessment Policy Statement (CAPS) in both independent and government schools, like Montrose, are immense. The goals and values of social justice, equity and democracy are interwoven across the curriculum by the dedicated, well-qualified Grade 1 to Grade 3 educators.
Montrose has all the values displayed all over our school. These values include learning, determination, nature and animals, honesty, respect, responsibility, peace and happiness, tolerance, loyalty and friendship. We, as the school community, ensure that we ‘LOVE’ i.e. ‘Living Our Values Everyday’! We reinforce these values at our assemblies every week.
The promotion of values is important not only for the sake of the learner’s personal development, but also to ensure that a National South African identity is built on values for our future society, and generations.
We would want a learner who has all these values and acts in the interest of a society based on respect for democracy, equality, human dignity, life and social justice.
The curriculum aims to develop the full potential of each learner as a citizen of a democratic South Africa. CAPS seeks to create a lifelong learner who is confident and independent, can read and write and be competent with numbers, compassionate, with a respect for the environment and the ability to participate in society as a critical and active citizen. At the moment our National Education body is looking at ways of restructuring the assessment criteria to allow for the learner to have more time to understand the concepts before being assessed on the skills being learnt.
The developmental outcomes try to see learners who are also able to reflect on and explore a variety of strategies to learn more effectively.
THE KIND OF TEACHER ENVISAGED
Teachers have a particularly important role to play. They are university qualified, competent, dedicated and caring individuals who are able to fulfil the various roles outlined in the Norms and Standards for Educators (Government Gazette No 20844). These norms see teachers as the following: Mediators of learning, interpreters and designers of Subject Programmes and materials, leaders, administrators and managers, active scholars improving their own qualifications and career development; researchers and lifelong learners, community members, citizens and mentors to the learners in need of support, assessors and subject and phase specialists. Not many other professions can boast such a comprehensive job description list.
The roles of both the learner and teacher are connected with the home to ensure that the parents are also actively involved and there is a holistic approach to how the child is educated and brought up. This creates a “child-centred” environment, both at home and at school.
TOURS: Our Grade 1s to 3s all took turns to go out and visit an external venue and experience school, outside of our boundaries.
Gr 1 went to: Reptile Park
Gr 2 visited: Crocodile City
Gr 3s explored: Boot Camp
We also had some very exhilarating playgroups coming to present plays to the learners at school, including On Cue Theatre, Traffic Awareness and Transport, Hooked on Books and Rhino Alert, all organized by our relevant LAMS.
CELEBRATION MORNING PRIZE GIVING FOR GRADE 1 – 3: At the end of the 4th Term on Monday 3 December, every single learner was recognized for their special attributes and talents. Every child received a valuable certificate and some special Overall winners were acknowledged with a trophy. We also congratulated our GDE overall winners in the Poetry, Spellathon and Mental Maths Festival Competitions.
“Montrose our shining STAR
We love you just the way you are!” (School Song – F. Kreeve)