Thornview Academics2017-03-28T14:11:03+00:00

Academics

Academic scope – Examinations

Prestige College follows the NSC and CAPS curriculum as prescribed by the Department of Education. Learners write the DOE and National matriculation exams.

Prestige also participates in various other independent benchmarking examinations like the Annual National Assessments or ANAs.

The following subjects are offered:

English

Tswana

Afrikaans

Mathematics – You have to obtain and maintain a 40% average in grade 9 to be able to take a subject in grade 10 -12.

Mathematical Literacy

 

Creative Arts

Dramatic Arts

Accounting

Business Studies

Economics

Geography

Tourism

Computer Application Technology

Physical Science

Life Science

Our mother school in Hammanskraal maintained a record of 100% pass rate with an exemption rate of between 70-85% for many years. Former matriculants achieved 7 distinctions for many consecutive years and proved the school to be a top achiever amongst the schools in South Africa. Learners participated widely in many Olympiads and won several first places that afforded them the opportunity to participate nationally and internationally in countries such as Taiwan, Germany and England. We are following the same principles to deliver quality education that will produce successful learners.

Junior school

Our Pre-School has specialist interventions to prepare learners for grade 1:

Jolly Phonics – kinesthetic, auditory and visual learning to establish a foundation for effective reading, with comprehension, that ultimately influences learning in all grades.

Mathematics – All-in One Maths program is enriched by standards of the Singapore Maths (an internationally recognised program ) from Grade R to 3. It starts with concrete activities before it challenges learners with the abstract concepts. This brain friendly structure and way of learning Maths is CAPS approved but expects more of learners than the CAPS curriculum. Our aim is a 100% pass rate in Maths when these learners reach older grades.

Life skills – The normal CAPS curriculum is followed but we focus more on thinking skills in a structured way. An awareness of the characteristics and skills that will make learners successful in future is encouraged. We want our learners to flourish and be confident in the life they have to live. For this reason we can’t be satisfied with the minimum requirements of a curriculum.

Bicycle track & Jungle gym – middle line crossing for reading and writing, balance, gross motor, safety awareness, and spatial development.

School readiness – We have school readiness experts amongst our staff that can conduct school readiness tests. Even if learners are bright and it seems as if they will cope with the demands of Grade 1, we are strict about the correct admission age. If your child completed Grade R a year in advance, because you as a parent made that choice, it does not mean that we will accept your child in Grade 1. Most progressed learners, failures and behavior challenges in Grade 3, 4, 7 and 9 are learners that are too young for their grade. This proofs that it is not in the best interest of learners to force them to excel at a level higher than their age group.

Academics Foundation Phase

  • We have subject teachers from Grade 1 to 3
  • Learners attend 3 session per day with a break between each session when they change classes.

How did we distribute the teachers and what is happening in the classes?

Maths Teacher per grade:

  • Specific activities to enhance memory, spelling and visual ability
  • Singapore maths on a higher standard 200 required by DoE? We go for 2000…

 English Teacher per grade

  • Oxford reading tree and phonics
  • Readers are Leaders programme
  • Start with English as early as possible
  • Teaching phonics needs specialised skills that will influence success in reading and assessment in future.

 LO Teacher per grade for

  • Beginning knowledge
  • LO PE (sport & dance)

Specialist teacher in Creative Arts (Visual Art & Music)

First Additional Language teacher – not all teachers can teach Setswana or Afrikaans. We need a specialist teacher here.

  • Mother tongue proficiency will influence the development and performance in a second language which is English in this case.
  • If you are Setswana speaking it will be a better choice to take Setswana as First Additional Language than Afrikaans. Stick to the FAL your child start with. They need to pass this subject in order to progress to the next grade.

  …in an innovative manner as a way of living.

Q: Why do kids have to rotate classes? Can’t teachers go to the register classes?

A: It is not just about having a teacher in front of the class; especially in the Foundation Phase, learning experience for learners should be concrete. If a teacher has an own class we can transform the class into a learning station. When learners enter the Maths class all the concrete resources are there to teach concepts with. A teacher can carry these resources to a different class but the environment will not be set up to facilitate the best learning opportunities.

This is not an experiment that will see where it takes us; we will not change teaching practice in our school if we are not sure that it is in the best interest of our learners. We did our research about the impact of changing classes at an early age. In the years of experience in Foundation Phase one would often find a teacher that is not confident in teaching maths or language. For the rest of that year a child will be exposed to learning that takes place on a level that is not in the best interest of the child. Can you imagine the impact on a child where a teacher is not confident in teaching mathematics? When foundation phase teachers are responsible for all the subjects per class, there is always one part that is neglected as it takes a lot of time to prepare for all the different activities and Foundation Phase teachers are in class with their kids 100% of the day without any admin time.

We were concerned about learners adapting to three different teachers in a day but in many schools learners change classes to specialist teachers (Music, PE, Computers, Art) without being traumatised.

We took the leap and our ‘specialist’ teachers say:

  • Learners are more eager to learn
  • We have better discipline in classes
  • It is exciting to develop focused learning spaces
  • I now have time to reflect on the lesson that was presented and improve on my practice.
  • I have time for improved lesson preparation, delivery and assessment
  • I have more time to plan for improved learning experiences as I do not have the preparation of many learning areas. I can become an expert.
  • I do not have to stress about the Creative Art activities that always messed up my class.