POLICY FOR PROMOTION GRADE 1 TO GRADE 7 (June 2015) DEFINITION OF PROMOTION Promotion means the movement of a learner from one grade to the next provided that learner meets the required level of achievement and maturation in a particular grade as per the requirements of the SABJE controlled schools. Therefore all learners are required to perform and succeed socially, emotionally and academically at their appropriate grade level in order to progress to the next level or phase. The School Head has the final say in all matters relating to the promotion of students in each school.

EXPECTATIONS AND REQUIREMENTS 1.

Grade 1-3 A learner in Grade 1-3 must offer the following subjects: a.

b. c.

Language comprising • English as official home language • IsiZulu as first additional language. • Afrikaans as another first additional language • Hebrew as second additional language Mathematics and Life skills comprising Beginning Knowledge, Creative Arts, Physical Education and Personal and Social Wellbeing (Jewish studies included).

Promotion guidelines for determining a learner’s progress in Grade 1-3 are: • •

Adequate Achievement in official language at home language Moderate Achievement in the two first Additional Language components 1



•

Moderate Achievement in Mathematics Appraisal for promotion is uniform though out and between our schools as per the 5 point scale:

Level Level Level Level Level

1 2 3 4 5

HIGH LEVEL ACHIEVED GOOD MEETING EXPECTATIONS EXPERIENCING DIFFICULTY NOT YET ACHIEVED

86% 75% 60% 50% 49%

- 100% - 85% - 74% - 59% and below

ADEQUATE ADEQUATE ADEQUATE ADEQUATE ADEQUATE

A learner who is not ready to perform at the next level, should be assessed to determine the level of support required. A learner who does not meet the requirements for promotion can be progressed to the next grade in order to prevent the learner being retained in the Foundation Phase for longer than four years excluding Grade R. I do not think this requirement applies any longer to independent schools and as such a child could be kept in a phase for more than the extra year

INTERMEDIATE PHASE A learner must offer and complete the following subjects for each of Grades 4-6 a. • • b. c. d. e. f.

Two official languages English as Home language Afrikaans or isiZulu as First Additional Language Mathematics Natural Sciences Life Skills comprising Jewish Studies, Physical Education, Arts and Culture Social Sciences Hebrew as approved non-official language on Second Additional Language Level

Promotion guidelines for determining a learner’s promotion from Grade 4-6 are: •

Achievement of 50% and above is the accepted minimum promotion standard. Learners below the minimum standard should be considered for one of two options:! A learner who is not ready to perform at the expected level must be considered for repeating the year or ! Undergo a full psycho-educational assessment for referral to a remedial environment or if in Grade 6 or 7 can be considered for the Educational Support Programme at King David Linksfield High School.

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A learner who has attained a moderate achievement level of 40%-49% can be considered for progression to the next level in order to prevent the learner being retained in this phase for longer than four years.

SENIOR PHASE A learner must offer and complete the following subjects for Grade 7 a. Two official languages • English as Home language • Afrikaans or isiZulu as First Additional Language b. Mathematics c. Natural Sciences d. Social Sciences incorporating Physical Education and Jewish Studies e. Arts and Culture f. Economic Management Sciences g. Hebrew as an approved non-official language on a Second Additional Language Level Promotion guidelines for determining a learner’s promotion from Grade 7 are: •

Achievement of 50% and above is the accepted minimum promotion standard. Learners below the minimum standard may :! Be progressed to the next level in order to prevent the learner being retained in this phase for longer than four years.

LEARNERS AT RISK Learners who are at risk of meeting the expectations of the core curriculum and emotional behaviour appropriate for the grade can be identified as early as the first academic term. Parents will be informed of the teacher’s concerns and recommendations can include a psycho-educational assessment and further referrals for Speech Therapy, Occupational Therapy, Play Therapy or Remedial Therapy. Learners who are receiving three or more therapies should be considered for placement in a remedial environment. Parents must support the interventions suggested failing which the decision for promotion may be severely affected.

ASSESSMENT •

Learners will be assessed internally using benchmark tests as well as other recognised assessment tools. 3



RECORDING AND REPORTING Recording is a process in which the teacher documents the level of a learner’s performance. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and his or her readiness to progress or be promoted to the next grade. In conjunction with assessment for learning, information from assessments must form the basis of a record of each learner’s progress and development at class and school level. The Assessment information should be recorded in as many different forms as appropriate to the learner’s particular learning experience and the different modes of assessment available. The results of assessment should be recorded in different forms, including marks, grades, checklists, profiles and narrative comment. The Schools communication to parents must be timeous and ongoing. Any concerns must be brought to the parent’s attention as soon as possible.

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GUIDELINES FOR RECOMMENDING LEARNERS TO REPEAT A YEAR DUE TO EMOTIONAL AND SOCIAL IMMATURITY Learners who display more than two areas of immaturity in one or both of the social and emotional spheres as indicated on the list below, should be considered candidates for repeating the grade. Parents must be informed and necessary recommendations should be made to support and prepare the child timeously for repeating the grade. This can be done through the school’s Social Services department or privately.

EMOTIONAL AND SOCIAL MATURITY Social Maturity • • • • • • • • • • • • • • • •

Independence vs dependence (separation anxiety) Social skills – greet others, thank you, please Aware of other children regarding friendships Co-operation Self-assertiveness (express own needs/ideas and admit to not knowing something) Risk taking behaviour (respond when uncertain) Acceptance of reasonable limits Age appropriate behaviours – (eye contact, politeness, responsibility e.g. help pack away activity materials). Positive self-concept – realistic about abilities Empathy for others – awareness of needs others – caring attitude Acceptance of limits – appropriate behaviour Competitiveness – ask about others performance Seeking approval, reassurance Communication – ease, open and spontaneous, withdrawn, guarded, listening Compromise and negotiation and sharing Consequences of actions and show responsibility

Emotional Maturity • • • • • • •

Readiness for formal tasks/playful/talkative/distracting Works autonomously/independently or requires assistance Concentration vs distraction (attention fluctuations) distracts others/gets on with own work Approach to tasks – restless or relaxed (can sit and do activity for ± 15 min) Tolerance/endurance for pressure Task completion – perseverance or gives up easily Presence of undue anxiety 5



• • • • • • • •

Emotional wellbeing – calm/aggression/depression General impression of age appropriate maturity – approach to tasks impulsivity/motivation Temperament – introversion/extraversion/ self-willed/well organised/chaotic/impatient/hurried/reflective/impulsive Participates in activities Makes friends easily Takes turns Responds to everyday situations appropriately Can problem solve o flexible, realistic and effective in managing change o find positive ways of dealing with everyday problems

CONCESSION: 1.

Immigrants •

An immigrant learner is: (i) A child or a dependent of a diplomatic representative of a foreign government accredited in South Africa; or (ii) A person who: (aa) first enrolled at and entered a South African school in Grade 7 (September Grade 6) or a more senior grade, or (bb) having begun his or her schooling at a school in South Africa, has attended school outside South Africa for two or more consecutive years after Grade 3 or its equivalent, and has subsequently returned to South Africa.

• An immigrant learner must offer the two required official languages and comply with the School-Based Assessment requirements of both official languages offered i.e. English and Afrikaans/Zulu. • An immigrant learner in the Intermediate or Senior Phase must o Pass one of the required two official languages on at least First Additional Language level with a rating of Moderate Achievement in that language o Must comply with the promotion requirements as contemplated in the policy document. 2.

Learners who experience barriers to learning which impact on a learner’s learning, may have concessions applied as is deemed fit by the Director General of S.A.B.J.E, the Head of the school and a member of the Social Services Department.

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CONCLUSION This policy document provides the guidelines for promotion, to be applied at all member schools of the South African Board of Jewish Education, thereby ensuring standardisation of promotion requirements.

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