parent guide 2014 / 2015 herzlia highlands primary school

1
PARENT GUIDE
2014 / 2015
HERZLIA HIGHLANDS
PRIMARY SCHOOL
2
TO PROVIDE
THE BEST POSSIBLE JUDAIC,
SECULAR AND CULTURAL
EDUCATION
FOR JEWISH CHILDREN
IN ORDER TO FOSTER
THEIR JEWISH IDENTITY
AND TO ENHANCE THEIR
POTENTIAL FOR
PARTICIPATION WITHIN BOTH
THE JEWISH AND
WIDER SOCIETY.
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CONTENTS :
WELCOME TO HERZLIA
HERZLIA YEAR PLANNER 2014/2015 ..................................... 4/5
HERZLIA FACT FILE ................................................................. 6
WHAT WE STAND FOR ............................................................ 7
HOW DID HERZLIA BEGIN ....................................................... 7
WHY A JEWISH DAY SCHOOL / WHY HEBREW .................... 8
A BRIEF HISTORY OF HERZLIA .............................................. 9
A SCHOOL FOR THE WHOLE COMMUNITY………………………….10-11
EXCELLENCE IN EDUCATION / THE HERZLIA ETHOS ......... 12
WHO’S WHO? ........................................................................... 13
EDUCATIONAL PROGRAMME
INTRODUCTION /THE CURRICULUM ...................................... 14
HOMEWORK ............................................................................. 15-16
ASSESSMENT............................................................................ 17-18
SUPPORT SERVICES
COUNSELLING / LEARNING SUPPORT/EXTRA HELP............19
DISCIPLINE ............................................................................... 20
DISCIPLINE SYSTEM FLOW CHART ....................................... 21
ANTI-BULLYING POLICY............................................................22-23
PARENT SCHOOL CHARTER .................................................. 24-28
EXTRA CURRICULAR
SPORT / SPORTING VENUES .................................................. 29
ALLOCATION OF CHILDREN TO HOUSES............................. 30
A GUIDE TO THE PERPLEXED OR...HOW TO SURVIVE AT HERZLIA!
SCHOOL TIMES ........................................................................ 31
SCHOOL UNIFORMS /PURCHASING OF UNIFORMS ............ 32
RULES & REGULATIONS - NEW UNIFORM 2014....................32-35
DRIVING RULES & ETIQUETTE ............................................... 35/36
SECURITY DUTIES ................................................................... 37
FIRST AID AND MEDICAL CARE ............................................. 38
NITS AND LICE ......................................................................... 38
REQUESTS FOR PERMISSION TO LEAVE SCHOOL ............. 39
MISCELLANEOUS :
Lost Property, Parent Teachers Meetings, Change of Personal Information,
Birthday Gifts to School Library, Insurance, Birthday Parties.39
Payments to School ................................................................. 40
SCHOOL BUSES ....................................................................... 40
PARENT/SCHOOL LIAISON ..................................................... 40
THE UHS SCHOOL COMMITTEE AND HIGHLANDS PTA ...... 41
MONETARY COMMITMENTS :
Stationery and Books, Siddur, Outings and Visits Levy, Camps, Music (Voluntary)
Extra-Murals and Sport (Voluntary), Netball Levy, Remedial Therapies,
Miscellaneous…..…………………………………………………..42-43
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YEAR PLANNER 2014
SCHOOL TERMS 2014
FIRST TERM
Wednesday 15 January – Friday 4 April
SECOND TERM
Wednesday 23 April – Friday 27 June
THIRD TERM
Monday 21 July – Friday 3 October
FOURTH TERM
Monday 13 October – Wednesday 10 December
JEWISH HOLIDAYS
Sunday 16 March
Tuesday 15 April / Wednesday 16 April
Monday 21 April / Tuesday 22 April
Sunday 27 April
Monday 5 May
Tuesday 6 May
Sunday 18 May
Wednesday 28 May
Wednesday 4 June
Thursday 5 June
Tuesday 5 August
Thursday 25 September
Friday 26 September
Saturday 4 October
Thursday 9 October
Friday 10 October
Thursday 16 October
Friday 17 October
Tuesday 16 December
Tuesday 23 December
Purim
Pesach (1/2)
(During School Holidays)
Pesach (7/8)
(During School Holidays)
Yom Hashoah
Yom Hazikaron
Yom Ha’atzmaut
Lag B’Omer
Yom Yerushalayim
Shavuot
(School Closed)
Shavuot
(School Closed)
Tisha B’Av
(No Extra-Murals)
Rosh Hashanah (School Closed)
Rosh Hashanah (School Closed)
Yom Kippur
(School Closed)
Succoth
(School Closed)
Succoth
(School Closed)
Shemini Atzeret (School Closed)
Simchat Torah
(School Closed)
Channukah
(During School Holidays)
PUBLIC HOLIDAYS
Wednesday 1 January
Friday 21 March
Friday 18 April
Monday 21 April
Sunday 27 April
Monday 28 April
Thursday 1 May
Monday 16 June
Saturday 9 August
Wednesday 24 September
Tuesday 16 December
New Years’ Day
Human Rights Day
Good Friday
Family Day
Freedom Day
Public Holiday
Worker’s Day
Youth Day
National Women’s Day
Heritage Day
Day of Reconciliation
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YEAR PLANNER 2015
SCHOOL TERMS 2015
FIRST TERM
SECOND TERM
THIRD TERM
FOURTH TERM
Tuesday 20 January – Thursday 2 April
Monday 13 April – Friday 26 June
Monday 20 July – Friday 02 October
Monday 12 October – Wednesday 9 December
JEWISH HOLIDAYS
Thursday 05 March
Purim
Saturday 04 April / Sunday 05 April ................ Pesach (1/2)
Friday 10 April / Saturday 11 April .................. Pesach (7/8)
Thursday 16 April
..... Yom Hashoah
Wednesday 22 April
.................... Yom Hazikaron
Thursday 23 April
.. Yom Ha’atzmaut
Thursday 07 May
......................... Lag B’Omer
Sunday 17 May
............... Yom Yerushalayim
Sunday 24 May
................................... Shavuot
Monday 25 May .............................................. Shavuot
Sunday 26 July ............................................ Tisha B’Av
Monday 14 September
Rosh Hashanah
Tuesday 15 September .............................. Rosh Hashanah
Wednesday 23 September
Yom Kippur
Monday 28 September
.................... Succoth
Tuesday 29 September
......... Succoth
Monday 05 October
............... Shemini Atzeret
Tuesday 06 October
Simchat Torah
Monday 07 December –
Monday 14 December
............................... Channukah
PUBLIC HOLIDAYS
Thursday 1 January
New Years’ Day
Saturday 21 March ............................................... Human Rights Day
Friday 03 April ...................................................... Good Friday
Monday 06 April .................................................... Family Day
Monday 27 April
Freedom Day
Friday 1 May ......................................................... Workers Day
Tuesday 16 June .................................................. Youth Day
Sunday 9 August
National Woman’s Day
Monday 10 August ................................................ Public holiday
Thursday 24 September
Heritage Day
Wednesday 16 December
Day of Reconcilliation
Friday 25 December
Christmas Day
Saturday 26 December ......................................... Day of Goodwill
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HERLIA FACT FILE
NAME
HERZLIA HIGHLANDS PRIMARY SCHOOL
HERZLIA is named after Theodor Herzl, the father of
Modern Zionism.
ADDRESS
CLAIRWOOD AVENUE
HIGHLANDS ESTATE
CAPE TOWN, 8001
POSTAL ADDRESS
AS ABOVE... OR....
P O BOX 3508,
CAPE TOWN, 8000
TELEPHONE
021 4643307
FAX
086 565 2171
EMAIL
mford@herzlia.com (Principal)
jgreenstein@herzlia.com (Secretary)
tnilson@herzlia.com (Receptionist)
WEBSITE
www.HERZLIA.com
DATE OF BIRTH
1940
NEXT OF KIN
HERZLIA SOUTHERN SUBURBS REGION
(Constantia Primary and Kerem Pre-primary)
HERZLIA ATLANTIC REGION
(Weizmann Primary and Alon Ashel Pre-primary
HERZLIA CENTRAL REGION:
(Middle School (Grades 7-9), High School (Grades 10-12),
Highlands Primary, Gan Aviv, Sarah Bloch Aftercare, Dafna:
Milnerton.
EMPLOYER
UNITED HERZLIA SCHOOLS (UHS)
MOTTO
IM TIRTSU-EIN ZU AGGADAH. HERZL SAID, ‘IF YOU
WILL IT, IT IS NO DREAM’. THE FIRST TWO WORDS OF
THE MOTTO ARE WRITTEN ON THE SCHOOL BADGE IN
HEBREW.
BADGE
THE BADGE CONTAINS:
A MAGEN DAVID WHICH REPRESENTS THE FACT THAT
HERZLIA IS A JEWISH SCHOOL
THE LAMP OF LEARNING
AN ANCHOR TO REPRESENT CAPE TOWN
THE SCHOOL MOTTO, IM TIRTSU
THE NAME, ‘HERZLIA’, IN HEBREW AND ENGLISH
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WHAT WE STAND FOR
HERZLIA aims to create an atmosphere in which being Jewish is a positive and active
element of daily living. Teaching Jewish values therefore becomes the cultural backdrop of
our educational aspirations. Coupled with HERZLIA’s unique and dynamic atmosphere, this is
what makes our school different from all other schools.
Clearly, as an academic institution, excellence for all is a fundamental goal. This implies
extending and challenging each and every individual at all ability levels, not only in the field of
academic studies, but also with regard to cultural activities and sporting achievements.
Maximum participation and involvement in the life of the school, as well as leadership
opportunities are consequently a feature of a HERZLIA education.
HERZLIA also has a role to play in the larger society - both Jewish and general. We believe
that education does not stem only from textbooks and classrooms. We do not educate in an
ivory tower and cannot be divorced from the real world.
While HERZLIA is a community school which caters for all Jewish children across the
religious spectrum, it practises and teaches Judaism in accordance with National and
Traditional ideals.
The ideal HERZLIA graduate is one who feels comfortable with, and proud of his or her
Jewish identity, understands his or her responsibilities to other people, has reasonable
attitudes and values and falls into the category of being a mensch. These are our ideals.
HOW DID HERZLIA BEGIN?
IM TIRTSU - `If you wish it’, said Theodor Herzl, `it will be no legend.’
For the Jewish people, the cry of Im tirtsu culminated in the establishment of the State of
Israel in 1948. For the Jewish community of Cape Town, Im tirtsu meant not being deterred
by the nightmare years of the Second World War, nor by fears and doubts concerning the
viability of a Jewish school.
The first class opened in 1940. In 1956, HERZLIA for the first time, offered a matriculation
class, and in that same year, the school moved to the present High School campus. In later
years, the school expanded and now comprises the Senior High School, the Middle School,
and three primary schools. In 2002, the United HERZLIA Schools amalgamated with the
Association of Hebrew Pre-Primary Schools.
The school is financed by the Jewish community of Cape Town through the contributions of
benefactors and donations made to the United Communal Fund. School fees cover only a
proportion of the costs and many learners are subsidised. The lay leadership of the school is
invested in the United HERZLIA Schools (UHS) Committee, which determines policy and is
responsible for financing and governing the school. Approximately 80% of Jewish learners in
Cape Town attend HERZLIA.
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WHY A JEWISH DAY SCHOOL?
A HERZLIA education is intended to nurture in its students a strong Jewish identity,
commitment to Judaism, love for the Hebrew language and culture, and a strong
identification with and a positive commitment to the welfare of the State of Israel.
At the Annual General Meeting of the United HERZLIA Schools in 1940, the chairman,
Isaac Mauerberger said, `The culture of our people is being systematically destroyed
as well as our places of worship and learning”. It was this kind of message which
awoke the community to the need for Jewish education in a Jewish environment.
In character, the school is national and traditional, which is to say that it follows
Zionistic and traditionally Jewish principles. HERZLIA is a community school whose
doors are open to Jewish children from families of all shades of religious opinions and
observance. Our attitude to Judaism is non-coercive. `Yiddishkeit’ is expressed at
school in the formal Hebrew and Jewish Studies lessons, as well as in the celebration
of festivals, extra-curricular Jewish programmes, daily services and informal
programmes.
WHY HEBREW?
The great works of Jewish civilisation, the Tanach (Bible), the Mishna, the siddur and
liturgy, much of its poetry and philosophy, are written in Hebrew. To read these works
in translation is to read the works of `another’ civilisation.
Knowledge of Hebrew is therefore a passport to the riches of our heritage, and from a
religious perspective, it offers direct and unmediated access to the word of G-d.
Hebrew is not only our link with our religious life, it is also the language of our national
renaissance. It is the common bond which unites all Jews everywhere and throughout
the ages, with each other, and with Israel.
To teach Zionism without Hebrew is to make of Israel a foreign country; to teach any
aspect of Jewish culture without Hebrew is to learn about the culture, rather than to be
steeped in it.
Hebrew is therefore a core element in any valid Jewish education. For this reason, it
is a compulsory part of our curriculum up to the end of Middle School. Hebrew is an
elective in the Senior High School.
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A BRIEF HISTORY OF HERZLIA
1899
ESTABLISHMENT OF THE TALMUD TORAH AFTERNOON SCHOOL
(FROM WHICH HERZLIA EVENTUALLY DEVELOPED)
1940
OPENING OF THE FIRST CLASS IN HOPE STREET
1945
THE SCHOOL WAS NAMED HERZLIA, AFTER THE FATHER OF
MODERN ZIONISM, THEODOR HERZL
1953
WEIZMANN PREPARATORY SCHOOL OPENED ON THE
PREMISES OF THE GREEN AND SEA POINT HEBREW
CONGREGATION
1955
CONSTRUCTION BEGAN ON THE NEW BUILDING ON THE
HIGHLANDS CAMPUS, PURCHASED IN 1948.
1956
FOUNDATION STONE OF THE NEW SCHOOL BUILDING LAID.
FIRST MATRIC CLASS
1957
FIRST ASSEMBLY OF THE SCHOOL IN THE HALL
1966
HERZLIA HOSTEL OPENS FOR BOARDERS
1973
HERZLIA CONSTANTIA ESTABLISHED. FIRST CLASSES OPENED
IN MILNERTON (JUNIOR PRIMARY)
1976
WEIZMANN JOINED THE HERZLIA SYSTEM
1979
HOSTEL CLOSED AND PREMISES CONVERTED TO
HOUSE HERZLIA HIGHLANDS PRIMARY SCHOOL
1980
HERZLIA MIDDLE SCHOOL ESTABLISHED
1995
HERZLIA MILNERTON CLOSED
2002
HEBREW PRE-PRIMARY SCHOOLS AMALGAMATED WITH UHS
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A SCHOOL FOR THE WHOLE COMMUNITY
Some 80% of Jewish school-going children in the Cape Peninsula
attend HERZLIA
 No Jewish child is denied a Jewish education because of finances.
We are a community school. We are also an inclusive school, which means that we
accept all children regardless of their academic or physical abilities or their religious
affiliation. To this end we have learners in the school who are Orthodox Jews and
those who are Progressive Jews. We have learners who are Dati and we have
learners who are Secular. We have learners who are Christian and we have learners
who are Moslem. All of these children are welcome at our school and are considered
to be part of the HERZLIA family. All of Cape Town’s youth movements are welcome
in our school including Habonim, Netzer and Bnei Akiva. All have access to our
learners and are part of our informal Judaic and Zionistic programmes.
As a community school it is incumbent upon us to make sure that every pupil at this
school is made to feel accepted, comfortable and nurtured in every way possible. We
are proud of the fact that we are an inclusive school and will never condone any
conduct to the contrary. We will continue to embrace all our learners no matter what
their affiliation and we will always respect individual choice.
Inclusion of learners with special needs:
As a community-based school system, the United HERZLIA Schools are committed to
the principle of providing a Jewish education for all Jewish children, including those with
special educational needs. No entrance examination is required and the only criteria for
admission to HERZLIA are the desire for a Jewish education coupled with an
assessment by the principal that the child’s best interests are served by enrolment in
our school. A unique system of remedial teachers, special needs co-ordinators,
counsellors, psychologists and occupational therapists has been developed to provide
for children in need of academic and emotional support.
Our policy of inclusion is grounded in the belief that it is our responsibility to include all
Jewish children – irrespective of academic ability in our school. This benefits not only
children who require extra support, but all learners in our school, who learn to value
and respect difference and diversity.
Inclusion of all denominations: IDEOLOGICAL DIRECTION
1. The school, a community school, is ideologically defined as a Jewish Day
School, which follows ‘national traditional Judaism’.
2 By “community school’, it is understood that the school serves the ‘community’
in the sense that it accepts and welcomes all Jews within the communitywhatever their ideological affiliations, or lack thereof.
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Broadly, these can be identified as:
Those who affiliate to Orthodox synagogues
Those who are affiliated to Progressive/ Reform temples
Those who are unaffiliated to any congregation
2. By ‘traditional’, it is meant that the school pursues an ideological direction
that is aligned to Orthodoxy- however, it does so in a non- coercive, nonextremist manner.
Its ‘traditionalism’ can be seen by:
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
Its observance of two days Pesach, Sukkot, Shavuot, Shmini Atzeret, Rosh
Hashanah and the adequate preparation for these festival days beforehand
e.g . programmes, half-days of school etc.
Its observance of all fast days.
Its observance of Rosh Chodesh
Its stance on kashrut at all school functions
The traditional liturgy used in prayers
Its Jewish Studies syllabus
Separation of girls and boys when praying
(In the Middle School and High School: The encouragement of wearing of
kippot and tefillin at Shacharit services. The wearing of kippot for Tanach
lessons and Jewish Studies lessons (boys).
The complete cessation of non-religious activities under the auspices of the
school on shabbat and chaggim.
4. By ‘national’ is meant that the centrality of Israel as the natural home of the
Jewish people is recognised.
4.1 Despite the pursuit of ‘traditional’ Judaism, the school is aware that it has to
cater for varying levels of observance among its learners. It therefore seeks to
encourage rather than coerce observance. However, there are times when the
curriculum does become prescriptive. This can be justified on logistical and
educational grounds. (For example, attendance at prayers in the primary
schools is compulsory.)
5. Because HERZLIA is a community school, it does not discriminate between
Jews within the community. All are welcome- and ‘unity’ rather than
‘divisiveness’ is sought. It is for this reason that, while HERZLIA welcomes
Jews from different ideological backgrounds, it cannot pursue on campus two
or three different ideological paths ….we reject any practice on the school
campus which sets one Jew apart from another in terms of ideology.
CONCLUSION
While the school pursues a traditional ideological path, it does so without
disparagement or discrimination- its very premise is to unite all Jews on its campus
rather than divide its learners according to which congregation the individual pupil is
affiliated.
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EXCELLENCE IN EDUCATION
A fine education for their young has been the age-old aspiration of the Jewish people.
To this end, we attempt to provide an environment which encourages a commitment to
personal development. A caring, child-centred system, with an open, friendly
relationship between teachers and learners encourages the questioning spirit and
freedom of thought which are essential in an excellent education.
HERZLIA is a multi-faceted school, striving for many goals - to be a community
school, to foster a strong Jewish identity, to educate the whole child, and to
maximise each pupil’s potential.
THE HERZLIA ETHOS
HERZLIA tries to extend the learners’ knowledge and growth in a relatively nonauthoritarian structure. It is our belief that children learn best in a friendly
atmosphere, not marked by fear or anxiety. It cannot be denied that HERZLIA
learners make great demands on the energy of our teachers, and that, yes,
sometimes learners exploit the freedom they are given in negative ways.
Nonetheless, it is our firm belief that a relatively open structure is indispensable to
our aims of educating the whole child. We aim for a child-centred education in which
learners are not mere passive recipients, but are active participants, who are ready
and willing to challenge and question.
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WHO’S WHO?
UHS CHAIRMAN
PRINCIPAL
DEPUTY HEAD and HEAD OF
INTERMEDIATE PHASE
(SEN/ PRIM GR 4 -6)
HEAD OF FOUNDATION
PHASE (GR 1 – 3)
DIRECTOR OF
FINANCE AND ADMIN
SECRETARIES
DIRECTOR OF EDUCATION
LEARNING SUPPORT TEAM
SUBJECT HEADS
AND
SPECIALIST TEACHERS
MRS TANYA GOLAN
MR MIKE FORD
MRS HILARY WATERS
MS JENNY FARROW
MR DAVID GINSBERG
(PHONE: 021 464 3308)
MRS JANICE GREENSTEIN / MS TAMMY NILSON
MR GEOFF COHEN
MRS KAREN LEVITT……….. .(F/P COUNSELLOR)
MRS MICHELLE SCHER…… (INT/P COUNSELLOR)
MRS MICHELE RADOMSKY…(REMEDIALOUTSOURCED
MRS LESLEY FAGAN.. (REMEDIAL-OUTSOURCED)
MRS DEBBIE MEYER…………. (SENCO)
MRS MARCELLE SHAMAN-GOLDSMITH…………….
(O/T-OUTSOURCED)
MRS IDA FONAROV……………(SPEECH)
HEBREW ..........…… MR RONNIE GOTKIN
JEWISH STUDIES ......RABBI DAVID REFAELI
MATHS .........…… MRS ROCHELLE SHEAR
SOCIAL & NATURAL
SCIENCES ………. …..MRS HILARY WATERS
SPORT .............………MR MATT HAYWOOD
MUSIC .............………MRS SANDY SEGAL
COMPUTERS ..............MRS WENDY GINSBERG
LIBRARY .........……….MRS SHARON GEFFEN
ART...............................MR BEN KRIEL
FOUNDATION PHASE TEACHERS
INTERMEDIATE PHASE TEACHERS
MS AIMEE CHIAT
: GR 1
MRS DEBBIE HOWARD
: GR 1
MRS KERRY LAHANA
: GR 1
MRS KATE BAILEY-GEATER
: GR 2
MS CHANTAL STUDTI
: GR 2
MRS SARAH ROBERTS
: GR 2
MS JENNY FARROW
: GR 3
MS ANGELA O’HAGAN
: GR 3
MRS LIZA BEZUIDENHOUT
: GR 3
MRS YAEL AYACHE
: HEBREW/
JEWISH STUDIES
MRS MICHELLE AHARON : HEBREW
MRS HAGIT NEUMAN
: HEBREW
MRS ANAT WOOD
: HEBREW
MRS BEV TRAVILL
: GR 4
MRS CLARE PIETERKOSKY
: GR 4
MRS SHARON KAHN : GR 5/ AFRIKAANS
MS DANA SILVER
: GR 4
MRS HILARY WATERS
: GR 6
MRS ROCHELLE SHEAR
: GR 5/ 6
MATHS
MRS WENDY GINSBERG : GR 5 MATHS
MRS HAGIT NEUMAN
: HEBREW
MRS YAEL AYACHE
: HEBREW
MRS ANAT WOOD
: HEBREW
MRS JOANNE JACOBS
: ACADEMIC
SUPPORT CLASS
SECURITY
MR BIRTHWELL MTIKI
MR SIMPIWE WAKENI
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THE EDUCATIONAL PROGRAMME
INTRODUCTION
We follow the Departmental curriculum, which is taught in conjunction with our rich
Judaica programme. CAPS (Curriculum and Assessment Policy Statement) was
introduced to Foundation Phase in 2012 and into Intermediate Phase in 2013. Our
Judaica programme in the Primary School aims to impart comprehensive knowledge
and understanding of Torah (including selected chapters and weekly parshiot), Siddur,
Religion, Jewish History, Hebrew reading and writing and Hebrew as a living language
to a simple conversational level. Hebrew is taught through the Tal Am Hebrew
programme, which is used in over 300 schools throughout the world. Our Judaica
programme includes the formal study of Jewish Studies as well as daily prayers,
celebration of chaggim, Divrei Torah, and many informal programmes.
THE CURRICULUM
The Curriculum and Assessment Policy (CAPS) replaced the Revised National
Curriculum, which is based on Outcomes Based Education (OBE). Core elements of
OBE remain valid in the new curriculum: OBE considers the process of learning as
important as the content, and focuses on the expected outcomes in terms of
knowledge, skills and values. CAPS, however, places more emphasis on a
structured programme, focusing on content and skills, including grade specific
guidelines, and a planned flow of topics for the year. In the Foundation Phase, the
emphasis is on literacy and numeracy.
Primary subjects include languages (English, Afrikaans, Hebrew), maths, Life Skills
(which, in the Foundation Phase, include Beginning Knowledge, Personal and Social
Well-being, Creative Arts, and Physical Education), Natural Sciences, Social
Sciences and Arts and Culture. We also teach Information Technology (computer
skills) in all grades.
In addition to the formal curriculum, we also have a programme of informal Judaica
(JIPSY, Jewish Informal Programme for Students and Youth) and a wide variety of
extra- curricular activities. We expose our children to many cultural activities such as
music (through class music, recorder, individual lessons, and choir); Art, Drama (inhouse in the lower grades, outsourced in the Higher grades); and Art.
15
HOMEWORK
Homework helps to establish good work habits and improves the quality of learning.
Rough guidelines are laid down for teachers in terms of time to be spent by learners in
various grades. However, it is extremely difficult to know how long the actual work will
take a particular child. Some learners may finish the bulk of homework in school time
or in a very short period at home, while for others, the work may take much longer to
complete. Children from Grade 1 to Grade 6 keep a homework diary which parents
should see and sign. It is our policy not to assign homework (other than reading) on
Fridays, (erev Shabbat).
GUIDELINES FOR HOMEWORK TIMES
ARE AS FOLLOWS:
Supervised homework is currently offered by the school in the
afternoons, Monday to Thursday.
Grade 1 & Grade 2:
Reading to parents and being read to by parents and
phonic revision.
Grade 3:
Mainly reading, spelling and mathematics. Learners should
spend 15 minutes to half an hour, 4 days per week.
Grade 4:
30 minutes, 4 days per week.
Grade 5:
30 – 40 minutes, 4 days per week.
Grade 6:
45 minutes – 1 hour 4 days per week
Even if there is no set work, there is always reading and a child can, therefore, never
say he/she has no homework. Please note, however, that our school’s policy is not to
give homework on Friday (erev shabbat) other than reading.
It is not a good idea for adults to sit and coach (coax) throughout their child’s homework
session – merely take an interest and give help if it is required. Projects are set to
extend the learners, not parents!!! It is very important for you, the parent, to handle the
‘work-brought-home’ or ‘reading-to-you’ situations correctly; a wrong start can snowball,
producing immense problems at later stages in the child’s learning. Parents should
provide their children with a conducive homework environment. Have patience!
Children often struggle with the basic skills of reading, writing and arithmetic. Your
anxieties for your child’s progress are communicated to him all too rapidly and
effectively.
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Please don’t ‘confuse’ your child with your own Maths methods – the new curriculum is
very different and our learners can become very confused when parents intervene.
When listening to the child read, express pleasure at every stage: do not make him/her
sound out every word. Discuss the content, but do not turn it into a ‘comprehension
test’. Try to encourage reading – especially silent reading – but, again, without creating
anxieties.
When the child voluntarily produces writing at home, or brings home writing done at
school to show you, never make a fuss about spelling or handwriting; encourage your
child to write notes, stories and letters – and always express pleasure at whatever is
produced.
To sum up – relax! Experience has shown that the child’s confidence in his/her abilities
is a vital factor in his/her learning. Your expression of confidence in your child is the
most important means to this end.
Please read to your child and engage your child in meaningful discussions. Talk about
what is happening in the world, discuss television programmes and be sure you have
quality time communicating. Parents are asked to monitor their child’s homework and
to sign the child’s homework diary daily. (or per the individual teacher’s requests.)
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ASSESSMENT
1. PRINCIPLES
Learners are assessed on an ongoing and continuous basis. Continuous
assessment means ongoing assessment done in a variety of ways to determine
whether the learners may progress to the next level of complexity. Inability to
cope with the required criteria may indicate a need for extra time and/or extra
support to repeat the learning experience or to participate in a different learning
experience at the same level. Continuous assessment is also needed to identify
learners who require enrichment and acceleration through the curriculum.
Continuous assessment does not mean daily tests but is simply a matter of being
constantly aware of how learners are developing, and keeping a record of this
development. Evidence of competence often emerges during daily class work
and homework, for example, watching the learner working in a group, listening to
a learner explaining a concept etc.
Assessment takes a variety of forms and should be transparent i.e. the learners
should have a clear understanding of what is being assessed and how.
1. METHODS OF ASSESSMENT
Assessment methods include:
Assessing oral presentations
Assessing a practical task through observation, experiments, models
Assessing understanding through role play
Verbal questioning
Written work
Written reports of problem solving or investigations
Tests that target higher order thinking skills
Creative, critical, analytical and communicative writing
Graphical communication: tables, graphs, diagrams, posters
Extended projects
Interviews
2. PROGRESSION AND REPEATING A STANDARD
In general, learners should progress with their age cohort, and should not repeat
more than once in a phase.
As a rule, we repeat learners only when it is considered that this repetition will
help them consolidate and improve their level. The decision to repeat or not to
repeat is done in consultation with the parents. The ultimate authority lies with
the school- however, it is preferable for this decision to be consensual.
PROGRESSION REQUIREMENTS 2014:
GRADE 1-3: Learners must attain a 4 (50%) for Home Language (English)
and 3s (40%) for both First Additional Language (Afrikaans) and Maths.
GRADE 4-6: Learners must attain a 4 (50%) for Home Language (English)
and 3s (40%) for the other subjects.
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3. REPORTS
Reports are issued each term (four times a year).
In keeping with the principle of criterion based assessment, grade averages are
not represented on reports i.e. progress is measured against fixed criteria rather
than in comparison with others in the class.
In keeping with WCED policy, codes (1-7) are used in reports to indicate the level
of the learner’s attainment and from Grade 4, the learner’s percentages are
indicated on the report.
Learners and parents also have an opportunity to comment on performance in
the reports.
4. OTHER FEEDBACK TO PARENTS
In addition to contact initiated by teachers or parents, parents are invited to
attend Parent Teacher Meetings 3 times a year (each term apart from the fourth
term).
5. INTERVENTION POLICY : LEARNING SUPPORT TEAM
Learners who are struggling, will be supported by the Learning Support Team.
(See below). Interventions include remedial assistance, OT, speech and the like,
as well as interventions by the SENCO, or the class teacher.
6. APPEAL PROCEDURES:
Should parents have concerns about a learner’s assessments, particularly with
regard to promotion requirements, a parent may appeal the assessment.
Although generally it is expected that any such queries would be attended to by
the end of the school year, appeals may be lodged until the first Friday of the first
term, and a final decision will be made within a week.
The procedure would be for a parent to contact the teacher or to request a
meeting with the teacher or principal. The school’s decision is final.
19
SUPPORT SERVICES
COUNSELLING
The Life Skills programme is obviously not a panacea – as many children still
encounter challenges, either at home or at school, which require individual intervention.
Should any issues arise that are of concern, the school counsellors are available to
parents and learners at all times. The counsellors will endeavour to do their utmost to
assist you in resolving any such issues – be they lack of confidence, school
reluctance, familial crises, sibling rivalry, discipline, social problems and so on.
LEARNING SUPPORT TEAM
The Learning Support Team consists of the principal, the two counsellors, and the
other learning support teachers (remedial, special needs, etc) as well as an
occupational therapist and a language therapist. Class teachers are also an integral
part of the team. Children who are identified as having learning difficulties are placed
on special programmes although all children are mainstreamed. Intervention
programmes may include remediation in which they are given assistance by learning
support teachers (remedial) in the basic areas of mathematics, reading, writing, coordination and perceptual training. Assistance may be given either in the classroom
or individually or in small groups. In some cases, children with special educational
needs are placed on individualised programmes, in which their programmes are
mediated in a variety of ways. The learning support teachers also assess children
who are experiencing difficulty in any particular area. They advise class teachers
and design special programmes when necessary. Our learning support teachers are
equipped with computers, games and a variety of stimulating reading materials.
Individual remedial lessons are not a free service but parents may apply to our
Admin for assistance if they are genuinely unable to afford the required remedial
assistance.
EXTRA HELP/ SUPERVISED HOMEWORK
IN THE AFTERNOONS
Wherever possible, extra help is given in the afternoons in certain subjects as part of
the extra-curricular programmes. We also offer supervised homework from Mondays
to Thursdays for Foundation Phase and Intermediate Phase respectively. Please
refer to the extra-curricular booklet which is distributed twice annually (summer and
winter) for more details.
20
THE SCHOOL’S ATTITUDE
TO DISCIPLINE
Our expectations of the children in terms of their behaviour and demeanour in the
classroom and the school grounds are the same as those of most other schools.
However, the word ‘discipline’ means different things to different people. For some it
conjures up memories of their own school days when order was maintained through
fear of retribution. Such a system tends to produce passive, intimidated children, but it
still has its advocates. To others, discipline means controlled behaviour appropriate to
a particular time and place. For example, while silent attention would be required when
listening to the teacher, a reasonable degree of purposeful noise and activity would be
acceptable when working together.
At HERZLIA, we do not impose strict, regimented discipline based on fear of
punishment. We feel it is more positive and effective to praise and reward good
behaviour than constantly punish children for their lapses from the accepted norms of
good behaviour. Children do need to learn consequences such as suspension of a
privilege, reprimand, or other appropriate measures. Imposed discipline is usually
transitory and a reaction usually sets in once the controlling influence has been
removed. In the final analysis, the only worthwhile discipline is self-discipline and a
sense of personal pride. That is what we attempt to cultivate.
It is the school’s responsibility, however, to teach social and work discipline. We do not
tolerate discourtesy, disrespect, bullying or other anti-social behaviour and our children
are expected to be polite, well-mannered, tidy and co-operative. Our policy in this
regard can be summed up in the simple motto: Courtesy, Co-operation and
Consideration (The 3 Cs). Self-control and acceptable standards of behaviour are
also required of learners in public places outside the school, such a when travelling by
public transport, on excursions, at Shul and at sport venues.
As with other aspects of education, the school’s influence is not a unilateral one.
Unless these values and codes of conduct are reinforced and supported at home, they
will not transfer to situations beyond the school gates. Sometimes a child who behaves
badly at school does so because he/she has problems which emanate from home. In
such cases, a close liaison between home and school is vital. It is seldom possible for
the school to help in isolation but, if there is co-operation between home and school,
much can be done.
The school cannot accept responsibility for behaviour in areas outside the school’s
jurisdiction, such as at parties. However, we do urge all our learners and families to
remember that they are ambassadors for our school and our community.
PLEASE REFER TO THE DISCIPLINE CODE WHICH EVERY PARENT
RECEIVES AND WHICH MUST BE SIGNED BY PARENTS OR GUARDIANS.
21
DISCIPLINE SYSTEM FLOW CHART
INFRINGEMENT LIST
DISRUPTIVE IN PRAYERS; LATE FOR PRAYERS; NO KIPPA FOR PRAYERS; NO SIDDUR
FOR PRAYERS
DISRUPTIVE IN CLASS; COMING LATE TO CLASS;
FIGHTING WITH OTHER CHILDREN; HOMEWORK NOT DONE; BAD BEHAVIOUR IN
CLASSROOM/PLAYGROUND
ABUSIVE LANGUAGE; ANSWERING TEACHER DISRESPECTFULLY; NOT OBEYING
INSTRUCTIONS
LEVEL 1
INFRINGEMENT
NOTED
LEVEL 2
INFRINGEMENT
NOTED
NO NOTE OR PHONE
RESPONSE
INFRINGEMENT NOTE
ON INFRINGMENT SHEET
TEACHER
MANAGEMENT
DETENTION
AT
BREAK
SCHOOL DETENTION
FOR PATTERN ETC; FOR IN-CLASS MISBEHAVIOUR;
FOR 3 GREENS/GREENS NOT RETURNED
EXEC MANAGEMENT
LEVEL 3
LEVEL 4
LETTER HOME AND STUDENT/PARENT INTERVIEW
WEEKLY REPORT/DAILY REPORT
INTERNAL SUSPENSION
PROBATION
LEVEL 5
LEVEL 6
POOR RESPONSE TO ABOVE STRATEGIES OR SINGLE MAJOR INFRINGEMENT
STUDENT MAY BE SUSPENDED EXTERNALLY WITH CONDITONAL RETURN
ENROLMENT TERMINATION
AT DISCRETION OF PRINCIPAL
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ANTI-BULLYING POLICY
1. GUIDING PHILOSOPHY
In keeping with the school’s philosophy, we strive to create a climate in which every
pupil can develop academically, socially, spiritually and emotionally. In order for this
to happen, the learners need to feel safe. Attempting to route out all elements of
bullying is an integral part of our attempts to create a secure milieu that is conducive
to the desired development of each individual.
Furthermore, it is our responsibility as a Jewish institution to adhere to the teachings
of the Torah. Hillel’s well-known summation thereof – “Do not do unto others what is
hateful to yourself” is a message that we need constantly to impart.
Each and every pupil has rights, namely: to feel safe, to learn and grow, to be
respected, to be valued, and to be different. However, with rights come
responsibilities, namely: to respect yourself, to respect others, to use common sense,
to support others, and to show compassion and understanding. These rights and
responsibilities should be embraced by staff, parents and learners alike.
2. DEFINITION OF BULLYING
Bullying is the continued dominance of a less powerful person by more powerful
people.
Physical bullying: includes hitting, kicking, rude gestures, extortion, pushing, shoving,
taking or damaging belongings – i.e. any form of physical behaviour which hurts
others or their property.
Verbal bullying: includes name-calling, insulting, repeated teasing, discriminatory
remarks (about religion, sexuality, subject choices, abilities, appearance),
threatening, sexual harassment and any other form of verbal behaviour designed to
hurt another person. N.B. Verbal bullying includes cyber-bullying.
Psychological bullying: includes nasty rumours, excluding someone from the group,
and isolating someone by preventing others from befriending them.
These unacceptable behaviours include: bullying that takes place one to one, in a
group or via the misuse of technology – cellphone, computer, photographs, email,
internet, instant/voice messaging, websites, chatrooms, Mixit, Facebook and all other
such programs.
Many of these behaviours occur frequently, and do not always constitute bullying. In
order to ascertain the presence of bullying, the following elements MUST be present:
 an initial desire to hurt
 the desire is carried out
 the action is harmful
 there is an imbalance of power
 there is no justification for the action
 the action is persistent
 the bully derives gratification from hurting the other person
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3/. PROCEDURE
If a pupil is bullied, s/he should:
 tell the bully to stop (if possible)
 if this in not effective, ask someone s/he trusts for help (friend, teacher, parent,
counsellor, principal)
 report the incident – verbally or in writing (not anonymously)
If a pupil or parent knows someone who is being bullied, s/he should:
 speak to the person who is being bullied and offer help/support
 report the incident to someone s/he trusts – verbally or in writing (not
anonymously)
4. CONSEQUENCES
The school’s response should be sensitive, and we need to be aware of not bullying
the bully. We always need to investigate the situation. In all cases the consequences
should be determined by the severity of the bullying, the age of the pupil, prior history,
etc.
Possible consequences are:
 contract
 written warning
 detention
 referral to therapist or school counsellor
 withdrawal of privileges
 reparation to the person who was bullied
 community service
 disciplinary hearing
 suspension (internal or external)
 expulsion
5. PREVENTATIVE MEASURES
The policy must include measures to prevent as well as remediate bullying.
The following are some suggestions:
 decide on restricted areas that tend to be locales for bullying
 peer mediation programme
 social skills and life skills training
 counselling
 buddy system
 assertiveness training
 encourage a “telling” environment
 parent and teacher education
 have a policy
 aspects of diversity should be an on-going focus within the curriculum
 co-operative learning
 bully box
 establish rules, to be prominently displayed
 adequate supervision by staff during break-times
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PARENT / SCHOOL CHARTER
An optimal educational experience for our children requires an interactive
partnership among parents, educators and children. Both educators and
parents hope that every school day is filled with learning and joy. In
acknowledgement of the collaborative relationship between parents and
educators, the school recognises these fundamental principles of
communication which are for the good of the children and for the good of the
school.
1
Principles of Communication
Mutually respectful approach
Ongoing and effective communication
Resolution to gather information/data from appropriate sources prior to
forming an opinion and making a judgement
Recognition of the power of words and avoidance of harmful speech
Effective listening, acknowledging the legitimacy of differing opinions
Clearly defined lines of responsibility
An agreed-upon process for solving problems
Recognition of specific roles in the process
Mutual trust that the process is just and fair
Well-defined, clear boundaries
Shared commitment to work together towards a solution
Appropriate use of social media as a means of communication
Raising concerns of a collective nature in a respectful manner
In an effort to realise these principles in our daily interactions as a school community,
we set out in this document:
The roles of the HERZLIA School Committee, school management and PTAs
The commitment of parents, teachers and learners
2
ROLES
The HERZLIA School Committee
The HERZLIA School Committee focuses on the following areas critical to the success
of the school:
The appointment and support of Directors and Principals to whom it delegates
authority to manage the school;
The development of institutional policy in order to guide the professional
leadership in running the school;
The management of and accountability for the school’s finances;
Directing the UHS’s strategy and structure;
The establishment of policies and plans consistent with the UHS's mission;
Ensuring that the executive management implements the strategy as
established from time to time;
Ensuring that the UHS operates ethically;
Ensuring that the UHS has adequate systems of internal and external control,
both operational and financial;
Providing information on the activities of the UHS to those entitled to have it;
Providing for the succession of senior management.
25
In the conduct of its official business, the HERZLIA School Committee acts only as a
whole. Individual School Committee members, including the HERZLIA School
Committee Chair, have no authority to act unless specifically authorised to do so by
the HERZLIA School Committee acting as a whole.
It is not the task of the HERZLIA School Committee to intervene in the daily running
of the school or in its operational sphere such as appointing, evaluating or dismissing
staff. This is the responsibility of school management.
School Management
Educational management and leadership of the United Herzlia Schools is headed by
the Director of Education and consists of senior management including Principals,
Deputies and Heads of Department.
Financial management and leadership, consisting of Finance, Administration, Risk,
Facilities, Marketing and Human Resources is led by the Director of Finance and
Administration.
The Management Committee is responsible for the day-to-day operation of the
school, including such issues as curriculum development, the extramural
programme, the appointment and evaluation of staff, maintenance etc.
Each Principal and management team should seek to keep parents informed of
decisions and changes. This is usually accomplished by email, in newsletters and at
parents’ meetings, as well as through other forms of communication.
It is incumbent on parents to keep themselves informed of such meetings as well as
accessing the regular written communications from the school (such as weekly
newsletters) in order to ensure that they are informed.
The Parents Association (PTA)
This body consists of volunteer parents and staff.
This body provides a wide range of important services on a volunteer basis,
including fundraising, good advocacy within the school community, and arranging
functions and catering.
Part of the PTAs function is to oversee many different portfolios at the school,
drawing on various interests and areas of expertise from the parent body.
The PTAs constitution makes clear its procedures and role as a service organisation.
This constitution clearly states each association’s mission to support the decisions
and policies of the School Committee and management.
26
The PTA does not participate in policymaking, nor does it function as a lobbying
group (although the Principal may use it as a sounding board from time to time).
The Principal should be closely involved in ensuring that the election procedures are
properly managed. Co-operation and teamwork between the Principal and the PTA
are crucial to the health of the school community.
It is appropriate that the PTA advertises its activities, events and achievements
within the boundaries and capacity of the PTA. However, the association should
play no role in the school’s effort to communicate about itself within the broader
scope of marketing and public relations.
COMMITMENT
Management and staff of the School are committed to:
Upholding the mission of the United Herzlia Schools: “to encourage and assist
in the advancement of education and learning in the Republic of South Africa
and more particularly to promote Jewish learning and education based on
Jewish national traditional lines, ensuring that no student shall be barred from
such education by reason of religion, race or gender.”
Upholding and promoting the Jewish ethos.
Upholding and promoting the policy of inclusion.
Instilling in each individual learner a sound spiritual and moral attitude, based
on the values of love, justice, compassion, respect, care, acceptance and
tolerance, in accordance with the Jewish ethos.
Developing a curriculum of excellence within which the uniqueness of each
learner will be recognised.
Setting the highest standards of endeavour and behaviour for all learners.
Protecting the dignity of all who are a part of our school community.
Creating a loving and caring environment for all learners.
Fostering strong communication with parents as the basis for close cooperation.
Conducting themselves in accordance with the code of professional conduct
of the South African Council for Educators and in terms of the UHS conditions
of employment.
Listening to parents and learners, through the approved channels, and
understanding any concerns raised.
Providing the appropriate time and place for full and confidential discussion.
Establishing reasonable expectations for solving any issues or problems.
Establishing a written action plan for any proposed or agreed solution.
Reporting and reviewing the action plan.
Providing an opportunity for a parent or learner to work towards a solution.
Recognising that:
- parents have a depth of experience with the learner.
- parents’ and educator’s perspectives may justifiably differ.
- parents have multiple time commitments.
Parents/Guardians are committed to:
Helping and encouraging children to develop strong spiritual and moral
values.
Upholding the ideological policy of the United Herzlia Schools.
27
Taking an active and supportive interest in the school’s aspirations.
Taking an active interest in their children’s work and progress, and in this
regard attending parents’ meetings.
Supporting the ethos, values, authority and discipline of the school.
Ensuring that children abide by the school rules.
Reading and committing themselves to the relevant policy documents that
pertain to them and their children at this school.
Bringing their concerns to the attention of the teachers through the approved
channels.
Listening to teachers.
Holding discussions with teachers at a time and place that permit full and
confidential exploration of issues.
Addressing concerns, whether of individual or collective nature, through direct
communication with the school by:
- email, letter or phone call to the educator
- email, letter or phone call to the Head of Department or Subject
- direct communication with Principal – whichever is appropriate
Upholding the good name of the school in all forums.
Discussing issues/concerns with the teacher concerned.
Articulating issues/problems clearly and fully.
Affording teachers the opportunity to work towards a solution (this will require
sufficient time).
Recognising that:
- teachers are trained professionals.
- teachers’ perspectives may differ from parents’ perspectives.
- teachers have multiple time commitments.
Learners are committed to:
Supporting and abiding by the school’s rules and code of conduct.
Behaving and acting in a manner which reflects the values of the school.
Respecting, being courteous to and co-operating with teachers, other school
staff, other learners and visitors, at all times.
Attending school regularly, and on time.
Aiming to achieve their highest standard in all areas of school life.
Completing all homework and assignments with pride and to their highest level
of competence.
Wearing the correct school uniform and conforming to the school’s uniform
policy regarding personal appearance.
Respecting the feelings and property of other people, both at school and in
the community.
Caring for the buildings, furniture, equipment and grounds of the school.
28
GENERAL
While parents may not agree with every decision made by the school, in most cases,
the parent and school will find enough common ground to continue a mutually
respectful relationship. In an extreme case, however, an impasse may be so severe
that the parent cannot remain a constructive member of the school community. In
such cases, both the parent and the school should consider whether another school
would be a better match for the family.
Parents best support a school climate of trust and respect by communicating
concerns timeously, openly and constructively to the staff member closest to the
problem. Efforts by parents to lobby other parents will be viewed by the school as
counterproductive. In any event, if a concern is legitimate, the school will address it
with the same vigour whether it is raised by one or a multitude of parents.
The absence of a specific guideline in this Charter does not relieve an individual of
her or his responsibility to behave in what would be considered a fair and reasonable
manner in all situations related to the school.
29
EXTRA-CURRICULAR
ACTIVITIES AND SPORT
The school offers a wide selection of extra-curricular and sporting activities. You will
receive a booklet in summer and winter respectively, outlining what activities are being
offered. Our Winter programme, for example, includes soccer, netball, table-tennis,
judo (outsourced), art, computers, chess, choir, cooking and Drama (Grade 1 and 2),
as well as many other activities.
PLEASE NOTE:
Only a few sporting or extra-mural activities are offered in Grade One – Grade Ones
have an hour a week of Phys Ed and are taught the basic skills. We believe that Grade
One children should not have to cope with the pressures of the competitive minileagues. We do, however, offer Ball Skills and Social soccer / cricket/ and netball.
1. Each child must do at least one extra-mural per season.
2. No sport or extra-mural may be taken up and then discarded at will. A commitment
is a commitment for a term
3. Children who are unable to attend a practice or a match must excuse themselves
by timeously reporting to the coach or sports master. Children who miss practices
without permission will not be eligible for matches.
4. Children must wear the correct attire for sport and will not be permitted to participate
if they do not meet the requirements. Regular checks will be taken.
5. Parents who are collecting their children from sporting venues away from school are
asked to arrive in good time. To keep coaches or teachers waiting is clearly in bad
taste as they are not allowed to leave before every child has been collected. If
parents do not arrive at a venue timeously, learners will be brought back to school.
SPORTING VENUES
CRICKET AND
SOCCER
TENNIS
BASKETBALL
SWIMMING
NETBALL
CHESS, TABLE
TENNIS ETC
Our venues include van Riebeeck Park, Nazareth House, and
Yeoville Road. Mini-soccer currently takes place at the centralised
African Brothers Soccer field.
Team Players: Gardens Tennis Club, Molteno Road, Gardens
Middle School Hall
Middle School Swimming Pool
Mini Netball
U10 & U11 Netball
U12 Netball
Matches
At school.
: Upper Playground
: Upper Playground
: Upper Playground
: Sarah Bloch (Vredehoek Sports club)
30
ALLOCATION OF CHILDREN
TO SPORT HOUSES
On admission to the school, each child is placed in a House, (Gideon, Samson or
Maccabi) and will remain in that House throughout his/her HERZLIA career. Children
from the same nuclear family are always placed in the same House and children of
ex-Herzlians are placed in their parent’s former House. Former learners of the
school, or parents who have a family affiliation with one of the three Houses, are
requested to inform us so that the new Herzlian may be correctly placed.
31
A GUIDE TO THE PERPLEXED OR...
HOW TO SURVIVE AT HERZLIA!
SCHOOL TIMES
MONDAY TO FRIDAY
SCHOOL
BEGINS
SCHOOL
ENDS
07H55
13H05
07H55
14H25
GRADE TWO
07H55
14H25
GRADES 3-6
07H55
14H40
GRADE ONE
TERM 1 (JAN ONLY)
FROM FEB AND
TERM 2, 3 AND 4
After school there are various voluntary extra-murals. Children may choose as many
of these as they wish. Extra-murals begin in the first week of the school term till the
end of term.
Occasionally, extra-murals are cancelled to make time for Staff Development and
teacher meetings, or sport may be cancelled because of bad weather, or
cancellations by other schools.
Please note that there is a Staff Meeting from 07h45 to –07h55 each morning.
Parents may drop off their children earlier in the morning, but there is no formal
supervision during this time. The security guards are, however, stationed at the
gates. There is always a teacher on duty on each playground at break time.
We prefer children not to linger too late at the school- parents may make use of the
Sarah Bloch aftercare facility if necessary. (021 461 1900)
32
SCHOOL UNIFORM
PURCHASE OF UNIFORMS
The School Uniform Shop is situated at the High School and is only open
on Tuesdays and Thursdays from 08h15 to 13h15
and Wednesdays : 10h00 to 14h45.
The shop is closed on a Monday and Friday.
Please email uniformshop@herzlia.com
Or Phone 464 3317 for further information
Please ensure that you stick to these times.
The PTA also runs a Second Hand Uniform Shop at our school. However, as we
have a new uniform, the second hand shop will obviously not have stock for some
time to come. Please email Mrs Beth Silbert to inform her of your requirements on
beth@infochoice.co.za. Orders will be attended to on a Tues & Wed only.
NEW UNIFORM 2014 RULES
The ultimate responsibility for neatly attired learners rests with the parents. Please
ensure that uniforms are clean and tidy and that broken or torn items of uniform are
repaired. All items of uniform must be clearly labelled. Uniforms must be complete,
clean and neat.
Please also resist attempts by more ‘fashion conscious’ learners to introduce slight
variations which contravene the spirit of the school uniform eg. stretched out, sloppy
jerseys and non-regulation shoes.
Primary schools
Girls
Golf shirts (long or short sleeve) with navy detail on the placket and side slit - to be
worn out
Herzlia divided skirt
Herzlia long skirt (optional)
Polar fleece zip jacket (girls fit)
Plain black school shoes (available from all major retail stockists – lace up or baby
doll or buckle)
HERZLIA school socks or black stockings or tights
HERZLIA navy peak cap
HERZLIA rain jacket - optional
Boys
Golf shirts (long or short sleeve) with navy detail on the placket and side slit - to be
worn out
Chino shorts
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Chino longs
Polar fleece zip jacket (boys fit)
Plain black school shoes (available from all major retail stockists)
HERZLIA school socks
Plain HERZLIA black belt
HERZLIA kippah
HERZLIA navy peak cap
HERZLIA rain jacket – optional
Shoes and hosiery
Plain black school shoes - available from all major retail stockists. For primary
school pupils that have bought the black takkies can still wear them in 2014 and then
buy regulation shoes once they grow out of the takkies.
Any trainers for P.E. and extra mural sport with non-marking soles
Herzlia white anklets with double navy stripe.
Black opaque tights or stockings
PE for all schools
Royal blue moisture management fabric T shirt
Navy blue sports shorts for boys
Navy blue sports skort or shorts for girls
Non marking Takkies/trainers
HERZLIA bathing costume for boys and girls
HERZLIA swimming cap
HERZLIA sun top – optional
Shoes and hosiery
The HERZLIA uniform must be worn with black school shoes that are available from
most major stockists. These include Green Cross and Elephante as well as Bata
Toughees, Bucaneers etc
BOYS
Plain black lace ups
Plain black shoes with Velcro
GIRLS
T - bars
Plain black strap (Mary Janes)
Plain black strap with Velcro
Plain black lace ups
PRIMARY SCHOOLS - if you have already purchased black takkies and they still fit,
your child will be permitted to wear them for 2014.
Any trainers for P.E. and extra mural sport with non-marking soles
Herzlia white anklets with double navy stripe.
Black opaque tights or stockings
SPORTS KIT FOR ALL SCHOOLS REMAIN THE SAME with the exception of junior
netball who will wear the new sports skort with a HERZLIA navy netball top. The
dresses will be phased out over the next two years but will be worn by the senior
teams for now.
34
EXTRA MURAL SPORT
Basketball
HERZLIA Basketball vest
HERZLIA navy pull on shorts
White socks
Cricket
HERZLIA Cricket shirt
Long cream trousers
Golf
Navy chinos
HERZLIA Sports Golf shirt
HERZLIA sleeveless Golf jersey
Netball
HERZLIA Netball dress - seniors
Sports skort
Navy v neck sports top
Soccer
HERZLIA Soccer top
HERZLIA blue sports shorts
HERZLIA blue sports socks
Table Tennis
HERZLIA sport golf shirt
Sports skort
Tennis: Girls
HERZLIA navy sports shorts
navy v neck sports top
Navy v neck sports top
Tennis Boys:
HERZLIA Cricket shirt
HERZLIA navy shorts
Hair:
Unnatural hair colouring is not permitted
Girls: If hair is over the collar it must be tied back and clipped at the sides, if
necessary. Hair accessories may be black, brown, navy or white only.
Boys: Hair is to be of an acceptable length above eyes, ears and collar. every
boy must return to school at the beginning of each term having had a proper
haircut.
Jewellery:
Only the following items of jewellery may be worn:
Medic Alert bracelets or medallions
Magen David, Chai,Tzion neck chains
Earrings for girls only - only plain gold or silver sleepers (studs or rings), only one
per ear.
General appearance:
Pupils are expected to take pride in the way they dress.
Every item must be neat, clean and smart
Untidy, sloppy appearance will not be tolerated
Clothing may not be cut or torn
Tracksuit tops or sweaters may not be tied around the waist or shoulders
A school shirt must be worn under any Herzlia top
Girls may not wear cycling shorts, leotards, costumes or coloured underwear
under the multiform
Girls may not wear coloured nail polish
Shoes must be polished
Make up is not permitted
Boys must arrive at school well groomed
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General:
All items of clothing must be clearly marked. If there is a legitimate reason for the
wearing of non-regulation clothing the pupil must bring a note.
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DRIVING RULES & ETIQUETTE
TO BENEFIT US ALL AT HIGHLANDS PRIMARY
DRIVING TOWARDS THE SCHOOL :
Although Clairwood Avenue is not a one way road, parents are urged to treat it as a
ONE WAY and to ENTER it only from the DISA PARK END.
If you drive up Deer Park Drive, please do not turn left into Clairwood
Avenue, but rather go one street higher and turn left into Clifford Avenue.
Please keep your speed limit to a minimum as there is a blind rise and cars may
be approaching.
STOP & DROP GATE AT THE SIDE OF THE SCHOOL :
Mr Simpiwe Wakenu is on morning duty at this gate.
On Clifford Road, just opposite the entrance to Disa Park, there is a small
gate which opens onto our top playground.
Cars may STOP AND DROP here as children may enter the School via this
entrance too.
Using this entrance would help alleviate the congestion in the front of the school.
DROP & GO SLIPWAY IN FRONT OF THE SCHOOL :
Mr Birthwell Mtiki is on morning duty at the front gate.
If you wish to drop your child off in front of the school, please use the DROP & GO
SLIPWAY which runs parallel to the school on Clairwood Avenue.
The following RULES apply AT ALL TIMES when dropping off your children in the
DROP AND GO SLIPWAY :
Please DO NOT STOP AT THE BEGINNING OF THE DROP & GO SLIPWAY
where the Security hut is, but RATHER DRIVE TO THE END OF THE
SLIPWAY, so that traffic does not stack up behind you.
Please encourage your children to rather walk the few meters on the pavement
back to the front gate at the Security Hut once you have dropped them.
The reasons for this are:
The pedestrian crossing becomes blocked.
The road becomes obstructed with traffic.
The lane becomes blocked preventing further cars from entering the drop and
go lane.
The SAFETY OF OUR CHILDREN IS PARAMOUNT
On no account, should learners be dropped on the opposite side of the
road.
Do not drop children off at the pedestrian crossing.
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AFTERNOON LIFT SCHEMES
At 14h40, Clairwood Avenue becomes absolutely clogged with cars.
We suggest you collect your child or lift scheme a little bit later, to stagger the
traffic flow (eg. 14h50)
Cars parked illegally on opposite side of the road causes havoc and can be
fined.
NB NB - Please AVOID DOUBLE PARKING in narrow Clairwood Avenue.
Please be considerate and patient, in order to avoid tension and frayed
tempers!
Hooting really does not help and just frustrates all those around you.
Please always remember that there are people using this route who are
not connected to the school, and who are not familiar with any of the
abovementioned rules, therefore, please be polite at all times.
PLEASE SHOW RESPECT TO THE NEIGHBOURS WHO LIVE IN THE AREA !
Once the Building alterations are completed parents will be notified
of any changes to the arrangements.
SECURITY DUTIES – EYES AND EARS
All parents should be prepared to do security duty. This entails approximately one duty
per term (either morning or afternoon). We employ full-time security personnel,
however, at times when children are accessing or departing from school it makes
excellent sense to have extra eyes and ears monitoring our school. Training is offered
from time to time by the CSO (Community Security Organisation).
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FIRST AID AND MEDICAL CARE
Illness or accidents at school: Minor mishaps will be given first aid on the spot. If the
injury is more serious or if a pupil becomes ill at school, it is school policy to telephone
parents who can take their child home or to the doctor. It is therefore vitally important to
let the school know of any change of address, telephone number or emergency contact.
Please furnish the school with any information concerning medical problems which affect
your child, especially asthmatic children. A nebulizer is available at school for the use of
asthmatic learners. If a child needs medical attention and neither parent can be
contacted, the school reserves the right to take whatever action it considers appropriate.
Communicable diseases:
Please contact the school secretary for Department
regulations concerning pupil’s return to school.
NITS AND LICE
Sometimes even in the most meticulous families, an outbreak of nits or lice can occur.
There is no stigma attached to this, but as it is a highly contagious condition, a single
case can soon escalate to epidemic proportions in a school. As close head-to-head
contact of any sort makes it easy for the head louse to move from one individual to
another, children are prone to lice.
It is suggested, therefore, that you make a practice of checking your child’s hair regularly.
“Parent Power” is required to eradicate the nits and lice and to prevent the reinfestation. Should you find evidence of nits or lice, (the size of a sesame seed and
brownish red in colour with six curved legs at the front of the long body) in your child’s
hair, your child must remain at home at least one full day after the treatment.
Symptoms of lice are the scalp being extremely itchy. He/she may have a red rash on
the back of the neck, or you may see the actual lice or nits on the hair shafts. The most
common areas are the back of the ear and in the crown.
It is essential to manually remove all nits and do a second lice killing as nits can
survive the first treatment.
Visit your chemist to buy a lice treatment product with a maintenance range. Always
apply shampoo to DRY hair. The use of olive oil or sheen conditioner, left on the head
after treatment, makes the egg (nit) removal easier. Clean the nit comb after each
stroke (manual “nit picking” is essential). Wash all bedding at a high temperature.
Iron all laundry after high temperature wash. Clean the environment and vacuum
surfaces. Check DAILY for nits (tiny silvery white eggs that stick to the shaft of
the hair).
Keep your child at home until all traces of the condition have been removed. Inform the
school immediately. Unfortunately, if children are found to have nits or lice in their hair,
they will be sent home in compliance with guidelines issued by the Department of
Education. Every effort is made to handle these situations with sensitivity, but we have a
responsibility to ensure that other children are not infected.
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REQUESTS FOR SPECIAL
PERMISSION TO LEAVE SCHOOL
This item includes the following: permission to leave school at a certain hour for medical, dental,
opthamological appointments; to see para-medical or psychological personnel; permission to take
part in cultural examinations such as Eisteddfods and any other requests for permission to be
absent from school for a day or two. In all the above cases, please request permission in writing
as early as possible. Please note that children are legally required to be at school from the first
day of term until the last day, unless permission for absence is obtained from the Principal.
Please do not remove your children from school for frivolous reasons.
MISCELLANEOUS
LOST
PROPERTY
This is kept in the secretary’s office. Please help us eliminate
the problem by clearly marking all articles. Lost Property is
sorted once a week and labelled items are returned to children
after which leftover items are taken to the Uniform Shop.
PARENT/TEACHER
MEETINGS
These are held 3 times a year (first, second, and third terms) in
the afternoon.
CHANGE OF
ADDRESS/
TELEPHONE
NUMBER OR EMAIL
Home and Business: A school needs up-to-date records, so
please be sure that we are kept informed. Learners’ Particular
Forms are distributed together with reports so that our database
can be constantly updated.
It has become traditional for parents to mark their children’s
birthday or any other ‘simcha’ by making a donation to the
BIRTHDAY GIFTS TO school library. The books purchased are labelled with the
child’s name and form a lasting connection between the child
THE SCHOOL
and the school as well as assisting us in maintaining our
LIBRARY
library’s resources at a time when the price of books is
escalating at a most alarming rate.
Where parents convey learners in their own vehicles at the
request of any member of the school staff, they should ensure
that their vehicles are comprehensively insured with Passenger
Liability. Comprehensive insurance with Passenger Liability is
not automatically included in the normal vehicle policy and you
should ensure that the clause relating to the ‘Passenger Liability
INSURANCE
Section’ is included in the policy. The school will not accept
liability for any injury which may be sustained by a pupil
conveyed by a parent in his own vehicle. The school does not
administer a personal accident or insurance scheme. Parents
are advised to ensure that their children are covered through
their own personal medical aid or insurance.
For security reasons, address lists are not distributed, but
parents may come to the school to copy required addresses at
school. Invitations may be distributed in class on the condition
that all children (of the same gender) in the class are invited. If
BIRTHDAY PARTIES the whole class is not being asked, kindly post the invitations,
as distribution in class is hurtful for learners who are excluded
from parties. We also do not distribute invitations for parties
which take place on chaggim or on Shabbat.
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PAYMENTS TO
SCHOOL
CHEQUES SENT TO
SCHOOL/
EFT PAYMENTS
Any payments to our PTA should be made either by
EFT or direct deposit at Nedbank, Milnerton Branch No:
109309, Acc: HERZLIA Highlands Primary PTA, Acc No:
1093035773. Please send proof of payment to school. In the
event that you have to pay by cheque please take great care
when filling it out that it bears the correct name of the account
it is to be paid into. If it is a payment for OUR school it
should be made out to ‘Herzlia Highlands Primary
School PTA’. Cheques to our Administration Office
should be made out to ‘United Herzlia Schools’. Please
read instructions carefully when making out cheques.
SCHOOL BUSES
Clip cards may be purchased at the Admin House. No single bus tickets are
available. Please contact Cara Dallas at 464 3381 should you have any queries
concerning the purchase of clip cards or bus routes.
PARENT/SCHOOL LIAISON
1. Please do not telephone teachers at home except in the case of an emergency.
2. Please do not enter classrooms while lessons are in progress and, in cases
where you wish to consult at some length with a teacher, kindly make an
appointment with the school secretary.
3. Parent/Teacher Meetings (PTMs) are held during each of the first 3 terms.
Parents are encouraged to attend these meetings.
4. Please make use of the space provided on the reports to add your own comments
and encourage your child to write a comment as well. The first term’s report is
usually fairly brief. Reports follow the format adhered to by the Department of
Education.
5. The ‘HERZLIA Highlights’ appears weekly, via e-mail on Thursdays, and hard
copies, where applicable, on Fridays. Our preferred method of communication is via
email as this is more reliable than relying on children, and also saves paper. Only
parents who do not have email addresses will receive hard copies. Please read this
bulletin carefully as we rely on this bulletin to keep you informed about school
activities, sports fixtures etc. An ‘End of Term’ circular is sent at the end of each
term, usually together with reports, and this includes a term planner.
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THE UNITED HERZLIA SCHOOLS
COMMITTEE
The UHS is the governing body of the school and comprises lay leaders and the
principals of each of the HERZLIA Schools. The committee is elected annually at the
Annual General Meeting and it is hoped that parents will make themselves available
for this important leadership role.
THE PTA COMMITTEE
THE CURRENT PTA CHAIRMAN IS MRS LITA FUTERAN
It may not be generally known to what extent the school is dependent on the PTA for
the provision of equipment and facilities. For example, our computers, audio-visual
aids, sports coaching and kits, sports facilities, library books and resource materials, the
cost of extra-mural activities and the Principal’s budget for day to day running costs, are
all provided by the PTA, through its fund-raising activities. Some of the activities
undertaken by the PTA include organising fundraising events, running the tuckshop and
selling stationery and second-hand uniforms. Parents are invited to consider joining the
PTA Committee, or to volunteer for individual projects or sub-committees.
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MONETARY COMMITMENTS
In addition to school fees, the cost of uniforms and bus tickets – expect to make (at
least) the following payments:
STATIONERY
AND BOOKS
SIDDUR
OUTINGS AND
VISITS LEVY/ pta
PRINTING LEVY
CAMPS
MUSIC
(VOLUNTARY)
EXTRA-MURALS
AND SPORT
(VOLUNTARY)
REMEDIAL/
THERAPIES
Stationery and Books: The PTA runs a book scheme whereby parents
may purchase all their books and stationery needs. This comes into
operation in the fourth term (see below). Please note that the
Stationery/Books Levy includes a loan levy for text books which are
loaned to the learners by the school. Parents of Senior Primary
learners who choose not to use our Stationery Scheme will still be
billed for these books.
Grade 1 to Grade 3 parents will be charged for the year’s requirements,
which will then be held by the teacher until required. The amount will
differ from year to year and you will be informed. Please make
payments to ‘Herzlia Highlands Primary School PTA’
(EFT/cheques) and must be paid on or before the first day of
school.
You will be charged for Hebrew (Tal Am) books separately, and this
charge will be added to school fees.
Parents of Grades 1-3 may choose to purchase Tal Am (Hebrew) CD
Roms. This will be made available during the course of the year.
The Art Scroll Youth Siddur is presented to the Grade 3 children at a
special ceremony just before Shavuot. The cost of the siddur has been
added to the Grade 3 Books/Stationery order.
An annual levy of R220 (subject to change)
is charged to your School Fee Account to pay for
excursions, guest speakers, visiting productions etc.
This charge will be included in the
Invoice/School Fee Account sent out via email from the
Debtors Department.
An annual levy of R610 (subject to charge)
is charged to your School Fee Account to pay for
all paper / printing done by our printing department.
This charge will be included in the
Invoice/School Fee Account sent out via email from the
Debtors Department.
Grade 6 learners attend an annual camp at the SOS camp site , near
Villiersdorp. Grade 5 learners participate in a Leadership Camp run by
our teachers.
All classes have music lessons. Should you wish your child to learn to
play an instrument, lessons are available from our music teachers or
other teachers, at a fee.
Most extra-murals are provided free of charge. However, some extramurals (such as Judo/Pilates/Robotics etc) are run by outside people
who charge for their services. There are also sometimes additional
costs involved in certain extra-murals (for example, cooking).
These services, which are provided by outsourced professionals, are
charged for.
MISCELLANEOUS Occasional collections for tsedakkah, end of year gifts for security and
cleaning staff, PTA projects etc.
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WELCOME TO
HERZLIA HIGHLANDS
PRIMARY SCHOOL
We hope that you and your children
enjoy being at our school.
We are delighted to have you with us!