Art and Drama
Mrs Brüssouw is the Foundation Phase Art teacher. Miss van Zyl teaches the Intermediate Phase Creative Arts (the drama, dance and visual art component) to Grade 4 – 6 as well as the Grade 7 Visual Art. Mrs Henry teaches the Grade 7 Drama component. Various media are used and many different techniques are taught throughout these creative subjects. The learners are taught about colour, tone, texture, form, shape, line and 3D art. Learners explore different forms of dance, different types of movement and creative expression. They are also given vocal training and various stage techniques for acting and drama.
The children learn to solve problems, think creatively, work with others in groups to organize and manage themselves.
Please visit our “Gallery” Link to view some of the learners Art work.
Clubs and Societies
Congratulations to the following pupils on their recent selection for E Squared 2021:
All pupils who were nominated and screened should be very proud of themselves even if they weren’t selected this year. Pupils who have not been included this year, will remain on our waiting list for inclusion if a space becomes available.
Grade 4 (Mondays 14h30 – 15h15 Miss Horner), Grade 5 (Wednesdays 14h30 – 15h15 Mrs Stephen), Grade 6 (Wednesdays 14h30 – 15h15 Mrs Bouwer), Grade 7 (Wednesdays 14h30 – 15h15 Mrs Latsky)
Existing 2019 Grade 4 – 7 members remain in the Club.
MRS LAUREN BOUWER
E Squared Coordinator
War Gaming 2020
After a successful year of tactics, war and hobbying in 2019, the Edgemead Wargaming Club EWC is roaring to be unleashed in 2020 once more. The troops are ready, get ready to lock and load.
Kicking off in February of this year, the EWC looks to invite grade 6 and 7’s who have a passion for tactics (and the use of fine motor skills) to join Mr Marchand and the gang as we take to the table for a new year of gaming, painting and just all round fun really.
Wargaming Club takes place from 14:00 to 16:00 on Fridays at Edgemead Primary school.
Location and confirmations of each gaming sessions will be communicated to students via daily notices.
Prepare for war comrades for it has arrived! See you on the battlefield.
CHESS CLUB 2020
Foundation Phase Chess Club
with Miss C. Mackenzie
Grade 3 pupils who are interested in playing chess are very welcome to join our junior chess club. All boys and girls are very welcome even if they have never played chess before because we will be starting with an introduction to the basic moves of the various pieces during this first term, building up to a full game by the second term.
Chess is a wonderful game for developing mental ability and valuable life skills such as making decisions and planning ahead and we would like to encourage experienced and new players in this grade to join us for an hour of fun.
with Mrs P. Govender
Grade 4-7 pupils are welcome to join senior chess club on Monday afternoons from 14:15 to 15:00. Children who have not been to Chess Club previously and are able to play chess may also attend. Interschool Chess matches are played on a Thursday during the second and third terms only.
Book club is held every Tuesday from 2.30 to 3.30 and is open to children from grade 4 to 7. The aim is to have fun while learning about books. We do book reviews, read to the members and discuss book related issues. We also try to improve the children’s imagination by starting with an ice breaker every time.
Book Club members 2020
Rachel van de Vijver
GENERAL KNOWLEDGE CLUB
General Knowledge at EPS has two entities which operate independently. We have a club and our school teams. (Interschool and Interhouse). Below is a short explanation of each.
The club meets every Thursday from 2.30 to 3.30 in the school library. It is open to children from grades 5 – 7. We discuss current affairs and encourage the children to bring in articles of interest. A very popular activity is our weekly quiz. We put a lot of emphasis on revision in order to improve retention of information.
INTERSCHOOL/INTERHOUSE GENERAL KNOWLEDGE
The Interschool team consists of the top 6 children in the school.
The Interhouse teams consists of the top 4 children in each house.
CLUB MEMBERS 2020
Rachel van de Vijver
Isabella de Faria
INTERSCHOOL GENERAL KNOWLEDGE TEAM 2020
MRS C WALSH – I.T. MANAGER/SNR PRIMARY COMPUTER CIRRICULUM TEACHER
MISS J ABRAHAMSE – JNR PRIMARY COMPUTER CURRICULUM TEACHER
The centres are also open most afternoons for research and educational purposes.
Computer Club: Mrs C. Walsh for Internet research, Academics and Computer Literacy.
Times: every Tuesday, Wednesday and Thursday afternoons 14:30 – 15:30
We are indeed happy to inform parents that we today took delivery of another consignment of smart boards. As soon as these new boards are installed every classroom from Grade 2-7, will be equipped with these boards. I believe that EPS is one of the best equipped schools in CT in this regard.
We thank you all for this. Our children are extremely fortunate to enjoy our wonderful facilities and teaching aids. We are able to provide these enhancements as a result of the responsible attitude of our parents in meeting their financial obligations.
Amongst others, we utilize the following software:
>Readers are Leaders
>IR Learning Tools
>Interactive Notebook Software
>Internet Access and Emailing
Rules for Responsible Internet Use
The school has installed computers with Internet access to help our learning. These rules will keep you safe and help us be fair to others.
- Learners will only access the system with their own login and password, which they will keep secret.
- Learners will not access other people’s e-mails, folders or files and they will not attempt to access any inappropriate sites.
- Learners will use the computers for school work, homework, computer literacy, research and educational games only.
Honesty, fairness and respect are central to Edgemead Primary School. These principles extend to all areas of the School, including scholarly research.
Edgemead Primary is committed to upholding standards of academic integrity and honesty.
Edgemead students are therefore required to:
· undertake studies and research responsibly and with honesty and integrity;
· ensure that academic work is in no way falsified;
· seek permission to use the work of others, where required;
· acknowledge appropriately the work of others; and
· take reasonable steps to ensure that other students are unable to copy or misuse their work.
Plagiarism, collusion and cheating, including assisting others to cheat, are unacceptable and will be dealt with under the Edgemead Primary School discipline policy.
- Learners will not bring in floppy disks, C.D.s, Flash Sticks or MP3 Players from outside school unless they have been given permission and have had these items virus scanned and checked by their teacher or a computer teacher.
- Learners will ask permission from a member of staff before using the internet.
- Learners will only e-mail people they know, or their teacher has approved.
- The messages learners send will be polite and responsible.
- Learners will not give out their home address or telephone number, or arrange to meet any one, unless their parent, guardian or teacher has given permission.
- Learners will report any unpleasant material or messages sent to them. They must understand that this report would be confidential and would help protect other learners and as well as themselves.
- Learners will not at any time access any chat rooms, my space, facebook etc. or communicate using Mxit.
- Learners must understand that the school may check their computer files, e-mails and monitor the internet sites they visit at any time.
1. SCHOOL BASED SUPPORT TEAM (SBST)
The goal of Edgemead Primary’s School Based Support Team is to assist pupils with specific learning, emotional, social and behavioural difficulties and to advise teachers and parents of necessary recommendations or further professional support.
Whilst teachers often observe atypical behaviour or possible learning difficulties, they are not permitted to directly refer parents to outside professional help. This includes referrals to occupational therapists, speech therapists, paediatricians or psychologists, unless it is a follow up of previous recommendations in a professional report. Teachers should only report observations to parents. All referrals to outside professionals have to go through the School Based Support Team first.
The School Based Support Team comprises of the following members:
- Mrs Debbie Meyer: Deputy Principal Foundation Phase
- Ms Maria Alves: Head of Learning Support
- Mrs Lauren Bouwer: Learning Support Co-ordinator and Remedial Therapist
- Mrs Ingrid Rautenbach: Head of Grade 1
- Mrs Kim Collop: Head of Grade 2
- Mrs Sarah Drinkrow: Head of Grade 3
- Miss Brenda Horner: Remedial Therapist and SBST Secretary
- Mrs Tutu Siganda: Social Worker / School Counsellor
Procedure followed for SBST referral:
Case discussed at grade level – case discussed with Grade Head – case discussed with parents and permission obtained for completion of SNA 1 – Teacher completes SNA 1 – SBST meets to discuss case and make recommendation – parents and teachers receive written recommendations (e.g. assessment by one of the remedial teachers, referral to OT / Speech / psychologist / paediatrician).
All enquires in this regard must be submitted to Mrs Bouwer: firstname.lastname@example.org
2. LEARNING SUPPORT TEAM MEMBERS:
1. Mrs Alves (Head of LS)
2. Mrs Bouwer (LS Co-ord and Rem. Th)
3. Miss Horner (Rem. Th)
4. Mrs Siganda (Social Worker/Counsellor)
5. Mrs Twell (Rainbow Lit Prog. Co-ordinator)
6. Mrs Stephen (LS Teacher)
7. Mrs Jacobs (LS Teacher)
8. Mrs Latsky (LS Teacher)
3. REMEDIAL ASSESSMENTS
A remedial assessment aims to screen and assess a pupil’s visual processing, auditory processing, spatial orientation, language skills, fine motor skills, gross motor skills, concentration, reading level, spelling level and mathematical level.
Remedial assessments are conducted by EPS’s remedial therapists:
Mrs Lauren Bouwer: BA (Psych.), PGCE (Foundation Phase) and ACE (Learning Difficulties).
Miss Brenda Horner: HDE, B. Prim Ed, B. Ed (Ed Psych Honours), M. Ed, NILD and INPP
Assessments take place in the morning, during school hours. This is a service that EPS offers at no charge to parents.
After the assessment, a meeting will be set up where the assessment and report are explained to the class teacher and parents. Parents will be given a written report detailing all the findings and recommendations.
It is the parents’ responsibility to follow up on the recommendations and administer whichever home programmes are given.
4. REMEDIAL THERAPY
Remedial therapy is offered to EPS pupils who presents with large delays in their perceptual development (visual processing, auditory processing and spatial orientation) as well as in their reading, language skills, writing and mathematics.
These classes do not form part of the curriculum.
The school has employed two remedial therapists – Mrs Bouwer and Miss Horner. These teachers attend to the needs of the children requiring specialised remedial intervention and/or who have been diagnosed with a Specific Learning Disorder.
Children can only be enrolled for remedial therapy if they have a completed SNA 1 document, have been referred to the SBST and have been assessed by one of the remedial therapists who have found that they are a true candidate for remedial therapy.
Pupils who have been enrolled will receive remedial therapy, in most cases, for no longer than 18 – 24 months unless otherwise indicated. They could, however, be released after a shorter period if sufficient progress is made. Once remedial therapy has been successfully completed and the pupil has been discharged, it is always advisable to continue providing support to the pupils in the form of extra lessons.
Remedial pupils are reassessed every 6 months and written progress reports are sent to parents at the end of term 1 and 3.
Unfortunately, the remedial department works from a long waiting list. It is therefore imperative that parents follow all other recommendations and implement the home programmes given while waiting for a space to become available for their child.
5. E SQUARED
E Squared is an extension and enrichment programme offered to the higher order, gifted, highly talented and/or creative thinkers at our school. The E Squared Club runs from Grade 2 – 7 and its aim is to provide creative and mental stimulation outside of the curriculum. The Club is meant to foster and enhance the child’s learning experience at EPS rather than to advance him/her in any specific way academically. The Club is an extra mural activity that operates on a strictly invitational basis.
Pupils are nominated by their class and subject teachers and then screened by Mrs Bouwer, Mrs Stephen and Mrs Twell.
6. EXAM CONCESSIONS AND ACCOMMODATIONS
In extreme cases, where a specific learning disability (e.g. dyslexia, dyscalculia, dyspraxia, dysgraphia, aphasia, Central Auditory Processing Disorder etc) has been formally diagnosed by an educational psychologist, the remedial department can apply for exam accommodations.
Accommodations include additional time, spelling exemption, handwriting, adaptation of questions, amanuensis, braille, computer, Dictaphone, enlarged print, oral examination, reader, planning aid, tape aid and video.
All applications to the Metro North Education Department (MNED) need to be accompanied by a recent psychometric assessment by an educational psychologist. The Department of Education makes the final decision as to whether accommodations have been approved or not. The school cannot make any changes to assessments or exam conditions until we have received confirmation from the MNED. All enquires in this regard must be submitted to Mrs Bouwer. email@example.com
7. SOCIAL WORKER
The aim of the Edgemead Primary School’s Social Work Services is to provide children and their families with specialized life-skills, emotional, social and counselling support.
Social Worker Responsibilities
a) Provides a comprehensive school social work services to parents, learners and school teaching staff, addressing barriers that limit a pupil from receiving full benefit from their educational experience.
b) Responds to referrals from the school administration, parents, teachers, the Remedial team and others by providing direct services and by assisting families in accessing appropriate community resources.
REFERRAL PROCESS (“3 Before Me Rule”)
Step 1: The Class teacher identifies the presenting issue or problem which affects the pupil’s learning progress i.e. emotional, social and or behavioural constraints.
Step 2: The Class teacher then notifies the parent of the situation. Then both the Class teacher and parent(s) or guardian, attend to the issue.
Step 3: If unsuccessful in resolving the matter both the parent together with the child’s Class teacher consults with the grade’s HOD (Head of Department). The trio intervenes, if unsuccessful, then the matter is referred to the Social Worker.
Step 4: The Social Worker will upon receipt of the referral form and or through SBST, conduct parent interviews to acquire socio-developmental information as needed for special education referrals.
Step 5: The Social Worker drafts and implements plans for dealing with the presenting issue.
Most common presenting issues are depression, family hardships, including divorce, separation, bullying and homelessness. The social worker further establishes prevention programs and crisis intervention plans to help affected learners.
TYPES OF CASES THAT ARE REFERRED TO THE SOCIAL WORKER
- All abuse cases,
- Cases of allegations of abuse and corporal punishment against staff members that need to be referred to Employee Relations – Head Office.
- Absenteeism / School Phobia
- Behavior problems
- Bully Behavior
- Emotional Problems
- Financial Problems
- Family Violence
- Health – including STIs and STDs / Sight and Hearing problems / Oral / Medications that needs to be administered at school
- Teen Pregnancy
- Self-Mutilation – cutting
- Assist where possible with social grants applications and reports
All enquires in this regard must be submitted to Mrs Siganda firstname.lastname@example.org
8. EXTRA LESSONS
Extra lessons are offered to certain pupils by their specific class teachers (Gr 1 – 7) and by HODs in the senior phase. Children will be identified by their class teachers and parents will be notified in writing as to whether their child will be included in the extra lesson group.
Extra lessons take a didactic approach where concepts, which may not have been understood in class, are consolidated and revised after school hours. This is a service offered by the teachers at no charge to parents.
9. RAINBOW ROOM
The Rainbow Room Literacy Programme is available to learners in grades one and in exceptional cases in grade two and three. Children who are in need of extra literacy support, including phonics, reading, writing, letter sound and visual recognition, are identified by their class teachers. Consent to attend is obtained from the parents and a motivation is forwarded to the Rainbow Room coordinator. The children who attend, each have their own trained tutor volunteer and work on a one on one basis once a week. The coordinator is employed by the school and is a full time staff member. This programme takes place during school time with no extra charge to the parents.
All enquiries in this regard must be submitted to Mrs Twell email@example.com
10. READERS ARE LEADERS
Readers are Leaders is a computer based software reading programme that all children use regularly during their school computer lessons. This programme addresses the skills required to read fluently as well as developing the basic reading skills necessary for all academic subjects, namely: speed reading through eye exercises, comprehension, concentration and memory development.
Children who have been identified by their teachers as needing support in the form of literacy, are invited to attend an extra half hour session, either on a Tuesday, Wednesday or Thursday afternoon between 2:30 – 3pm.
All enquires in this regard must be submitted to Mrs McGee firstname.lastname@example.org
11. OCCUPATIONAL THERAPY (PRIVATE)
Occupational Therapy is one of the most holistic of the allied medical therapies. The mental, perceptual, physical and emotional aspects of the child are taken into account during treatment.
The nature of Occupational Therapy is the treatment of children utilizing an individualized program specifically focussed on the learner’s delays. It is therefore essential to assess each learner individually prior to treatment.
Assessment: The assessment includes an evaluation of your child’s sensory-motor and visual perceptual development that has a direct influence on academic achievement. The Initial assessment takes 2 -3 hours to administer, depending on the child’s work speed.
Treatment: Once therapy has started, Sessions are normally once weekly. Homework is given on a weekly basis to complement therapy and assist progress. In treatment, a Sensory Integration (SI) therapist uses her knowledge of Neurology (Brain and nervous system), Kinesiology (Human Movement), Developmental stages, Medical Pathology and modern research to determine which children would benefit from SI Therapy. This includes children with learning problems resulting from certain neurological factors.
Therapist’s Profile: Nadia completed her B. Occupational Therapy degree at the University of the Free State. She has a special interest in Sensory Integration therapy (SI), and is a SI Qualified Therapist. She has been working in Private Practice since 1997. Her work experience also includes 4 years in a Remedial School environment. She joined Edgemead in January 2008. In addition to SI therapy she makes use of neuro-developmental and brain gym techniques as well as Visual perceptual stimulation in therapy.
When to refer:
Signs indicating possible problems:
1. Muscle Function (Child cannot maintain posture at desk / endurance is poor / Restlessness, unable to sit still.)
2. Poor Balance
3. Poor Crossing of the midline (Move page from side to side / Poor left-right discrimination / Cross dominance / Alternate hands while writing)
4. Poor Gross motor coordination (Clumsiness / Unable or hesitant to perform climbing tasks / Poor ball skills / Inability to perform skipping rope activities)
5. Poor Motor Planning (Difficulty performing new tasks / Slow working speed / Behaviour appears to be disorganized / Timing and sequencing of movements poor)
6. Fine motor difficulties (Difficulty handling Scissors / Difficulty with shoelaces and buttons / Poor colouring in work / Poor pencil grip / Untidy handwriting)
7. Visual Perception difficulties (Poor body concept / Difficulty copying name / Poor sense of direction / Struggles with perceptual tasks e.g. puzzles constructions Handwriting difficulties e.g. Poor spacing letter formations reversals) / Inaccurate copying from blackboard
8. Tactile processing problems (Overreacts to painful stimuli / Avoids manipulation activities and messy play / Aggressive behaviour and fighting / Avoids certain food clothes textures / Appears irritable and fidgets frequently / Poor co-operation in group activities)
9. Concentration difficulties
All enquires in this regard must be submitted to Mrs van Rooijen email@example.com
12. SPEECH THERAPY (PRIVATE)
Speech- Language therapists assess and treat speech, language and communication difficulties in individuals of all ages.
iCommunicate: Kim Marsh Speech Therapists’ is the Speech Therapy practice that is based at Edgemead Primary School . The practice also provides hearing screening upon special request.
The first step to starting your child’s treatment program will involve a comprehensive assessment. This includes an assessment session of approximately 1 hour, discussion of a future therapy plan and full, written assessment report.
Therapy sessions will then be planned according to the child’s needs and requirements. The therapy sessions are generally 30 minutes long and these sessions occur once a week at the school. Homework is given each week in order to aid in your child’s progress.
When to refer:
If a child is presenting with difficulties with the following skills:
Receptive language: The understanding of language
Expressive language: The use of language
Articulation: Difficulties saying specific sounds (e.g. saying ‘wed’ instead of ‘red’)
Auditory perceptual skills: It is the child’s ability to recognize and interpret what he/she is hearing. Listening skills are vital in the acquisition and development of literacy (reading and writing)
Literacy: Reading and spelling skills
All enquiries in this regard must be submitted to Kim Marsh firstname.lastname@example.org
Sports and Activities
1. Edgemead Primary Sports Philosophy
2. Scope and Purpose of Sport Guidelines
3. Edgemead Primary Sports : Goals
4. Official sport codes and heads
5. Non school sport participation
7. Team Selection
8. Absence from practices and matches
9. Cancellation of matches and practices
10. Pupils’ responsibilities
11. Coach responsibilities
12. Parents’ responsibilities
13. Spectator’s Code of Conduct
14. Learner’s Code of Conduct
1. SPORTS PHILOSOPHY
We play sport for healthy recreation and enjoyment. Children have to be active every day. Physical activity stimulates growth and leads to improved physical and emotional health. Research has shown that the importance of physical activity in children is stronger than ever. For EPS, sport is much more than just exercise, because it also contributes to a child’s development both psychologically and socially. The sports field also creates an all-important learning environment for our learners where they can learn to cope, adapt, and function in a team environment. These are all important skills that our learners will need to acquire and apply in adult life. Values are also instilled through sport.
The main objective of sport is enjoyment and basic skills development. Pupils must have fun in participating. Sport must be instrumental in teaching pupils how to deal with life situations and sportsmanship.
Coaches need to take time to create opportunities for experimenting, to celebrate successes, to make mistakes, to carry the consequences and to learn from them.
Pupils are childlike and they do not have the experience or expertise of adults.
Sport is about developing participation and sportsmanship in pupils, coaches, teachers, parents and spectators.
Losing a match is just as important for personal development as winning. To lose requires emotional control and constructive thinking.
Although we deem sport to be for healthy recreation and enjoyment, we always arrive with the intention to perform at our best and a desire to win.
2. SCOPE AND PURPOSE OF THE SPORT GUIDELINES
The School Sport Guidelines apply to all staff members, parents, pupils and coaches governed by the South African Schools Act 84 of 1996. The purpose of these guidelines is to manage and regulate the delivery of school sports for all pupils irrespective of ability, based on the principle of equity and access. It defines procedure, practice, and a course of action. Furthermore, it also serves as a mode of management and a code of conduct. In essence, it is really a set of rules to govern behaviour and organisation of sport at our school.
3. EPS SPORT GOALS
- To establish a healthy balance between achievement and participation
- To promote participation in a variety of school sports
- To help develop a true love for and enjoyment of the sport
- To develop good sportsmanship, camaraderie and perseverance
- To develop sporting skills
- To offer quality coaching through the most appropriate coaching techniques, coaching courses and clinics
- To realise and develop our children’s talents
- To promote the image of our school by focusing on key values such as:
4. OFFICIAL SPORT – DISCIPLINES
The school’s management team, in consultation with the governing body, determines the school’s official sporting codes. These sporting codes are organised by the school, receive funding from the annual school budget and are also recognised as part of the School’s Recognition Policy.
5. NON SCHOOL SPORT PARTICIPATION
In addition to the codes provided above, pupils also participate in activities provided by approved persons other than teachers at EPS.
In these cases the sole role of the school is in providing the venues for these activities. All administration and responsibility for these activities, rests with the “service provider”.
Examples of these activities are judo, karate, modern dancing, ballet, speech & drama, etc. We encourage participation in these activities. School sport engagements take preference to these activities.
6. COACHES AND COACHING
Parents are to recognise that teachers are appointed for their academic teaching skills within the classroom.
In order to extend our children and to give them as many opportunities as possible, all teachers are obliged to assist with sports administration and coaching.
It must be appreciated that not all teachers are competent in coaching. In order to equip teachers, they attend coaching courses.
The ideal is always to have teachers as primary coaches at the various sporting codes. Although they are exposed to coaching clinics, it must be clearly stated that this is not an expectation or obligation to which teachers will be subjected – teachers are primarily teachers and not sports coaches.
It is our policy that each team participating in matches or competitions, will be managed by a teacher.
We will endeavour to enlist parents with the required competencies, to become involved with the training, coaching or transport of players.
The management and team selection will remain with the teacher in charge who may of course consult with assistant coaches.
In many cases we negotiate with qualified coaches and employ them, particularly for our A teams. Regrettably these “qualified” coaches are often not up to the standard and demand excessive fees for their expertise.
In making decisions about employing coaches, there should be a balance between needs, competence and costs.
Our coaches will always:
Place the emotional and physical wellbeing of players ahead of a personal desire to win.
Treat each player as an individual, remembering the large range of emotional and physical development for the same age group.
Do our best to provide a safe playing situation for players.
Do our best to organize practices that are fun and challenging for all players.
Lead by example in demonstrating fair play and sportsmanship to all players.
Be knowledgeable in the rules of each sport that they coach, and will teach these rules to players.
Use coaching techniques appropriate for all of the skills that they teach.
Remember that they are a youth sports coach, and that the game is for children and not adults.
On match days they will always ensure that their teams are ready for the match.
On match days our team will always congratulate the other team by a formal hand shake.
Regardless of winning or losing, after every match coaches wilI always bring their team together to give them feedback, a post-match talk and congratulate them.
Inform parents of times, venues, dress code for matches or competitions.
7. TEAM SELECTION
The selecting of teams to represent our school at matches or competitions is at the sole discretion of the team manager (teacher).
It is our policy to select the most talented players to be in A teams. As far as possible, we rotate players to play in B or other teams.
Often other schools are not able to field more than an A team. Competitions for B teams are thus limited to such an extent that all children may not get a turn to participate in a match or competition during the season.
Should a pupil not attend the practice preceding a match, he/she may be excluded from the team for that match.
8. ABSENCE FROM PRACTICES AND MATCHES PRACTICES
At the beginning of a season, pupils sign up to play a sport. This signing up constitutes a contract by which the child undertakes to attend all practices, matches and tournaments.
Should a pupil not be able to attend a practice for any reason, the teacher/coach in charge must be notified on the morning of the scheduled practice. A letter or email from a parent is recommended.
Should a child miss a practice, he/she may not be considered for that week’s match.
Most matches are played during the week. There are, however, occasions when our children participate in tournaments and competitions on Saturdays. On these occasions, children are expected to represent their school in preference to their outside clubs.
Should a child not be able to participate in a match due to illness, the parent must inform the school during the first hour of the day. Either call the secretary (021 558 1007) or email email@example.com or alternatively coaches first initial and firstname.lastname@example.org
9. CANCELLATION OF MATCHES AND PRACTICES
It is our policy to try to proceed with matches and practices as far as possible.
In the case of inclement weather, we make the decision whether to proceed or not at 12:00 for Foundation Phase activities or 13:00 for Senior Primary activities.
Should a practice or match be cancelled, we inform parents thereof by means of an alert message on the school communicator.
Regrettably the cancellation of away matches is at the discretion of the “away” school. These decisions may only be conveyed later than 13:00 and will also be placed as an alert on the school communicator.
10. PUPILS’ RESPONSIBILITIES WITH REGARD TO SPORT
Pupils should be appropriately attired for practices and matches.
Pupils should attend all scheduled practices.
Pupils should be punctual.
Pupils should be courteous and display good sportsmanship.
Pupils may not play on or with any apparatus unless a coach is present.
Pupils need to be respectful of coaches, referees and umpires.
11. COACHES’ RESPONSIBILITIES WITH REGARD TO SPORT
Coaches should administer the sport professionally by keeping order, keeping attendance records, being punctual and coaching to the best of their abilities.
Pupils and parents should be well informed of dates, times, venues and transport arrangements of all activities, particularly for away matches.
12. PARENT RESPONSIBILITIES WITH REGARD TO SPORT
Parents are to ensure that their children have the necessary attire and kit for the sport.
Parents are encouraged to support their children by attending matches where possible.
Parents are to respect the decisions of the coach – particularly with the selection of teams.
Parents must ensure their children are punctual for all practices and matches and tournaments.
13. SPECTATORS CODE OF CONDUCT
For the benefit of the orderly organisation and running of sport’s events during matches, practices and tournaments and to protect our pupils, Edgemead Primary has the following code of conduct for parents:
- Parents should conduct themselves in a manner that they do not put the school, staff or pupils in a bad light and are an embarrassment to the school.
- Parents should practise self-control and show mutual respect, courtesy and tolerance towards each other, the staff, coaches, outside coaches and pupils.
- Teachers, coaches, outside coaches, pupils, participants, referees or adjudicators may not be intimidated.
- Physical violence, profane and insulting language or rude signs during sports matches or any other extra-mural activities are not allowed.
- Parents should show self-control and not react in an improper manner with regard to decisions made by referees and adjudicators- even if they did possibly make a mistake.
- Coaches may not be interrupted during practices even if it is to give advice, make plans, to demand feedback or to discuss problems or complaints.
- Sport practices may not be interrupted to interfere with team positions or team selections.
- Parents may make an appointment with the Principal / Sports Administrator / Sport Code Head / Coaches at a suitable time and place, to discuss any enquiries, complaints, and suggestions.
- Discussions between parents and staff/coaches must take place in a mutually courteous, constructive, controlled and respectful manner.
- School sport property may not be removed from the school’s premises without permission from the Principal and in consultation with the staff member responsible for the property.
14. LEARNER’S CODE OF CONDUCT FOR SPORTSMANSHIP
Participation in sport implies physical activity and involves competition, but there is a very important element of sportsmanship involved. Therefore it is expected that all Edgemead Primary learners will abide by the following code:
- Maintain a sense of balance. Play the game to win, but not to win at all costs.
- Know the rules of the game and adhere to them.
- Accept all the decisions made by the umpire or referee without backchat or moaning.
- Control their emotions at all times.
- A true sportsman/woman never loses his/her temper.
- A true sportsman/woman will not look for excuses if he/she loses. Accept the fact that your defeat was because the opposition was superior on the day.
- Be modest when winning and accept defeat with grace.
- Always respect your team members, opposition, coaches and the staff of Edgemead Primary School.
- A true Edgemedian never litters on a sports field or school grounds.
- Be hospitable to visiting teams.
- Always wear the correct (neat and clean) sports dress and attire.
- Always act as ambassadors of this great school.
SPORT OFFERED BY SCHOOL
Tennis Hockey (Girls and Boys)
Athletics Jnr & Snr Mini Hockey
Chess Mini Rugby
Mini Cricket Mini Netball
Sport/Activities offered by private people on our premises
Ballet – Carolyn Prouse – 0762754312
Modern Dancing – Miss S Hendrick 0826497824
Young Engineers – 0645086131
Karate – Mr Jerome Petersen – 0834629089 /Ms Felicity Ekermans 0762200673
Judo – Mr Gerhard Plos – 0729320278/0214392314
Easy Stitch – Mrs A Mongie – 084 5049080