Preparatory

PREPARATORY

At Glenwood House Preparatory School we use the National Curriculum (CAPS) as the basis of our education.


We believe that learning encompasses so much more than just timetabled lessons. We endeavour to provide our pupils with a solid knowledge of the core subjects, while at the same time providing them with critical thinking, logical reasoning and practical research skills. CAPS is the foundation on which we base our teaching, however, much of what happens in our classes far exceeds National Curriculum expectations, equipping learners for the demands of Glenwood House College education and beyond.


Our classes are limited to 26 learners and lessons are presented using teaching aids in line with the latest trends in education technology. A number of our classes are equipped with computers and interactive whiteboards, bringing a world of information into the classroom. We have well-equipped science laboratories as well as an excellently resourced music centre. We boast a brand new media centre where children can access information between the pages of a hardcopy book or by searching the World Wide Web on dedicated computers.

Teaching Staff


We recruit our teachers from all around the country as well as from abroad. This ensures that all our teachers are exceptionally well qualified and experienced.

Our staff members are committed to providing every pupil with the opportunity of receiving an excellent education. We firmly believe that every learner can and should reach his or her full potential.

Underlying all of the activities at Glenwood House is a desire to help lay the spiritual, moral and physical foundations upon which children, with a healthy self-esteem, can build their futures as productive, valuable members of society.

Foundation Phase (Grade 1 – 3)

Teaching and learning take top priority. The Foundation Phase at Glenwood House makes use of a relevant academic curriculum that keeps pace with an ever-changing world. In keeping with world trends, teachers combine global competencies with traditional methodologies thereby adopting a future focused framework. The teaching and learning curriculum aims at growing our children for now as well as the future. We undertake to extend our students far beyond our school walls, thereby developing confident global citizens. Our children are encouraged to develop a love for learning and participate in English, Afrikaans and isiXhosa while Mathematics, Science and Technology play an integral part of our curriculum.  

The Grade 1 classes commence with a 6-week Orientation Programme at the beginning of the first term. Students are introduced to Mathematics, Phonics and Reading whilst the Grade 2 and 3 pupils continue to build on well-established skills.

We believe that reading is of critical importance. The phase makes use of three different reading schemes. Students are also motivated to participate in extended reading activities.

Not all learning takes place in the classroom. The students are taken on excursions at least once a term. In addition, some lessons, especially reading lessons, take place under the trees on hot summer days or in the sun on cold winter mornings. The award-winning wetland on our school premises provides bountiful lessons too.

We invite parents, who are experts in their fields, to present our children with interesting talks.

Our holistic approach is designed to give every child ongoing opportunities to develop their potential. Students also participate in sports, art and cultural events that develop skills, build character and teach life lessons. 
  • Reporting

    Assessment is on-going.  Parents are invited to participate in a three-way conference with their child and teacher during the first term.  A formal report is issued at the end of the second term.  Student-led conferences are held during the third term.  Parents, once again, receive a formal report at the end of the fourth term.

  • Support Classes

    Our view is that the nurturing and growth of students is of paramount importance. A network of teachers and supportive parents is established early in the year and valued throughout. We offer support classes to all students who require added consolidation in English and Mathematics.

  • Remedial Classes

    Students who need more assistance in order to make learning more comfortable are accommodated in the remedial class which is run on an extra-curricular basis.

two young girls are sitting at a table holding yellow clay figures

Intermediate Phase (Grade 4, 5 and 6) & Senior Phase (Grade 7)

In the Intermediate & Senior Phase we are forever updating our practices to remain abreast of international trends whilst still maintaining the strengths of traditional and proven teaching methods. We are an IEB school and follow the IEB guidelines based on the National Curriculum (CAPS).

Glenwood House prides itself on a tailor-made programme of instruction designed to meet the needs of our children. From Grade 4, children are exposed to specialist teachers, where the emphasis is on subject teaching rather than class teaching.

In the Intermediate Phase (Grades 4-6) and in the first year of the Senior Phase (Grade 7) the following learning areas are taught: English (first language), Afrikaans (second language), isiXhosa (third language), M–athematics, Natural Sciences & Technology, Human Social Sciences, Art, Ed Tech, Global Citizenship, Life Orientation, Physical Education and Bible Education. In Grade 7, learners are introduced to Economic Management Sciences.
  • Benchmarking

    We use recognised and reputable international benchmarking assessments in Grade 3 and 6 to ensure our learners are on track to unlocking their full potential. Our Grade 7 pupils participate in the IEB Match Assessment which assesses their readiness for high school.

  • Support Classes

    Learners requiring additional academic support are helped in small group classes every week. Children with more pressing needs are accommodated on a one-to-one basis with our qualified remedial teachers.


    Although we are a mainstream school, we have a very comprehensive accommodations department which caters for the learning needs of children with a variety of barriers to learning. 


  • Reporting

    Our academic calendar is made up of three cycles culminating in an end of year exam. During each cycle, our Gr 4 – Gr 7 learners are evaluated by means of ongoing school-based assessments as well as formal cycle tests. Cycle tests are written by Gr 5 – 7 students at the end of each term. Exams are only written at the end of the year in November. Grade 4 pupils only write English, Mathematics and Natural Science exams.


    At the end of each cycle the cumulative mark is calculated and a report is generated for each learner.

  • Academic Communication with Parents

    We believe in an open-door communication policy with parents. If there are any concerns parents are encouraged to contact the teachers, the head of the department or the head of the preparatory school. 


    Parents’ Evenings for the junior as well as the senior phase are scheduled after the learners receive their reports and parents are notified of the date and time. This is a wonderful opportunity for teachers and parents to meet to discuss the general progress of the students. Naturally, one does not have to wait for parent evenings, one can phone reception and make appointments to see teachers anytime during the year.


    The Senior Preparatory School also uses Panel Discussions in cases where the progress of a learner is a concern in more than two classes. (Parents as well as all the teachers are present in these meetings.) The Panel Discussion provides an overall view of progress and highlights problems quickly and efficiently.


    All activities for the Preparatory School, including sport, tests and projects are communicated to parents via:

    - MS Teams

    - The electronic D6 Communicator

    - Circular notices (printed or emailed)

    - Weekly Planner (printed)

    - SMS messages

    - Whattsapp groups

  • Global Citizenship

    We are acutely aware of the fact that we are preparing our children for a ‘connected’ world in which simple academic skills are not enough. Our children need a variety of skills to ensure they can be valuable citizens of the Global Village.


    At Glenwood, our offering includes implicit teaching of:

    - Self-management skills

    - Creative and critical thinking skills

    - Communication skills

    - Social skills (collaboration)

    - Research skills

    - Responsible use of Technology

    - Attitudes of respect, diversity and inclusion


  • Emotional Well-being

    The emotional well-being of each and every child is of paramount importance to us. Our teachers are passionate about children and take great interest in every child in their care. We  we have taken a conscious decision to address the overall well-being of each and every child. 


    We run bi-weekly clubs which are designed to foster a sense of belonging and a space in which children can interact with each other in a relaxed and constructive manner. The sessions will be well-planned and equip children with a variety of practical skills as well as life skills that they wouldn’t necessarily learn in the classroom. 

Top 10 Assemblies


At the beginning of the Second and Third Terms, the Preparatory School holds an assembly to announce the top 10 academic achievers in each grade. These students are presented with a Top 10 badge which can be pinned to their blazers. 

We also include a 7UP Award which recognises students who have increased their overall average by 7% or more from one term to the next. These children also receive a badge which can be pinned to their blazer.

Homework, Tasks and Projects


We believe in cultivating good study habits. All class work that is not completed in class becomes homework. Learners are encouraged to use homework books / digital diaries to note homework and tasks due on specific days.

From time-to-time, learners are required to complete tasks as well as projects. Where possible these tasks and projects will be completed in class time. Where this is not possible, learners are required to complete them at home.

As far as possible, teachers plan to spread projects evenly across the year and endeavour to prevent clashes where projects for more than one subject are due on the same day or during the same week.

Code of Conduct


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