Junior Primary (Reception – Standard Three)
The Junior Primary Department is a place that encourages both students and staff to think critically, creatively and reflectively. This is to ensure that its’ curriculum is meaningful and focuses on skills and techniques and not solely on content. The Junior Primary consists of highly qualified and experienced Foundation Phase teachers, who aim to ensure that all pupils are able to develop their cognitive, social, emotional, cultural and physical skills to the best of their abilities, preparing them for their further school career. Thinking Maps, Thinking Hats and Growth Mindsets are the tools that are implemented in Reception, enabling the learner to see their thinking, understand it and to consolidate their learning successfully. Grounds to the rear of the school incorporate outdoor climbing equipment and a large sports field are two of the pupils’ favourite venues, as it is where they experience excitement, fun and develop their social skills. The Junior Primary is always adapting to the needs of our children and we strive to give them the best that we can. It is a special place where children are happy, well-cared for and able to discover their potential.
Senior Primary (Standards Four – Seven)
This section of the school caters for children in Standards Four up to Standard Seven. At this stage, pupils are introduced to more specialist subjects such as English, Mathematics, Science and Social Sciences in addition to Music, Physical Education and Languages (French, Setswana and Conversational Setswana) most of which they have previously encountered in Junior Primary. The cognitive skills of problem solving and independent thinking are further strengthened across the curriculum within each subject. Pupils also get used to moving between classrooms and laboratories and meeting different specialist teachers during the course of the day by following a timetable, similar to what they will find at Secondary School. This involves the development of personal organizational skills and self-discipline which will assist in the transition to secondary school. Meanwhile, the class teacher still maintains a key pastoral role in the development of the pupil. There are also opportunities in the upper school for individuals to demonstrate and further develop leadership skills through the selection of Prefects, House Captains and Vice Captains and Library Monitors.
English is a notoriously difficult language to master by most standards; and with this in mind, our aim at Broadhurst Primary is to equip our pupils with the skills necessary to be independent, competent and confident users of the language in a constantly evolving world. Our curriculum is rigorous and challenging, but pupils have an amazing capacity and are generally eager to learn when the methods used facilitate an environment that accommodates the different learning styles and needs.
The Spelling and Vocabulary programmes blend among other methods, Letters and Sounds and THRASS, and they expand the pupils’ word base and increases their understanding of the origin of, and varied uses of words. Reading is key to our strategy of language development and we focus on developing the different reading skills as these are essential to learning across the different disciplines covered in our school. Literature studies develop an appreciation of the writing genres and an understanding of how words and grammatical concepts that are taught are applied practically as they get to see and study how they are used for maximum impact, and then apply these skills to their own writing, as well as to their oral and dramatic expression and listening skills. The Broadhurst English Language curriculum prepares our pupils for a life time of learning. English is not only an exciting and dynamic subject, but also a necessary tool for success across most spheres and areas of learning. If pupils are skillful readers, writers and speakers, they can access information and communicate efficiently and effectively to achieve whatever outcomes are set before them.
At Broadhurst Primary School we understand that pupils are curious, active learners with individual interest, abilities and needs. They come to classrooms with varying knowledge, life experiences and backgrounds. A key component in developing mathematical literacy is making connections to these backgrounds and experiences. Students learn by attaching meaning to what they do, and they need to construct their own meaning of mathematics. They must come to understand that it is acceptable to solve problems in a variety of ways and that a variety of solutions may be acceptable.
The main goals of our Mathematics education are to prepare students to use mathematics confidently to solve problem, communicate and reason mathematically, appreciate and value mathematics, make connections between Mathematics and its applications and exhibit a positive attitude toward Mathematics.
Science offers pupils the opportunity to learn by doing. The aim of the Science Curriculum is to help pupils to develop knowledge and a coherent understanding of Science. We encourage pupils to apply skills and provide opportunities to develop the skills. Science investigations are performed using different approaches, such as, classifying and identifying, exploring, pattern seeking, problem solving models and undertaking science projects.
Pupils learn about Science as a knowledge system: the features of scientific knowledge and the processes by which it is developed: and learn to appreciate the contributions of various scientists. It develops pupils’ understanding of the evolving nature of science and help pupils to explore issues and to make responsible and considered decisions about the use of science in the environment.
We would like to see pupils developing an interest in and an aptitude for Science, so that it can be pursued at higher levels of study that lead to Science based professions, such as medicine and technology.
Internal and external assessments are done to make sure that pupils are ready for the next level of study.
Social Sciences are concerned with the study of social relationships and the functioning of society. It covers aspects of both the history of the world and a country by teaching learners to address societal and global concerns. It also recognises the challenges and benefits of living in today’s diverse cultural and ideological society resulting in interactions that are contextualised in space and time by providing relevant information, skills, and attitudes. It helps to prepare learners to grow up as active, responsible, and reflective members of society.
Formal Setswana is taught in four components: Grammar, Comprehension, Spelling, composition. From Standard Two to Seven, we develop and nurture competence in the four skills of listening, speaking, reading and writing. Students are regularly assessed according to each skill and at the end of Standard Seven, students should be able to read and write in fluent Setswana. Setswana games are used to reinforce and motivate students.
Conversational Setswana is taught from Reception to Standard Four through fun and enjoyment, games, songs, role-play and group work. The main aim is to encourage students to engage in simple Setswana conversations. We help children to develop an awareness of Setswana culture and foster and interest in learning how to speak Setswana. By the end of each Standard, the students should be able to communicate in simple Setswana; that is greeting, asking and reporting.
Conversational French is for Standard Two and Three. The main aim of the conversational classes is to encourage students to engage actively; and in a fun manner in the French language using games, role-play, paired work and songs. During these lessons, children are encouraged to respond to and show an understanding of simple classroom instructions, numbers, colours, days of the week, shapes, etc.
From Standard Four to Seven, we develop and nurture competence in the four skills of Listening, Speaking, Reading and Writing. Children also do displays and presentations about the French culture and civilization. The use of songs, games and role playing is critical in building the confidence and promoting enjoyment and proficiency in the French language. Students are regularly assessed in all competences. Every year in October, all Standard Sevens sit the DELF Prim A1.1 Examination and at the teachers’ recommendation some pupils may privately sit for the higher level (A1) of the same examination. The Diplôme d’études en langue Française (DELF or Diploma of French Language Studies) is an internationally recognized French Language Proficiency Certificate awarded by France’s national Ministry of Education. It consists of a series of independent assessments based on a scale of language proficiency defined in the Common European Framework of Reference (CEFR), a framework used in second language learning around the world
Computing in Broadhurst Primary aims to assist pupils to reach high levels of computer literacy, and competency in the usage of different software packages and media. Mouse and keyboard skills are introduced from Reception.
The syllabus aims to develop in pupils an interest and enjoyment of the many uses of computers. Pupils are taught an awareness of computer technology and its role in society. It aims to develop an appreciation of the use of the computers in solving a wide variety of problems in information and communication technology. Pupils are taught to acquire computer skills and knowledge which can be applied in future training or studies. They develop an appreciation of different computer applications and are encouraged to show creativity and logical thinking. They are trained in the use of Microsoft, network navigation, manage folders, coding, and operating systems.
Standard Sevens will do a computer skills certification called the e-learner which precisely covers all the assessment objectives.
Each learner works on his or her own computer yet cooperative learning is encouraged so that more accomplished learners can freely share their abilities with their peers. All skills are taught in a fun and relaxed, yet purposeful environment that allows the learner to develop at his or her own pace.
Our library envisions to become a resource centre with balanced and current information for pupils, teachers and parents, for education and recreational purposes and self-development.
The aim of the library is to support the school curriculum and transform pupils, teachers and parents in the use of information resources to become a learned and innovative community.
The objectives are to acquire, process and organise library resources for easy retrieval, to provide library services that meet the information needs of pupils, teachers, parents and other library users, to provide current awareness service to library users, to assist users in locating the various sources of information to meet their education and research needs and to seek the information needs of library clientele and update library collections to meet their needs.
Pupils are taught basic skills such as library materials handling and care skills and location/search skills which enable them to use library resources effectively. As a result, pupils will be able to use libraries elsewhere, whether public libraries or other libraries. The students benefit tremendously from their exposure to the library. They will no doubt find the library skills useful in their secondary schools and future tertiary institutions.
We have a parents’ book club where parents donate story books and books on how to do things to the section created for them. This affords them the opportunity of exchanging books among themselves, thus motivating them to use the library.
Music is a universal language and every pupil should have the opportunity to become fluent. A high-quality music education should provide all pupils with the opportunity to sing and to learn a musical instrument. Pupils should leave school with an appreciation of how music is composed and performed, allowing them to listen with discrimination and judgment to the best in the musical canon.
Music aims to ensure that all pupils perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of great musicians and composers. They learn to sing and to use their voices, to compose and make music with others, have the opportunity to learn a musical instrument, and have the opportunity to progress to the next level of musical excellence. Students can understand musical notations and how music is constructed, produced and communicated through its inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture and structure.
For most pupils, exercise means being physically active during play, break time at school, over weekends and holidays. During Physical Education classes, also known as P.E, they learn about the benefits from regular exercise and its benefits, including the health aspects leading to stronger muscles and bones, increased coordination and energy and a decreased risk of developing chronic diseases, all of which leads to the pupils total growth and development. Physical Education programs have the responsibility to teach skills that pupils will need to participate in a physical activity outside of the physical education class and skills they will need for a lifetime of play and participation in every-day activities.
Physical Education at Broadhurst Primary focuses on developing the pupils physical fitness and their ability to perform and enjoy day-to-day activities with ease whilst learning motor skills as well as sport defined abilities ranging from the sporting codes offered in the school such as cricket, swimming, athletics, and soccer etc.
Sports are offered on a termly basis as per the Southern Chops Sporting Association and are as follows:
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The Active English Teacher, Special Needs Therapists and Occupational Therapist are an integral part of the learning support provided for the pupils of Broadhurst Primary School. This multi-disciplinary approach is to identify, assess and develop programmes in their appropriate areas, to strengthen the individual needs of the pupils.
The Learning Support Department has been in existence for over twenty years and we build on and maintain some of the solid practices and principles that have been put into place. The role of the Department is to provide the best support to pupils with specific educational needs, who can be accommodated in mainstream education.
Therapy consists of individual or group counselling, English/Mathematics remediation, Occupational Therapy and Active English. It is available to all the pupils. Pupils coming into the department are referred by their teacher after notifying the parents. A case study is held to discuss concerns and a written letter is sent to the parents for their consent to administer relevant diagnostic tests.
An Emotional Literacy programme has also been implemented by the Department. This to help the children to be aware of and deal with their own and other people’s feelings. At this time the programme is offered to Standard 5’s, 6’s and Standard 7’s. We look at five dimensions; Self-awareness, Self-regulation, Motivation, Empathy and Social skills.
A multi-sensory approach is used in all lessons and assorted therapy activities are made exciting. Play is an important component as this allows the pupils to learn in a fun-filled manner, whilst reinforcement and consolidation concepts are being unconsciously developed. At the end of therapy, it is hoped that pupils have also learnt coping strategies, and developed thinking and problem solving skills. Greater independence, motivation and responsibility for their learning are also expected outcomes. Most importantly, they are made to feel secure and confident in a nurturing environment.