Dirkie Uys Primary School Eco Garden Bluff Durban 2014

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SGB Chairlady: Mrs. Taryn Arderne
   A feeding scheme,  volunteers Tarryn and Mary Ardene and Ria Stoleenkamp 

  which was started in February, is still going strong and about 80 children are provided with food daily,

 

  allowing them to focus on their schoolwork. Once the eco-garden starts producing vegetables,

 

  these will be used in the feeding scheme and the excess will be sold to raise more money for the school.

                                             Dirkies ECO - Garden    Work in progress !!!

 

 

SGB: 2014 Deputy Chairlady: Mrs. Erica Els 

                                                                                                                               

 UNDER MANAGEMENT OF THE DIRKIE UYS PRIMARY SCHOOL GOVERNING BODY 


Youth Camp/Jeugkamp

 
Bookings - Phone:

Caretaker: 

Mr. Lourens van der Vyver                                 

                                         Cell No: 071 323 8141 

                                                 No: 074 557 7246

 E-Mail: dirkieyouthcamp@gmail.com



Dedicated To Service and Performance Beyond the call of Duty - Ukuzinikela emsebenzini kanye nokwenziwa komsebenzi okungaphezu kwalokhu okubekiwe

 
 
 
Have you ever thought, I'm only one person, what difference could I make?
But what if you really could make a difference . . . A big difference?
When everyday people ignite the flame and take action . . . everything is possible!
 
Ten Common Principles
The school should focus on helping young people develop the habit of using their minds well. Schools should not attempt to be comprehensive if such a claim is made at the expense of the school's central intellectual purpose. Schools should be learner centered, addressing students' social and emotional development, as well as their academic progress. The school's academic goal should be simple: that each student master a limited number of essential skills and areas of knowledge. The aphorism "Less Is More" should dominate. Curricular decisions should be guided by student interest, developmentally appropriate practice, and the aim of thorough student mastery and achievement. Students of all ages should have many opportunities to discover and construct meaning from their own experiences. The school's goals should apply to all students, while the means to these goals will vary as those students themselves vary. Teachers who know their students well can individualize instruction, without limiting their expectations of any students. Strong habits of mind are necessary for all. Teaching and learning should be personalized to the maximum feasible extent. To capitalize on this personalization, decisions about the details of the course of study, the use of students' and teachers' time and the choice of teaching materials and specific pedagogies must be unreservedly placed in the hands of the principal and staff. The governing practical metaphor of the school should be student-as-worker, rather than the more familiar metaphor of teacher-as-deliverer-of-instructional-services. Accordingly, a prominent pedagogy will be coaching and guiding, to enable students to understand how they learn and thus to teach themselves and each other as members of a community of learners. Teaching and learning should be documented and assessed with tools based on student performance of real tasks. Multiple forms of evidence, ranging from ongoing observation of the learner to completion of specific projects, should be used to better understand the learner's strengths and needs, and to plan for further assistance. Students should have opportunities to exhibit their expertise before family and community. The final diploma should be awarded upon a successful final demonstration of mastery for graduation-an "Exhibition." As the diploma is awarded when earned, the school's program proceeds with no strict age grading and with no system of credits earned" by "time spent" in class. The emphasis is on the students' demonstration that they can do important things. Families should be vital members of the school community. Close collaboration between home and school yields respect and understanding. Correspondingly, the tone of the school should explicitly and self-consciously stress values of unanxious expectation ("I won't threaten you and I expect much of you") of trust (until abused) and of decency (the values of fairness, generosity and tolerance). The principal and teachers should perceive themselves as generalists first (teachers and scholars in general education) and specialists second (experts in but one particular discipline). Staff should expect multiple obligations (teacher-counselor-manager) and a sense of commitment to the entire school. Ultimate administrative and budget targets should include substantial time for collective planning by teachers, competitive salaries for staff and an ultimate per pupil cost not to exceed that at traditional schools by more than 10 percent. To accomplish this, administrative plans may have to show the phased reduction or elimination of some services now provided students in many traditional schools. The school should demonstrate non-discriminatory and inclusive policies, practices, and pedagogies. It should model democratic practices that involve all who are directly affected by the school. The school should honor diversity and build on the strengths of its communities, deliberately and explicitly challenging all forms of inequity. 

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