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Eco code Summerhill School is committed to a culture of CONCIOUSNESS about the natural environment and its PRESERVATION, by consistently acquiring and building of KNOWLEDGE, PLANNING and ACTION!!! ~

SLIDE 1

Eco – code

Summerhill School is committed to a culture of CONCIOUSNESS about the natural environment and it’s PRESERVATION, by consistently acquiring and building of KNOWLEDGE, PLANNING and ACTION!!!

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SLIDE 2

ECO-Policy

.
Our Policy Defined

IDENTIFY - establish the issue that needs to be addressed. KNOWLEDGE – acquiring the information necessary to aid in understanding what the problem is and how to tackle it. PLANNING – setting goals – deciding on what relevant action to take and is best suited to deal and tackle the issues identified. This involves the planning of funds, budgeting, how to acquire the financial aid if need be, also man power and other details necessary to accomplish our eco-goal. ACTION – this is where we put all of the above to physical application.

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SLIDE 3

Eco Committee

For this year we have

decided to expand our committee and have since brought in 7 of

ur college students to

form part of our committee.

Please see pictures

Student council - College

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SLIDE 4

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Who are we Summerhill School (Nursery , Preparatory and College) Situated in the heart of Midrand and what we believe is natures resting place, what used to be a farm with lots of trees, wetlands and wildlife , has also become “OUR SCHOOL” - SUMMEHILL SCHOOL Our Students are mostly from working class families. Based on the success of the environmental projects and activities that we run, it is evident that our students in their respective homes are well informed and enthusiastic. All projects and events in this regard have received attention and action from both our parents and the broader community.

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Issues that affect our Students and their families:

As mentioned last year, the issue affecting our students and our families are the consumption of restaurant food or what we call “junk-food” which is linked to Theme 4: Healthy Living in which we aim to tackle in the next 2 years. This kind of food consumption is not only bad for ones health but the amount of money we spend on something that is not beneficial to our bodies but to our entire way of life. Hence, we have started an initiative at our college “the saver club”, that not only focuses on teaching students about saving money but also the value of money which is linked to Theme: Community & Heritage – Trade, Economics Monetary value etc. We have started by changing our menu sold at our college Tuckshop, because it was

utsourced we have internalised it and in so doing we will have more control of what is sold

and as a result Students will have a better HEALTHIER choice of consumption.

Summerhill Hearts in GOOD HEALTH

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THEME 1: RESOURCE USE

Recycling: It has been 5 years that we’ve been actively, aggressively and PASSIONATELY involved in collecting of paper, glass and aluminium and part of the National MPACT Schools Competition for 3 years. And AGAIN…. Yes AGAIN we have taken the top spot and won the MPACT Paper Schools Competition 2017.

Feb Mar Ap r Ma y Ju ne Jul y Au g Se p Oc t

TOTA L 2015 SHI LL

0.300 0.00 0.0 00 0.0 65 0.0 00 0.2 48 0.0 00 4.9 00 2. 44 7.953 TARGET WAS 8 TONNES TO QUALIFY

2016 SHI

1.64 1.1 0.9 1.6 1.1 1.1 0.5 1. 03 TARGET WAS 8 TONNES TO

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Theme 1: Resource Use Our school space

This Year we decided to focus on making better use of our school’s whole

space for learning and have taken part in the NATIONAL OUTSIDE CLASSROOM DAY in October.

Based on our Investigation audit we believe that outside learning can be a

very beneficial to students. (see investigation – research attached)

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Curriculum Links:

FOCUS: OUTSIDE LEARNING Grades Involved: 0, 7 , 8-10 Subject: Life skills, Science and Maths Term: 2 &3 Lesson Topic: Mathematical Measurements and Planting

Activities and how it links.

Grades 0 learned about planting seeds in term 1
In term 2 the were taught about continued caring and followed

up with a audit in term 3 to see the changes during and “eat the fruits of their hands” see lesson plan and pictures. Grade 7 – needed to identify areas of concern, as per our audit students discovered the need to resurface our cricket pitch. (see lesson plan & activities below) Our college – as an extra-mural, they engage in gardening. Learning about different soil types, plants and lots more (see extract below)

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SLIDE 10

Benefits of Outdoor Learning
Research sourced and compiled by Maresa Potgieter

(Educator - College), Stephanie Black (Educator - Preparatory) & Felidia Klaaste (School Representative & Liaison).

For: Summerhill Nursery, Preparatory and College - Midrand
Sources:
http://www.englishoutdoorcouncil.org/benefits.of.outdoor.learning.ht

http://www.bachelorsdegreeonline.com/blog/2012/11-proven-

benefits-of-outdoor-learning/

Benefits of Outdoor Learning
The potential benefits of outdoor learning are so many that they are

grouped below in four broad categories: background, planned, bonus and wider benefits. Background benefits of Outdoor Learning are benefits that arise from spending time in the natural environment. 5 key ways in which exposure to the natural environment is beneficial to human health:

enhanced personal and social communication skills
increased physical health
enhanced mental and spiritual health
enhanced spiritual, sensory, and aesthetic awareness
the ability to assert personal control and increased sensitivity to one's
wn well-being.
Source: Health, Well-Being and Open Space, Literature Review by
enhanced

spiritual, sensory, and aesthetic awareness

the ability to

assert personal

OutDoor - Learning - Research

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Nursery School Nursery School Outdoor Classroom Outdoor Classroom day day

Our Nursery School Outdoor Classroom Day was an exciting experience for the children. At the start of the second term, together with the Eco-warriors Team kids learned about planting their own vegetables, how to care for it and eventually in the third term they got to “pick the fruits of their own hands” some picked lettuce, some even help themselves at a bite of our lovely red tomatoes. See Lesson plan and Pics for this Particular activities (Next page)

Outdoor Living Classroom Our typical weekly lesson plan encompasses all learning areas required by CAPS.

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Lesson Plan – Planting a Tomatoe Tree

Lesson Plan – Planting a Tomatoe Tree
Lesson: planting a tomato bush
Mathematics
How big is the tomato bush? Is it small, medium or large in size? Look around the garden

and compare the size to other existing plants. What colour is it? Have you ever seen a tomato before? Ask the children to describe its shape and colour. Introduce the three dimensional shape to the younger children. Decide how much water it needs and explain to the children the quantity it requires on a daily basis. Older children can be made to measure

ut 1 cup of water. Look at a calendar and mark which date we think we might have a ripe

tomato

Life skills
What are tomatoes? Are they fruits or vegetables? Discuss this concept and explain how it

is often thought to be a vegetable but is actually a fruit. Have the children ever tasted a

tomato. How did it taste? How was it prepared? In a sandwich or a salad? We can’t wait to

taste them once they have grown!

Language
Ask the children what letter sounds the following words start with: tomato, seed, leaves and

red.

Introduce vocabulary such as harvest and germination. Discuss the meaning.
Science
Discuss the process of how a seed was planted and developed into a seedling

and eventually into a plant. In the weeks to come we will watch the plant first grow a flower, which will mean that a tomato will soon grow. Children can further research why this happens for homework. We will also discuss what a plant needs to grow and thrive? Different plants require different amounts of shade and sunlight or water.

Creative ideas:
Paint a picture of the tomato bush
Do a leaf rubbing using the tomato bush leaves

Outdoor Living Classroom Our typical weekly lesson plan encompasses all learning areas required by CAPS .

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SLIDE 13

Students Activities

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Preparatory School Outdoor Classroom day

Our seniors (grade 4 - 7) also had their Outdoor Classroom Day.
Our Grades 7’s focused on Mathematics. In which they had to, in a nutshell,

measure our cricket pitch and present a diagram to the teacher.

Following is the Lesson Plan and Activities.

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Lesson Plan - Senior Prep

Outdoor Living Classroom
In the Senior Phase we cover

many different subjects. One of the lessons was to take Mathematics outdoors.

Mathematics – Lesson
Topic: Grade 7 Measurement
Brief: Summerhill School needs

to resurface their cricket pitch. You are required to measure it and present your findings to your

teacher. She will then present the

most accurate diagram to the Sports Head to get a quote for a new cricket pitch.

Apparatus:
Instructions:
Divide yourselves into 2 groups.
Using the trundle wheel, measure

the perimeter of the cricket pitch.

Measure it again giving all the

members in your group a chance. Check one another’s measurements.

Now in your groups each draw a

diagram of the cricket pitch to

scale. Swop results to see if there

is more than two of you who have the same measurements.

Rotate your groups and repeat the

above.

Present the most accurate diagram

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College – Outdoor Learning Fun

GARDEN CLUB
We have had a small garden Club group this year, but a very dedicated one. Meeting has been

difficult as this extra –mural has to happen at break due to sport commitments. This gives us a mere half-hour a week if we are lucky as our all-achieving members are often taken up with extra Students’ Council meetings. The group has learnt about soil types, about plant needs and about growing plants from various starting points. Rooted mint was successfully grown , and students learnt that succulents do not need roots to propagate, but a hard lesson was learnt when starting from seed. If emerging seedlings are not watered they WILL die. The focus has been on learning to garden without a huge budget, by using what nature gives us in terms of seeds and

cuttings. To give ourselves planting space we used donated tyres, so students have learnt related

skills of priming and painting tyres, with correct cleaning of brushes as an added skill. Who would have thought gardening was so complex? We have just acquired some seedlings to plant into our brightly coloured ‘pots’ near the storage shed and hope that the rainy season over the holidays will give us some viable vegetables and pretty flowers by the start of the new term.

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Theme 2 : Community and Heritage

What a POWERFUL theme to work with and at Summerhill we believe that Community & Heritage MUST BE CELEBRATED. South Africans have come along way, From the dreaded days of Apartheid to the democratic rainbow nation we now enjoy.

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Curriculum Links

FOCUS / TOPIC: South African History - For us to

understand who we are we need toknow where we come from as a nation

Grades Involved: 9
Subject: Social Science - History
Term: 3
Lesson Topic: Soweto Uprising

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: SOCIAL SCIENCES (HISTORY) GRADE: 9 TERM 3 : CONTENT FOCUS/TOPIC: TURNING POINTS IN SOUTH AFRICAN HISTORY: 1960, 1976 AND 1990 SUB-TOPIC: 1976: SOWETO UPRISING

SPECIFIC AIMS

Finding a variety of kinds of information about the past. Selecting relevant information. Deciding about whether information can be trusted. Seeing something that happened in the past from more than one point of view. Explaining why events in the past are often interpreted differently. Debating about what happened in the past on the basis of the available evidence. Writing history in an organised way, with a logical line of argument. Understanding the importance of heritage and conservation. TEACHER ACTIVITIES LEARNER ACTIVITIES

RESOURCES ASSESSMENT As learners enter the class and settle down, speak to them in Afrikaans. Allow them to react. Ask them to imagine how they would feel if they were forced to learn in

Afrikaans. Use their responses as a

springboard to discuss the Soweto Schools Uprising. Recap knowledge about Bantu Education. Divide the board into two halves: “Long-term causes” and “Short-term causes”. Whilst explaining the context in which the Uprising occurred, ask learners whether they would list each factor as long-term or short-term and write it in the corresponding column on the board. Focus: Steve Biko and the BCM, Tsietsi Mashinini, the SSM and the SSRC(compare to student’s council at Summerhill) Show PowerPoint about the events of Discuss how they would feel if they were forced to learn in Afrikaans. Differentiate between long-term and short-term causes of the Soweto School’s Uprising. Complete activity 7. Class discussion about what the Soweto uprising has contributedSUBJECT to our heritage. PowerPoint Learner’s textbook Activity 7: Analysing aspects of the student protest (LB p180)

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As learners enter the class and settle down, speak to them in

Afrikaans. Allow them to react.

Ask them to imagine how they would feel if they were forced to learn in Afrikaans. Use their responses as a springboard to discuss the Soweto Schools Uprising. Recap knowledge about Bantu Education. Divide the board into two halves: “Long-term causes” and “Short-term causes”. Whilst explaining the context in which the Uprising occurred, ask learners whether they would list each factor as long-term or short-term and write it in the corresponding column on the board. Focus: Steve Biko and the BCM, Tsietsi Mashinini, the SSM and the SSRC(compare to student’s council at Summerhill) Show PowerPoint about the events of the day. Discuss consequences. Ask learners to discuss whether it is important to remember this day annually and how it has contributed to our heritage. Discuss how they would feel if they were forced to learn in Afrikaans. Differentiate between long-term and short-term causes of the Soweto School’s Uprising. Complete activity 7. Class discussion about what the Soweto uprising has contributed to our heritage. PowerPoint Learner’s textbook Activity 7: Analysing aspects of the student protest (LB p180)

Homework: Activity 8: Analysing the effects of the Soweto Schools Uprising (LB p182) Knowledge: 1976: Soweto uprising- Causes and leaders. Events of 16 June, spiraling events that followed throughout the country. Longer-term consequences for resistance and repression. https://doc-0c-58-docs.googleusercontent.com/docs/securesc/2km5kdcclf78bgo72dcigeiql3a…760337613868755/0B6g0i2lAJ7dmZjlDV3FHNjVFSE0?h=12778647846797422954&e=download 2019/01/24, 16V50 Page 20 of 34

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Skills:

Discuss and listen with interest
Being able to contrast what information would be like if it was seen or used from another point of

view.

Take part in discussions and debates
Being able to decide what is important information to use
Work co-operatively and independently

Values:

Appreciation of the past.
Valuing how the actions of the Soweto school children ultimately served as a turning point in the

road to democracy.

Understanding how the Uprising contributes to our heritage.

Teacher Reflections: 1. Specific aims achieved? 2. Work to be repeated and mediated? No- concepts well grasped by class. Yes.

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SLIDE 22

Student Activity

MIKAH LOSCH GR9

PASS LAWS IN SOUTH AFRICA DURING APARTHEID

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SLIDE 23

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SLIDE 24

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SLIDE 25

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SLIDE 26

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SLIDE 27

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SLIDE 28

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Celebrating Heritage Day

Once again heritage day

was upon us. Celebrating all nations, all cultures and all walks of life throughout the country. On Friday 22nd of September Summerhill college celebrated its third annual heritage day celebration with good food and a great

Then we preceded to sell

a variety of traditional foods and snacks from different cultures from countries such as Portugal, India, South Africa, Hawaii. Foods like Chicken and Vegetable Biryani. French waffles, Portuguese rice pudding, Ice creams and Hawaiian

Cocktails. The Kids had

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CANSA DAY

Each year

Summerhill gives back to

ur community

and all our Cancer sufferers and survivors by taking part in “Driv-thru Cuppa 4 CANSA” –

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Some EXTRA-Ordinary Eco initiatives

At the start of the year

we have discovered that

ur school grounds have

all of sudden been infested with termites and have adopted 8 chickens to help us keep

ur school grounds

termite free.

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Our Plan for 2018

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SLIDE 33

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SLIDE 34

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