HS Policy Book

Assessment Policy Herzlia High School PREAMBLE

The policy provides guidance to learners, parents and educators on the procedure for School Based Assessments (SBA): class tests, assignments, extended project work and other tasks and examinations. Assessment is a process of collecting, analysing and interpreting information to assist teachers, parents - and all those involved in the teaching and learning process - in making decisions about the progress of learners and the effectiveness of teaching. Assessment should provide an indication of learner achievement, teacher effectiveness and provide direction for teaching focus, intervention, extension and modification. This is achieved through a range of assessment methods. Benchmarking, a form of assessment, is designed to provide feedback to both the teacher and the learner about how the learner is progressing towards demonstrating proficiency on grade level standards. Well- designed benchmark assessments and standards-based assessments measure the degree to which a student has mastered a given concept; measure concepts, skills, and/or applications; reported by referencing the standards, not other students’ performance; serve as a test to which teachers want to teach; and measure performance regularly, not only at a single moment in time. One of the more disregarded phases of instruction is diagnostic or pretesting. Pretesting is the guide for lesson planning. Without developing an outline of learner understanding, a lesson or unit is constructed arbitrarily which could lead to several problems. Pretesting ascertains, prior to instruction, each learner’s strengths, weaknesses, knowledge, and skills. Establishing these permits the teacher to remediate learners and adjust the curriculum to meet learners’ unique needs. Formative assessment is used by teachers and learners during teaching and classroom instruction to provide feedback to adjust ongoing teaching and learning to improve learners’ achievement of intended outcomes. It is a process used by teachers and learners during instruction that provides feedback to adjust ongoing teaching and learning to improve learners’ achievement of intended instructional outcomes. It is assessment for and as learning and not of learning Summative assessment seeks to make an overall judgment of progress made at the end of a defined period of instruction. They occur at the end of a school level, grade, or course, or are administered at certain grades for purposes of state or local accountability. These are considered high-stakes assessments. They are designed to produce clear data on the learner’s accomplishments at key points in his or her academic career. Scores on these assessments usually become part of the learner’s permanent record and are statements as to whether or not the learner has fallen short of, met, or exceeded the expected standards. Whereas the results of formative assessments are primarily of interest to learners and the teachers, the results of summative assessments are also of great interest to parents, the school as a whole and the public at large. It is the data from summative assessments on which public accountability systems are based. If the results of these assessments are reported with reference to standards and individual learners, they can be used as diagnostic tools by teachers to plan instruction and guide school teaching plans in developing strategies that help improve learner achievement.

Assessment at Herzlia High School should reflect an integrated approach that offers a wide range of tasks and activities providing learners with differential cognitive abilities and competencies the opportunities to achieve success while developing skills, knowledge and confidence. This calls for a shift away from the narrow focus on timed, standardised pen and paper testing towards a more holistic approach that encourages learners to develop and apply critical thinking skills and meta cognitions . Assessment tasks set should reflect this approach of flexibility, choice and accountability designed to promote higher and more complex thinking. The assessment procedure must also ensure that the results obtained are a fair and true reflection of the ability of the learner and the effectiveness of the teaching programme. The policy wishes to ensure that all parts of the school community, parents, learners and educators take responsibility for the academic progress of the learner. Through this we wish to promote academic excellence throughout all areas of the school. 1. Basic Education Laws Amendment Act No.15 of 2011 2. South African Schools Act (SASA) No 84 of 1996 (As Amended By BELA Act 15 Of 2011) 3. South African Council for Educators Act No 31 Of 2000 (As Amended By BELA Act 15 Of 2011) 4. Section 6 of SASA. 5. National Policy on the Conduct, Administration and Management of the National Senior Certificate: A qualification at level 4 on the National Qualifications framework (NQF). Department of Education (2009). 6. The National Curriculum Statement Grades R-12 for learning and teaching in South African schools comprising the following : a. Curriculum and Assessment Policy Statements for each approved school subject as listed in the policy document National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12; b. The policy document National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12 which describes the number of subjects to be offered by learners in each grade and the promotion requirements to be obtained; and c. The policy document National Protocol for Assessment Grades R – 12 which standardises the recording and reporting processes for Grades R – 12 within the framework. 7. WCED (2016). ASSESSMENT MANAGEMENT MINUTE: 0011/2016, Risk management of the 2016 National Senior Certificate and ABET level 4 examinations. 8. The Language-in-Education Policy, 1997 (and Amendments) . a. Question papers must be set in the Languages of Learning and Teaching (LoLT). Unless otherwise directed in the examination question paper, learners must answer all questions in the Language of Learning and Teaching (LoLT) applicable to the learner. 9. Education White Paper 6 on Special Needs Education (and Amendments) : a. Building an inclusive Education and Training System that provides a policy framework for the transformation of practices related to assessment and examinations in general with a view to achieving enabling mechanisms to support learners who experience barriers to learning; 10. WCED minute 0012/2008 -The establishing of a School Assessment Irregularities Committee (SAIC), based on Gazette 30048 of 2007, and Gazettes 29626 and 29467 of 2007 (and Amendments). 11. The CAPS documents for all subject areas (as Amended 2017). 1. To promote academic excellence while offering all learners the opportunity to excel. It is important that learners know what knowledge and skills are being promoted and assessed and feedback should be provided to learners after assessment to enhance the learning experience, promote competency and to guide further teaching. 2. To ensure that assessments are conducted in a fair manner for the learners to achieve competency, develop skills and achieve both depth and breadth of understanding - a wide range of assessment activities should be implemented. 3. To ensure the integrity of the assessment and thus the results, specific processes must be promoted. The assessment policy is informed by the following legal frameworks: PURPOSE OF THE POLICY

4. To ensure that all classes follow the same procedure with regards to tasks, tests, examinations and other SBA activities, to ensure that the system is fair and transparent. 5. To provide regular and insightful feedback to parents on the academic progress of learners and on assessment practices at the school. 6. To identify barriers to learning timeously, which will then inform the intervention strategies required to assist the learner. 7. To be in an informed position to make recommendations for further assessment - particularly in the case of suspected under-achievement. 8. To recommend appropriate extension activities. INTERVENTION (see further under Moderation) 1. Comments/feedback are to be given by educators to individual learners either written (e.g. on the learner’s work or in the learner’s book and on termly report cards issued) or verbally. 2. Problems and developments are to be communicated to parents on a regular basis by inter alia: a. Parent/Teacher evenings for general assessment concerns. b. Special meetings with parents or a specific grade. c. Letter of concern requesting specified parents to meet with their child’s teachers. d. Daily report forms. e. Report cards issued termly. f. Parent access to the Educational digital platforms available during the term. 3. Parents are encouraged to communicate with educators to express concerns regarding their child’s progress whenever the need arises so that timeous interventions can take place. 4. The Education support teachers and counsellors are to give support where necessary and/or appropriate. 1. Class tests form one part of the informal assessment. Such assessments are written on the day designated by the educator. Control tests (Floaters) written across a grade/s are indicated on the term planner/calendar well in advance. This is available to learners and parent via the school’s web page or D6 Communicator. 2. Examination schedules are drawn up by the grade heads indicating the date of the exam, time and duration. Examination booklets are issued with regards to the content that will be examined. Timetables and booklets are to be made available to learners and parents no less that 4 weeks prior to the start of the examination period. 3. The learners must be given at least two (2) days’ notice before a class test. The content for both the class test and control test must be clearly set out for the learner. 4. Examinations, class tests and control tests must be typed by the educator and be given in for printing as stipulated in the photocopy procedure of the school. 5. Examination papers, class and control tests must be kept under lock and key once printed. The educator must ensure, together with the print department, that there are enough copies for the whole class and extra. 6. Any learner who requires an enlarged copy, or any other aid due to a barrier to learning, must be identified before the test/exam day and be catered for appropriately. 7. The class test and control test must be marked within two weeks of it being written. Examination papers must be marked and marks recorded. A thorough subject moderation process prior to the scheduled meetings must take place. 8. The mark must be recorded in the educators’ record books and entered into the digital educational administration platform utilised for the capturing of learner marks and related data and will be made available on the parent portal. In the High School, it is not standard practice to send tests home to be signed. 9. However pupils should always be given back their scripts, marked and with useful commentary, following an assessment test or exam. Unless such scripts are required for purposes of portfolio evidence (SBA), pupils should be able to keep their scripts. 10. Pupils have a part to play in the checking and interrogation of their assessments, both formative and summative. STANDARDISED TESTING AND EXAMINATION PROCEDURES

11. The educator must go through the test/exam with the learners and provide the correct answers with relevant explanations. This is to ensure that the learner can correct any misconceptions he/she has and improve on their understanding, competency and results in the next assessment. 12. One other class test may be scheduled on the day that a control test is being written. No more than two class tests may be written on the same day. Assessments should be scheduled in a fair manner to ensure that learners are not compromised. The term planner is to be used for this purpose 13. Examination timetables should be constructed with care, mindful of subject demands, subjects written on the same day and at the same time as other grades, length of papers, number of pupils with barriers to learning registerd for particular subjects, especially languages and resources available (venues, audio equipment, scribes, readers, planners, computers).


Educators are encouraged to provide opportunities for a range of assessments in keeping with the assessment guidelines of the high school.

1. Observation. 2. Essays. 3. Interviews. 4. Performance tasks. 5. Exhibitions and demonstrations.

6. Portfolios. 7. Journals. 8. Rubrics. 9. Self- and peer-evaluation. 10. Orals. 11. Integrated themed projects (cross- curricular).


( ASSESSMENT MANAGEMENT MINUTE: Risk management of the [ 20186 or as updated] National Senior Certificate and ABET level 4 examinations and in accordance with the ASSESSMENT MANAGEMENT MINUTE: 0005/2017 FURTHER GUIDELINES ON THE MANAGEMENT OF ASSESSMENT ACCOMMODATIONS/CONCESSIONS FOR LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING AND ASSESSMENT: GRADES R–12 AND FOR LEARNERS WHO REQUEST IMMIGRANT STATUS FOR ASSESSMENT PURPOSES: GRADES 4–12 (in conjunction with Circular 0017/2016) 1. An accurate absentee register should be taken and recorded in the educator’s record book or on the blue class lists if it is an examination or a control test. 2. All learners have to be seated at their desks or in accordance with a seating plan. 3. Only the stationary needed for the test/exam must be on the desk. Pencil bags and calculator covers have to be placed in the learners’ school bags. The bags have to be closed and placed under the desk or at the back of the venue. 4. Learners and educators are to check that that there are no notes, cell phones or other materials that could aid them, on their person. Cell phones have to be off and placed in the school bag or handed in. 5. The question paper is to be handed out face down. 6. Once each learner has a question paper, learners can be asked to turn it over. The educator/invigilator present must check, together with all learners present, the number of pages, addendums and if present, errata, ensuring that all pages are present for all learners. The first and last line on each page will be read out to ensure that each learner has every page before the test/exam begins. 7. The educator is to ensure that the learners adhere to the time indicated for the test/exam. No extra time will be given for the test/exam, unless a learner has been listed and approved for extra time. (The

head of Education Support applies officially to the WCED for extra time in accordance with national and provincial policy- applies to all concessions: inter alia,scribes, readers, planners). 8. The educator must be vigilant and walk around the class/venue while the test is being written. The rules pertaining to invigilation and the conduct of the NSC examinations applies for all tests, floaters and examinations. 9. All learners must remain seated and silent until all the question papers have been collected. 10. The educator is to count the answer books to ensure that all learners have handed in. 1. Learners must be discouraged from going to the bathroom during a test or examination. If a learner needs to go to the bathroom during a test or examination (in an emergency), the educator should call the the office for assistance. Another educator will be sent to assist. Learners may not go to the bathroom during the first hour and the last half hour of an examination. Learners that have medical conditions and need to go to the bathroom more regularly must be in possession of a permission slip. 2. If an emergency evacuation commences during the test, follow the policy as set out for emergency drills. 1. Irregularities concerning learners must be dealt with in terms of the relevant policies as indicated in the preamble. 2. If a learner is suspected of cheating: a. Remove the answer sheet and write the time on the page. b. Issue another answer sheet/folio paper. The learner continues to write the test/exam on the new answer sheet/folio paper. c. At the end of the test, take the learner and the sheet to the deputy in charge of academics. d. The irregularity will be dealt with in accordance with the policy of the irregularities committee. 3. Suspected internal irregularities involving teachers constitutes an act of misconduct and will be dealt with in accordance with the Employment of Educators Act and SACE regulations. SUBMISSION OF WORK BY LEARNERS 1. Learners should adhere strictly to deadlines. 2. Deadlines may be negotiated between educator and learners, but they must be the SAME for all classes in that subject area. 3. Deadlines or interim deadlines are to be clearly indicated as an integral part of the instructions for the task, and progress should be monitored accordingly. a. Procedure for work not handed in on time: i. 10% of the total mark is to be deducted for each day that the assignment, project or task is late. EMERGENCIES IRREGULARITIES (Click on Guidelines to read the policy guidelines for the composition and functions of a School Assessment Irregularities Committee

ii. After one week (5 school days), an assignment, project or task will no longer be awarded marks for that assessment period. The task receives a zero (0) mark for that assessment period. iii. The task, referred to in ii above, must be marked. The mark, adjusted, will then be used for the final mark calculation at the end of the year.

SUBMISSION OF GROUP WORK 1. To discourage “passengers”, peer assessment in group work will count heavily to determine the amount of input of individual group members, i.e. a learner should not be awarded the average mark for the group when she has played little or no part in the research or preparation of the assignment. 2. Oral group presentations: learners absent for presentations must submit a medical certificate and the assessment will be rescheduled where possible.

ORIGINALITY OF LEARNER’S WORK 1. Copying of work from others and/or intrusive parental or other assistance does not contribute to a learner’s development of skills and competence. 2. Plagiarism in any form is a serious offence and will not be tolerated. Zero marks will be awarded for work copied from resources or from other learners, or for information downloaded or copied from the internet without adequate referencing. 3. All sources used in assignments have to be acknowledged in a properly constructed bibliography or reference list. 4. Work that has been plagiarised or copied from another learner must be referred to the head of Academics. The work and learner concerned will be referred to the irregularities committee. If the learner is found guilty of plagiarising or copying work they may be given zero and may be punished in terms of the code of conduct. The learner may be given an opportunity to redo the work and the mark will then only be calculated in the final SBA at the end of the year. LEARNERS WHO ARE ABSENT FOR AN ASSESSMENT. (Please see: GUIDELINES FOR MANAGING MISSED ASSESSMENTS) 1. A learner who misses an assessment with a valid reason: “Valid reason” in this context includes the following: a. illness supported by a valid medical certificate, issued by a registered medical practitioner; b. humanitarian reasons, which includes the death of an immediate family member, supported by a death certificate; c. the learner appearing in a court hearing, which must be supported by written evidence; or d. any other reason as may be accepted as valid by the school’s Assessment Committee or representative/s. The permission letter or doctor’s certificate must be kept with the learner’s record of assessment. For Grade 10 and Grade 11 a modified or adjusted weighted mark is given and the assessment written at a later date. The learner’s mark is indicated as “modified or adjusted” on the report card and a comment is written by the class educator indicating that the learner did not write the assessment in the particular subject as scheduled. For G12 learners the procedure is managed in accordance with internal policy as well as National policy and the learner’s final SBA mark is adjusted with the revised total for the SBA mark for the year. At the end of the year, in order to calculate the final mark, the tasks that had not been written, are not assessed, but the total marks are scaled up to the correct total for the SBA, strictly in accordance with regulations. This adjustment is done at the end of the year only. 1. A learner who misses an SBA task without a valid reason and does not make use of opportunities to complete the assessment at a later date: (All grades) a. The learner is given zero (0) for the task and the intervention form must be completed and added in place of the task in the learner’s record of work. b. The parent MUST be contacted telephonically and a note made of the date of the telephone call on the intervention document. c. A meeting with parents will be set up. 2. The policy guidelines for managing missed assessments must be used.


1. Moderation Principles:

a. Is a vital part of quality improvement in both teaching and learning b. Is a vital part of any assessment programme and is part of the feedback loop (which also involves pupils). c. Begins before assessment - it has to do with the selection of the appropriate kind of assessment. d. Is the process of teachers sharing their expectations and understandings of standards with each other in order to improve the consistency of their decisions about student learning and achievement. e. Supports teachers to compare their judgments to either confirm or adjust them.

f. Involves teachers sharing evidence of learning and collaborating to establish a shared understanding of what quality of evidence looks like. g. Increases dependability of teacher judgments. h. Moderation is most effective when: i. it is conducted in a spirit of professional learning and quality improvement, ii. teachers (inside moderators) have appropriate knowledge of content area, assessment practices, and policies and procedures, iii. it is carried out regularly, iv. it is begun at the planning stage -it begins before teaching and assessment (ensuring teachers share understandings about important learning and indicators of it, i. Appropriate assessment tasks are decided on or designed aligned to actual learning The selection of the appropriate kind of assessment is crucial, such as: i. Benchmark, ii. Pre assessment or post assessment (and how these two work together), iii. Core skills testing, iv. Developmental progress assessment, v. Standard formative assessment, vi. Summative assessment, vii. Project assessment, viii. Research assessment, ix. Self study and presentation, j. Equivalent assessments are agreed, when desired, for cross-class or cross-school comparisons (e.g. cluster groups of schools for professional development purposes). k. Moderation processes lead to improved learning and assessment. l. Moderators outside of the school (e.g. clusters of schools, facilitators, and invited teachers from other schools) may be periodically involved to give independent feedback. m. Moderation needs to happen over time to ensure consistency and reliability – same evidence viewed at different times leading to same judgment of same teacher. n. Against benchmarks or standards – equivalent application across different types of evidence by a teacher. o. Between teachers – within same school and different schools. 2. Moderation is a key element of a credible assessment system. Moderation is a process that ensures that assessments meet the specified outcomes and are fair, valid and reliable. 3. Internal and external moderation: a. The purpose of internal moderation is to ensure that assessments conducted are consistent, accurate and well-designed. The process of internal moderation should identify areas where 4. Internal moderation: a. Assessments need to be discussed and shared between all members in a Department before printing and distribution. This first stage of moderation is completed on an informal basis whereby the task is shown to colleagues for comment and suggestion. Once the task has been seen by everyone and changes made, the task is then re-moderated to ensure consistency and the meeting of requirements. It is only after this important step in the process that work is submitted for printing. b. Once an assessment has been completed by learners, a valid sample of the work is moderated within the department in accordance with specified guidelines. (See moderation process guidelines) c. There is also an informal process encouraged whereby learners are able to consult with an educator other than the marker of a piece of work for a ‘second opinion’. That educator should keep a record of the process on the official mark sheet. d. assessments are inconsistent or irregularities have occurred. b. Internal and External moderation takes place in grade 12.

5. Intervention: a. Timeous and constructive intervention is an integral part of the assessment and moderation process. There are a number of intervention options and obligations in response to what is regarded as ‘poor performance’. i. These include:

1. Global intervention: If, for example, a particular issue is discovered in the marking of a task or exam, this can be focused on in class. To this end, it is envisaged that when an educator has marked a task/exam across a grade, a report should be submitted with the marked scripts/tasks highlighting any areas of concern which need to be addressed. 2. Individual or group intervention: Any learner or group of learners who has/have not met the requirements of a particular task or has/have performed badly in comparison with previous standards can be called in for support to focus on a strategy for improvement. 3. In the case of assessment problems all relevant role players will be informed, a meeting arranged with parents and academic support. 4. In the event that flawed, invalid or inappropriate assessments are deemed to have been implemented, the Principal together with the Academic Head will convene a meeting with all relevant role players. ( Click to see Irregularities guidelines paragraph 5)

PROMOTION REQUIREMENTS (minimum NSC prescriptions)

1. Grade 10-12 Minimum Pass Requirements: A learner must: ● Pass 6 from the 7 subjects offered ● Home Language 40% (compulsory) ● 2 x 40% & 3 x 30% ● 30% Pass in Language of Learning and Teaching (LOLT)

Bachelors Pass

Pass 6 from the 7 subjects offered

● 4 Subjects x 50% (level 4) achievement Including Home Language 40% Compulsory Pass / excluding Life Orientation ● 30% Pass in Language of Learning and Teaching (LOLT) ● The Department of Basic Education has revoked the list of designated subjects with effect from September 2018. ● The minimum admission requirements for a Bachelor's degree programme remain the same, namely, a NSC with a minimum of 30% in the language of learning and teaching of the Higher Education Institution (HEI), coupled with an achievements rating of 4 (50-59%) or better in any four (4) NSC subject except Life Orientation.

The promotions committee may adjust the mark in ONE subject to a maximum of 2.0% in order for a learner to meet the pass requirements if the committee feels it is in the best interest for the learner to be promoted.

A learner must offer two official languages unless classified as an immigrant or has received a language concession in terms of a diagnosis of a barrier to learning. Immigrants may offer another officially recognised subject in place of the second official language. Application to the WCED for immigrant status is completed by the head of academic support.


This policy may be reviewed by the academic committee, consisting of the subject heads, at the start of each year to ensure that it complies with the changing legislation. It may be work-shopped with the educators at the start of each academic year. Each class educator may explain the procedures to their class at the start of each year.




There are few issues relating to school-going children in our time and place which are as important as substance abuse. The matter is fraught with ignorance, rumour, hysteria, emotion and moral questions. Even experts are not always in agreement on certain issues, and many questions are as yet unanswered. Our policy is based on the best information available to us, and is entirely predicated on what we believe to be the long-term interest of the children of our community.

We base our policy on a clear distinction between two often confused things: substance abuse and addiction.

Current thinking in the field of addiction sees addiction as a disease, possibly with a genetic component. Out of any group of people who abuse habit-forming substances, some will become addicted and others will not. People who work in the field of addiction speak of an “addictive personality”. Unfortunately, such a personality is not easily recognisable: addiction cuts across every personality type, every social class, every ethnic group, every educational level and every intelligence level. Few addicts fit the Hollywood stereotype of the down-and-out low-life from a deprived background. Substance abuse is a foolish and dangerous thing. It is also illegal in the case of certain substances, but not of some of the most dangerous (e.g. tobacco and alcohol). Young people are very strongly attracted to it, and often lack the maturity and strength of character to resist the peer pressure to participate in it. It is antisocial. For these reasons, it is treated as a discipline issue. Addiction, on the other hand, is a different matter entirely. It is the end result of foolish, illegal and antisocial activities, but once it exists it can only realistically be treated as a medical problem, not a disciplinary one. Someone who has slipped over that boundary from abuse into addiction needs medical, counselling and psychological treatment – not rejection, anger and discipline.

Based on this understanding of drugs and addiction, the School has formulated a policy for dealing with the situation as it affects our children. This policy may be summarised as:

Substance abuse is wrong, foolish, dangerous and anti-social. We shall do our best to educate children in every way possible to avoid it. In addition, we have strict rules prohibiting it, with strong penalties for offenders. However, in those tragic cases where abuse has led to addiction, our role changes radically: we are partners with parents and family in a process of dealing with a disease, not disciplinarians involved in punishment of offenders.


As an institution expressly set up for the education of our children, the school recognises that it has a major role to play in informing pupils of the dangers of substance abuse. This we do to the very best of our ability. Among other things, we provide guidance and information in Guidance classes, expose the pupils to plays and films and literature dealing with substance abuse, bring in visiting speakers such as members of the Narcotics Squad, professional drug counsellors, addicts in recovery and addicts not in recovery, and set a suitable example in our own behaviour. We run programmes such as Bridges which provide further information for pupils, teachers and parents. In addition, we provide a disciplinary structure to deal with offenders, thereby keeping our pupil’s environment as drug-free as we can. We also provide an extensive personal counselling service, of which any pupil may make use. It must be emphasised that the parents play as large a role as the school. If youngsters are permitted to spend weekends at venues which are known to be places of great exposure to drugs, then the probability of abuse by the children is very high indeed. Many parents underestimate the power of peer pressure.


For the purposes of this document, at school includes all of the following: • On the school premises at any time • Participating in a school function in any place and at any time • In school uniform in any public place, whether on school business or not • In any context in which the pupil is clearly associated with the school

Situations not mentioned above will be regarded as “outside school”. In situations where pupils abuse any substance at all outside school, but in such a manner as to bring the school into disrepute in any way, then the school reserves the right to take action in terms of the rules relating to bringing the school into disrepute, as well as, or in place of, the rules relating to substance abuse. For the purposes of this document, Drugs refers to illegal mind-altering substances, including, but not limited to, cannabis, ecstasy, cocaine, heroin, LSD and mandrax. Alcohol refers to all alcoholic beverages. Tobacco refers to legal substances which are usually smoked, including, but not limited to, cigarettes, cigars and pipe tobacco. Abuse of over-the-counter or prescription drugs is dealt with separately.

Excessive use of alcohol, or abuse of alcohol, is taken to mean sufficient use to bring persons into a clearly visible state of intoxication, such as would make one embarrassed to be associated with them.


• In the event of a rumour concerning alleged drug, alcohol or tobacco abuse by a pupil outside the school, provided that the rumour is from a source which, in the opinion of the teaching staff, has at least some degree of credibility, the School will speak confidentially to the pupil, passing on the rumour, and will offer the pupil the opportunity of discussing the matter with his or her parents before the school contacts them. Thereafter, the School will contact the parents and tell them of the existence of the rumour. From that point on, the matter is left in the hands of the parents, with the School offering all of the assistance it is in a position to provide. • In the event of the school obtaining solid evidence of abuse of alcohol or tobacco outside school, the parents will be informed of the situation. The school may choose to speak with the pupil first, and give the pupil the opportunity to discuss it with their parents before the school does. • Use of alcohol or tobacco at school, or arriving at school under the influence of alcohol, will lead to the pupil’s being suspended from school for three school days for the first offence. In the event of a second offence the pupil will be suspended for five school days. In the event of a third offence, the pupil will be expelled. In all of these instances, the possibility that the pupil is already addicted to nicotine may be considered. If the pupil is indeed addicted to nicotine, then the School may instead require the pupil to undergo a suitable rehabilitation course, under the same conditions as for addiction to drugs. • If the school obtains solid or convincing evidence of drug abuse outside school, the pupil will be called in for a confidential meeting with the Principal and at least one other senior member of staff, following which the parents will be informed. The school will make available its full range of guidance and counselling to the pupil and the family of the pupil, including referral to outside agencies who may be in a position to assist. • If a pupil abuses drugs at school, or arrives at school under the influence of drugs, the pupil will immediately be suspended while the matter is fully investigated and the parents are informed. The immediate priority will be to establish whether addiction is present. For this purpose, the pupil will be referred to professionals in the field of addiction. Such professionals must be acceptable to the Principal of the school. If no addiction is present, the matter is considered purely disciplinary, and the pupil will be expelled. If addiction is present, the matter is considered medical, and the pupil will be required to attend a suitable rehabilitation programme (which must be one acceptable to the school). This may also include an agreement or contract with pupil and parents allowing for medical testing of the pupil for the presence of drugs. If the pupil refuses to do this, or defaults from the programme, the pupil will be asked to leave the school. • If a pupil sells drugs outside school, and it comes to the attention of the school, the matter will be referred to the SAPS for investigation. If it is confirmed that the pupil has been selling drugs, the pupil will be expelled. • If a pupil sells, buys, distributes or receives drugs at school, or brings drugs to school, the pupil will be expelled, and the matter may be handed over to the SAPS.

• In any instance of alcohol abuse outside school, the School would be expected to use discretion before taking action. This applies also in the case of an under-age person using

alcohol; if a 15 year old has a glass of sparkling wine at a Barmitzvah, for instance, the School might not feel it necessary to inform the parents.

These consequences of substance abuse are summarised below.


Selling, buying, distributing or receiving drugs at school, bringing drugs to school: Pupil expelled; case possibly referred to police; counselling recommended

Selling drugs outside school: Immediate suspension while police investigate

If confirmed, expulsion: Counselling recommended

Using drugs at school, or arriving at school under the influence of drugs: Immediate suspension while case investigated. Parents called in. Compulsory counselling and professional assessment to establish if addiction is present. If addiction present, compulsory rehabilitation programme. If pupil refuses program, or defaults, expulsion. If no addiction present, expulsion Using drugs outside school: Pupil informed confidentially, following which parents informed confidentially. Referral to various counselling services inside and outside the school. The pupil’s performance and behaviour at school will be closely monitored Using alcohol at school, or arriving at school under the influence of alcohol: If alcoholism present, compulsory suspension and referral for counselling and treatment. If not, the following applies: First offence: external suspension for three days Second offence: external suspension for five days Third offence: expulsion

Using alcohol to excess outside school: Parents informed

Using alcohol outside school while under age: Parents informed

Using tobacco at school: First offence: suspension for three days Second offence: suspension for five days Third offence: expulsion

If addiction present: At the School’s discretion, same as for using drugs at school

Using tobacco outside school:

Parents informed

Abuse of prescription or over-the-counter drugs, inside or outside school: Mandatory counselling; parents informed

NOTE: Human affairs are rarely straightforward, and the school attempts to treat each case on its merits. The school therefore reserves the right to implement less harsh measures than the ones above, if, in the school’s opinion, extenuating circumstances justify doing so.





To create an atmosphere of discipline within the broad educational framework and ethos of the United Herzlia Schools, that takes into account the educational ethos of inclusivity, in as much as all learners are regarded as unique individuals at varying stages of physical, emotional and psychological development.

To ensure that discipline is implemented within a child-centred framework, in as much as individual needs are considered with the ultimate goal being to ensure that all learners accept responsibility for their actions with due regard to the rights and dignity of others, and for school property.

To ensure the rights of all to learn (and teach) in a safe environment.

To ensure that the outcome of any disciplinary process has a positive impact on individual learners, with the primary objective being to help learners become well-adjusted, responsible individuals.




RESPECT to be shown to other persons and property at all times.

COURTESY and GOOD MANNERS is to be displayed during lessons and when representing the school (both on and off the school grounds).

SAFETY of ourselves and of others to be ensured at all times.

BEHAVIOUR by any learner, whether in or out of uniform, within the school day or in public out of school hours shall at all times be appropriate, and shall not bring the schools name into disrepute.



In general an educator, in “loco-parentis” has the right to control learner conduct and behaviour and exercise appropriate disciplinary measures in relation to any learner in accordance with the United Herzlia Schools’ Consolidated Disciplinary Code, Pupils Code of Conduct and Rules, for the duration of time that a learner is in attendance at school, in any classroom, participating in any school function and/or excursion, or any other school-related activity, (sport meetings etc).


The United Herzlia Schools shall be entitled to suspend and/or expel learners who, after following a fair and appropriate disciplinary procedure, are found to be in breach of the disciplinary code, and to discipline any learner who infringes the rights of fellow learners (and/or educators) and/or who refuse to respect the school rules as laid out in this document.


The following list is not exhaustive and may be supplemented from time to time and is intended as a guide to learners regarding certain serious disciplinary transgressions that may result in suspension or expulsion. A learner may be suspended or expelled if it is found after following a fair and appropriate procedure that the learner:

1. Caused, attempted, or threatened to cause physical injury to another person or wilfully used force or violence upon another person; except in self-defence.

2. Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous object; possession of an imitation of any dangerous object. 3. Unlawfully possessed, used, or is found to be under the influence of any alcohol, illegal, banned or controlled substance as defined in any Act promulgated by the Parliament of the Republic of South Africa, or by any provincial or local authority. 4. Unlawfully offered, arranged or negotiated to sell or otherwise make available any alcohol, illegal, banned or controlled substance, as defined in any Act promulgated by the Parliament of the Republic of South Africa or by any provincial or local authority. 5. Committed or attempted to commit hate speech, robbery or extortion. 6. Committed or attempted to commit any criminal act. 7. Caused or attempted to cause damage to school or private property. 8. Stole or attempted to steal school property or private property; received/ing or being in possession of any stolen school or private property. 9. Possessed or used tobacco, or any product containing tobacco on any of the School’s premises or during any official school function or outing. 10. Committed an obscene act or engaged in repeated profanity or vulgarity. 11. Disrupted school activities or defied the valid authority of school Personnel. 12. Committed or attempted to commit a sexual assault or sexual battery; sexual misconduct on the school premises or during any official school function or outing. 13. Harassed, threatened, or intimidated a pupil, including one who is a complainant witness or witness in any school disciplinary proceeding. 14. Repetitive and continued harassment of another pupil, i.e.; bullying, either of a verbal, physical or psychological nature, as defined in the United Herzlia Schools’ bullying policy. 15. Repeatedly committing inappropriate acts or “minor” transgressions for which the learner has received three warnings during the current calendar year. As laid out in the rulebooks of each individual school. 16. Committed any act or conducted himself / herself in a manner that has the effect of bringing the good name and reputation of the school into disrepute.

No learner shall be suspended or expelled for any of the conducts set out above unless that conduct is related to school activities and occurs:

 While on school grounds  While going from or coming to school  During any break period, whether on or off campus  During, or while going to or coming from a school related activity; such as school outings, sports activities, tours, camps, etc  In any circumstances where the good name and reputation of the School is brought into disrepute


Disciplinary procedures follow a logical progression as set out below:


Step 1

Investigation of the alleged breach, by the class teacher or, if necessary, the Head of the Grade or the Head of the Department, in the form of an informal meeting with the learner in question.

Step 2

Consultation, with the learner in question as to the nature of the transgression and the impact thereof.

Step 3

Where deemed appropriate, and dependant upon the circumstances, a sanction, such as detention will be issued.

Step 4

Parents and/or guardians shall be informed telephonically and/or in writing, of the transgression and the sanction imposed.


Parents will not be called in to be present during the consultation with the learner, for minor transgressions, but will however, be informed of the transgression, the sanction imposed and the reasons pertaining thereto.


Under circumstances where the severity of an offence warrants or where the repeated application of other disciplinary measures has failed to bring about desired conduct by the learner, such inappropriate conduct or behaviour will be regarded as a “serious disciplinary transgression” and procedures which may lead to possible suspension or expulsion may be implemented. The school shall make every reasonable effort to verify all facts and statements prior to making a considering possible suspension of a learner and commencing the formal disciplinary procedure. Suspension is considered to be a last resort prior to expulsion. Any learner alleged to have violated any provision of the code of conduct or any other applicable rule that may result in suspension or expulsion, must be brought to the Principal or his/her representative for an informal meeting. The Principal or his/her representative shall hear the evidence (from all parties where applicable) and then decide on any action to be taken. Such action shall include informing the parents/guardian in writing, of the proposed action and arrange for a fair hearing by a disciplinary committee. In the case of very young learners, special arrangements shall be made for the hearing and the parents/guardians can represent the learners. Step 1

Step 2

The disciplinary committee (as constituted in terms of the United Herzlia Schools’ Constitution) so appointed, must conduct the hearing in accordance with fair process.

Step 3

Fair/due process for the learner in terms of the disciplinary hearing, includes, inter alia, that the learner shall:

 Be informed of and understand the charges of which written notice shall be given at least two days prior to the date of the hearing, and must indicate the date, time and venue of hearing;  Receive such particulars on the charges as he/she may be entitled to according to law, if he/she so requests;  Have the opportunity to be heard and tell his/her side of the story and to present any other facts that he/she deems relevant, including calling relevant witnesses and questioning witnesses.  Not be prohibited from being represented by legal counsel in very serious cases, or in less serious cases the learner may be represented by his/her parent/guardian.

 Be entitled to be heard by an impartial person. The Principal or his/her representative will chair this hearing, unless the Principal, at his/her discretion, is of the opinion that the hearing should be chaired by an independent, third party, in which case the Principal shall appoint such an independent, third party. In the case of very serious offences, or where the case is considered to be more complex, the hearing may be held by an impartial tribunal consisting of at least three (3) members designated by the governing body (the School Committee).  Be treated with dignity and respect for the duration of the process.  Be informed in writing, of the decision of the governing body on whether or not, on balance of probability, he/she is guilty of misconduct, together with the penalty to be imposed in the case of suspension or expulsion; and have the right to appeal to the School Governing Body (the School Committee), if he/she is aggrieved by the decision handed down by the Governing Body. Accurate, written records, including minutes, must be kept of the hearing by retaining all charge sheets as well as all other pertaining documentation, all exhibits, as well as a mechanical recording of the proceedings. Together, these will constitute the “Record”.  The evidence provided by all witnesses (such witnesses need not be named in the record).  The findings (conclusions) reached  The sanctions (if any) imposed  Upon written request, a parent shall be entitled to a copy of the “Record” (referred to above), subject to the Transparency clause described in “E” below.  Parents shall (subject to the Transparency clause described in “E” below) be advised of their right to a copy of the “Record”, as well as of the right to appeal as recorded herein. In circumstances where the independent third party chairing a disciplinary hearing, is of the opinion that the transgressions warrants an expulsion, a written report will be forwarded to the Chairperson of the school’s governing body (the School Committee). It is then incumbent upon the Chairperson, together with the United Herzlia Schools’ Management Committee, to make a decision within three (3) days, after receiving written representation from both the school and the learner on whether or not the expulsion of the learner in question should be carried out. The Governing Body (the School Committee), must inform, in writing, the Principal and parents/guardians within twenty-four hours of its decision to expel the learner, together with written reasons. The “Record” shall include at least the following:

Step 4

Step 5

Step 6


Emergency situations relate to the nature of a violation such that the continued presence of the learner on campus would constitute a danger to the well-being or physical safety of the learner in question and/or any/all other persons on that campus. Under such circumstances, the

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