Newsletter July 2012 page 1 of 12

During the month of July we joined together and

celebrated a very special person’s birthday, Nelson

Mandela. We can all learn from the example that he has

set for us by focusing more on giving rather than

receiving. That it is better to forgive, rather than to live

in the past and be captured by blame. For this

important lesson we say, “Thank you Madiba.”

I would love to know how you and your school spent

your 67 minutes helping others. Please share your

experiences on our Facebook page.

Van Gogh said: “I dream of my paintings; then I paint

my dreams.” In this issue I want to you to say: “I dream

of materials; then I make my dreams”. The value and

power of the Montessori materials, both bought and

made, is often underestimated. Not only is it a

materialized abstraction that can be used to explain

work, but more importantly, it is a way to connect the

child to his environment helping him teach himself.

These tools can and must excite the child and adult

alike, because if we are excited to work with the

material, the child will be excited to work with the

material.

I cannot picture a Montessori class without the beautiful

Montessori materials; it would be like a canvas without

any paint. It is one of Montessori’s gifts to us to use

and extend. In turn, it reflects our personality in the

class, and is a gift that we give to the children in our

care.

Come on, read on and be inspired to make more

beautiful materials! If you are left wanting more, then

we invite you to come to the SIG meetings on the 4th

of

August where we will share some more ideas.

Regards,

Charl

Tel: 041-367 4936 Postal address: PO Box 5338, Walmer, Port Elizabeth, 6065

Fax: 086 561 8774 website: www.samontessori.org.za

Cell: 072 609 5979 e-mail: admin@samontessori.org.za

Message from the President By Charl du Toit

Inside this Issue

Message from the President 1

Important Information 2

10th School Day Headcount Survey 3

The Things Children Say 4

Olympic Message 4

Didactic Materials 5

Member Contribution – Village Montessori 7

Regional Meetings 8

Material Making Ideas – the Olympics 9

Vacancies 10

Classifieds 11

Newsletter June 2012 page 2 of 12

Important Information for member schools

“LURITS” is The Learner Unit

Record Performance and

Tracking System and Third Party

Packages are computer software

provided by private service

providers for school

management and administration

purposes.

Education Management

Information Systems – EMIS

EMIS is the data capture system

used by the Department of Basic

Education for providing relevant

and timely information to

decision makers. EMIS is a

comprehensive system that

brings together people, process

and technology to provide

timely, cost effective, and user

appropriate information to

support educational

management and planning at

whatever level is needed.

The Learner Unit Record

Performance and Tracking

System - LURITS

The National EMIS department

identified the need to design and

implement a LEARNER UNIT

RECORD INFORMATION AND

TRACKING SYSTEM (LURITS). The

system run by the Department of

Education was launched in

September 2008. The system is

meant to provide detailed data

and information on individual

learners and be capable of

answering complex questions on

learner movement, learner drop

out and retention rates or

patterns and be flexible enough

to adapt to changing education

information needs. A unit record

learner information system must

be capable of examining and

describing both nationwide

trends happening across

provinces and institutions, as

well as developments within

provinces and within institutions.

So it is important that

educational institutions provide

this data regardless of their

status whether independent or

public educational institutions.

The SA School Administration &

Management System – SASAMS

SASAMS is a robust computer

application specifically designed

to meet the management,

administrative and governance

needs of public schools in South

Africa. The programme has a

strong EMIS focus to assist

schools in the completion of the

Annual School Survey and

therefore also meets the

identified needs of the Education

Department, at Circuit, District

and Provincial level in the

gathering of data from schools

that informs decision making at

all of these levels.

It is sufficient to mention here

that detailed reports on all data

are available in SA-SAMS and it

is compatible with LURITS and

data can be uploaded on to

LURITS from SASAMS. The

national EMIS Directorate in the

Dept. of Education has not made

SASAMS compulsory, it is

optional and all schools could

get the programme free of

charge from their Provincial

Education Depts. However

Provincial Education

Departments are at liberty to

prescribe the use of SASAMS as

compulsory AFTER consultation

with all stakeholders.

Find out which 3rd

party packages are

compliant on page 3

Royalty free image

Newsletter July 2012 page 3 of 12

10th School Day Headcount Survey

The EMIS Units of Provincial Departments of

Education (PDEs) execute the legislative responsibility

of providing education information as a whole, to

support monitoring, planning and decision-making

processes. It is therefore imperative that every public,

independent subsidised and independent non-

subsidised ordinary and special school completes the

survey in full and submits accurate data in a timely

manner.

According to the South African Schools Act, No. 84 of

1996, Section 59 (1) & (2) and the National Education

Information Policy (2004), paragraphs 13 and

45,schools must provide all relevant information as

required by the Provincial Department of Education.

These data are collected for purposes of micro- and

macro-planning, provisioning, budgeting, evaluation

and policy formulation.

The National Education Information Policy informs us

that it is the duty of all heads of institutions to

complete survey forms and other information

required by the Department, and that any deliberate

distortion of information constitutes fraud.

The Head of Department is authorised to collect

information with regard to education in the province

(from public and independent centres), and any head

of institution who, without just cause, fails to comply,

shall be guilty of an offence.

Independent schools are accountable to the

Department in respect of compliance with the criteria,

policies and legal dictates of education law. Any non-

compliance with the above or the misrepresentation

of the requested information may constitute fraud or

a violation of policy. Learner inflation would result in

the withdrawal or termination of subsidy allocation

and/or deregistration of such schools. The rights to

institute a civil claim and criminal proceedings would

be reserved, as would be the case in public schools.

Procedure

The collection of the tenth day statistics consists of

detailed learner and personnel counts. This survey

must be completed in all ordinary schools (public and

independent) schools and special schools (public and

independent) on the 10th school day of the year. All

independent schools, whether subsidised by the

Department or not, are required by law to complete

and submit this survey. The PDEs are expected to

always give direction to schools in the form of

guidelines regarding the completion of the 10th

School Day survey.

Third Party Packages

Third Party Packages refers to computer software for

school management and administration and data

capturing that is provided to schools by private

companies as listed below. All those companies must

be accredited by the DBE and should provide up to

date software in line with the requirements by the

EMIS System and LURITS. These companies get

accredited by the DBE, EMIS and SITA.

SAMA has been advised, via NAISA, that the

following service providers are compliant:

Package Year compliant

PencilBox 2009

SmartSoftware 2009

EDUPAC 2009

PrincipalPrimary 2010

FrontOffice 2010

SASPAC 2010

MasterC 2010

EDUSAAS 2010

Microscope 2010

EduAdmin 2010

Adam 2010

FIZIEP 2010

SMS 2010

SchoolEase 2011

Scadsys not compliant yet

Ed-Admin not compliant yet

Eduking not compliant yet

EDMASTER not compliant yet

Newsletter July 2012 page 4 of 12

I'm making a BlackBerry," declared six-year-old Zenandi,

busily arranging an array of paper, scissors, glue and

kokis in front of her.

"I'm making a Strawberry," piped up three-year-old

Katherine alongside her.

"When I'm seven," explained Zenandi, "I'm getting a

Touch Screen."

"When I'm eight," announced Katherine,"I'm getting an

Ice-cream."

"What's this?" inquired four-year-old Shayna from under

a jacaranda tree.

"A pod," I replied.

"An ipod?"

"A seed pod..."

Lea brought a kitchen roll tube into our circle and I

asked if anyone could remember its name.

"It's a cylinder," several children replied.

"We know, Kate," five-year-old Logan assured me with a

wide and confident grin. "We know because of Star

Wars.”

The things children say… By Kate Tolson

Inspire a generation Olympic Games 27 July - 12 August

In preparing for the Olympics, I asked a

group of children if any of them knew

what a race was.

5 year old Julie responded with gusto “a

race is where someone wins and

someone moans”

Martin Pinchen

To all our South African sportsmen and woman taking

part in the upcoming Olympic games, good luck!

"The most important thing in the Olympic Games is not to

win but to take part, just as the most important thing in

life is not the triumph, but the struggle. The essential thing

is not to have conquered, but to have fought well."

unknown

Newsletter July 2012 page 5 of 12

Didactic Materials Materials of Development

In her book, the California Lectures, published in

1915 Maria Montessori speaks specifically of her

didactic apparatus

1. “The principal quality of my material is to

attract the attention of the child and to

provoke a permanent reaction within the

child.

2. (The next quality) of my material is that it is

systematic. All the objects are connected in a

series and together form a material of

development.

3. (The third quality) of my material is that it

contains (what I call) the control of error. As

the child uses the material, the material

shows the child his mistakes and, in this free

path the child can correct these errors. This

also liberates him from unfavourable and

discouraging criticism of others and develops

in him the sense of (self-) criticism."

Many educational programs recognize the importance

of manipulatives to assist children's learning process.

Guided by the work of Edward Sequin and Jean Itard,

Maria Montessori became a pioneer in the area of

concrete learning materials.

She recognized that children learn best when they are

actively involved.

The materials she developed, however, are more than

just manipulatives. They are carefully and

scientifically designed to meet the ever evolving

needs of children. They are not toys.

These materials have specific purposes, namely:

Each set must isolate the concept intended to teach.

Each piece must lend itself to being easily used by an

individual child working on his own.

The child MUST be able to complete the activity on

his own.

Randburg Montessori school

Newsletter June 2012 page 6 of 12

FUNDAMENTAL QUALITIES OF THE

MATERIALS OF DEVELOPMENT

The control of error

This puts the control in the hands of the learner and

protects the young child’s self-esteem and self-

motivation. An especially important aspect of the

materials is that they can be used repeatedly at

different developmental levels.

“the control of error through the material makes a

child use his reason, critical faculty, and his ever

increasing capacity for drawing distinctions. In this

way a child’s mind is conditioned to correct his errors

even when these are not material or apparent to the

senses.”

Discovery of the Child, ch 6

Aesthetics

It is important that the materials be rich in beauty,

simplicity and appeal if children are to be drawn to

explore and learn from them.

It is imperative that the

materials also must be

child-sized and

complete, with all parts

in good condition.

“not only the sensorial material but also the whole

environment is so prepared that it will attract him,

just as in nature coloured blossoms attract insects to

drink the nectar that they conceal. “use me carefully”,

say the bright shiny tables. “do not leave me idle”,

say the little brooms with their handles painted with

tiny flowers. “dip your little hand in here”, say the

clean wash basins, all set for use with their little

brushes and little bars of soap.”

Discovery of the Child, ch 6

Activity (movement)

Maria Montessori said “the young child needs activity

almost more than he needs food”.

As young children learn through their senses, each

piece of apparatus allows for sensorial exploration.

The objects must be able to be removed, used and

returned to its proper place. Everything the child

needs for the activity should be there, complete,

waiting to be used.

Remote Preparation

The materials always lead to further, more advanced

experiences. Montessori wrote that she did not set

out to teach any "subjects". Instead, the child,

through active involvement, will develop

independence,

self -confidence,

attention and critical

thinking skills. With these

strengths, the child is

more prepared to become

an independent,

responsible learner.

Randburg Montessori school

“Movement, or physical activity, is thus an essential

factor in intellectual growth, which depends upon the

impressions received from outside. Through

movement we come in contact with external reality,

and it is through these contacts that we eventually

acquire even abstract ideas."

Maria Montessori, Secret of Childhood

Newsletter June 2012 page 7 of 12

Simple to complex

Within a range, the materials present an idea that is

simple and becomes more complex.

Concrete to abstract

The materials begin with concrete experiences and

gradually and systematically lead the child on to

understanding of the abstract.

Isolation of Stimulus

Each set of graded objects isolates a single quality.

Highlighting one sensory quality at a time helps the

child to make sense of the myriad of sensory

impressions received.

Montessori stated that this isolation attracts attention

and limits ‘the field of the child’s consciousness to

the object of the lesson’

This is also referred to as “isolation of difficulty” or

“isolation of a single quality”.

Member Contribution

Ons oulike skooltjie het Madiba se verjaarsdag só

gevier!

Randburg Montessori school

Randburg Montessori school

Hier sing die hele skool vir Madiba gelukkige verjaarsdag.

Op hierdie foto is Zoey Booysens besig

met die verskuifbare alfabet.

Village Montessori school Village Montessori school

Newsletter June 2012 page 8 of 12

SAMA Western Cape SIG 2 June 2012:

The fundamental principles of Montessori schools-

working towards implementing them.

The SIG meeting was a great success. The meeting was

very well attended, with schools from many Cape Town

suburbs present, even as far as Paarl and Riebeeck

West! 2 students from Headstart/ Mercy training centre

also attended the meeting.

As always, the venue, Chameleons Montessori, is a

beautiful and peaceful one, to which the view of the

vineyards in their late autumn colours added even more

charm. The hosts, Emma & Claire Meddell, rounded

things off by providing seriously good coffee as well!

We formed 6 groups to discuss each fundamental

principle of Montessori and how we strive to, or are

already implementing them in our schools as best we

can. The feedback discussion afterwards was lively and

enthusiastic, with extensive comments from all- young

and older, directress, assistant and heads of schools. It

was encouraging to see the commitment and

enthusiasm from everyone for operating schools that

strive towards Montessori Best Practice.

Parent Education was discussed as an important factor

contributing towards Montessori schools being able to

Regional Meetings

Regions Term 3 Date

Gauteng

South

4 August: Language programme

according to Montessori writings

: Alternatives to the pink, blue and

green language curriculum.

Kwazulu

Natal

4 August: Practical Material making

Workshop

(R10 additional charge)

Western Cape

4 August Practical Material making

workshop.-

We’re going to make a collection of

inspiring songs, including words and

any fun actions

implement the fundamental principles effectively.

Training also featured, and a suggestion was made that

students wishing to start their Montessori training

should ideally observe at a Montessori school before

doing so in order to get a more realistic idea of the

system.

As always, it was very helpful to share ideas and

agonize over solving challenges that many schools face.

There was a great feeling of camaraderie and unity at

the meeting, and we look forward to the next one!

The view at Chameleons Montessori school

Montessori Guides enjoying their coffee at

Chameleons Montessori school

Newsletter June 2012 page 9 of 12

Material Making How to incorporate special events into the classroom

Here are some ideas on how to include special events into the classroom with planned activities. We will be focusing

on the Olympics, London 2012.

Use your polishing (brass, wood or silver)

activity to care for trophies and medals.

Make rosettes with a variety of sized and

coloured cupcake papers

Create a sequencing activity with 4 – 8

cards on any of the Olympic sports.

A fun activity to develop an understanding

of time is to have past and present images

of the various Olympic sports. These can

also be used as discussion cards.

Classifying or sorting cards for land and

water sports.

3 part cards on London Landmarks or

other Olympic stuff eg flame, torch etc

Newsletter June 2012 page 10 of 12

Use the metal insets and geometric

cabinet to create familiar flags and logos.

Update your I spy box with objects that

are relevant to the current event.

Show the children the flags of competing

countries, they can make their own.

The contents of the treasure chest can all

be pertinent to Great Britain. The children

will see many of these landmarks on TV.

Choose books for your classroom that

help the child explore more detail and

develop their general knowledge.

Concept Development – things that go

together. For vocabulary development.

Newsletter June 2012 page 11 of 12

Vacancies Gauteng South

Qualified Montessori Directress needed. Olivedale Montessori School (Randburg - Gauteng) has a vacancy

available in the toddler environment 18 months to 3 years. Half day position. Experience with this age group is an

advantage. To start 1 Oct 2012. Please send cv to chantel@olivedalemontessori.co.za or contact Chantel on

0827733447

O’Summit Montessori (Bryanston – Gauteng) is expanding in 2013 and requires the services of a 6 – 9 Directress

/Director. The successful candidate must be suitably qualified and keen to join a team of passionate educators.

Interested candidates must email their CV to caroline@montessorischool.co.za

We are seeking an innovative and qualified Montessori teacher at Nurture and Nature (Jukskei Park – Gauteng). You

will need to be a hardworking and enthusiastic teacher with excellent subject knowledge and a sound

understanding of the Montessori curriculum. The position will involve teaching students in Years 0 to 3. Our

school is located in Fourways. Please send your cv's to, Lee-anne Myerson, lee-anne@nurtureandnature.co.za

Tutor/Teacher for primary school children. Tutoring small groups of children by using cognitive development

methods at the Johannesburg Westrand - Edublox Reading and Learning Clinic. Requirements – passion for

developing children and experience in working with children. Excellent in Afrikaans and English. Basic computer

skills. Free training.

To apply send a CV with references to monique@edublox.com

Western Cape

Hermanus Private Pre and Primary School (previously known as Hermanus Montessori) is looking for a SACE

registered and Montessori qualified director/ directress for the 9-12 phase. Starting January 2013. Please contact:

Molly Venter (Principal) – Tel: 028 312 4301 or email CV to admin@hermanusprivateschool.co.za

Jo’s School, Vrygrond (Cape Town, Southern Suburbs) is urgently seeking a qualified and experienced directress for

3-6 year group to start in January 2013. Please contact Niki on 083 457 6469 or email CV to jo’school@iafrica.com

Newsletter June 2012 page 12 of 12

SAMA Member Suppliers

Grace Educational Equipment

P O Box 2567, George, 6530

IC Weltevreden Plaas, Glentana

Contact: Bernard Noeth

Cell 072 351 7279

Email: info@gracemontessori.co.za

Children’s House

Official Distributors of Nienhuis and Montessori outlet

Montessori Materials

Tel: (021) 788 3160

Fax: (086) 619 5182

Email: info@childrenshouse.co.za

To advertise please contact Irmgard

admin@samontessori.org.za

We are importers and distributors of a

complete range of Montessori equipment

Excellent high quality equipment.

Phone us for exceptional prices and quality

R & D Marketing

Ron and Doreen Macaulay

082 888 0696 OR 011-022-0234

e-mail: sales@rdm.co.za

website: www.rdm.co.za

Wonder Edu Quip

Contact: Mohamed Amra

Tel: 0312073871

Cel:0828069121

Fax:0866578672

email:sales@wondereduquip.co.za

www.wondereduquip.co.za

Kid – Ease Montessori Supplier

Quality Educational Material at affordable prices

Anthea Henderson

Cell: 084 777 6655 or 081 471 8590

Email: anthea@kid-ease.co.za

www.kid-ease.co.za

SAMA Parents Handbook A full colour, beautiful publication, useful to parents as an introduction to Montessori

Education. This booklet covers basic Montessori philosophy and is the ideal starting point

for parent education. These handbooks are normally available to SAMA School Members

at R25 per copy. The Handbook is now available at a special price of only R5each plus

postage costs.

“This is the

first duty of an educator;

stir up life, but leave it

free to develop”

M.Montessori