WELCOME TO LIVINGSTONE HIGH SCHOOL

WELCOME TO WELCOME TO LIVINGSTONE HIGH SCHOOLLIVINGSTONE HIGH SCHOOL

OUR MISSIONOUR MISSION

At Livingstone High School, we are committed to providing a quality education based on a strong work ethic that promotes academic excellence, critical thinking and decision-making. We prepare learners to become respectful, informed and responsible citizens who contribute meaningfully to the development of a just, non-racist, non-sexist, democratic society.

THE SCHOOL CREEDTHE SCHOOL CREEDThe following are the principles which constitute the LIVINGSTONE HIGH SCHOOL CREED : FIRST :Equal respect for all people regardless of colour, creed or nation. SECOND :Love for truth, learning and respect for the scholar and for all the means and instruments of spreading knowledge. THIRD :Love for work in all its useful forms and particularly for the work of learning; respect for all those who labour irrespective of whether the work be manual or non-manual . FOURTH :Respect for the rights of others and especially in regard to facilities provided for the common use and enjoyment of all.FIFTH :In all things to uphold the dignity of mankind and to abhor cruelty and injustice an all its forms.

GET PHASEGET PHASEGRADES 8 AND 9 :All Grade 8 and 9 learners follow this curriculum : English Home LangaugeAfrikaans Additional LanguageGerman OR Xhosa Second Additional LanguageMathematicsNatural Science (NS)Economic and Management Sciences (EMS)Design and technology (DT)Human and Social Sciences (HSS)Arts and CultureLife OrientationPlease note : Students selected to do Music as a specialist subject do Music instead of a second additional language. They must however do Music until Grade 12.

FET PHASEFET PHASEGRADES 10, 11 AND 12 :The following subjects are COMPULSORY in the FET phase :English Home LanguageAfrikaans Additional LanguageMathematicsLife OrientationLife SciencesThe remaining TWO subjects are electives :Physical ScienceGeographyHistoryAccounting GermanArt / Music

PLEASE NOTE :PLEASE NOTE :

In order to do Accounting, a Means Test is written in the Grade 9 year to determine eligibility for this subject.

In order to do Physical Science, A student must obtain 50% in Mathematics and 50 % in the Physical Science component of Natural Science at grade 9 level.

In order to do Art, a student must submit a portfolio of works at Grade 9 level.

SCHOOL REGULATIONSSCHOOL REGULATIONS The school day begins at 8:00 a.m. Punctuality

is a value we like to instill in our children; so every parent must ensure that their child arrives at school before 8:00 a.m.

The school day ends at 3:00 p.m. (Monday to Thursday) and 2:30 p.m. on Fridays.

No learner will be allowed to arrive at school after 8:00 a.m. nor will any learner be allowed to leave before the end of the school day, unless a prior arrangement has been made with the school, or written explanation or request is received from the parents or guardians. The information is then recorded in an early dismissal log.

ABSENTEEISMABSENTEEISM Regular attendance at school is

COMPULSORY. It is the duty of parents / guardians to give a written explanation for their child’s absence from school upon the child’s return to school. The letter of explanation MUST include the parent’s / guardian’s contact telephone number.

DRESS REGULATIONSDRESS REGULATIONS

The school uniform as prescribed in the The school uniform as prescribed in the information booklet must be worn with pride. information booklet must be worn with pride.

Sadly, we have noticed that more and more Sadly, we have noticed that more and more students are deviating from the school’s students are deviating from the school’s dress regulations.dress regulations.

For example : fashionable hairstyles, boys’ For example : fashionable hairstyles, boys’ trousers cut or sewn to make it a slim fit, trousers cut or sewn to make it a slim fit, skirts and tunics becoming shorter and skirts and tunics becoming shorter and shorter, accessories to the uniform that are shorter, accessories to the uniform that are not school regulation.not school regulation.

CELL PHONES AND CELL PHONES AND ELECTRONIC DEVICESELECTRONIC DEVICES

These must be switched off from the These must be switched off from the time school starts to the end of the time school starts to the end of the school day. This includes any extra school day. This includes any extra class as well as the defaulters’ class.class as well as the defaulters’ class.

If seen or caught with the phone on, If seen or caught with the phone on, the phone is confiscated until the the phone is confiscated until the end of the school term.end of the school term.

LIVINGSTONE HIGH SCHOOL LIVINGSTONE HIGH SCHOOL CODE OF CONDUCTCODE OF CONDUCT

WHY A CODE OF WHY A CODE OF CONDUCT?CONDUCT?

Our aim is to create Our aim is to create an environment that an environment that provides each provides each learner with the learner with the greatest possibility greatest possibility to reach his/her full to reach his/her full potential in potential in accordance with our accordance with our creed and mission creed and mission statement.statement.

CODE OF CONDUCTCODE OF CONDUCTIt is therefore vitally important that It is therefore vitally important that

every learner and parent ACCEPT the every learner and parent ACCEPT the Code of Conduct which will govern the Code of Conduct which will govern the behaviour of each learner at the behaviour of each learner at the school.school.

The purpose of the Code of Conduct is The purpose of the Code of Conduct is therefore to establish a disciplined, therefore to establish a disciplined, safe and purposeful school safe and purposeful school environment, dedicated to the environment, dedicated to the improvement and maintenance of the improvement and maintenance of the quality of the learning process. quality of the learning process.

CODE OF CONDUCTCODE OF CONDUCT

Our Code of Conduct has Our Code of Conduct has two levels of two levels of offences :offences :

First Level Offences : First Level Offences : The Interval and The Interval and Friday defaulters’ Friday defaulters’ Class is Class is recommended.recommended.

Second Level Offences : Second Level Offences : Suspension or Suspension or expulsion is expulsion is recommended.recommended.

WHAT DOES THE LIVINGSTONE WHAT DOES THE LIVINGSTONE COMMUNITY EXPECT FROM COMMUNITY EXPECT FROM

LEARNERS?LEARNERS? To be mature and responsibleTo be mature and responsible To be honest, diligent, friendly, punctual, To be honest, diligent, friendly, punctual,

neat and courteousneat and courteous To behave in a manner which respects the To behave in a manner which respects the

culture, beliefs and uniqueness of allculture, beliefs and uniqueness of all To respect and protect the rights of allTo respect and protect the rights of all To honour their commitmentsTo honour their commitments To bring pride and honour to their parents To bring pride and honour to their parents

and the schooland the school

ADAPTING FOR THIS NEW ADAPTING FOR THIS NEW STAGE OF PARENTINGSTAGE OF PARENTING

1.1. Make adjustments :Make adjustments :• The teenage years are a time of transitionThe teenage years are a time of transition• Teenagers are changing and we need to Teenagers are changing and we need to

change the way we parent themchange the way we parent them• The onset of pubertyThe onset of puberty• The effects of hormonesThe effects of hormones• Teenagers need understanding and Teenagers need understanding and

acceptance, as well as guidance and acceptance, as well as guidance and boundariesboundaries


2. Understand the pressures :2. Understand the pressures :•The pressures on teenagers include a The pressures on teenagers include a consumer society, expectations to achieve, consumer society, expectations to achieve, desire to conform to their peer group, desire to conform to their peer group, feelings of insecurity, more image-feelings of insecurity, more image-conscious, accessibility to drugs, alcohol and conscious, accessibility to drugs, alcohol and pornographypornography•The pressures on parents include the speed The pressures on parents include the speed of life and the emotional energy required to of life and the emotional energy required to raise a teenagerraise a teenager


3. Remember the long-term aim :3. Remember the long-term aim :•Maintaining and building your Maintaining and building your relationship with your teenagerrelationship with your teenager•Helping them grow into mature, Helping them grow into mature, responsible adultsresponsible adults•Developing their character and Developing their character and helping them to learn good valueshelping them to learn good values

HELPING THEM MAKE GOOD HELPING THEM MAKE GOOD CHOICESCHOICES

Our task is to help equip our teenagers Our task is to help equip our teenagers for the big issues they will facefor the big issues they will face

We need to talk to them about drugs, We need to talk to them about drugs, alcohol, sex, the use of the internet etc. alcohol, sex, the use of the internet etc. Don’t let your fears stop you!Don’t let your fears stop you!

WE can be a big influence on them, but WE can be a big influence on them, but ultimately we cant control their choicesultimately we cant control their choices

Because of the pressures on teenagers, Because of the pressures on teenagers, building their self-esteem is crucialbuilding their self-esteem is crucial

HOME AS THE PLACE TO LEARN HOME AS THE PLACE TO LEARN ABOUT RELATIONSHIPSABOUT RELATIONSHIPS

Teenagers learn to relate through Teenagers learn to relate through observing adult relationshipsobserving adult relationships

If parenting together, invest in your If parenting together, invest in your relationshiprelationship

If parenting on your own, build the If parenting on your own, build the best relationship that you can with best relationship that you can with the other parentthe other parent

Spending family time together builds Spending family time together builds relationshipsrelationships

ENCOURAGING ENCOURAGING RESPONSIBILITYRESPONSIBILITY

HOW?HOW?•Make your expectations clear.Make your expectations clear.•Give them increasing responsibility.Give them increasing responsibility.•Move gradually from “controller” to Move gradually from “controller” to “consultant”“consultant”

What to do as a parent?What to do as a parent?

Don’t nag.Don’t nag. Make as few rules as possible.Make as few rules as possible. Be sure you can explain the limits.Be sure you can explain the limits. Be prepared to negotiate.Be prepared to negotiate. Work out appropriate consequences.Work out appropriate consequences.

QUOTATIONQUOTATIONParents face two options. We can keep using Parents face two options. We can keep using the same patterns we used when they were the same patterns we used when they were young (and frustrate ourselves to death), or young (and frustrate ourselves to death), or we can realise that our methods must change we can realise that our methods must change as our teenagers develop. As hard as it is, our as our teenagers develop. As hard as it is, our role must move from controller to consultant. role must move from controller to consultant. What do consultants do? They ask questions, What do consultants do? They ask questions, offer opinions, share experiences, present offer opinions, share experiences, present options, and forecast outcomes. Ultimately options, and forecast outcomes. Ultimately however, they step back and allow the client however, they step back and allow the client to make decisions. Consultants understand to make decisions. Consultants understand what they can and cannot do for their client, what they can and cannot do for their client, and as a result the client owns the process as and as a result the client owns the process as well as the results.well as the results.

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WELCOME TO LIVINGSTONE HIGH SCHOOL