She then joined Christopher Hatton Primary in the United Kingdom where she worked with child psychologists and occupational therapists to support children suffering from behavioural problems and assisting children with learning and language difficulties.
Prior to joining NAIS, she was Subject Head of the English Department and Disciplinary head of grade 6 at Mafikeng Primary School where she had to co-ordinate and direct all English teaching matters at school. There she developed a study and memory enhancement programme for learners to accelerate and assist whole-brain learning.
She completed her Masters degree in Education with her dissertation focusing on the motivation for educators to introduce internet technology into education.
Her goal is interactive learning encouraging the dynamic creativity of the students within a high energy teaching environment. Students are engaged in whole brain learning that involves seeing, hearing, doing, speaking and feeling.
English Language Arts
Students in fourth grade apply reading strategies and skills automatically, flexibly, and strategically to comprehend fiction, nonfiction, poetry, and drama. They read for literary experience, to gain information, and to perform a task. They use a variety of strategies and writing process elements to compose fiction, nonfiction, poetry, and drama. They become increasingly proficient in active listening, speaking, and using media and technology. They deepen and extend their understanding and use of English language conventions in oral presentations and written products.
The learner will: explore a wide range of texts and their distinguishing features, expand vocabulary through wide reading, word study, exposure to content area words, and discussion, routinely spell high frequency words and use resources to check spelling, write for a variety of purposes and audiences and use writing as a tool for learning, communicate effectively with different audiences through spoken, written, and visual formats, use media and technological resources for research and as tools for learning, use increasingly sophisticated knowledge of grammar and language conventions in oral and written products and presentations and apply comprehension strategies critically, creatively, and strategically.
Students will cover the following topic: number sense 0.01-99,999; whole number computation; multiplication and division of multi-digit numbers; non-negative rational numbers; perimeter and area; length, time, capacity, and mass; transformations; symmetry and congruence; line graphs; coordinate grids; median, mode, and range; circle graphs; variables in number sentences; permutations and combinations; proportional reasoning. Students will solve relevant and authentic problems using appropriate technology and apply these concepts as well as those developed in earlier years
The focus for fourth grade students is on analysing systems and learning how systems work. Thinking about and analysing systems help students understand the relationships of mass, energy, objects and organisms. Students learn that systems may be made up of subsystems and that systems have structure and function, feedback, equilibrium and that there are both open and closed systems.
Students will cover the following topics: animal behaviour and adaptation, the composition and uses of rocks and minerals, magnetism and electricity, how food provided energy and materials for growth and repair of the body.
Fourth grade students proceed from the study of individuals who make a difference in their communities and the world to a study of North Carolina. Students explore geographic regions, landforms, climate, and resources of the state. They learn about the state’s social, economic and political institutions and how these institutions respond to the needs of North Carolinians. Students build a base of knowledge about economic principles and technological developments, about past experiences in the state and about present day practices. They study the land and its people analyzing the diverse groups that have contributed to the development of North Carolina beginning with the American Indians up to the revolutionary period. Additionally, students have the opportunity to draw parallels between contemporary issues and their historical origins.Computers
Students will cover the following topics: using databases, using spreadsheets, responsible and safe use of online resources, locating information on the internet, evaluating information found through telecommunications, developing word processing documents, exploring e-mail and identifying ways technology has changed North Carolina (the world).
Students will cover the following topics: stress management, bullying and violence prevention, short term and long term effects of tobacco and other drugs, health related fitness testing, create movement sequence routines using balance, jumping, landing, weight transfer, and rolling movements and the mechanics of performance.
Students will cover the following topics: the ability to organize and sequence, incorporating multi-step processes, value, North Carolina history, animals, symmetry, narrative writing, exploring the art of North Carolina, recognizing the styles of individual artists and comparing and contrasting art movements.
Students will cover the following topics: demonstrating appropriate expressive and technical vocal and instrumental practices, demonstrating pitch and rhythmic accuracy, reading and notating rhythmic and melodic patterns, identifying traditional symbols and terms and using appropriate terminology, developing skills in improvising, composing, and arranging music, developing listening, analyzing, and evaluating skills, developing understanding of music in relation to history, culture, and other content areas and showing respect for the efforts of others.
The Grade 4 program is sequential leading to the development of communicative proficiency in one language other than English. It can be a beginning program which lays the foundation for further language study in upcoming grades or a continuing program which strenghtens and extends concepts and skills introduced during the previous year(s) of language study. The stated objectives can be applied for both beginning and continuing programs. However, frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time.
The emphasis at this grade level is on: communication including the skills of listening, speaking, reading, and writing; awareness of other cultures; comparison of language and culture to the students’ own language and culture; connections to the fourth grade curriculum and awareness of the importance of learning another language and culture.
Reading and writing are introduced; however, much time is spent on pre- reading/writing activities through oral language. Concrete activities involve students in oral language development within a social setting and include interaction with their teacher and their peers in a variety of groupings. Students communicate through basic words and short memorized phrases within a context and may begin to combine words and phrases to exchange information about everyday topics.