Academics
Wolmer's Prep provides an exceptional environment for our students to begin their education and to excel academically as they prepare for further pursuits in High School and beyond. We are continually improving our facilities, resources and teaching methods, as we strive to see our students realize their tremendous potential. In 2010 our average class size was 21 students.
Our pre-school, which was opened in September 1993, enrols students starting at age 2. Our pre-schoolers learn through play, guided by trained teachers who encourage exploration and productive interaction. The teachers are guided by a planned curriculum and overseen by a pre-school staff supervisor. Each school day includes some or all of the following activities - guided free play, guided learning (skill building activities), story time and circle time, in which a new concept is introduced to the group.
We pay careful attention to our students' progress throughout their school life, not just when they are approaching major milestones. Each child, from kindergarten through to grade 6, is assessed monthly in core subjects, with a report produced for his or her parents. Reports are also sent home at the end of each term.
Since 2007, Wolmer’s Prep has used a Mathematics Diagnostic Test. Each student, from intermediate to grade 6, is tested each September and their individual results are used to inform teaching strategies to be used in their instruction. A post-test is administered each January and the results are analysed, and the finding used to make adjustments to teaching strategies where necessary. We emphasize hands-on learning in "math instruction", rather than “chalk and talk” approaches. Each student sits an achievement test at the end of the school year in June to determine their progress. A similar approach of testing and teaching strategy development is used in the area of reading as well, to ensure that all students attain the appropriate reading level for their grade.
Since 2007, Wolmer’s Prep has used a Mathematics Diagnostic Test. Each student, from intermediate to grade 6, is tested each September and their individual results are used to inform teaching strategies to be used in their instruction. A post-test is administered each January and the results are analysed, and the finding used to make adjustments to teaching strategies where necessary. We emphasize hands-on learning in "math instruction", rather than “chalk and talk” approaches. Each student sits an achievement test at the end of the school year in June to determine their progress. A similar approach of testing and teaching strategy development is used in the area of reading as well, to ensure that all students attain the appropriate reading level for their grade.
It should be no surprise then that our students continue to perform exceptionally in the GSAT examinations.
All 69 students who sat the exam in March 2011 were successful and were placed in high schools, with 27 of them gaining places in top traditional high schools.
Their performance in individual subject areas was outstanding, with: 62% scoring over 90% in Mathematics; 47% scoring over 90% in Language Arts; 41% scoring over 90% in Science; and 45% scoring over 90% in Social Studies. 55 of the 69 scored at least 10 out of 12 marks in Communication Tasks, with 7 of the group scoring full marks.
All 69 students who sat the exam in March 2011 were successful and were placed in high schools, with 27 of them gaining places in top traditional high schools.
Their performance in individual subject areas was outstanding, with: 62% scoring over 90% in Mathematics; 47% scoring over 90% in Language Arts; 41% scoring over 90% in Science; and 45% scoring over 90% in Social Studies. 55 of the 69 scored at least 10 out of 12 marks in Communication Tasks, with 7 of the group scoring full marks.