Foundation phase: Grade R to Grade 3
In the foundation phase, we focus on teaching the foundational skills, concepts and knowledge which are required for further learning. We offer a vibrant, invitational atmosphere where the learners enjoy coming to school and where they acquire a love for learning, that will sustain them throughout their school years. We acknowledge the potential in each learner to reach optimum ability; therefore, there is less emphasis on competitiveness and more emphasis on individual achievement. We encourage opportunities for growth in independence and responsibility so that learners can take up the challenge of being personally responsible and accountable for their actions in the intermediate phase.
Assessment is continuous throughout the phase. By the end of Grade 3, all the CAPS skills should have been achieved. Due to continuous assessment, the learners’ levels of thinking will increase.
In every subject, provision is made to assist learners and give them the support they need. When help is provided, this is indicated in the learner's book by means of a stamp. Learners who are given enrichment activities also receive a stamp in their books.
The three main learning areas in the foundation phase are:
In Grade 1, the above subjects are continuously assessed in a formal and informal way.
In Grade 2 and Grade 3 the above subjects are continuously assessed, as is a first additional language.
All learners are assessed formally and informally by using the 7-point scale.
Additional subjects that are offered:
Perceptual development forms an integral part of all learning in the foundation phase, and includes gross motor skills, sensory motor integration, perceptual motor skills and language development. Robotics lessons form part of the curriculum.
Language and literacy
Home language (English or Afrikaans) and first additional language (English or Afrikaans).
In the literacy subject, we have incorporated the latest global trend of matching learners to book levels and of teaching guided reading and writing. This develops conceptual understanding at the learners’ own pace. Literacy skills are also taught using structured text types.
The curriculum has been written with a learner-centric, problem-solving approach leading to an individualised, well-developed number concept in young learners. This facilitates the successful learning of Mathematics as an abstract subject from Grade 4 to Grade 12.
We have added Robotics and Science to this subject as it involves design and a deep level of cognition, which underpins the learners’ creativity in using software to program their Lego educational toys. Collaboration is encouraged by allowing learners to work in pairs.