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 create opportunities for personal growth in independence and responsibility so that learners can take up the challenge of being personally responsible and accountable for their actions in the intersen phase.
The three main learning areas in the foundation phase are:
Perceptual development forms an integral part of all learning in the foundation phase, and includes a KDA programme, phonics awareness programme, perceptual motor skills and language development. Robotics lessons and 21st century learning form part of the curriculum.
Additional information on the foundation phase
Progression and promotion
Curro Durbanville follows the national curriculum, which has once again been revised and is now known as CAPS. We have also added a Curro curriculum to the national curriculum in order to expand the scope of learning.
At the end of each year the executive head and the operational head together discuss all promotions from Group 5 to Grade 6. Discussions are also held with educators where necessary.
All the promotions of Grade R to Grade 6 learners in the primary school are done in accordance with the national curriculum document.
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.