Curriculum

Dot’s Learning Centre Curriculum:
Dot’s Learning Centre accommodate learners from Grade 1 to Grade 12 with a maximum class size of 12 learners.

We are an independent combined school registered with the WCED.

We follow the CAPS-aligned curriculum  ̶  National Senior Certificate (NSC) for matric, the same syllabus is used in the mainstream schools by the WCED.

What is CAPS?
CAPS, the Curriculum and Assessment Policy Statement, is a revision of the previous NCS (National Curriculum Statement).

CAPS give teachers detailed guidelines of what to teach and assessed on a grade-by-grade and subject-by-subject basis.

The main aim of CAPS is to lessen the administrative burden on teachers and ensure consistency and guidance for teachers when teaching.
The teaching and learning of the subjects have specific aims, skills, focus of content areas and weighting of content areas.

CAPS provides detailed week-by-week planning for teachers to follow. It gives clear guidance in terms of pacing and progression. It also gives clear guidance of assessment requirements. 

We developed our own curriculum by using various open source material, available from the Department of Basic Education. These materials form the foundation of our basic content. Our curriculum development is in line with the prescribed CAPS guidelines.

Our support focuses on learners who learn differently and who needs more academic and emotional support.

At Dot’s Learning Centre we have English and Afrikaans classes and we follow the National Senior Certificate (NSC) examination at the end of Grade 12.

Our approach has been developed to do the following:

  • Challenge learners with real-world problems and scenarios and enable them to apply newly acquired knowledge.
  • Cultivate self-directed and individualised learning.
  • Encourage problem-solving and promote critical thinking.
  • Stimulate learners’ innate sense of curiosity.
  • Follow the scaffolding approach where new knowledge is added on top of existing knowledge – by integrating new and existing knowledge, meaningful connections are made.
  • Allow for formative and summative assessment.
  • Provide teachers with structured guidance to facilitate the learning process and optimise teaching.
  • We are continuously innovating our academic model to address the challenges of our rapidly changing world and to equip learners to be well-rounded contributors to society.


Children learn differently and we have developed a unique approach which considers how children are stimulated to learn and how they process and retain information.