INTERMEDIATE AND SENIOR PHASE
HERE WE CREATE LEADERS FOR THE FUTURE!
Approach
We believe that our learners are unique and that every learner has the ability to learn – although not always in the same manner or in the same period of time.
The National Curriculum Assessment Policy Statement (CAPS) prescribes the content which has to be taught, but it is up to our teachers to plan how they will teach it to their learners. Our teachers use varied approaches to provide multiple learning options for receiving and processing information, through different media.
We serve the purpose of equipping learners, irrespective of their social-economic background, race or gender, with knowledge, skills and values necessary for self-fulfilment and meaningful participation in society as citizens.
We have school policies for effective class organisation.
- Our learners complete tasks throughout the year. These dates represent activities which form part of a specific task or tasks.
- Certain activities will not require prior preparation by learners. This is especially applicable in Languages, e.g. Listening Skills, Comprehension, etc.
- Our learners receive timeous notice from the educators where preparation is required.
- Examination dates may differ by a few days and are subject to change. This is in accordance with requirements received from the WCED throughout the year.
- It remains the school`s prerogative to revise dates and to make the necessary changes if deemed necessary.
Homework
Homework tasks help to complete and reinforce classroom learning, foster good life-long learning and study habits and provide an opportunity for our learners to be responsible for their own learning. Age- and developmentally appropriate homework tasks, as well as parental interest and support, should help to improve the learners’ learning.
Homework can strengthen the link between home and school by involving parents, in a meaningful way, in their children’s education.
Our Language Approach
Learners are taught in their Home Language – (Afrikaans/English). It is important for our learners to acquire the competence in at least two languages. Home Languages must be maintained and developed, while our learners must be able to communicate, read, write, think and reason in the Additional Language (Afrikaans/ English).
The following aspects are important:
- A text-based approach (Response to text)
- Process writing (creative, functional, transactive writing)
- Reading strategies
- Reading, writing and communicating in the Additional Language
- Communication (spoken language).
Our Approach to Mathematics
A critical awareness of how mathematical relationships are used in social, environmental, cultural and economic relations. To foster a spirit of curiosity and a love for Mathematics.
Scale of Achievement
| Achievement Level | Description | Percentage |
| 7 | Outstanding achievement | 80-100% |
| 6 | Meritorious achievement | 70-79% |
| 5 | Substantial achievement | 60-69% |
| 4 | Adequate achievement | 50-59% |
| 3 | Moderate achievement | 40-49% |
| 2 | Elementary achievement | 30-39% |
| 1 | Not achieved | 0-29% |
Pass requirements – Grade 4-6
| Home Language First Additional Language Mathematics Any 2 (two) other subjects |
4 (50-59%) 3 (40-49%) 3 (45-49%) 3 (40-49%) |
|
Pass requirements – Grade 7
| Home Language First Additional Language Mathematics Any 3 (three) other subjects Any 2 (two) other subjects |
4 (50-59%) 3 (40-49%) 3 (45-49%) 3 (40-49%) 2 (30-39%) |
|
Life Skills Approach
This subject encourages our learners to acquire and practice life skills which will assist them in becoming independent and effective in responding to life’s challenges and to play an active and responsible role in society.
We also incorporate a CYBER WELLNESS PROGRAMME in our Life Skills programme.
Competitions
We take part in different internal and external academic competitions.
Excursions/Outings
We organise learning that takes place in outings. These excursions are compulsory for all learners and are NOT EVERSINCLUSIVE of School Fees.