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The ages of the learners in Grade 1 vary from 8 years old to 9 years old. In the beginning of each year we strive to make the learner feel relaxed in his/her class group and to enjoy the company of fellow learners. Socializing with friends is important as this develops communication skills. Discipline is essential as the learner s need to be exposed to, and accept authority from their teachers.
The Differentiated Curriculum and Assessment Policy Statement Grade R - 5 is used to instruct learners which concentrate on perceptual work which is integrated with Life Skills, Mathematics, Language and Creative Arts.
The Life Skills curriculum equips learners with the knowledge and skills to achieve their full potential while assisting them to build positive values. The goal of Life Skills is to teach social skills, which include playing and working together where they learn to share responsibilities.
Creative Arts provides opportunities for learners to give expression to their feelings. Visual Arts uses a variety of materials and techniques so that learners can express themselves. During Performing Arts learners enjoy dancing, music and drama. We are fortunate to have a teacher to assist with this development.
In Grade 1 perceptual work is extremely important because it underpins and prepares the foundation of learning. Occupational therapists and a physiotherapist assist in the development of learners gross and fine motor skills. This all helps with the holistic development of the child. Therapy takes place through play, movement, games and sport activities that all contributes to developing positive attitudes and values.
Each year the under 6 to under 11 learners take part in an athletics meeting which include track and field items on their level. We use beanbags and hula-hoops to teach the principals of field items. Special games are provided for wheelchair learners. All learners take part on this day.
Most of the learners have difficulty in learning to speak, due to various factors. We therefore make use of Alternative and Augmentative Communication (AAC) to give them the opportunity to express themselves. These alternative measures include visual programmes where we use real items, photographs, pictures, words and sentences. Makaton signs are also included in our academic programme.
Learners are not seated at their tables the whole day. Instruction makes provision for lots of movement and experimentation to optimise learning.
Our dedicated staff keeps up to date of any new developments in their field by attending relevant courses and then giving feedback to the rest of the staff.
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