Northern Park Primary School Academic Phases
FOUNDATION PHASE
This phase provides education for learners from Grade RR to Grade 3. Weekly Grade meetings are held to evaluate and plan ahead which enables the teachers to cater for both individual and group needs.
Annually, the learners participate in three events, namely, a Fun Gala, a Fun Sports Day and a Nativity Play. The learners also exhibit their Art and Technology at our two annual Art Exhibitions.
During the year, curriculum based outings are arranged for each Grade which prove to be meaningful learning experiences.
The Pre-Primary facility comprises of two classes of learners from 4-6 years. They are taught by highly professional and dedicated teachers who aim to create a happy, exciting and educationally enriching environment.
This is achieved through age-appropriate, constructive play while the learners simultaneously acquire important social skills. The carefully planned and relevant curriculum includes Fantasy and Sensopathic Play, Arts and Crafts, Woodwork and Music. A structured School Readiness Programme is offered to all learners.
Physical development is encouraged through fun activities on the outdoor play equipment, the weekly Action Ball programme, Swimming and Physical Education lessons.
Regular visits to a well-equipped Media Centre allow for the early introduction to reading.
At the end of each year the learners and parents attend an annual Award Ceremony at which all learners receive recognition for individual achievements. A Nativity Play that is always presented on this evening never fails to delight an appreciative audience.
There are three classes comprising between 20 and 22 learners in each. Under the innovative and creative guidance of qualified teachers, the national Curriculum is followed. Included in this programme are the three Learning Areas of Literacy, Numeracy and Life Skills. There is a strong emphasis on the development of important basic skills and all learner needs are constantly under review.
* Afternoon activities are offered twice a week and take the form of Language Enrichment classes, a Ball Skill’s Programme and during the first and fourth terms, swimming lessons.
** Regular visits to the well-equipped Media Centre ensure that the development of reading skills is maintained.
At present there are two classes with between 30 and 32 learners in each. Two dedicated and highly professional teachers continue to follow the National Curriculum. A learner-centred approach ensures that each learner receives a relevant and stimulating learner programme.
* Afternoon activities are offered twice a week and take the form of Language Enrichment classes, a Ball Skill’s Programme and during the first and fourth terms, swimming lessons.
** Regular visits to the well-equipped Media Centre ensure that the development of reading skills is maintained.
In this grade, there are two classes comprising between 30 and 32 learners in each. The National Curriculum continues to be implemented by two dedicated and highly professional teachers. A learner-centred, skills based programme enables learners to apply their knowledge in new and innovative ways. Afrikaans is introduced at the beginning of this Grade.
Regular visits to the well-equipped Media-Centre ensure that the development of reading skills is maintained.
SENIOR PRIMARY PHASE:
This Department spans over two phases. The first being the Intermediate Phase which comprises of Grades 4, 5 and 6. Grade 7 is the highest grade in the school and is also the first year of the second phase, namely the Senior Phase.
During their last year at Primary School, Grade 7 learners are encouraged to become more independent in order to prepare them for the challenges of high school. Leadership skills are developed in fulfilling the roles of Team Leaders who assist in the general discipline and functioning of the school.
SPECIAL EDUCATIONAL NEEDS:
Learners with special educational needs (LSEN) are accommodated in two age-differentiated classes. These classes comprise of smaller than usual groups, allowing for more individual attention to be given to each learner, so that, his/her particular educational needs can be addressed within his/her own individual ability.
