Learning Areas

LEARNING AREAS

Research and experience has shown that early intervention is essential when a child is experiencing developmental delays.  Our school offers a safe, friendly and nurturing environment for such learners.  Appropriate teaching by qualified and experienced teachers and therapists ensure successful learning in the first few years of school.  After a period of successful remediation by Delta Park School, many learners have been placed back into a mainstream school.

A learner displaying any of the following characteristics will benefit greatly from the programmes offered at our school:

  • Of school going age, but not, “school ready” yet.
  • Impulsive, restless, hyperactive and easily distracted.
  • Has difficulty in expressing him/herself and has an inadequate vocabulary.
  • Clumsy and finds climbing, crawling and jumping difficult.
  • Avoids structured activities and prefers to play.

What makes us Different?

  • Small classes (maximum of 18)
  • Well qualified, dedicated class teachers.
  • Speech, Occupational and Psychotherapy in small groups.
  • Programmes to develop visual and auditory perceptual skills.
  • Acceptance of all barriers to learning by adults and peers.
  • Building of self-esteem by experiencing success in activities presented.
  • Well-equipped classrooms with learning support material appropriate for each grade.

 

SCHOLASTIC INFORMATION:

Delta Park follows the National Curriculum Statement Grade R-12, in particular the Curriculum and Assessment Statement (CAPS).  This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives.

The National Curriculum Statement serves the purposes of:

 

  • Equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfillment, and meaningful participation in society as citizens of a free country.

 

The National Curriculum Statement is based on the following principles:

 

  • Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population;

 

  • Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths;

 

  • High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects;

 

  • Progression: content and context of each grade shows progression from simple to complex;

 

  • Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of RSA. The NCS is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors;

 

  • Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution.

 

  • Credibility, quality and efficiency: providing an education that is compatible in quality, breadth and depth to those of other countries.

 

The National Curriculum Statement aims to produce the learners that are able to:

  • Identify and solve problems and make decisions using critical and creative thinking;
  • Work effectively as individuals and with others as members of the team;
  • Organise and manage themselves and the activities responsibly and effectively;
  • Collect, analyse, organise and critically evaluate information;
  • Communicate effectively using visual, symbolic and/or language skills in various modes;
  • Use science and technology effectively and critically showing responsibility towards the environment and health of others;
  • Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.

Foundation Phase Subjects:

  • Home Language (English)
  • First Additional Language (Afrikaans)
  • Mathematics
  • Life Skills 
  • Beginning Knowledge         Creative Arts         Physical Education         Personal and Social Well-Being

Computer lessons are held weekly for all grades in the computer room. The aim of the computer skills programme is to foster a community of computer literacy. Our phase has access to two well equipped computer laboratories where learners receive computer literacy training once a week with a dedicated computer teacher. They also attend Mathematics and Reading Laboratory classes each week to re-inforce the skills that are taught in class.

Homework:

In the Foundation Phase homework is given from Monday to Thursday. The homework comprises of daily activities and reading.