Our Curriculum

Day Programme & Curriculum
The curriculum is based on several programmes that are incorporated in to one unique curriculum for the Centre. We make use of all the resources available to keep our day programme as interesting as possible.

Our day programme:

6h00 8h00 Open and receiving of kids goue-vissies-school
8h00 9h00 Breakfast time and Toilet routine
9h00 10h30 Formal Class Programme (Structured class programme)
10h30 11h00 Morning snack time and toilet routine
11h00 12h00 Outside – play time (Gross motor development skills programme)
12h00 13h00 Lunch time and toilet routine
13h00 14h30 Resting time
14h30 15h00 Wake up time and toilet routine
15h00 15h30 Afternoon snack time
15h30 17h30 Going home time & Free play (inside or outside)
18h00   Centre closed

Our Curriculum:
1-2 Years
The kids, in this age group are mostly being stimulated by using their senses. The caregiver for this age group will concentrate on the child’s need for touch, speech, feel and observation.
This age group needs a lot of pampering; therefore the class programme is structured to provide for their unique development needs.
Smile Early Education programme is being incorporated into their day-to-day class activities.

2-3 Years
From 2 years of age, most kids start to potty train. This consumes a lot of time during the day programme but is cleverly incorporated into the class programme so that the toddler can learn while he/she is playing and learning to use the potty.
Their senses are challenged daily by being exposed to new smells, textures, visuals and slowly but surely developing their fine and gross motor development skills. Songs and rhymes are part of the everyday activities of the classroom to stimulate audio memory.

3-4 Years
This age group experiences a more structured curriculum because of their ability to take in more information at a time.Early Learning Programme together with a workbook is incorperated in the daily programme . The programme covers a lot of ground and is highly prescribed for this age group due to its simplicity and efficiency. Theme related activities are being presented and skills are being developed through play, song and dance. Story telling and fantasy play encourage the kids to be more verbal and interact with their friends.

4-5 Years
This age group is more commonly known as Grade RR. Here, a correctly structured curriculum starts to matter even more than in the child’s earlier developmental years. Early Learning Programme together with a workbook is incorperated in the daily programme. Language, social development, concentration skills and others, are some of the main focus points for this age group.
The curriculum makes provision for educational toys that is being used to stimulate mathematical skills, color perception, classification skills and others.

5-6 Years
The Grade R curriculum is structured around the Criteria for School readiness. The NEW REVISED VERSION ACCORDING O GR R CAPS(Curriculum Assessment Policy Statement) BY GROW is being used. This programme includes activities in a work book. The Grade R student is preparing him-/herself for the big school and emotional awareness, social development and self confidence plays an important role in this process.
The criteria for school readiness:
3 Phases
a) School ripeness
b) Social skills
c) Emotional ripeness
Gross motor skills and fine motor skills

  1. Laterality: Sure of left/right
  2. Body Balance: On a line or beam
  3. Body Image: Recognition of all body parts and able to draw a figure with the body parts.
  4. Must be able to touch their left ear with the right hand across the top of child’s head. (Physical development)
  5. Eye/hand/foot co-ordination
    Able to throw and catch a tennis ball
    Able to skip
  6. Fine motor skills:
    Cut on a line with scissors
    Tie shoelaces / fasten buttons
    Write own name
  7. Visual and Auditive discrimination
    Name colours and recognition
    Recognises shapes
    Identify mistakes in similar pictures
    Visual memory: 5-10 objects remembered
    Repeat a pattern verbally (task and sequencing)
  8. Language
    Able to hear first and last letter (sound) in a word … C A T
    Comprehension and understanding of verbal instruction
    Convey a message
    State name, surname and telephone number
  9. Emotional skills
    Sure of self in a new situation
    Speed of instruction (completion)
    Does he/she daydream
    Attention fluctuations
  10. Mathematical concept
    Number of recognition 1-10
    Concept: more or less
    Counting 1-20