| |
 Intermediate & Senior Phases |
| |
| Intermediate Phase Grade 4-6 |
| |
This phase is the cushion between the Foundation Phase ( Gr 1-3) and the Senior Phase (Gr 7-9).
During this phase, the learner will no longer learn to read, but read to learn. Thinking skills and application of knowledge become the focuses of attention. In this phase the learner will encounter specific instruction in specialised subjects. |
| |
 Subjects:
Languages (English and Afrikaans)
Mathematics
Natural Sciences and Technology
Life Skills
(Personal wellbeing, Performing and Visual Arts and Physical Education)
Social Sciences (History and Geography)
|
| |
| |
| In this phase learners are: |
- Becoming more sensitive to how their actions affect others;
- Beginning to consider the needs, desires and points of view of others;
- Able to function co-operatively in the completion of group tasks with increasing ease;
- Enjoying the challenge of tackling independent tasks;
- Beginning to reveal the desire to take control of their own learning;
- Attempting to satisfy their curiosity about the world around them through active participation and critical enquiry in the learning process;
- Beginning to seek more order, while still manifesting spontaneity and creativity;
- Becoming more deliberate and methodical in their approach;
- Increasingly able to apply acquired methods in new contexts;
- Increasingly able to access, record and manipulate information; and
- Increasingly able to investigate, compare and assess critically.
|
|
| Senior Phase – Grade 7-9 |
| |
Subjects:
Languages (English and Afrikaans)
Mathematics
Natural Sciences
Design and Technology
Economic Management Sciences
Life Skills
(Personal wellbeing, Performing and Visual Arts and Physical Education)
Social Sciences (History and Geography) |
| |
| In this phase the learners are provided with opportunities to acquire, develop and apply a range of more advanced knowledge, understanding and skills. The curriculum at the Senior Phase is transitional, to inform choice and to enable independence on the part of the learner. The Senior Phase is there to bridge the gap between consolidation and extension at the Intermediate Phase and choice at the Further Education and Training ( FET) Phase. |
| |
| In this phase it is important to remember that: |
-
Learners are becoming more independent.
- They are becoming clearer about their own interests.
- They mature cognitively and socially and use lateral reasoning.
- They have an understanding of probability, correlation, combinations, prepositional reasoning and higher order cognitive skills.
- They have the ability to perform controlled experimentation, keeping all but one factor constant.
- They have the ability to hypothesise variables before experimentation to reverse direction between reality and possibility.
- They continually anticipate the reactions of others to their appearance and behaviour.
- Peer influence plays an important role in their social development.
- They believe that one must be sensitive about infringing on the rights of others and always avoid violating rules made by peers.
- They respect ideas and values of others, but rely on their own intellect and values in making personal decisions.
- Learners further develop abstract thought.
- Their capability for abstract thinking influences moral judgements and decisions.
- They still concentrate on social responsibilities, but are moving towards independent morality.
|
| |
| |
| Library |
From Grade four to six, pupils change books every two weeks and have a library lesson in the alternate week. The library is open every lunch break and on a Tuesday, Wednesday and Thursday afternoon. The boys each have a unique number as their reference at the library. |
| |
|
|
Physical Development
All pupils from Grade 4 to 7 must participate in Physical Education lessons. We place a very strong emphasis on good health and fitness and therefore boys participate once or twice a week. |
| |
| |
| Computers |
| |
The Computer Centre boasts ‘state of the art’ equipment, and is equipped with modern computers in a dedicated computer laboratory, as well as computers throughout the school, with at least a computer in each class. Every learner comes to computers every week, one hour from grade two to seven and half an hour for the grade ones. Every learner has their own computer during the computer classes. Each learner has Internet access, as well as their own e-mail address at the rondebosch.com domain. This has allowed learners to work more at their own pace in the desired technology areas.
The aim is to integrate computer studies and computer awareness into the curriculum. The purpose of computer education is not only to teach computer skills as a separate subject, but, to integrate these skills into other subjects.
|
| |
| |
