"The approach to academics in the Pre-primary phase is an informal approach. Children develop and acquire the necessary skills, knowledge, attributes and values which will promote their formal learning in a play enriched, informal and challenging learning environment where each child develops at his or her pace. To acquire the necessary attitude, values, skills and knowledge which will enhance academic learning, learning must not be seen in isolation but, an integration into the total curriculum and the development of the whole child.
Physical, social, emotional and intellectual development fit closely together, overlapping and influencing each other. They are interdependent on each other.In order for children to fully understand concepts they need to work from the kinaesthetic (using ones's own body) to 3-dimensional (using objects) to 2-dimensional (using pencil/paper/pictures).
The curriculum emphasizes our children's interests and involvement with their learning. It provides opportunities for children to make choices, become independent, develop auditory, visual, perceptual thinking, reasoning and problem solving skills, resolve conflicts, develop fine and gross motor skills, stimulate curiosity, imagination, creativity, initiative ,develop the ability to concentrate, persevere and develop memory skills. Furthermore, they need to develop confidence in themselves and what they can do, to develop language, listening, comprehending, understanding and speaking so that they can communicate their thoughts and feelings to others.
Academic skills such as reading, writing and number concepts are viewed as a natural part of learning and are mainly acquired during the process of incidental learning. Children learn through play and that playing is the work of a child, children are driven to play as a crucial part of their natural development.
Through play children explore, discover, manipulate and construct. The teachers' educative role is to ensure a structured and challenging environment that will stimulate and meet the total needs of each individual child. The teachers are facilitators and mediators of learning and extend and offer enriched learning opportunities when they help children to negotiate and make meaning of their different learning experiences.
The prescribed learning outcomes and assessment standards for grade R in the RNCS are realised through the implementation and integration of the daily programme that includes routines, free play and appropriate teacher guided activities.
Appropriate assessment of our children and early intervention is the cornerstone of our programme and ensures the holistic development of our children which enables us to foster the high academic standards that Sagewood strives in achieving excellence in education. We work together to grow and nurture our children and let them experience the excitement and joy of learning and to provide them with solid foundation for lifelong learning and holistic development."