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.

Inclusivity is part of IRG. It is central to the planning and teaching of the school. Teachers have an understanding of how to recognise and address the different barriers to learning.

SUBJECTS OFFERED AT IRG

FOUNDATION PHASE

Home Language (English)

First Additional Language (Afrikaans)

Mathematics

Life Skills 

Beginning Knowledge

        Creative Arts

        Physical Education

        Personal and Social Well-Being

Instructional time for Grade R, 1 and 2

 

is 23 hours and for Grade 3 is 25 hours.

INTERMEDIATE PHASE

Home Language (English)

First Additional Language (Afrikaans)

Mathematics

Natural Science and Technology

Social Science

Life Skills

        Creative Arts

        Physical Education

        Personal and Social Wellbeing

Instructional time for Grades 4-6 is 27,5 hours.

 

SENIOR PHASE

Home Language (English)


First Additional Language (Afrikaans)

Mathematics

Natural Sciences

Social Sciences

Technology

Economic Management Sciences

Life Orientation

Creative Arts

Instructional time for Grade 7 is 27,5 hours. 

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.
 

 


HOMEWORK

In the Foundation Phase homework is given from Monday to Thursday to Gr R to 3. The homework comprises of daily activities and reading. The Intermediate and Senior Phase, daily homework is given as well as Assessment Tasks. The following is a guideline for the allocation of homework time in the InterSen Phase:

        Gr4 - 5 three quarters of an hour a day

        Gr 6 - One and a quarter hours

        Gr 7 - one and a half hours

School-Based Assessment

Phase

School-Based Assessment

End of year examinations

Senior Phase

Foundation Phase

Intermediate Phase

100 %

75 %

60 %

0 %

25 %

40 %

SCHOLASTIC INFORMATION

 

IR Griffith 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.



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.

 


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.