Intermediate Phase Orientation
Information for Prospective Parents
Approach to teaching and learning in the Intermediate phase
The educational needs of pre- and young teens in special education are uniquely diverse, requiring tailored approaches to ensure they receive the most effective support.
As this age group develops, the curriculum begins to emphasise social skills to help students build relationships and navigate social situations effectively. Even as these young people take steps towards greater independence, they still require a structured environment with clear routines and expectations to provide stability and predictability.
At Unity College, we are mindful of these needs and offer a calm, peaceful atmosphere in an agricultural environment. This structure and predictability create a safe environment for the special needs teenager, giving parents the confidence that their child is in a secure and nurturing environment.
At Unity College, we recognize the crucial role of parents in the education and development of pre- and young teens with special needs. Your involvement is not just welcomed, but it’s integral to the learning experience and the consistency and support these students need to thrive both academically and emotionally.
Curriculum
The Intermediate phase pupil’s curriculum needs are academic and geared towards acquiring skills for independent living.
Academic Skills: This approach focuses on building foundational skills in literacy and numeracy through more repetition and practice than in general education settings.
Life Skills: Lessons that teach practical life skills, such as time management, personal care, and social interaction, are essential for independence.
The Differentiated CAPS Curriculum
The Intermediate phase curriculum follows the Differentiated Curriculum and Assessment Policy Statement (DCAPS). This flexible curriculum focuses on core skills: English, Mathematics, and Life Skills.
English
Learning a language requires various skills to come together to build practical communication skills. Lessons are adjusted in terms of content, process, and product to cater to individual learning styles and levels of ability. Students may require modified textbooks, visual aids, or simplified reading materials that align with their comprehension levels. However, the specific skills that all pupils need remain the same:
- Listening and speaking
- Reading and viewing
- Handwriting and writing
- Language structure and conventions
Mathematics
The DCAPS curriculum is designed to emphasise functional skills that will enhance independence throughout life. The curriculum has been thoughtfully pared down to these specific skills:
- Numbers, operations and relationships
- Patterns, functions and algebra
- Space and shape
- Measurement
- Data handling
Life Skills
Life Skills is a broad subject incorporating varied learning opportunities within themes that develop knowledge of the real world. Activities such as learning about topics related to science, nature, and geography are interwoven with arts and crafts and innovative learning opportunities that bring this subject to life.
An essential part of life skills is also developing skills towards independent living. Cookery and computer lessons are firm favourites for this age group.
Sport
Our sports programme is incorporated into the school day.
IDP (Individual Development Programme)
An IDP consists of four individualised goals for each pupil. The goals are chosen to have the most significant impact on learning and are divided into short-term and long-term goals. These goals are followed over a year. Feedback is given through a “Learning Journey” and review meetings at midyear and year-end. IDP goals are revised collaboratively by the parents and teachers.
Assessment
Assessment takes place at several different levels.
- Continuous assessment gives multiple opportunities for success and guides teachers to where further support is needed.
- Formal tasks are introduced to assess a pupil’s understanding and skills at an independent level.
- 80% of the learning in a special needs school is practical. Practical tasks, including formal ones, are assessed using a rubric. A rubric is an explicit set of criteria to evaluate a particular type of work or performance to record the pupils’ scores.
Homework
Homework is given at the teacher’s discretion.
Uniform
- The pupils must wear the correct school uniform daily unless otherwise stipulated by WhatsApp, email, newsletter, and term plan.
- Attention to appropriate grooming and wearing of the correct uniform encourages self-respect and discipline.
Excursions
- Day trips will be organised during the term and will relate as closely as possible to the theme being taught.
- Shopping outings are encouraged to address money-handling skills and good social skills.
- During November, a two-day programme to develop leadership skills, teamwork, problem-solving skills, and an outdoor experience away from the school is organised for Intermediate and senior pupils.
Morning Duties
- Teachers are on morning duty from 07h00 – 07h45.
- The Intermediate phase pupils gather between the senior block and therapy centre in the mornings before school.
- When the weather is inclement, they gather in the duty teacher’s classroom.
Communication
- Class WhatsApp groups are established for general communication about classroom and school activities. For more personal matters, please contact the teacher privately.
- Open communication is essential. If a problem occurs, it is important for parents to discuss the issue with the teacher.
Therapy
All therapy in the Intermediate phase aims to develop each pupil’s optimal functionality. Group speech therapy sessions, group occupational therapy sessions, and music therapy sessions are included in the school fees. All other therapies can be arranged with individual therapists at their private fees.
Partnerships
A strong partnership between the teacher, pupil, and parent is essential for a child’s growth and development. This triad forms a supportive network that fosters the child’s academic, emotional, and social well-being.