MISSION AND GOALS
To nurture a love for learning, within an environment where there is respect, honesty, compassion and laughter. We aim to create a happy atmosphere for pupils, in which they feel safe, are extended, and stimulated in all areas of learning. The building of self-esteem and confidence are vitally important. It is important that the pupils strive to be the best they can be. We work towards building the individual strengths of each pupil, as well as equipping them with the necessary skills of independence.
The intermediate phase is a five year process and offers two class groups.
Teacher Ann Alexander’s Intermediate class focuses on the age group 12 to 14 years of age, and the academic structure is based on the Differentiated CAPS Curriculum (DCAPS). Subjects covered include Mathematics, English, Science, Geography, Computers, Cookery, and Life Skills. Group Speech Therapy and Occupational Therapy sessions are included in the weekly programme.
Intermediate Tonic Sibanda’s class focuses on the age group 14 to 16 years of age. In this class the DCAPS Curriculum forms the basis of the academic structure, with extension work in Adult Based Training (AET), Numeracy in English, Communication in Numeracy and Life Orientation at external examination level through the Independent Examination Board (IEB). With this class, we have a fluid approach between the Intermediate and Senior Phase. Intermediate Tonic’s pupils are therefore incorporated in Senior Phase class groups for certain academic and vocational subjects. Mr Sibanda (Mr T) is also responsible for the AET IEB Communication in Numeracy class group and Vocational subject Office Administration (theory), as part of the Senior Phase.
A balanced learning programme is emphasized to encourage the academic and practical abilities of our learners. It is important that pupils should be functionally literate in both Language and Mathematics. They also need to develop a general knowledge of the world around them. Besides the theoretical and practical side of teaching, pupils are also encouraged in creative thinking skills and problem solving within specific topics. Learning takes place individually as well as in groups. Differentiation is an important part of our planning. An integrated whole language approach is used when teaching the subjects. The subjects are taught within the parameters of the Differentiated Curriculum and Assessment Policy Statement (DCAPS) and allows for relevant and appropriate individualized teaching according to a learner’s needs. These needs are identified by teachers and therapists during the process of preparing each learner’s Individual Development Plan (IDP). We develop an Independent Development Plan (IDP) in order to enhance the individualized education of each child and these IDPs are then discussed with parents in the first and third terms of the school year; allowing all invested parties a common understanding of the goals set for learners. These IDP sessions play an important role in learner assessments and the reporting process; which takes place at the end of the second and fourth terms.
With PVL we aim to contribute towards learners’ technological literacy by giving them opportunities to develop and utilise specific skills to solve technological solutions, understand the concepts and knowledge used in technology and to be able to use them responsibly and purposefully. The Intermediate Phase learners will be introduced to new devices; integral to skills development in the technology arena thereby building on the foundation of the Junior Phase. The design process encourages the development of critical and creative thinking skills. The learners will be made aware of the need for investigating before designing, producing and evaluating. Within this phase PVL equips learners to make choices from a given number of appropriate resources, knowledge, skills and values to develop practical solutions.
Speech and Language therapy group sessions are held once a week with the general goal to improve and facilitate speech and language targets within the following sub sections: Pragmatics, Language (Expressive and Receptive), Vocabulary (Functional conversational level) and Auditory processing.
Occupational Therapy group sessions are also implemented on a weekly basis for selected class groups, ranging from facilitation of basic functional activities to higher order work preparation.
Unity College facilitates individual therapies which are available on the premises on request. These include Speech and Language Therapy, Occupational Therapy, Physiotherapy, Psychologist plus Art and Drama Therapy.
INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
Unity College has entered into a partnership with Knowledge Network for the development of learners in the field of information technology and integration of technology in the classroom. Pupils learn how to use a computer as a tool for life. Knowledge Network project incorporates 5 elements in every session.
These elements are:
1. The application of technology to everyday life
3. Logical thinking
5. General knowledge and personal achievement
Learning areas covered are:
• Life Orientation
• Integrated Studies (Geography, Natural science and History)
• Art and Crafts
• Physical Education and Music
• Pre-vocational Skills
The full Intermediate Phase Orientation info. can requested from Admin: firstname.lastname@example.org | 010 109 0790.