This involves enabling them to be self-actualised, adaptive and confident with a broad range of skills and capacities encompassing the academic, cultural and sporting realms. Within this holistic approach to education, The Grove has a particular emphasis on arts and cultural excellence which helps differentiate it from other primary schools in the area that might, for example, have a stronger sports emphasis.
Learners’ needs are further enhanced by a team of specialist teachers who work closely with the class teachers in diagnosing and addressing any remedial or enrichment needs with appropriate tuition in individual or small group programmes.
The school adopts a mainly class teaching approach from Grades 1 to 6 except for the specialist areas of art, music, technology and physical education. In Grade 7 there is subject teaching in order to prepare the pupils for high school. The class complement for Grades R to 6 is, as far as possible, a teacher to child ratio of :25.
Grade R at The Grove
Routine is structured in such a way that children encounter opportunities to make free choices as well as engage in structured tasks. The focus is on children learning through play and sensory experiences. They are encouraged to get dirty, run around barefoot and climb trees.
If “play is children’s work”, then our children work hard! The children experience a variety of excursions that are aligned with a theme.
All children attend at least one art class a week, and we also have a popular extra-curricular Art Club for both our Junior and Senior children.
In addition, the imagination and craft skills of everyone – teachers included – is put to the test by regular chances to dress up.
Computers at The Grove
Wireless coverage exists throughout the entire school and we were able to install our own fibre connection to allow fast and easy access to the internet.
isiXhosa at The Grove
We hope to encourage isiXhosa speaking students to take pride in their home language and not shy away to use it in the classroom or school grounds but to create opportunity to facilitate teaching and learning for both the teacher and the students.
With understanding we can then begin to respect, be kind and develop tolerance towards one another regardless of our differences.
The Grove aims to raise the focus and status of isiXhosa as we strive to become a more multilingual community.
Support Team at The Grove
The learning support team works alongside class teachers to provide opportunities for all children to experience success and aims to strengthen individual skills. Support is continually reviewed to keep up with The Grove’s needs as well as to keep abreast of new trends in education.
These may include class-based accommodations, remedial intervention, counselling, enrolment in the enrichment programme and/or referral to outside professionals such as educational psychologists, paediatricians, doctors, psychiatrists, occupational therapists and speech therapists.
What We Offer
Language Support: Intermediate Phase
Speech and Language Support: Foundation Phase
Inclusion in the above programmes is a carefully thought through process, case-dependent and is made at the discretion of the teachers.
Readathon at The Grove
The Readathon is launched at a special assembly and a countdown heralds the start of the reading frenzy! Children and classes are awarded prizes for the most books read as well as the best selection of books read.
This is available via the library site. Book sales and author visits are organised regularly.We also have a collection of books on parenting issues which is available to parents in the school.
Library at The Grove
Work at the Library
Library and Outreach
Itzhak Perman – Israeli-American violin virtuoso, conductor and master-instructor.
Music at The Grove
The Grove has a dedicated team of highly qualified music teachers working together to create an awareness of music in our school community at large. Music enriches our lives by promoting a higher order of thinking skills and teamwork. Music also fosters creativity and cohesiveness while generating discipline and commitment.
The Grove enters children for Royal Schools, Trinity College and UNISA exams provided that the child shows an aptitude and is motivated to enter. Both practical and theoretical examinations are recommended provided that the children are ready.
Music stand and space at home to ‘blow your trumpet’.
Time to be scheduled each day for practising.
Self-discipline and concentration is essential.
Must be motivated to learn music.
An excellent musical ear is essential to learn a string instrument as this section requires plenty of discipline, dedication and musical ability.
An ideal grade to start the various instruments is:
Violin: Grade 2 – 3
Cello: Grade 3 – 4
Double Bass: Grade 5 – 6
These instruments are a natural transition from learning the recorder.
The ideal age group is Grade 4 – 8 with lessons taking place individually or in very small groups.
Students usually progress fairly quickly once they have made the transition.
The guitar is a versatile instrument that provides a solid musical foundation although it is initially a challenging instrument to master.
It forms part of the STEAM educational approach which includes Science, Engineering, the Arts and Mathematics to solve a problem. Our children are encouraged to be more critical thinkers.
In doing so they improve their analytical skills and learn to solve problems systematically through hands on experiences and experimentation.
The Three Areas of Learning
The children are taught to work through the design process and:
In Technology the possibilities are endless… This gives a large number of children the opportunity to excel.
Technology is not about the product. It is about the process, problem solving and innovation.
It is, therefore, the responsibility of the school to empower our children to think and not just be passive recipients of content.
Thinking Schools South Africa
We have participated in several workshops facilitated by TSSA (Thinking Schools South Africa) and a designated team of teachers assists with the follow-through of training. We are using David Hyerle’s Thinking Maps and the revised Bloom’s Taxonomy as specific tools to structure, refine and integrate thinking.
In addition, various routines are chosen with teachers using the common language and frameworks that are developed as children progress through the grades.
In conjunction, we promote the Habits of Mind identified by Art Costa & Bena Kallick, dispositions which encourage intelligent responses when faced with problems.
Our children are encouraged to understand that they are capable of growth; to learn from mistakes; to build resilience and to take effective action to change and improve.
The symbol is seen in a variety of situations, reminding us to apply thoughtful behaviours at all times.
It is a child’s “job” or “occupation” to play to develop physical coordination, emotional maturity, social skills to interact with other children, and self-confidence to try new experiences and explore new environments.
VMI at The Grove
All Foundation Phase children attend a half-hour session once a week. Classes are broken up into four smaller groups and rotate through stations on a 4 week program.
During this time teachers are given the opportunity to freely observe their pupils in non-academic situations.
This enables them to make more holistic evaluations and if necessary referrals to relevant therapies.
Some interesting links between their performance in the classroom and during the VMI programme have been observed, e.g. children who struggle with balancing activities also appear to be more distractible in the class.