Curriculum and Assessment


First Level: An emphasis on building self-esteem means taking cognisance of the following:

  1. In every successful educational system in the world, self-esteem ranks higher than course content,
  2. Self-Esteem & Confidence
  3. Building a Culture of Caring,
  4. Confidence Building,
  5. Encouragement,
  6. Listening to and Taking Pupils Seriously.

Second Level An emphasis on learning how to learn includes techniques such as:

  1. Brainstorming,
  2. Mind-Mapping,
  3. Creative Problem Solving
  4. Lateral Thinking,
  5. Memory Skills,
  6. Resource Based Learning,
  7. Co-Operative Learning,
  8. Study Skills,
  9. Self-Assessment Skills,
  10. Peer-Assessment.

Third Level

An emphasis on Life Skills/Enrichment training including:

  1. Public Speaking,
  2. Information Technology,
  3. Entrepreneurship and Budgeting,
  4. Time Management,
  5. Stress Management,
  6. Goal Setting and Forward Planning,
  7. Sexuality Education and Aids Awareness,
  8. Substance Abuse,
  9. Leadership Training,
  10. Lifetime Sports,
  11. Clubs and Activities,
  12. Group Dynamics and Team Building.

Fourth Level

This includes the basic spiritual, academic and artistic abilities, including:

  1. The Core Academic Programmes – English, Afrikaans, Mathematics, Social Studies, Science,
  2. Book Education,
  3. Music,
  4. Religious Education,
  5. Speech and Drama and Art,
  6. Physical Education and Traditional Sport,
  7. Environmental / Outdoor Education and Appreciation,
  8. Academic Support,
  9. Special Needs (Support)

Although the curriculum at Hermitage House is holistic and well-balanced, complacency should not be allowed to take root. An attitude of self-satisfaction is dangerous and stifles growth and innovation.

“Conserve and Innovate” is a statement constantly to be borne in mind – conserve what is good and proper and works well, and constantly be on the lookout for new ideas. In order to be the best that we can be, the school strives to be at the forefront of educational practice.

As far as our CAPS Curriculum is concerned, the School is set to continue to develop a curriculum that is students centered – that is, a programme that meets the needs of students in the School. Outcomes (the results of the learning process including knowledge, skills, attitudes and values) will provide the structure or the checklists for the programme.

We recognize that outcomes span timetables and subjects, and children must be able to learn at their individual levels and, as far as possible, the curriculum should be able to be accessed across levels.

Research has shown that assessment is one of the most powerful educational tools for promoting effective learning and improving the quality of teaching. Our focus must therefore be on helping all teachers to use assessment in ways that will raise pupils’ achievement.

If the educational philosophy at Hermitage House is to educate the whole child through a balanced curriculum, the role of the Information and Communication Technology Centre should be pivotal to the learning process in the School.

The chief function of an effective school is to provide a service for students and teachers. For the students, the purpose of this service is to help empower the individual so that he/she becomes information literate and able to handle the demands of the 21st century. The aim and objectives in this regard is to nurture a culture of reading and develop technological confidence with regard to the electronic media.

In order to give proper effect to the academic aims of the Junior School stated in the Mission Statement, attention must continually be given to the adequacy of resources including teaching equipment and materials, and playground facilities.

Difficult though it is to measure excellence in the teaching/learning process, efforts must be made to do so. The external valuations, Conquesta and IEB grade 6 course skills, together with the subsequent performance of School leavers is one way of assessing the level of success achieved.