Approach to Learning
Here at Milnerton Pre-Primary School we facilitate a balanced play based learning approach combined with multi-sensory experiences where each child can explore and build upon their talents within a safe and nurturing environment. All our qualified teachers ensure they enhance children’s natural curiosity to learn, whilst building independence and confidence. Through holistic multi-sensory learning experiences our children are encouraged to discover, explore, question and discuss.
Our balanced play based approach enables our children to engage in real‐life and imaginary activities. We support that play challenges children’s thinking. Furthermore, play motivates, stimulates and supports children in their development of skills, concepts, language acquisition, communication skills and concentration. During play, children use all of their senses, must convey their thoughts and emotions, explore their environment and connect what they already know with new knowledge, skills and attitudes.
Age 3-4 Years
Our littlies in the Penguin Class follow our Pre-Early Childhood Development (ECD) Preschool Programme.
The class teacher and assistant class teacher understand that at this age children develop a greater independence of self, however, still have a strong need for one on one affection and attention. For this purpose our Penguin Class consists of 20 children thereby securing a more intimate learning environment.
Blue and Yellow Class
Age 4-5 Years
Our Pre-Gr R classrooms consist of 26 children in each with a fully qualified and experienced class and assistant class teacher.
They too, follow our Pre-Early Childhood Development (ECD) Preschool Programme. Classrooms are equipped with age appropriate educational games and apparatus. Activities are carefully planned to ensure each child is engaged and enjoys their learning experiences.
Gr R:Reception Year Green and Red Class
Age 5-6 Years
Our Grade R (Reception year) children are encouraged to find independence within the Curriculum Assessment Policy Statement (CAPS), laid out by the Western Cape Education Department. Teachers provide an engaging and enriching learning environment for children to create, grow and learn to ensure they progress into formal schooling successfully.
Pre-Early Childhood Development (ECD) Preschool Programme
The Penguin Class and Pre-Grade R Classes follow the ECD Preschool Programme, the play-based approach at MPPS is based on these objectives. Our purpose is to provide what is necessary to nurture the development of our children enabling them to flourish as individuals. The core developmental areas within the curriculum include social and emotional development, cognitive and perceptual development, and physical development. These areas are viewed as critical and the building blocks for all future learning. The auxiliary learning areas include content that has been the centre of traditional curricula, which covers language and literacy, numeracy, knowledge and skills, as well as, the creative arts. Our teachers focus on these core developmental areas by creating lesson plans based on weekly topics. These plans provide activities and learning opportunities in all of the areas. At MPPS we appreciate that learning takes time and is different for every child. We understand that children within this age group learn best through first-hand experiences where their interests are engaged and whereby our littlies “learn by doing” and by reflecting.
Curriculum Assessment Policy Statement Policy (CAPS)
Our Grade R Classes follow CAPS whereby they acquire and apply knowledge and skills in ways that are meaningful to their own lives. Within our Grade R classrooms many opportunities are created for conversations, sharing of ideas, problem solving and relationship development. Lesson plans are based on weekly topics and prepared to include, explore and support all developmental and learning areas, including literacy, math, life skills, creative arts, physical development and more. Teachers employ a variety of teaching strategies in the classroom. This includes carefully planned individual learning activities, group work and whole class instruction where children have opportunities to contribute and respond. The key element being the quality of child engagement and the opportunities provided for feedback between the child and teacher to guide the next learning steps ensuring school readiness is achieved.