TSHOVANI PRIMARY
TSHOVANI PRIMARY, PUBLIC, PRIMARY SCHOOL, ORDINARY SCHOOL, Latitude, -23.4469154772916, Longitude, 31.0099916124377. BOARDING SCHOOL= FALSETotal views: 3
UNICORN PREPARATORY
UNICORN PREPARATORY, PRIVATE, PRIMARY SCHOOL, ORDINARY SCHOOL, Latitude, -23.8407538308528, Longitude, 30.1539543380786. BOARDING SCHOOL= FALSETotal views: 3
DR. M.J. MADIBA SECONDARY
DR. M.J. MADIBA SECONDARY, PUBLIC, SECONDARY SCHOOL, ORDINARY SCHOOL, Latitude, -23.8842375706287, Longitude, 29.1461224762705. BOARDING SCHOOL= FALSETotal views: 2
DULANG PRIMARY
DULANG PRIMARY, PUBLIC, PRIMARY SCHOOL, ORDINARY SCHOOL, Latitude, -23.4321643293561, Longitude, 30.5158188279689. BOARDING SCHOOL= FALSETotal views: 2
DUMANI PRIMARY
DUMANI PRIMARY, PUBLIC, PRIMARY SCHOOL, ORDINARY SCHOOL, Latitude, -23.4011641045243, Longitude, 30.2731335286165. BOARDING SCHOOL= FALSETotal views: 2
DUMAZI PRIMARY
DUMAZI PRIMARY, PUBLIC, PRIMARY SCHOOL, ORDINARY SCHOOL, Latitude, -24.0912641852214, Longitude, 28.9933511441325. BOARDING SCHOOL= FALSETotal views: 2
DZAMBA PRIMARY
DZAMBA PRIMARY, PUBLIC, PRIMARY SCHOOL, ORDINARY SCHOOL, Latitude, -22.81022, Longitude, 30.32934. BOARDING SCHOOL= FALSETotal views: 2
DZATA SECONDARY
DZATA SECONDARY, PUBLIC, SECONDARY SCHOOL, ORDINARY SCHOOL, Latitude, -22.87536, Longitude, 30.13949. BOARDING SCHOOL= FALSETotal views: 2
DZINDI PRIMARY
DZINDI PRIMARY, PUBLIC, PRIMARY SCHOOL, ORDINARY SCHOOL, Latitude, -23.0240102459764, Longitude, 30.4298450277674. BOARDING SCHOOL= FALSETotal views: 2
E.D.L. RAMPOLA SECONDARY
E.D.L. RAMPOLA SECONDARY, PUBLIC, SECONDARY SCHOOL, ORDINARY SCHOOL, Latitude, -24.1408343109465, Longitude, 28.9911306989184. BOARDING SCHOOL= FALSETotal views: 2
E.P.P. MHINGA SECONDARY
E.P.P. MHINGA SECONDARY, PUBLIC, SECONDARY SCHOOL, ORDINARY SCHOOL, Latitude, -23.0051267908527, Longitude, 30.7072059726199. BOARDING SCHOOL= FALSETotal views: 2
ELICA PRIMARY
ELICA PRIMARY, PRIVATE, PRIMARY SCHOOL, ORDINARY SCHOOL, Latitude, -23.9117341327622, Longitude, 29.4323143169689. BOARDING SCHOOL= TRUETotal views: 2
ELIM HIGH
ELIM HIGH, PUBLIC, SECONDARY SCHOOL, ORDINARY SCHOOL, Latitude, -23.1596219631062, Longitude, 30.0528124979851. BOARDING SCHOOL= FALSETotal views: 2
ELIM PRIMARY
ELIM PRIMARY, PUBLIC, PRIMARY SCHOOL, ORDINARY SCHOOL, Latitude, -23.1703878164945, Longitude, 30.0484294213596. BOARDING SCHOOL= FALSETotal views: 2
GOGOBOLE PRIMARY
GOGOBOLE PRIMARY, PUBLIC, PRIMARY SCHOOL, ORDINARY SCHOOL, Latitude, -23.0802992810736, Longitude, 29.7726186212057. BOARDING SCHOOL= FALSETotal views: 2
Browse Schools from all over the country. Browse schools from all nine provinces. We have made it easy to find a school in South Africa. Where possible schools have been listed with email addresses and website details. Education is the central part of our children’s future. Browse Schools to locate a school close to you and be sure to register your child as early as possible securing their spot to learn and excel in our country.
Need a PRIVATE SCHOOL please click HERE.
Looking for a Boarding School please visit www.boardingschoolssouthafrica.co.za
Start looking for a school long before your child needs to start. Schools often have too many registration for the year so the sooner you get yours in the better. It is always nice to find a school as close as possible to home making the transport to and from school so much easier. Being close to school also can make what happens after school like sport convenient to attend.
National Curriculum Statements (NCS) Grades R – 12
The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives.
- equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country;
- providing access to higher education;
- facilitating the transition of learners from education institutions to the workplace; and
- providing employers with a sufficient profile of a learner’s competences.
- Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population;
- Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths;
- High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects;
- Progression: content and context of each grade shows progression from simple to complex; ENGLISH HOME LANGUAGE GRADES R-3 CAPS 5
- Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors;
- Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and
- Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.
- identify and solve problems and make decisions using critical and creative thinking;
- work effectively as individuals and with others as members of a team;
- organise and manage themselves and their activities responsibly and effectively;
- collect, analyse, organise and critically evaluate information;
- communicate effectively using visual, symbolic and/or language skills in various modes;
- use science and technology effectively and critically showing responsibility towards the environment and the health of others; and
- demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.
Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010). Via https://www.education.gov.za