INTERSEN phase

Grade 4

Our Valley

Our Valley as our home helps us to distinguish ourselves. It is human nature to want to have a place to belong and to be special. Knowing about where we reside, gives life clarity, shapes us and gives us the opportunity to live with integrity. Our learners engage mutually in The Valley as a part of a single interactive system which helps them to stay focused, find life’s purpose and find true passion to become important drivers to achieve something extraordinary.

Investigating and analysing evidence in The Valley embeds our learners into the focus of the environment and immediate surroundings in order to serve the community more effectively. Mountain hikes, beach experiences and exploring historical places are key to spark and ignite thoughts and goals.

Teachers:

 

  • Alyssa Helmbold (Grade Head)
  • Brittany Ganyaza
  • Hennie De Jager
  • Liam Roelofse

Curriculum:

  • Term 1: Life and Living
  • Term 2: Exploring Fish Hoek
  • Term 3: Shifting Sands
  • Term 4: Dune Animals and False Bay

Grade 5

Touring Cape Town

An increase in synchronicity and serendipity is reported in the lives of learners once they have found their purpose within and outside their current reality. With all this, comes a deepened sense of trust in others and therefore learners automatically consider themselves to be an important part of the country. Our learners naturally tend to live in the flow from an awareness of their commitment to the people around them with a deeper challenge to tackle every situation in a creative way. It makes life even more fun and they are able to take pleasure in living life as critical observers as well as local, connected and responsible inhabitants. Experiencing tourism as a tourist in Cape Town as the World Design Capital is a highlight while museums and heritage sites are fundamentally important. Learners have the opportunity to participate more enthusiastically in the learning process and the classroom comes alive.

Teachers:

  • Ella Brandon (Grade Head)
  • Shannon Smith
  • Tamara Rossouw
  • Brian Gallagher

Curriculum:

  • Term 1: Why Cape Town?
  • Term 2: The Essence of Cape Town
  • Term 3: Tourism in Cape Town and Cairo
  • Term 4: Realistic vs Make Believe

Grade 6

Conflict In Africa

Living positively and seeking out new opportunities in the broader spectrum of life’s experiences begins with experiencing everything that students feel will make a difference from the community, urban dwelling of city life, country and the African Continent. Relationships are therefore affected in a positive and a negative way when they live life with the understanding that life is about scientific friction and human conflict.

Learners seek out peer relationships, nurture the existing ones, and build stronger connections with the people around them. They develop a resolve to be more helpful to the people they love and become a role model for families and friends. They live their lives with more curiosity, try to analyse destructive habits and help create a difference in the world by fighting for social justice. They desire to use their own abilities and interests to reach their full potential. Historical sites, venues and the theatre ignites learning in this respect.

Teachers:

  • Shafeeq Brenner (Grade Head)
  • Jarrett Sutton
  • Amy-Lee Brown
  • Nathan Botha
  • Denver Skippers 

Curriculum:

  • Term 1: Conflict in Me
  • Term 2: Conflict and Change
  • Term 3: Conflict with Others
  • Term 4: Conflict and Resolution

Grade 7

Bigger Issues

Adolescents with a purpose-driven orientation towards life, combined with general and practical knowledge, develop greater stability and success. Making a positive contribution is a priority to find the peacefulness and serenity that comes from being a good leader who is an agent of change; change in the context of the people and world around them. They help build a sense of cohesiveness as a group by bringing together the student population with various leadership roles.

Teachers ensure a meaningfully link between different content areas within the curriculum so that learners develop Big Issues as the Big Idea with the responsibility to make learning relevant; thus makes the concept of concrete goal-setting very evocative, emotive, and personally profound. Studying biodiversity, topography, marine life and social issues as outdoor educational learning programmes is paramount. It brings together words, art and the sciences into a multifaceted dimension and narrative.

Teachers:

  • Henry Hayes (Grade Head)
  • Jonathan Fourie
  • Joel Hall
  • Carl Van Rensburg
  • Michelle Meyer

Curriculum:

  • Term 1: Leading Change
  • Term 2: Change in our World and our Society
  • Term 3: Changes in our Personal Development
  • Term 4: Embracing and Making Change