We use a positive discipline program. This program focuses on solutions, strategies and choices. Class meetings are held daily to discuss any problems that the learners have written on the class meeting agenda. Here valuable skills e.g. brainstorming, co-operation, solution seeking and respect for other's opinions are learnt. We also focus on a feeling of belonging; tasks are therefore allocated to each learner in each class. We strive to acknowledge each learner's individuality by focusing on their strengths and supporting their weaknesses.
Is this not going to turn into a dumping ground for problematic children?
On application we ask for a detailed account of the history of each learner. Every teacher or professional that has assessed or worked with the learner will be contacted for a full history. We screen every learner that applies for enrolment. This screening is then added to all the information we've received. This gives us a holistic picture of the learner. We have strict criteria which we have compiled for Shelanti Private School to prevent us from enrolling learners that will not benefit from our approach.
Do you have any extra mural activities?
Please see "Enrichment Programmes" on the Home Page
Do you follow the same curriculum as other "normal" schools do?
Yes, we follow the Western Cape Department of Education's curriculum. Our approach is one of inclusion where the curriculum is adapted to suit the different learning styles of the learners. The outcomes are the same as any other school in the Western Cape.
What does inclusive teaching mean?
We, as an Inclusive Teaching school, identify the learner’s strengths and weaknesses. These strengths and weaknesses are listed in an ISP (Individual Support Plan) which is compiled for each learner and updated every 6 months. The ISP is used to compile an individual learning strategy for each learner. To support the different learning strategies concessions/concrete apparatus/visual clues/a scribe or write will then be put in place. The main difference between a main stream school, and an inclusive teaching school, is that at an inclusive teaching school, the curriculum will be adapted to suit the individual needs of a learner, not the learner adapting to the curriculum. This implies that Shelanti Private School will adhere to the curriculum standards of the Western Cape’s Department of Education, but with an individual approach. We therefore recognise that there are different styles of learning.
What is a remedial approach?
Remedial intervention is used when the normal way of teaching is not enough and the learner still struggles to read, write or do his numeracy. Remedial teaching uses a multi-sensory approach where all the senses are used to learn. In a main stream school the focus is on visual- and auditory input. Our multi-sensory teaching focuses on: Tactile (using play dough, seeds, macaroni, beans), Kinaesthetic (movement, handling items, acting, tracing, sorting) Visual (graphs, colours, pictures, diagrams, mapping) Auditory (talking, listening, recordings, music)
When can my child be "mainstreamed"?
We can not answer this question on enrolment. What we can say for certain is that the learner will be required to finish a phase before consideration will be given to the option of mainstreaming.
What happens after grade 7?
As our learners all have good intellectual abilities, they will have no difficulty in joining any of the good high schools in our area. Consideration will be given to possible career choices when recommending a high school. Concessions (extra time/laptop/tape recorder/scribe/reader) will be recommended if necessary.
How many children in a class?
Grade 1 and 2 - 12 learners Grade 3 to 7 - 14 learners
Are you registered with the Department of Education?
Yes, we have been registered since March 2009
What are learning disabilities?
Learning disabilities can be defined simply as problems in any aspect of learning. They involve problems in the individual’s ability to process, store, or recall information. As a result, there is a discrepancy between the learner’s true potential and his/her actual performance in day-to-day activities. This can also be referred to as a barrier to learning.