Welcome to New Hope School
To present the national curriculum, adapted for inclusive education for learners with Cerebral Palsy, physical disabilities and other Specific learning disabilities, who do not benefit from the academic phase (CAPS) at New Hope School
- To equip learners, according to their abilities, to learn functional academic, practical, life and work skills.
- To equip learners to be valued citizens of the country and to fulfil their role in society.
- To encourage and develop entrepreneurial skills.
Curriculums in the Skills Phase:
There are two suitable curriculums in the Skills Phase that is within the reach of each learner and prepare them for the protected and open labour market.
Technical Occupational Phase
The focus is to offer skills and vocational programmes. Skills and vocational programmes are intended to impact language, functional mathematics and life skills as well as a choice of 22 vocational specialisations.
New Hope School currently present the following subjects:
- Life Skills: Physical training / Natural Science
- Woodwork and Timber
- Welding and Sheet metal work
- Arts and crafts
- Hair, nail and beauty
School to work programme:
- Learners, 16 years and older, who are identified by the Occupational Therapy Department, are sent out once a week for at least 3-4 hours (coverage of six periods during school hours), to an institute in the open-labour market so that appropriate work experience is gained.
- Mosaic (learners are chosen by the Occupational Therapists to determine the capacity of the learner in the occupational field)
Life Skills Phase:
The Life Skills make provision for learners with Cerebral Palsy, physical disabilities, and multiple disabilities who have cognitive limitations and do not satisfy to assessment criteria of the TOP.
The Diff Caps curriculum was written for the SID (Severe Intellectual Disabled learners) ThisDifferentiated CAPS curriculum span over a period of 14 years.
The learning programme serves the purpose of:
- Equipping learners, irrespective of their race, gender, physical or intellectual ability, for self-fulfilment and meaningful participation in a society as citizens of a free country.
- Developing social interactions and relationships
- Valuing indigenous knowledge systems
- Active learning
- Adapted knowledge and skills
- Human rights, inclusivity, environmental and social justice
On completion of this learning programme children with SPID will have achieved:
- Access to lifelong learning
- Maximum family and community integration
- An increased level of communication
- An increased level of social and emotional well-being
- Acknowledgement and respect of their rights and dignity
- Communication and language:
- Spatial and Conceptual Development
- Life Skills
Development and learning takes place through the continuous integration of communication, spatial and conceptual development and life skills that the child is exposed to and experience in his/ her natural environment or daily program on a daily basis.