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Our purpose is to educate for sustainability through community-integrated, entrepreneurial learning in a natural environment. We follow a learner-centered approach that meets each child where they are, aiming to inspire and equip young people to be green leaders.
Our learning programme considers WHAT we learn, HOW we learn and HOW we assess.
Ons doel is om vir volhoubaarheid te leer deur gemeenskapsgeĂŻntegreerde, entrepreneuriese leer in ân natuurlike omgewing. Ons volg ân leeder-gesentreerde benadering wat elke leerder ontmoet waar hy/sy is, en poog om jong mense te inspireer en bemagtig om groen leiers te wees.
Ons leerprogram sluit in die WAT ons leer, HOE ons dit leer en HOE ons assesseer.
The WHAT of our learning programme consists of three overlapping, integral elements. It seeks to find a balance between the skills, values and discipline-based learning objectives that prepare learners for an ever-changing world. These three elements are central in all learning experiences with careful consideration of developmental level and readiness.
Die WAT van ons leerprogram between uit drie oorvleulende, geĂŻntegreerde elemente. Die Green School leerprogram poog om ân balans te vind tussen vaardighede, waardes en dissipline-gebaseerde leerdoelwitte wat leerders voorberei vir ân immer-veranderende wĂȘreld. Hierdie drie elemente is sentraal tot alle leerervaringe met deurdagte oorweging van leerders se ontwikkelingsvlak en gereedheid.
Green Schoolâs learning programme follows a uniquely designed continuum of learning objectives that are designed to provide a foundation for learners to develop their knowledge and skills through challenging and integrated experiences that align with our REAL learning principles. Having a continuum of learning enables educators to plot each individual learnerâs proficiency in a subject and support development from there. It also enables educators to both support learners who require additional support and extend gifted learners on the continuum. This helps prevent learners from being either overwhelmed or bored.Â
In addition to academic skills, our learning programme incorporates 21st century skills and a set of values that our community ascribes to.
Ons leerprogram volg ân uniek ontwerpte kontinuum van leer wat ontwerp is om ân basis daar te stel vanwaar leerders hul kennis en vaardighede ontwikkel deur uitdagende en geĂŻntegreerde ondervindinge wat met ons REAL leerbeginsels belyn. Om ân kontinuum te hĂȘ stel onderwysers in staat om elke leerder se vaardigheidsvlak op die kontinuum te identifiseer en dan te verseker dat elke leerder vandaar vorder. Dit stel onderwysers ook in staat om die nodige ondersteuning vir leerders te verskaf wat dit benodig, maar ook vir begaafte kinders uitdagende werk op die kontinuum te gee. Dit help om te voorkom dat enige leerders of oorweldig, of verveeld is in die klas.Â
Bykomstig tot ons akademiese vaardighede, sluit ons leerprogram 21ste eeuse vaardighede in, asook ân stel waardes wat vir ons gemeenskap belangrik is.
In an ever-changing world, we cannot rely on only educating children with facts or existing knowledge. To meet the challenges of the future, learners need to develop the skills necessary to face these challenges and thrive in a changing world.
By nurturing âGreen School Skillsâ in our learners we prepare them for their journey as learners for the rest of their lives. Â
Our learning programme and each lesson plan includes a clear focus on one of more of our Green School Skills and our assessments review the extent to which each learnerâs behaviour demonstrate skill level.
In ons veranderende wĂȘreld kan ons nie nĂ©t vir leerders feite en huidige kennis leer nie. Om die uitdagings van die toekoms in die gesig te kan staar, moet leerders die vaardighede ontwikkel wat nodig is om dit aan te pak, maar ook om te floreer in ân veranderende wĂȘreld.
Deur die Green School-vaardighede in ons leerders te ontwikkel, help ons hulle voorberei vir lewenslange leer.
Ons leerprogram en elke lesplan sluit ân duidelike focus op een of meer van ons Green School-vaardighede in, en ons assesserings kyk to watter mate elke leerder hierdie vaardighede ten toon stel.
Our learning programme also considers how we model and reflect on values. These Green School values are subscribed to by our community of learners, parents and educators and we include self-reflection on values in our learnersâ learning journey.
Our values inform our thoughts, words and actions. They are important because they help us to know ourselves, grow and develop. Our decisions are a reflection of our values and beliefs. Strong values enable us to take responsibility for our learning, have a positive impact on our community, and to show care for our environment.
Ons leerprogram sluit ook in hoe ons waardes uitleef as rolmodelle en refleksie daarop. Hierdie Green School-waardes het die instemming van ons leerders, ouers en opvoeders en ons sluit nabetragting op waardes in in ons assesseringsproses.
Ons waardes dryf ons gedagtes, woorde en aksies. Hulle is belangrik omdat hulle ons help om onsself te ken, te groei en ontwikkel. Ons besluite weerspieĂ«l ons waardes en oortuigings. Sterk waardes stel ons in staat om verantwoordelikheid te neem vir ons leerproses, om ân positiewe impak op ons gemeenskap te hĂȘ en om te gee vir ons omgewing.
The pedagogical structure we use to support the curriculum above is the three frames of learning. This defines how we deliver the content of our courses in the classroom. This scaffold is designed to provide a consistent, relevant, well-rounded andcomprehensive learning experience. The three frames of learning are:
Ons gebruik drie raamwerke in ons pedagogiese struktuur wat die kurrikulum te ondersteun. Dit bepaal hoe ons inhoud in die klaskamers aanbied. Hierdie raamwerke is ontwerp om ân konstante, relevante, afgeronde en omvattende leerervaring te bied. Die drie is:
Proficiencies = Practise: Where we practise and improve discrete intellectual competencies.
Thematics = Apply: When we can apply the skills we have been practising and developing through exciting and engaging thematics.
Experiential = Try: Where we can have-a-go at new, exciting, challenging and risky activities through hands-on, active experiences.
Vaardigheidsvlak = Oefen: hier oefen en verbeter ons diskrete intellektuele vaardighede.
Tematiese klasse = Toepas: hier pas ons die vaardighede toe wat ons geoefen en ontwikkel het deur opwindende interdissiplinĂȘre temas te ondersoek.
Ondervindingsleer = Uitprobeer: Hier probeer ons iets nuuts en uitdagends met âhands-onâ aktiwiteite en projekte.
Our proficiency frame includes mathematics, science, English and Afrikaans. These subjects require a structured approach to ensure that each learnerâs skills is systematically built. We have a carefully defined scope and sequence document for each of these subjects that has been benchmarked against international curricula and exceeds the requirements of the South African National Curriculum Statement.
This scope and sequence document guides what is taught for which grade, what precedes it and what are the next steps. For instance, grade 3 learners will learn about fractions to a certain complexity. But having the understanding that we use a continuum and not a fixed point where all learners must be on a specific day, we take each learner from where they are and assist in their progression. This means that in grade 3, some learners may still be busy cementing grade 2 concepts, and some may be extended to grade 4 concepts.
Our low learner: teacher ratio is critical to enable this individualistic approach.
Ons vaardigheidsvlak klasse is wiskunde, wetenskap, Afrikaans en Engels. Hierdie vakke vereis ân metodiese, gestruktureerde benadering om seker te maak dat elke leerder se kennis sistematies opgebou word. Ons het ân noukeurige uitgewerkte omvang en volgorde document vir elkeen van hierdie vakke wat getoets is teen internasionale kurrikulums en wat die vereistes van die Suid-Afrikaanse Nationale Kurrikulum oorskry.
Hierdie omvang en volgorde document sit uiteen wat in watter graad geleer word, maar ook wat voor en na ân spesifieke kompleksiteit kom. As ân voorbeeld, graad 3-leeders moet breuke leer tot ân sekere kompleksiteit. Maar omdat ons met die kontinuum van leer werk en nie ân vaste punt het waar alle leerders op ân gegewe dag moet wees nie, neem ons elke leerder van waar hy/sy is, en help hulle akademiese vordering. Dit beteken dat in graad 3, sommige leerders nog besig kan wees om graad 2 konsepte vas te lĂȘ, en ander reeds besig is met graad 4 konsepte.Â
Ons lae leerder: onderwyser ratio is krities om hierdie benadering moontlik te maak.
This frame is an integrated, interdisciplinary approach to learning where units are focused on a particular theme. Thematic units inspire learners through relevant concepts and real-world experiences. They provide opportunities to ask questions and for learners to follow their own paths of inquiry and they bring to life the beauty, surprises and connections in the world around us. Thematic lessons are holistic in that they engage multiple styles of intelligence and learning.
Tematiese klasse volg ân geĂŻntegreerde, interdissiplinĂȘre benadering to leer waar leereenhede fokus op ân bepaalde tema.
Hierdie leereenhede inspireer leerders deur na relevante konsepte en regte-wĂȘreldse ondervindings te kyk. Dit skep geleenthede om vrae te vra en vir leerders om hulle eie paadjies van ondersoek te volg en maak die wonder, verrassings en verbindings van die wĂȘreld sigbaar. Tematiese klasse is holisties deurdag hulle verskillende vlakke van intelligensie en leer kombineer.
Experiential learning at Green School is the âhands-on, getting dirtyâ part of Green School. Whether it means working in the school gardens, creating art, building out of bamboo or Black Wattle, learning snake handling and identifying skills, or carrying out work experience. Learners from every Learning Neighbourhood engage in real-world practical projects that deepen their understanding of themselves, the world and their place in it, and help develop Green School Skills.
Ondervindingsleer by Green School is waar ons modder tussen die tone kry en ons hande vuil maak. Dit kan beteken om betrokke te raak in ons skool tuine, kuns te maak, iets te bou uit bamboes of âBlack Wattleâ leer om slange te vang (letterlik, ons almal sal graag wil leer hoe om die figuurlikse te vang), of doen werkies op die kampus. Leerders uit al die fases neem deel in hierdie regte wĂȘreldse projekte wat hulle begrip van hulself, die wĂȘreld om hulle, en hul plek daarin, bevorder en geleendheid gee om Green School-vaardighede te ontwikkel.
We believe that every child deserves, and is indeed entitled to, the best possible foundation for their education. We provide an outstanding and caring setting where each child is treated as an individual as they begin their unique learning journey of fulfilling their potential.
Our play-based program sparks childrenâs natural curiosity and instills the joy of learning through singing, dancing, art, storying-telling, cultural celebrations, green studies, and excursions around our awe-inspiring campus.
The importance of the foundation of letter and word recognition, language, number, shape and colour identification cannot be overstated. Through music and song we ensure that your childâs education has a solid foundation.
Ons glo dat elke kind dit verdien om die beste moontlike basis vir hulle opvoeding te hĂȘ. Ons bied ân uitmuntende en koesterende omgewing waar elke kind as ân individu behandel word soos hulle hul unieke leerproses begin om hulle potensiaal te bereik.
Ons spel-gebasseerde program wakker kinders se natuurlike nuuskierigheid aan en laat hulle die vreugde van leer ervaar deur middel van sang, dans, kuns, storievertelling, kulturele vieringe, groen studies en uitstappies op die pragtige kampus.
Ons fokus op holistiese ontwikkeling â fisies, sosiaal-emosioneel, kognitief, kreatief en kultureel deur ons Drie Leerraamwerke (tematies, vaardigheids en eksperimenteel).
In the Primary Years, our classrooms are built to inspire learners to connect with their environment, chase adventure, and pursue their passions. Itâs a time for fun, laughter, exploration, and enquiry, while building relationships, expressing creativity, and getting dirty.
Primary learners strive to master core competencies in maths and literacy in a highly supportive learning environment. Each childâs journey to mastery of these skills and competenies is carefully planned so that they are supported and inspired every step of the way. We want our children to truly understand these key concepts.
Our holistic approach engages the four intelligences â physical, emotional, intellectual and intrapersonal â through the Three Frames of Learning.
Tydens die laerskooljare inspireer ons kampusontwerp leerlinge om die omgewing beter te leer ken, avontuur te gaan soek, en hul passies uit te leef. Dis ân tyd vir pret, lag, verkenning en ondersoek, terwyl hulle verhoudings bou, hul kreatiwiteit uitdruk en vuil raak!
Laerskoolleerlinge bemeester kernvaardighede in wiskunde en letterkunde in ân ondersteunende leeromgewing. Student-geleide, praktiese projekte bevorder ondernemingsgees, omgewingskennis, praktiese vaardighede en die kunste terwyl dit leerlinge help om beter medewerkers en kommunikeerders, etiese besluitnemers en risikonemers te word.
Ons holistiese benadering betrek die vier intelligensies â fisies, emosioneel, intellektueel en interpersoonlik, deur ons Drie Leerraamwerke.
The middle school program begins to give our learners the freedom and responsibility of course selection while maintaining a firm grounding in foundational subjects. Learners are able to choose their PE, arts, and literacy courses, empowering, supporting and challenging them to take control of their own learning programme.Â
Throughout the intermediate years, we focus on developing learnersâ critical thinking skills â to question, challenge and seek to discover answers and solutions for themselves. The programme is structured and delivered in order to leverage the natural desire of this age group to become independent thinkers, to work with friends and peers, and to discover rather than to be told. This truly unique and progressive programme retains an absolute focus on the social and emotional development of children at this exciting and important age and stage.
Middle school honors the Three Frames of Learning while working to introduce integrated units in our proficiency frame in order to prepare learners for the elective process of high schoolâs blended frames.
Ons middelskoolprogram bied leerlinge meer vryheid en verantwoordelikheid om hul eie leerprogram saam te stel, bo-op ân ferm grondslag van kernvakke. Leerlinge kan hulle eie LO, kuns en letterkunde kursusse kies, wat hulle bemagtig, ondersteun en uitdaag om beheer te neem van hulle leerprogram.
Gedurende hierdie intermediĂȘre jare fokus ons daarop om leerlinge se kritiese denkvaardighede te ontwikkel â dus om dinge te bevraagteken en self antwoorde en oplossings te vind.
Die program is sĂł gestruktureer om kinders van hierdie ouderdomsgroep se natuurlike behoefte aan onafhanklike denke, om saam met maats aan projekte te werk, en om self te ontdek pleks van voorgesĂȘ te word, te versterk. Hierdie unieke en progressiewe program fokus volkome op die sosiale en emosionele ontwikkeling van kinders op hierdie opwindende en belangrike ouderdom.
Middelskool gebruik die Drie Leerraamwerke (tematies, vaardigheid en eksperimenteel) terwyl ons leerlinge begin blootstel aan geïntegreerde leereenhede om hulle op hoërskool voor te berei.
Our perspective on education, reflected in our curriculum, is that we are not filling a bucket, but rather lighting a fire. Thus, we endeavor to teach learners to âlearn how to learnâ by giving them the skills to do so. Most importantly, we aim to instill in our learners a love of learning as a passionate pursuit in and of itself.
Our high school programme emphasises empowering learners to make their own choices in a mutually-respectful way with their teachers. We believe in honouring each individual to be their best self.
We aim to get learners out into the world, to embrace their own personal learning journey and to see that learning can happen anywhere in the world, not just in a classroom. High school learners demonstrate independence, emotional maturity, passion and creativity. Our programme supports them to become leaders within the school community. Graduates from our sister school in Bali are attending universities around the world and working in inspiring organisations and places where they are finding personal and academic success.
We aim to get your child out into the world, to embrace their own personal learning journey and to see that learning can happen anywhere in the world, not just in a classroom â lifelong learning realised. Our programme holds a special place in the world of education evidenced by our four years of graduates who are attending universities around the world.
Ons siening van onderrig, wat in ons kurrikulum weerspieĂ«l word, is dat ons nie besig is om ân emmer vol te maak nie, maar eerder ân vuur aan te steek. Ons mikpunt is om kinders âte leer hoe om te leerâ deur hulle die nodige vaardighede te gee. Nog belangriker is ons doelwit om by leerlinge ân liefde vir leer te kweek.Â
Ons HoĂ«rskool-program fokus daarop om leerlinge hul eie keuses te laat maak, met die leiding van hul opvoeders en ouers. Ons glo daarin om elke leerling die beste weergawe van hom- of haarself te laat wees.Â
Ons wil hĂȘ leerlinge moet die wĂȘreld verken, hul eie persoonlike leerervaring geniet en sien dat ân mens op enige plek in die wĂȘreld iets kan leer, nie net in ân klaskamer nie. HoĂ«rskool-leerlinge toon onafhanklikheid, emosionele volwassenheid, geesdrif en kreatiwiteit. Ons program ondersteun hulle om leiers binne die skoolgemeenskap te word.
Die Green School in Bali se oudleerlinge loop vandag klas by universiteite oor die wĂȘreld heen, werk by inspirerende organisasies en streef na opwindende doelwitte. Hulle behaal nie net persoonlike en akademiese sukses nie, maar maak beduidende bydrae as baanbrekers in aksie.
Our homegrown, comprehensive green studies curriculum evolves from ecology to sustainability, while connecting learners to our local geographic and cultural context. Using a hands-on approach allows learners to âget their hands dirtyâ and âget mud between their toesâ, while reinforcing the essential skills of reading, writing, maths and science.
Ons omvattende groen kurrikulum draai om alles van ekologie tot volhoubaarheid, terwyl dit leerlinge met ons plaaslike geografiese en kulturele konteks verbind. ân Praktiese benadering laat leerlinge toe om âhul hande vuil te maakâ en âmodder tussen hul tone te kryâ, terwyl dit ook noodsaaklike vaardighede soos lees, skryf, wiskunde en wetenskap slyp.
 At weekly assemblies, campus art galleries, and other community venues, learners will have regular opportunities to display their art and perform in a supported, safe environment. Through exhibition and performance, we will foster childâs confidence, self-awareness, perseverance, and collaboration.
Whenever possible, we will pursue opportunities to link strands of the creative arts, particularly when it comes to celebrating through exhibitions and performance.
Alle leerders het kuns en musiek lesse as deel van die standaard leerprogram. Hierdie klasse gee vir leerders die geleentheid om die kunste te verken en mee te speel, en hulle gunsteling maniere van persoonlike uitdrukking te vind
Danksy weeklikse saalbyeenkomste en kampuskunsgalerye sal leerlinge gereeld die geleentheid hĂȘ om hul werk uit te stal en binne ân veilige en waarderende omgewing op te tree. Uitstallings en optredes help om kinders van selfvertroue, selfbewustheid, deursettingsvermoĂ« en samewerking te leer. Wanneer moontlik sal ons ook geleenthede benut om verskillende kunsvorms te kombineer.
Sport and physical education is a central part of the Green School experience. The focus is upon providing children with the opportunity to learn a range of physical and social skills whilst a enjoying a fun-filled time with friends. We encourage participation and want our children to experience the positive benefits of a healthy, active lifestyle.Â
Our location at the foot of the Drakenstein mountains allows for plenty of outdoor and adventure education opportunities such as mountain biking, hiking and rock climbing.Â
Sport en liggaamlike opvoeding is ân kern deel van die Green School-ervaring. Die fokus is daarop om kinders die geleentheid te gee om ân verskeidenheid fisieke en sosiale vaardighede aan te leer, terwyl hulle ân lekker kuier saam met vriende geniet. Ons moedig deelname aan en wil hĂȘ dat ons kinders die positiewe voordele van ân gesonde, aktiewe leefstyl moet ervaar.Â
Ons ligging aan die voet van die Drakenstein-berge bied baie geleenthede vir buitelug- en avontuuropleiding soos bergfietsry, stap en rotsklim.
How learners feel about themselves and their relationships with others directly affects their ability to learn and grow. Our physical, mental and social/emotional wellbeing influences everything we do.
At Green School, our wellbeing curriculum acknowledges that children learn best when they are joyous, mindful, active and aware. All aspects of Green Schoolâs wellbeing programme (physical wellbeing, social and emotional wellbeing, sex education and pathways) are structured into three strands that allow learners to develop the skills and knowledge to be the stewards of their own health and growth: connection to me, connection to others, and connection to society.
Hoe leerlinge oor hulself en ander voel, het ân direkte uitwerking op hul vermoĂ« om te leer en te groei. Ons fisieke, geestelike en sosiale/emosionele welstand beĂŻnvloed alles wat ons doen.Â
By Green School het ons juis ân welstandskurrikulum omdat ons weet kinders leer die beste wanneer hulle gelukkig, aandagtig, aktief en bewus is.Â
Alle aspekte van Green School se welstandsprogram (fisieke welstand, sosiale en emosionele welstand, aandagtigheid, en verhoudingsleer) word in drie groepe verdeel, wat leerlinge help om vir hule eie gesondheid en groei verantwoordelik te wees: my verhouding met myself, my verhouding met ander, en my verhouding met die samelewing.
Stappie-Stappie is a key element of the experiential frame of learning. It is where our learners have an opportunity to get involved in an immersive and challenging learning adventure. Learners experience learning hands on. This is the time to engage with something you are passionate about and learn through trying. Sometimes our learners will not get things right the first time, but they have the freedom to try again until they can understand and manage their own learning. Perfection is not key here, but rather the development phases towards perfection. This is real practical learning and each learner needs to take ownership of their learning. Some of the activities the learners engage with are working in the school gardens, dancing, creating art, cooking, first aid, outdoor living, building things and sewing. Learners learn through exploring, problem solving and working with others. Our learners are able to work with learners from a range of age-groups. This is a leadership opportunity for the older learners to engage with the younger learners as the âteacherâ in the lesson. The Stappie Stappie program also has an important service aspect to it, our learners learn to engage and give back to the community. During the year learners can choose 4 different activities. At the end of each activity learners are asked to reflect on their learning experiences and to identify the Green School skills that they demonstrated.
Stappie-Stappie is a key element of the experiential frame of learning. It is where our learners have an opportunity to get involved in an immersive and challenging learning adventure. Learners experience learning hands on. This is the time to engage with something you are passionate about and learn through trying. Sometimes our learners will not get things right the first time, but they have the freedom to try again until they can understand and manage their own learning. Perfection is not key here, but rather the development phases towards perfection. This is real practical learning and each learner needs to take ownership of their learning. Some of the activities the learners engage with are working in the school gardens, dancing, creating art, cooking, first aid, outdoor living, building things and sewing. Learners learn through exploring, problem solving and working with others. Our learners are able to work with learners from a range of age-groups. This is a leadership opportunity for the older learners to engage with the younger learners as the âteacherâ in the lesson. The Stappie Stappie program also has an important service aspect to it, our learners learn to engage and give back to the community. During the year learners can choose 4 different activities. At the end of each activity learners are asked to reflect on their learning experiences and to identify the Green School skills that they demonstrated.
Die Green School-ervaring sluit verskeie belangrike mylpale in. Spesifieke projekte is ontwerp om belangrike fases van ‘n kind se ontwikkeling op sekere vlakke van hul skoolloopbaan uit te daag en ook te vier. Hier is ‘n paar voorbeelde:
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We are part of the global Green School network: greenschool.org  |  BALI |  NEW ZEALAND |  SOUTH AFRICA | TULUMÂ
