Blaauwberg Rise Academy & Kieliekrankie Kleuterskool

Activities/Aktiwiteite & Curriculum


  • Bi-annual Progress Reports/Halfjaarliks Vorderings Rapport
  • Bi-annual Parent Evenings/Halfjaarliks Ouer Aande
  • Holiday Program/Vakansie Program
  • School Functions & Photographs/Skool Funksies & Foto’s
  • Baker’s Day/Bakkers Dag
  • Year End Function/Jaar Einde Funksie
  • Extra Mural Activities/ Buitemuurse Aktiwiteite



We are following the CAPS program endorsed by the WCED which is theme based and includes the following:

Visual Skills: perception, discrimination, visual motor co-ordination, memory

Language Development: vocabulary, comprehension, speech

Body Concept: drawing age appropriately, recognizing & identifying, dominance

Auditory Skills: perception, discrimination, memory, sequencing

Fine Motor Skills: pencil grip, cutting, colouring in, eye-hand co-ordination

Gross Motor Skills: ball skills, balancing, games, hopping, skipping, galloping, and obstacles

Numeracy: number concept, counting, learning to write numbers, number recognition

Emotional Development: separation, leadership, confidence, behavioral norms

Social Development: adaption to rules & routines, social interaction, physical education

Blaauwberg Rise Therapy & Learning Centre

Activities & Curriculum

  • A secure school environment
  • An excellent curriculum: Eureka Learning Systems (ELS) addressing autism specific challenges
  • Individualised educational programme for each child (IEDP)
  • Qualified and experienced Teachers
  • 45 min one-on-one tutoring daily
  • 1 x per week 30min one-on-one speech therapy
  • 1 x per week speech group therapy session (8 kids)
  • Teacher & assistant ratio to pupils 8:2
  • Kinder kinetics & sensory play our extra mural activities
  • Aftercare facilities
  • Social activities
  • Fun-filled holiday programme
  • Therapy room for visitors
  • Progress reports
  • Parent evenings
  • Year- end function
  • Parent support group meetings
  • Awareness campaigns for Autism & Learning Barriers










Introduction to ELS

There are many overlapping symptoms across learning ‘disorders” and “disabilities”. For a child with a learning disability, the general process of learning remains the same as for a neuro typical

child, no matter what the diagnosis or the causes for the presenting problems a child may have. It is important to understand that a child’s behaviors and outcomes of school “work” are a manifestation of how he/she processes information. When a child is not developing to the generally accepted “norm”, this processing of information is impaired which can result in a child not being able to express himself adequately or give meaning to a confusing world around him.

When dealing with children, no matter what the “label” (e.g. gifted, neuro typical, delayed), we need to provide a safe environment that is accepting and respectful to them presenting learning profiles and emotional and behavioral barriers. This environment must be consistent, and an empathic relationship between teacher and educational therapist must exist. There needs to be a belief that the “presenting barriers” can be overcome and a systematic, developmental program followed to achieve this. The belief that cognition (thought processing) can be developed is key: it is important that a child engages in thinking.

Problem solving and language needs to be mediated through dialogue.

All ELS Centers are managed and staffed by Educational Therapists and Teachers who believe in the above.

  • What can I expect if my child is enrolled in a Eureka Learning Centre?
  • The teaching staff are trained and Educational Therapists are registered with ELS (Eureka Learning Systems)
  • The philosophy, principles and methodology of ELS are followed.
  • An individualized approach is followed (all children work at their unique level of cognitive engagement on all learning tasks and activities)
  • All children receive daily one-on-one ELS educational therapy to address their (individually) identified barriers to learning. The length of a session is typically 45 minutes, depending on age and ability to attend.
  • All children follow the ELS literacy and numeracy curriculum.
  • Independent learning is the aim for every child.
  • Should a child be attending ELS Learning Centre for the school day, the aim of the intervention received whilst at the Centre is to reintegrate the child back into mainstream education as an independent, self-confident and resilient child.

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