nursery school - sun.ac.za · nursery school |development proposal august 2017. executive summary...

Nursery School |Development ProposalAugust 2017

Executive Summary

• Proposal for a new stand-alone Day-care facility

• Maximum capacity of 350 learners

• 17 classrooms in total

• Construction build area approximately 1943 square meter

• Full development or two-phased approach

• Located on Tygerberg Campus, adjacent to the new expansion of the Fisan

Building project

Project scope information

Learner distribution information

Proposed layout on the ground floor level

Proposed layout on the first floor level

Proposed perspective of new buildings in context to the existing buildings

Proposed perspective of the main entrance from the existing intersection

Proposed perspective of internal circulation and play area

Proposed perspective of internal playground

Nursery School Academic Programme

Unique curriculum based on:

• The South African National Curriculum

Framework (NCF) 2015 for children from

Birth to Four

• Curro’s Draft NS Curriculum of May 2013

• International research

Classifying the different age groups in nursery schoolsGROUP AGE CLASSIFICATION MAXIMU

M

CHILDR

EN

PER

CLASS

STAFF

MEMBERS

PER

CLASS

STAFF

/

CHILD

RATIO

Group 1 3 - 12 months

Babies 15 3 1:5

Group 1.5 12 – 18 months

Babies 18 3 1:6

Group 2 18 – 24 months

Toddlers 20 3 1:6.6

Group 3 2 – 3 years Toddlers 25 3 1:8.3

Group 4 3 – 4 years Young children 25 2 1:12.5

Group 5 4 – 5 years Young children 25 2 1:12.5

6 Early Learning and Development Areas (ELDAs)

6 Early Learning and Development Areas (ELDAs)

1. Well-being

Children are becoming more aware of

themselves as individuals, developing a

positive self- image and learning how to

manage their own behaviour

Children are demonstrating growing

awareness of diversity and the need to respect

and care for others.

Children are beginning to demonstrate

physical and motor abilities and an

understanding of a healthy lifestyle.

Life Skills

Language

Relationship with

the NELDS -

Desired Results

Relationship with CAPS –

Foundation Phase

Subjects

6 Early Learning and Development Areas (ELDAs)

2. Identity and

belonging

Children are becoming more aware of

themselves as individuals, developing a

positive self-image and learning how to

manage their own behaviour

Children are demonstrating growing

awareness of diversity and the need to respect

and care for others.

Life Skills (including

historical and geographical

understandings of self and

family)

Language

Relationship with

the NELDS -

Desired Results

Relationship with CAPS –

Foundation Phase

Subjects

6 Early Learning and Development Areas (ELDAs)

3. Communication

Children are learning how to think critically,

solve problems and form concepts

Children are learning to

communicate

effectively and use language

confidently.

Children are learning about mathematical

concepts.

Language

Mathematics

Life Skills

Relationship with

the NELDS -

Desired Results

Relationship with CAPS –

Foundation Phase

Subjects

6 Early Learning and Development Areas (ELDAs)

4. Exploring mathematics

Children are learning how to think critically,

solve problems and form concepts

Children are learning to communicate

effectively and use language confidently.

Children are learning about mathematical

concepts.

Mathematics

Language

Life Skills (including

scientific and

environmental knowledge

and skills)

Relationship with

the NELDS -

Desired Results

Relationship with CAPS –

Foundation Phase

Subjects

6 Early Learning and Development Areas (ELDAs)

5. Creativity

Children are learning how to think critically,

solve problems and form concepts

Children are learning to communicate

effectively and use language confidently.

Children are becoming more aware of

themselves as individuals, developing a

positive self-image and learning how to

manage their own behaviour

Language

Mathematics

Life Skills

Relationship with

the NELDS -

Desired Results

Relationship with CAPS –

Foundation Phase

Subjects

6 Early Learning and Development Areas (ELDAs)

6. Knowledge and

understanding of

the world

Children are learning how to think critically,

solve problems and form concepts

Children are demonstrating growing

awareness of diversity and the need to respect

and care for others.

Children are learning about

(mathematical) concepts

Life Skills (including

historical, geographical

knowledge, scientific and

mathematical knowledge

and skills)

Mathematics

Language

Relationship with

the NELDS -

Desired Results

Relationship with CAPS –

Foundation Phase

Subjects

Teaching and learning strategy

Abstract

Symbols

2 D (Pictures)

3 D (Objects)

Body & senses(Movement & Senses)

Teaching and learning strategy

The daily programme

Free play

Rings

Routines

The younger the group, the more time is spent on ROUTINES and free PLAY

All schools use standardized documents

Poster with layouts

Curriculum Document

Quarterly plan

Weekly planning templates

Observation sheets

Reports

Phase overview

Introduction to each

ELDA

Teaching and learning

Cost and Fee Structure

School opening year 2019

Max learner numbers 329

Starting learners 223

Starting school fees 3 107

Fee inflation rate 9%

Building inflation rate 7%

Buildings Capital initial 24.0

Moveables initial 4.0

Total capital investment 30.0

Cost and Fee Structure

Year 0 1 2 3 4 5 6 7

2017 2018 2019 2020 2021 2022 2023 2024

Inflation rate 7% 7% 7% 7% 7% 7% 7%

Growth 15% 10% 5% 5% 5% 5%

Learner numbers Capacity 223 256 282 296 311 327 329

G1 72 45 51 56 59 62 65 66

G2 72 45 51 56 59 62 65 66

G3 72 45 51 56 59 62 65 66

G4 72 45 51 56 59 62 65 66

RR 72 45 51 56 59 62 65 66

360

Fees 9% 9% 9% 9% 9% 9% 9%

2 850 3 107 3 386 3 691 4 023 4 385 4 780

G1 2 850 3 107 3 386 3 691 4 023 4 385 4 780

G2 2 850 3 107 3 386 3 691 4 023 4 385 4 780

G3 2 850 3 107 3 386 3 691 4 023 4 385 4 780

G4 3 000 3 107 3 386 3 691 4 023 4 385 4 780

RR 3 000 3 107 3 386 3 691 4 023 4 385 4 780

Way Forward

• Survey to all Staff (SU & DoH) with proposal

• Need commitment from staff

• Report back to RMT on Project

• Numbers of learners is key to financial sustainability

• Would require commitment from parents in order to proceed

Thank you