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Primary School Concept
of the Deutsche Internationale Schule Pretoria
Growing
together
© Picture: Natalie Riedinger
Page 2
Structure
1. Preface Page 4
2. Primary school structure Page 4
3. Organisation Page 5
3.1 School curriculum Page 5
3.2 Academic year/Holidays Page 5
3.3 Subject allocation Page 6
3.4 Supervision Page 7
3.5 Meals Page 7
3.6 Departments Page 7
4. Rooms and equipment Page 8
5. Personnel Page 8
5.1 Teachers Page 8
5.2 Assistants Page 9
5.3 Interns Page 9
5.4 Cooperation partners Page 9
5.5 Remedial teachers and learning assistants Page 9
5.6 Governing body Page 9
6. Personnel development Page 10
6.1 Further training of primary school teachers Page 10
6.2 Colleagues sitting in on classes Page 10
6.3 Staff appraisals Page 10
7. Enrolments Page 10
7.1 Enrolment Page 10
7.2 Premature promotion to Grade R and Grade 1 Page 11
8. Education Page 11
8.1 Teaching and learning materials Page 11
8.2 Methods used in the curriculum Page 11
8.3 Work schemes and Theme plans Page 11
8.4 Performance assessment Page 11
8.5 Handover conference Page 12
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8.6 Differentiation Page 12
8.6.1 Grade R Page 12
8.6.2 Mainstream/German branch Page 12
8.6.2.1 Differentiation in German Page 12
8.6.2.2 Differentiation in mathematics Page 13
8.6.3 V-Zweig/English branch Page 13
8.6.3.1 Differentiation in English Page 13
8.6.3.2 Differentiation in mathematics Page 13
8.7 Comparative tests Page 13
8.8 Inclusion Page 14
8.9 Skills development Page 14
8.9.1 Social skills Page 14
8.9.1.1 ‘Faustlosʼ - Social learning Page 14
8.9.1.2 Class council – Social leraning Page 14 8.9.1.3 Class representatives Page 15
8.9.2 Methodical skills Page 15
8.9.3 Intercultural skills Page 15
8.10 Pedagogical quality management Page 15
8.11 Disciplinary policy Page 15
9. School events Page 15
10. Parentsʼ involvement Page 17
10.1 Parentsʼ evenings Page 17
10.2 Parentsʼ days Page 17
10.3 Parent-teacher meetings Page 17
10.4 Information exchange Page 17
10.5 Information events Page 18
10.6 Parentsʼ representatives Page 18
10.7 Parentsʼ representative council Page 18
10.8 ‘Oktoberfestʼ representatives Page 18
10.9 Complaint procedure Page 18
11. Quality development Page 18
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In order to render the text more reader-friendly, the use of masculine and feminine
forms was omitted. All references to persons shall apply equally to both genders.
1. Preface
“Growing togetherˮ – this is the motto of the primary school of the Deutsche Schule Pre-
toria (DSP). “Growingˮ refers to the development of both the children and the pedagogi-
cal team, “togetherˮ refers to the many different cultures and languages.
This concept was developed and compiled by the entire primary school team of the
Deutsche Schule Pretoria.
The aim of this concept is to provide the reader with an insight into our work thus far,
our future plans, our motivation and ideas.
Our concept is the product of a dynamic process and is to remain up-to-date, is to be
revised, discussed and developed further.
2. Primary school structure
In our well-established primary school the cultural skills of reading, writing and arithme-
tic, the contents of the primary school curriculum as well as the methods used in the
curriculum of the primary school are conveyed to the learners. They form the basis for
further learning at secondary school.
Grade R and Grades 1 – 4 make up the primary school of the DSP. The primary school
consists of two streams: the mainstream with German as the medium of instruction as
well as the V-Zweig with English as the medium of instruction and German as an inten-
sified subject. The mainstream generally consists of two classes per grade and the V-
Zweig of one class per grade.
The head of the primary school is a member of the extended school management and is
responsible for the primary school. He cooperates constructively and trustfully with the
various areas of school organisation.
The deputy head of the primary school for the V-Zweig is responsible for the pedagogi-
cal work and admissions to the V-Zweig.
The deputy head of the primary school for the mainstream assists with primary school
management and supports the head of the primary school in all organisational matters.
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Deutsche Schule Pretoria - Organisational chart
[Wording of above chart: Governing body; Head; PQM steering group, head; Head of administration; Deputy head D-
Branch; Deputy head E-Branch, Deputy head organisation; Primary school management; Head of afterschool care
centre; Head of kindergarten; Head of Sec. I; Head of Sec. II; Head of NSec; Head of V-Zweig; Head of NSC; Heads
of department; Administrative staff, Technical staff; Pedagogical staff]
3. Organisation
3.1 School curriculum
The school curriculum for the primary school is based on the educational plan of the
Federal state of Baden Württemberg in Germany and takes into consideration the South
African National Curriculum Statement Grade R to 12 and the IEB Curriculum of the In-
ternational Educational Board. These form the pillars of our school curriculum.
3.2 Academic year/Holidays
The academic year at the DSP starts in January and ends in December. Classes com-
mence at 7h30. Each lesson is 40 minutes. School holidays differ from those of public
schools in Gauteng and can be obtained from the school’s website. Teaching takes
place from Monday to Friday. In addition, school attendance is compulsory on five Sat-
urdays per year (four sports events and one Open Day).
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3.3 Subject allocation
The subject allocation of the DSP is based on the educational plan of the Federal state
of Baden Württemberg.
All learners are at school at 7h25 so that teaching can commence on time at 7h30. For
learners of Grade R, Grade 1 and Grade 2 classes end after the sixth period (12h05).
In Grades 3 and 4 classes end after the seventh period (13h25) on four days in the
week and after the sixth period (12h05) on one day in the week.
During the mornings there are two play breaks of fifteen minutes each, as well as a
lunch break of forty minutes at 12h05. At 8h40 a snack break is held in class.
[Wording of table: Subject allocation; Primary school, Grade R Stammschule; Grade R V-Zweig; Subject; Grade;
Basic subjects: ; German Home Language – Stammschule; English Home Language – V-Zweig; German differentia-
tion (DDA) – Stammschule; English differentiation (EDA) – V-Zweig; Mathematics; Mathematics differentiation (MDA)
– Stammschule; Mathematics differentiation (MDA) – V-Zweig; Environmental studies; Social learning; Subject of
special interest; Music; Art; English - Stammschule; German First Additional Language – V-Zweig; Computer studies;
Religious studies or Ethics; Sport; Assembly; Total number of contact hours]
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3.4 Supervision
Early-morning supervision is guaranteed from 7h00 in the mornings.
Up until 14h10 all learners who do not go to the afterschool care centre can play on the
Oktoberfest playground or can do their homework in the designated classroom with su-
pervision between 12h45 and 14h10.
The children must be collected by 14h10 from the Oktoberfest playground or from the
homework classroom. Children who are still on the school premises after 14h10 will be
supervised in the afterschool care centre subject to a charge.
After school, learners have the opportunity of being supervised in the afterschool care
centre.
3.5 Meals
Primary school learners can pre-book their warm lunch at the Tuckshop and/or can buy
themselves something to eat at the Tuckshop. Primary school learners should generally
bring a healthy snack to school and can only buy an early morning snack at the Tuck-
shop under exceptional circumstances.
3.6 Departments
The primary school departments are as follows:
German (German as mother tongue – DaM; German as foreign language – DaF), Eng-
lish (home language and first additional language), Mathematics and Environmental
studies.
The departments for subjects of special interest, sport, art, computer studies, religious
studies or ethics and music form part of the secondary school departments.
In the primary school, sport and music lessons are included in the weekly timetable. In
addition we offer a wide variety of extramural activities in sport and music during the af-
ternoons. On four Saturdays in the year learners are expected to attend compulsory
sports events (swimming gala, fun run, ball sports and athletics day).
In the primary school we support the DSP profiles of mathematics/science and of mu-
sic/art through profile subjects (Grade R to Grade 2) and through subjects of special in-
terest (Grade 3 and 4).
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4. Rooms and equipment
Every primary school class has its own classroom in which the lessons are generally
held, with the exception of computer studies, sport and music. Many classrooms are al-
ready equipped with height-adjustable whiteboards and two thirds have an adjacent
group room. Desks and chairs are appropriate to the respective age groups. The basic
equipment of every classroom includes a basin, built-in cupboards, a clock, a CD play-
er, a pin board and shelves. Every second classroom has an overhead projector. Some
classrooms have a beamer and a computer.
The classrooms have insulated external walls, plastic windows, heating systems and
fans.
One classroom is specifically equipped with sound-absorbing features (curtains, carpet,
wall insulation) for hearing-impaired children.
An additional classroom should be available for the differentiated teaching programmes.
The primary school can utilise the music and computer rooms of the DSP. Spacious
sports grounds with various facilities, such as a beach volleyball field, a pool and a
gymnastics hall complement the school facilities. A sick room is also available at the
school.
The primary school has spacious facilities for the breaks, including a lawn and a play-
ground. The reconstruction and improvement of the active break areas will be planned
by the task team “Active playground of the primary school” in 2016.
The new building (V block) of the primary school is supplied with power through a pho-
tovoltaic system. Surplus electricity is fed into the school grid. The V block is heated
with a heat pump.
5. Personnel
5.1 Teachers
The primary school staff is comprised of South African and German teachers (Federal
programme teachers – BPLK, freely acquired teachers – FALK, local teachers – OLK).
Both primary school teachers and secondary school teachers teach in the primary
school. The respective tasks of teachers are specified in their job descriptions.
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5.2 Assistants
The assistants cooperate with the Grade R teachers according to the respective timeta-
bles. Before school, during breaks and until 14h10 they are responsible for the supervi-
sion of Grade R learners.
5.3 Interns
The primary school hosts interns that are being trained as teachers in South Africa as
well as German interns from colleges of education and universities. They are given the
opportunity of sitting in on classes and of teaching classes under supervision.
The interns are allocated to certain teachers by the primary school management.
5.4 Cooperation partners
Primary school teachers cooperate closely with the Kindergarten and the secondary
school in order to provide learners with the opportunity of developing holistically.
Primary school teachers also work closely together with the Therapy centre and the dif-
ferent therapists, e.g. speech therapists and occupational therapists.
5.5 Remedial teachers and learning assistants
The function, areas of responsibility and duration of responsibility of a remedial teacher
or a teacher with qualifications in the area of inclusion are contained in the inclusion
concept. At the DSP one remedial teacher works in the primary and the secondary
school.
The tasks and responsibilities of a learning assistant for children with individual special
needs are agreed separately between the parents of the learner and school manage-
ment.
5.6 Governing body
The governing body takes decisions on the legal interests of the school and represents
the school as a juristic person.
Members of the governing body (see website) work in an honorary capacity and head
the following committees:
School and Personnel Committee, Finance Committee, Marketing Committee, Infra-
structure and Strategy Committee.
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6. Personnel development
6.1 Further training of primary school teachers
The further training coordinator and pedagogical quality management (PQM) group offer
compulsory, school-internal further training for teachers of primary and secondary
school twice a year on topics such as methodology, didactics, development of lessons,
school development and/or inclusion.
6.2 Colleagues sitting in on classes (or: Peer review)
Colleagues, also from different grades and subjects, regularly sit in on each other’s
classes. Such visits are organised independently by teams of colleagues and are pre-
pared and reflected in consultation with each other. Such visits are recorded on set
sheets for documentation.
Twice a year such visits are also arranged in cooperation with the Kindergarten.
Such cooperation can be consolidated at special conferences if needed.
6.3 Staff appraisals
Once a year every primary school teacher has the opportunity of discussing the devel-
opments in his area of work in a confidential interview with primary school management.
The teacher’s performance is discussed retrospectively and individual objectives can be
set.
7. Enrolments
7.1 Enrolment
Application for admission forms, parent contract and further enrolment documentations
can be obtained from the secretariat of the school. These documents must be complet-
ed fully, signed (original signature) and returned to the secretariat of the school. This
can generally be done only after the enrolment interview with the
primary school management. In this interview, the allocation of the child to a specific
grade is discussed, particularly with parents from the northern hemisphere.
The following supporting documentation must accompany the above documents:
Copy of birth certificate
Copy of vaccination card
Copy of the last report
Copy of the study permit – for learners who are not South African citizens and who have
no diplomatic status.
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7.2 Premature promotion to Grade R and Grade 1
The premature promotion of a Kindergarten learner to Grade R or Grade 1 may be con-
sidered for two reasons:
✓ The child is no longer challenged in his current grade.
✓ The transition to a school system of the northern hemisphere (where the aca-
demic year starts August/September) is to be prepared so that the child can be
enrolled there in an age- and performance-appropriate grade.
8. Education
8.1 Teaching and learning materials
The DSP uses different teaching and learning materials to support learners in achieving
their full academic potential. The school books currently prescribed are contained in the
list of school books. At the DSP school books and learning materials are not free of
charge.
8.2 Methods used in the curriculum
Teachers use a multitude of methods. Depending on the age group and the individual
needs of learners different methods, such as group work, partner work or individual
work are applied. The methods used in the individual grades are listed in the method
curriculum document of the primary school. This document is contained on the website
of the Deutsche Schule Pretoria.
8.3 Work schemes and Theme plans
The DSP uses work schemes and theme plans that were compiled by the teachers for
the respective grades and subjects.
These work schemes are guided by the school curriculum of the DSP.
8.4 Performance assessment
The primary school uses a standardised procedure to assess learners.
In Grade R the teachers compile progress reports for every learner at the middle and at
the end of the year.
From Grade 1 participation in class and conduct of learners are assessed. In Grades 1
and 2 learners receive a verbal assessment and from the end of Grade 1 class teachers
give marks (1 to 6) in the subjects of German, mathematics and writing.
In Grades 3 and 4 learners will be given percentage marks as well as marks for partici-
pation and conduct. The subjects assessed in these grades are German/English, math-
ematics, environmental studies, art, English and/or German as foreign language, sport,
religious studies/ethics.
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The performance assessment is guided by the school curriculum of the DSP and con-
sists of two categories. The written mark (tests and progress tests) makes up 50% of
the aggregate mark of a subject and all other assessments constitute the remaining
50%. The aggregate mark is no arithmetic mean and takes into consideration the devel-
opment of the learner (see promotion requirements).
Should a new learner from Germany already have completed a grade and should he be
admitted to the same grade during the course of the academic year at the DSP, he will
receive a certificate of attendance.
Learners achieving excellent results in certain subjects at the end of the academic year
will receive an award.
8.5 Handover conference
In the last term a handover conference will be held with the teachers of Kindergarten
and the teachers of Grade R. During these conferences the allocation of learners to the
respective classes will be determined.
All other handover conferences take place just before the commencement of the new
academic year.
8.6 Differentiation
8.6.1 Grade R
Internal differentiation in Grade R is based on the pedagogical sensual perception test.
Every week two language lessons are given in the German branch of Grade R.
8.6.2 Mainstream/German branch
8.6.2.1 Differentiation in German (DDA)
The underlying principle of this concept is a standardised diagnostic procedure. This
procedure is based on a diagnostic spelling test (DBL, DRT or HSP). With this proce-
dure the spelling performance of every learner is captured once. The tests are conduct-
ed during the second half of Grade 1. Upon recommendation of the subject teacher or
upon request by the parents, learners can be tested again.
On the basis of the test results and in consultation with the subject teachers, learners
are allocated to one of three German differentiation groups for every grade for one dou-
ble period per week:
Flower group – German exercises at a higher level of competence
Star group – Exercise group
Heart group – Targeted support in the area of reading and spelling
Further information can be obtained from the website.
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8.6.2.2 Differentiation in mathematics (MDA)
Within the framework of the subject, allocation of one differentiation lesson per week is scheduled for Grades 3 and 4 where the learners are allocated to one of three differen-tiation groups according to a diagnostic procedure (DEMAT):
Flower group – Exercises at a higher level of competence Star group – Additional exercises in the area of arithmetic and practical problems Heart group – Targeted support in the area of numerical literacy, arithmetic and practical problems
Further information can be obtained from the website.
8.6.3 V-Zweig/English branch
In order to cater for the respective needs of our learners in English and mathematics,
the DSP offers more intensive enrichment for academically strong learners in the Eng-
lish branch and at the same time targeted support for academically weak learners, as
well as consolidation exercises for learners that need additional practice.
8.6.3.1 Differentiation in English (EDA)
The DSP offers differentiation in Grades 3 and 4 in the English branch. Classes are split
into two groups on the basis of the marks of the previous year and upon the recommen-
dation of the subject teacher:
Enrichment Group – Exercises at a higher level of competence
Support Group – For learners requiring additional support in reading, writing and
comprehension
Further information can be obtained from the website.
8.6.3.2 Differentiation in mathematics (MDA)
The DSP offers differentiation in Grades 3 and 4 in the English branch. Classes are split
into two groups on the basis of a standardised diagnostic procedure (DEMAT) and upon
the recommendation of the subject teacher:
Enrichment group – Exercises at a higher level of competence
Support group – Additional exercises in the area of arithmetic and practical prob-
lems
Further information can be obtained from the website.
8.7 Comparative tests
In Grade 3 comparative tests are written and evaluated in German and mathematics in
the mainstream and in English and mathematics in the V-Zweig. These comparative
tests provide subject teachers with subject-specific, subject-didactic and pedagogical-
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psychological impulses for the further development of the school and of teaching. The
test results do not form part of the assessment of learners.
8.8 Inclusion
The DSP guiding principle regarding inclusion states the following, “Our school commu-
nity considers its cultural and social diversity as well as the heterogeneity of its learners
as enrichment and promotes integration through inclusive measures within and outside
the school.ˮ
Every learner is to be respected as an individual and is to be enriched and supported
according to his abilities. In practical terms this means that the DSP in its daily life deals
with children with and without the special need for support. The primary school strives to
allow all learners to learn and live in a shared classroom.1
Upon request the head of the primary school will gladly provide additional information.
8.9 Skills development
8.9.1 Social skills
The social curriculum forms part of the subject of environmental studies. It comprises of
three essential pillars: the ‘Faustlos’ programme, the class council and the office of
class representative.
8.9.1.1 ‘Faustlosʼ - Social learning
‘Faustlos’ is a programme to promote social and emotional skills and is also used to
prevent violence. It was developed by Manfred Cierpka and Andreas Schick (Hogrefe
Publishers) and is part of the social curriculum of the primary school of the DSP. This is
taught in combination with the class council as a lesson called Social learning.
Social learning is incorporated into the timetable and is taught by the class teacher.
8.9.1.2 Class council – Social learning A class council is a meeting of all learners and the class teacher during which topics
relevant to the class are discussed.
A class council can take place from Grade 1 or 2, depending on the needs of the teach-
er and the class.
1 Inclusion concept of the Deutsche Schule Pretoria
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8.9.1.3 Class representatives Class representatives, generally one girl and one boy, are democratically elected by se-
cret ballot at the beginning of the academic years in Grade 3 and 4.
Class representatives represent the interests of their class. They are also the contact
person between the class and teaching staff. Class representatives may not be advan-
taged or disadvantaged because of their function.
8.9.2 Methodical skills
In order to guarantee a holistic development of skills, the primary school of the DSP has
developed, tested and adopted a method curriculum. (see Point 8.2)
The objective of this curriculum is the development of age-appropriate and goal-oriented
methodical skills of learners.
8.9.3 Intercultural skills
The DSP promotes the development and fostering of intercultural skills in daily school
life. This is characterised by the intercultural exchange between the mainstream and the
V-Zweig.
Many events throughout the school year support intercultural, linguistic and creative in-
tegration.
8.10 Pedagogical quality management (PQM)
Pedagogical quality management is ensured by a steering group. The members of the
steering group are each responsible for one or more working groups. The working
groups are formed from the entire teaching staff. Primary school teachers must be ac-
tively involved in at least one working group.
8.11 Disciplinary policy
Upon enrolment of their children, parents of primary school children will receive and
sign the respectively valid disciplinary policy. Amendments to the disciplinary policy will
be communicated to the parents and the new version will be available from reception.
9. School events
At the beginning of the academic year the entire primary school will participate in the
celebration of the first school day of Grade 1 learners. Based on German tradition, this
will include theatre, dance, songs and handing over of ‘Zuckertüten’.
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The science week offers a week of German orientated projects with scientific and cul-
tural activities. The primary school cooperates with the secondary school. Some of the
projects are offered for learners from different grades. The science week will take place
every second year. In the alternate year the primary school will organize German
project days.
The ‘Bunter Abend’ is a highlight on the school calendar. At this event every class pre-
pares an item (dance, theatre, song, recitals etc).
The annual Easter coffee morning at the German Old Age Home is hosted by the Ger-
man Embassy in cooperation with the primary school of the DSP.
The grandparents’ day is supported by the primary school.
Grade R invites all children who are in their last year of Kindergarten at the DSP to an
open day in Grade R at the end of the school year. In about two periods, the future
Grade R learners get to know the teachers, assistants, classrooms and the primary
school premises and can experience an exciting first lesson.
A similar open day is offered for Grade R learners in Grade 1.
The athletics day and sport Saturdays (swimming gala, athletics day, ball sports day
and fun run) offer yet another opportunity of integration.
The ‘Oktoberfest’ is a fundraising event. It offers the entire school community as well as
people from outside, the opportunity of personally experiencing German music, German
food and German culture.
Further events include class socials with/without parents, joint excursions, a healthy
breakfast (in class or as primary school together) and the Advent celebration.
In the Kindergarten and the primary school at least one cooperation partner (teacher) is
nominated. The cooperation partners plan joint events.
Every school event must be authorised by the deputy head responsible for organisa-
tional matters and must be registered with reception for organisational reasons.
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10. Parentsʼ involvement
10.1 Parentsʼ evenings
At the beginning of every academic year a parentsʼ evening is held for every grade.
Primary school management welcomes the parents. Information on general regulations
of the primary school is provided by primary school management and the class teacher.
The subject teachers provide information on their subjects. Two ‘Oktoberfest’ repre-
sentatives and two parentsʼ representatives are elected.
10.2 Parentsʼ days
At the end of the first and third terms parentsʼ days are held. The appointments are lim-
ited to approximately 10 minutes. For longer meetings separate appointments should be
made (see parent-teacher meetings). Parents can make their parents’ day appoint-
ments by entering their names in the lists displayed in the foyer. The dates for parents’
days are contained in the annual calendar.
10.3 Parent-teacher meetings
The opportunity for exchange between parents, teachers and, if required, school man-
agement is also provided outside the parents’ days. If necessary, teachers will ask the
parents to come for a meeting. Parent-teacher meetings are informative, consultative
and solution-oriented.
Primary school management is available by appointment. Primary school management
always has an open ear for parents and acts in an advisory capacity. When new learn-
ers are enrolled in the primary school, an obligatory enrolment meeting will be held with
primary school management.
Within the framework of the differentiation measures in German and mathematics two
meetings on the educational support programmes will be held every year with the par-
ents of children in the heart group, the subject teacher and the remedial teacher. (see
Differentiation)
10.4 Information exchange
Parents are to inform the school secretariat of any relevant matters, such as illness,
change of address or family situation of the children. Should the child fall ill at school,
the teacher will inform the parents through the school secretariat. During school time the
learners may leave the school premises only with written permission. The relevant form
can be obtained from reception.
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10.5 Information events
During the course of the academic year additional information events for parents may
be held. The parents shall be informed accordingly in writing at least one week ahead of
the event.
Every year an information evening is held in cooperation with the Kindergarten for par-
ents of future Grade R and Grade 1 learners.
10.6 Parentsʼ representatives
The parents of every class will elect a parentsʼ representative and a deputy at the be-
ginning of the year. They shall act as a link between parents, teachers, school man-
agement and the governing body. Parents’ representatives are invited to the meetings
of the PRC.
10.7 Parentsʼ representative council (PRC)
The parentsʼ representatives of the school generally meet once a month for a PRC
meeting. School management, representatives of the learners as well as the teachers
are invited as standing members. These events contribute to the active involvement of
parents in school life and serve to foster the direct exchange of information between the
different bodies.
10.8 ‘Oktoberfestʼ representatives
Parents contribute to school life through active participation in the ‘Oktoberfestʼ. Every
class has two ‘Oktoberfest’ representatives. It is expected of all parents that they partic-
ipate at the ‘Oktoberfest’.
10.9 Complaint procedure
Parents are requested to adhere to the Complaint procedure of the DSP.
The Complaint procedure are available upon request from reception.
11. Quality development
The results from various measures, pedagogical conferences and colleagues sitting in
on lessons serve to continuously improve the quality of teaching and to evaluate the
strengths and weaknesses.
We consider positive feedback from parents and learners as an incentive to maintain a
high level of learning.
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We strive to eliminate deficits step by step and thus to reach the highest possible teach-
ing standards.
In this process we greatly value the close cooperation with parents, so that we can pro-
vide the children, entrusted to us, with the best opportunities for their future. Of course
this can only be achieved in an atmosphere of politeness and mutual respect between
all parties involved.
This concept will be revised regularly.
Pretoria, 31.08.2017
Angelika Schindel
Primary School Head
