Foundation Phase

In the foundation phase the focus is on basic life skills, developmental skills, continence, dressing, feeding and basic academics. Children are also taught and encouraged to play by themselves and in groups. Physical Education periods allow for additional playtime and developmentally graded physical activities. Many parents report of how their children have started to play with toys that were previously ignored, and that the children's communication skills to indicate basic needs have improved. This often improves the quality of life for the whole family at home.

Self Help
Table Habits: The expected outcome is that the learner needs to be able to feed himself and take liquids independently and without messing. The highest level of achievement is that the learner should be using a knife to peel fruit and slice bread safely.
Mobility: The learner's ability to move around and know his environment. Crossing a road and using public transport without constant supervision is the highest level of achievement.
Toilet and Sanitation: The learner is expected to take care of his own personal hygiene, including washing and drying hands, wiping and blowing his nose, washing face, brushing teeth, combing hair and the highest level of achievement is being able to bath or wash himself.
Dressing: Tasks vary from basic dressing tasks, such as assisting to dress himself and taking off socks and shoes, to selecting his own clothing, tying shoelaces, putting on a belt or tying a bow.

Functional Academics
Language: Learners are expected to listen to full instructions before starting a task, use alternative communication systems if appropriate, communicate name and surname, reply to simple questions and relate everyday experiences.
Differences: The learner knows and differentiates between boys and girls, colours, sizes, time of day, days of the week, read time to the hour and associate certain events with certain times of day.
Number Work: Number work starts with knowing the difference between one and many, and progresses to adding and subtracting to a total of 13. Rote counting to 30, recognising coins and adding to make a total of 20c, reading numbers to 10 and arranging objects in size order are also included.
Paper and Pencil Work: The learner can hold a pencil, copy and draw graded shapes, read, write and recognise his own name, surname and age, read and write numbers to 20, read and recognise words of everyday vocabulary.

Play Activities: Tasks taught vary from playing by himself in the company of others to singing, dancing and entertaining others, playing simple board games to participating in competitive team sport.
Class and Home Activities: The learner is expected to fetch and deliver items, buy items, understand the value of money, take on minor responsibilities without being reminded and do multi-stepped tasks without supervision.

Dexterity (Fine Motor Control): Stringing large beads, unscrewing a lid, cutting with scissors, folding paper and sewing on tapestry cloth are some of the tasks required.
Agility (Gross Motor Control): Throwing, jumping, catching, carrying, hopping, rolling, skipping rope and all other gross motor movements are taught and assessed.