Category Archives: Welcome

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Category : Uncategorized , Welcome

Human Rights.

This year, our Foundation Phase consists of a total of fifteen 6 – 8 year old’s, of which seven 6 year old’s are new to the school, and eight 7 – 8 year old’s were part of the school last year.  They are a racially and economically diverse group, representing at least four different cultures.

We decided to start the year with the theme of ‘Our bodies’, and to take a holistic approach exploring physical aspects like naming parts of the body and thinking about the function of each part, to considering social and emotional factors such as body image and feelings.

Listening to the voices of children

Listening to the voices of children

We often start a topic by listening to the children to find out what they think they already know.  Whilst naming parts of the body that we can see a child asked, ‘Why do we have different kind of voices?’  A fascinating conversation emerged with the children sharing their thinking.  This was definitely an area that the children were curious about, so we decided to continue the conversation the following day.  One child shared about people having different accents because of where they are from.  This led to another child explaining that he is adopted, and that, ‘I would speak differently if I was still there, which is far away from here, and I would speak isiZulu.’  The idea that he would speak a different language was a revelation to the rest of the  group, and within this, they `started to hear how other children speak isiZulu at home.  Excitement rose as they shared their desire to learn isiZulu; ‘so they can really understand one another’. 

Embracing the other

Embracing the other

Since the start of the school year at the beginning of February, the new children have been welcomed in to a community where there is a deep sense of respect for the other.  It has been amazing to see our 7 – 8 year olds encourage the new children.  As the new children shared with the whole group a sentence they had written, the older children spontaneously explained what they liked about what they said, or how they had shared it.  It was such a privilege to witness. In sharing what they were thankful for at the end of one school day, one child shared how she was grateful for the new children that were now part of the group. 

Our new children are being embraced in to a culture where the children value and listen to one another, appreciating different perspectives and ideas.    The new children are being encouraged to look at the child who is speaking, to listen to what is being shared because it  is important.  This is a shift for some children.  Children are needing to move from a context where they have been used to listening to, and answering questions the teacher asks, to an environment where discussions between the children are welcomed, with the teacher  observing, provoking and respecting thinking.  

Furthermore, we are observing children’s curiosity blossom.  In a culture where the children are ‘seen’, the children are asking so many questions about how their bodies work  At the same time they are developing the ability to share what they think, without holding it too tightly because there might be another answer. 

2021 Term Dates

Category : Welcome


Term One:

Term One: January 20 to March 26, 2021

Teacher training days Monday 18th and Tuesday 19th January
School opens Wednesday 20th January
Human Rights Day Sunday 21st March
School Holiday Monday 22nd March
School closes Friday 26th March


Term Two

Term Two: April 13 to June 25, 2021

School opens Tuesday 13th April
School Holiday Monday 26th April
Freedom Day Tuesday 27th April                    
Youth Day Wednesday 16th June
School closes Friday 25th June


Term Three

Term Three: July 20 to September 23, 2021

Teacher training day Monday 19th July
School opens Tuesday 20th July
Women’s Day Monday 9th August
School closes Thursday 23rd September


Term Four

Term Four: October 12 to December 9, 2021

Teacher training day Monday 11th October
School opens Tuesday 12th October
School closes Thursday 9th December

Admissions and Fees

Category : Welcome

Sitting amongst the top 10 countries in the world in terms of cultural and ethnic diversity, at the tip of one of the most linguistically diverse continents,[1] South Africa has one of the most sought after resources in terms of developing the skills our children require in order to thrive in the 21st Century:

‘Diverse groups do best at complex problems and innovation when the facts aren’t clear: each individual’s perspective allows him or her to tackle challenges differently, and, when stuck, rely on others’ differing points of views to progress’

World Economic Forum (2018). [Online] The path to a shared future is built on diversity and inclusion. Available from Why Diversity is More Important than Talent [Accessed August 2019].


Fee Structure

To realise our vision of an equality and integration, we’re looking for families who are prepared to partner with us – as we seek, celebrate, and embrace diversity – and kickstart an education revolution where we all learn from one another and no one is left unchanged (Spring Institute, 2016).

Soul Action is committed to ensuring diverse and quality education is accessible across South Africa’s current socio-economic divides. As an independent fee-paying school, that calculates fees on a sliding scale, Soul Action is in a position to offer a limited number of bursaries to families who can satisfactory prove their household income.



Admissions for the school year starting January 2020 are not yet open, but if you would like to register your interest, and / or arrange an appointment to meet with us, please do get in touch.


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[1]Some estimates suggest that Africa has as many as 2,100 different spoken languages

The Curriculum

Category : Welcome

Embracing a CAPS, Child-led, Inquiry-based, and Reggio Inspired approach


As creative and curious individuals, with multiple capabilities and intelligences, every child at our school is an active participant in their own learning. Our staff’s knowledge, ability to identify, and understanding of how to apply the South African National Curriculum and Assessment Policy Statements (CAPS), combined with a child-led, inquiry-based, and Reggio Inspired approach to learning, means we’re able to teach from a curriculum rather than to it.

”We teachers must see ourselves as researchers, able to think, and produce a true curriculum, a curriculum produced from all of the children”

Malaguzzi (1993 p.4).