021 851 7124 | info@beaumont4u.co.za

Grade 3


Grade 3 Educators

3A1: Mej. Michelle van der Westhuizen
3E1: Miss Nicola Briston
3E2: Mrs Ruth-Ann Millard
3E3: Mrs Leigh Kotzé
3E4: Miss Leanne Mahoney
3E5: Miss Chantèl Kets
Assistant: Jolyn Allers

Mission Statement:

In Grade 3 we strive to equip our learners, to the best of their ability, for the challenges of the Intermediate Phase. Since this is their last year in the Foundation Phase it is imperative that the building blocks for future learning are properly in place. This is where we fill in gaps, fix the cracks and build strong bridges.


Home Language (English)
First Additional Language (Afrikaans)
Life Skills


Homework is given on a daily basis with the exception of a Friday. We alternate between the Languages but Maths exercises will be given daily. Every Friday, we test the learners on that week’s Phonics, Klanke and Mental Maths / Times tables.


Continuous Assessments are done daily throughout each Term. These assessments are informal and the Learners are mostly not even aware of them. Many different things get assessed this way, to name but a few:

  • Peer interaction
  • Concentration
  • Class Reading
  • Participation (respect, waiting turns, shouting out etc.)
  • Ability to work independently
  • General Speaking and use of appropriate vocabulary
  • Listening skills
  • Comprehension skills
  • Phonics and the application thereof
  • Handwriting (correct letter formation, pencil grip etc.)
  • Creative written work
  • Mental Maths
  • Afrikaans: Deelname, Praat, Begrip, Klanke en Sinskonstruksie


Formal Assessments, on the other hand, take place every Term. Learners can prepare for these Assessments by listening carefully in class and regularly revising concepts at home. Assessments are all formal, and include, things like:

Languages: (both)
Life Skills


We regularly go on excursions if we feel the learners stand to benefit greatly by the experience. We feel that outings should be truly informative and not just a day off school. We endeavour to find outings that do meet these requirements. At present our outings are as follow:

Term 1: Paramedics (Personal safety)


Term 2: Bee ‘outing’ at school (Insects)


Term 3: Planetarium, Parliamentary gardens & History Museum as well as a beach clean-up (Space & Pollution)


Term 4: Sandringham agricultural expo (Animals that help us)


Academic Support:

Our first line of support comes in the form of class intervention and extra lessons (during or after school).

  • Learners who average within the bottom parameter of the Grade qualify for group and or remedial intervention, provided they do not already receive any other Academic intervention or Remedial (privately). After every Academic Assessment this parameter changes due to learners’ marks going up or down.

Our second line of support is referral to our school’s Support team.

  • This could include Remedial (Languages or Maths), Occupational therapy, Speech and Language therapy and/or Counselling. Should class intervention /extra lessons (after approximately 6 continuous months) not be effective for whatever reason, we refer to our Support team for more in depth one-on-one assistance. Needless to say, should it be an obvious OT or Speech problem, learners will be referred straight here from word go.

Finally, if all else fails, we turn to outside professionals such as psychologists, psychiatrists, neurologists and/or any other person who can shed light on the possible cause of the learning difficulty, experienced by the learner.