Programmes

 

Vocational Programme

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“Vocational Education Programmes have made a real difference in the lives of countless young people nationwide; they build self-confidence and leadership skills by allowing students to utilize their unique gifts and talents.” – Unknown

VOCATIONAL

  • Folding Paper in Thirds; Stuffing and Sealing Envelopes; Labelling Envelopes; Filing by Numbers; Collating Envelopes; Stapling Papers; Folding Papers in Half; Sealing Papers for Mailing; Filing by Words or Letters.
  • Buttoning Shirts; Pairing and Boxing Shoes; Folding Towels; Hanging Shirts; Sorting Shirts by Size; Matching and Folding Socks; Folding Shirts; Sorting and Sizing Shoes.
  • Folding and Bagging Rectangle Napkins; Sorting and Bagging Utensils; Sorting Place-Setting Materials; Setting a Table; Sorting Coins; Counting and Bagging Coins; Folding and Bagging Diamond Napkins: Following Recipes; Measurements; Preparing Meals; Serving Meals; Washing Up; Packing Away.
  • Sorting Hard and Soft Items; Sorting Cold and Warm Grocery Items; Sorting Food and Cleaning Grocery Items; Stocking Grocery Store Items; Bagging Grocery Items.
  • Creative skills: Woodwork; Pottery; Beading; Craft Art; Sewing; Painting.
  • Planting; Watering Plants; Growing Vegetables; Picking and Sorting Vegetables.
     

INDIVIDUALISED VOCATIONAL EDUCATIONAL PROGRAMME (IVEP)

The IVEP is a written individual plan that includes vocational and functional academic goals set out for each child in conjunction with the parents and the L.U.C.C.A Team. The IVEP is a Vocational Training Programme that is focused on Self-Care, Independence, Social Skills and Future Work Based Skills. The IVEP is tracked and monthly progress reports are sent out to the parents.

SELF-CARE AND INDEPENDENCE

Mastery over self-care is critical for building friendships, independence, gaining social acceptance and lays the foundation for the future.

SOCIAL SKILLS

Build and promote skills for social interaction; learn appropriate social behaviours and teach social awareness.

SANASE CURRICULUM

To guide and support learners with special educational needs, enabling them to develop their potential towards responsible, meaningful and independent adulthood through appropriate, relevant Education & Training systems which are adaptable to a range of lifestyles.

Academic Programme

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“Every child can learn, just not on the same day, or the same way” – George Evans

INDIVIDUALISED EDUCATIONAL PROGRAMMES (IEP)

The IEP is a written plan to describe the goals set out for the individual child in conjunction with the parents and the L.U.C.C.A team. The Individualised Educational Programme is focused on the child’s individual interests, strengths, abilities and talents which are then incorporated into the weekly themes. The IEP is tracked and monthly progress reports are sent out to the parents.

ECD, CAPS AND DIFFERENTIATED CAPS CURRICULA

The Curriculum Assessment Policy Statements is a revision of the current National Curriculum Statement (NCS). The CAPS Curriculum is then adapted according to each IEP and the child’s specific strengths, interest and learning pace. The pending GDE Registration will ultimately allow our learners to be formally graded.

The Differentiated CAPS assists schools and learners to implement curriculum differentiation strategies, the Department of Education developed Guidelines for Responding to Learner Diversity in the Classroom through the National Curriculum and Assessment Policy Statements of 2011.

Early Childhood Development is the all-round development of our children to help them to further develop into childhood and adulthood. The development of babies, toddlers and young children form the foundation for all further development that a child undergoes.

FUNctional Mobility Programme

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The manner in which children are able to move around in the environment in order to participate in the activities of daily living and, move from place to place. Movements include standing, bending, walking and climbing.

INDIVIDUALISED MOBILITY EDUCATIONAL PROGRAMME (IMEP)

The IMEP is a written plan to describe mobility and educational goals set out for each child in conjunction with the parents and the L.U.C.C.A Team. The IMEP is a Specialised Programme that is focused on functional mobility, stretching, movement based activities and extensive integration from Occupational and Physiotherapy and includes functional academic, social and life skill goals. The IMEP is tracked and monthly progress reports are sent out to the parents.

GROSS MOTOR FUNCTION MEASURE

The Gross Motor Function Measure (GMFM) is a clinical tool designed to evaluate the change in gross motor function in children with cerebral palsy. This system is incorporated into the IVEP and evaluated monthly.

DIFFERENTIATED CAPS

As mentioned under the Academic program. The Differentiated CAPS allows our learners who fall under the FUNctional Mobility Programme to engage and complete formal grading in their own time and pace.

Seesaw Digital Communications Portfolio

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The Seesaw Interactive Digital Portfolio is a communication and programme medium. Seesaw gives the teachers and the students a creative tool to capture and reflect on the students learning – in real time. Videos, Daily communication, Therapy notes and pictures are shared on this interactive application which is downloadable to your phone, tablet and can be accessed on the web.

Seesaw will give you a window into each of our classrooms and into your child’s learning process. We at LUCCA use Seesaw to not just reflect and grow in important curricular and developmental areas but to remain in close partnership and communication with our Parents.

GemIInI Discrete Video Modelling

geminiGemIInI DVM is primarily a language, communication and literacy development tool that provides educators, therapists and parents with a significant resource to support the specific language needs of their learners.

Video Modelling is an intervention, whereby students learn a skill or concept by watching a video of a model performing a specific skill or demonstrate an example of a concept. Video modelling is a well-studied method of intervention and appears to be internationally accepted as a highly effective treatment for autism and other special needs; it has been used in over 100 studies and has been used successfully to teach a wide variety of skills.

2 -3 Sessions of GemIInI are incorporated into our daily schedule to promote communication, increase receptive understanding of various concepts, increase social awareness, to encourage independence and to consolidate our weekly CAPS Theme.

PROGRAMMES AND CLASSES – Creativity

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Music

“The only thing better than singing is more singing.”- Ella Fitzgerald

A music class is integrated into the LUCCA classroom routine WEEKLY. Whereby the kids dance, sing, play musical chairs and make use of musical instruments. When children are consistently engaged by music in an age, developmental and socially accepting environment; they benefit at many levels including social-emotional, physical, creative and early literacy, and of course they develop a LIFELONG LOVE OF MUSIC

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Arts & Crafts

“Art encourages children to think; developing skills and confidence as they go.”- Mary Ann J Kohl

At LUCCA we engage each child to participate in our weekly Arts and Crafts session where they are free to create, explore and be creative. Arts and Crafts are not only used to consolidate our weekly theme but to provide the children with creative expression.

Developmental Benefits of Art: Motor Skills, Language Development, Decision Making; Visual Learning; Improved Academic Performance and Inventiveness.

baking

Baking

“Cooking and baking with kids are not just about ingredients, recipes, and cooking. It’s about harnessing imagination, empowerment, and creativity.” – Guy Fieri

Participating in a WEEKLY themed baking activity does not only consolidate themed skills but gives our children at LUCCA the opportunity to express themselves creatively using a different avenue, follow instructions and to be able to enjoy the finished product.

LUCCA Sensory Groups

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“MESSY PLAY allows children to build, imagine, investigate, experience, explore, create, observe, predict, and use their senses. Best of all… it’s HEAPS of FUN!!”- Unknown

The sensory play includes any activity that stimulates a child’s senses: touch, smell, taste, sight and hearing. Sensory activities and sensory tables facilitate exploration and naturally encourage children to use scientific processes while they play, create, investigate and explore.

The Sensory Group Programme at L.U.C.C.A is the lifeline to providing and achieving the necessary challenges for children so they maximize:

  • Daily functioning
  • Intellectual, social, and emotional development
  • The development of a positive self-esteem
  • A mind and body which is ready for learning
  • Positive interactions in the world around them
  • The achievement of developmental milestones

The Sensory Group Programme is offered to all L.U.C.C.A Learners.

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