Crawford International La Lucia-Preparatory

79 Armstrong Ave, La Lucia 4051

Umhlanga Rocks, KwaZulu Natal, South Africa

Progress Report - Year End

2024

Student Name Sayan Govender

Student ID SD10070989

Grade Grade 2

Version 1.0 Page 1 of 10

 Crawford International La Lucia-Preparatory
79 Armstrong Ave, La Lucia 4051
Umhlanga Rocks, KwaZulu Natal, South Africa

Student Name: Sayan Govender Grade : Grade 2

DOB : 06 Jun 2016 Teacher: Candice Duarte (Murray)
Days Absent : 1

Report Card
Explanation for Competencies

Beginning Consolidating Meets Expectation Exceeds Expectation

The student has begun to The student has demonstrated The student has demonstrated The student has demonstrated
demonstrate some evidence of evidence of the learning knowledge of the learning evidence exceeding the learning
achieving learning outcomes; outcomes. The student is outcomes and is applying outcomes and is a variety of
however, applies limited practicing skills and is knowledge, skills and ways, applies higher level
knowledge, skills and developing knowledge and understandings consistently and knowledge, skills and
understandings. The student’s understandings. Learning is at independently. Learning is at understandings consistently.
learning is below year level year level expectations yet is year level expectations. Learning exceeds year level
expectations at this time. not fully consistent or expectations.
independent.

Home Language English Candice Duarte (Murray)

Strands Competence Level

Oral Language – Listening & Speaking Meets expectations

Visual Language – Viewing & Presenting Meets expectations

Written Language - Reading Exceeds expectations

Written Language - Writing Exceeds expectations

Subject Effort 7

Version 1.0 Page 2 of 10

 Crawford International La Lucia-Preparatory
79 Armstrong Ave, La Lucia 4051
Umhlanga Rocks, KwaZulu Natal, South Africa

Student Name: Sayan Govender Grade : Grade 2

Comment In the Primary Years Programme, we recognise the significance of language development in
nurturing a child's ability to comprehend and communicate effectively, thus enriching their learning
journey. Throughout the latter half of the year, our focus has been on enhancing grammar skills,
including pronouns, nouns, verbs, adjectives, prepositions, punctuation and past, present and future
tenses. By immersing students in these language components, they have strengthened their writing
skills by crafting stories, journal entries and letters, incorporating their newfound knowledge. As part
of their growth, students have embarked on the transition to writing on regular lines, signifying their
progress in writing fluency and proficiency. In the realm of reading, we have dedicated efforts to
solidifying the students' understanding of coding and decoding words, enabling them to read with
fluency, expression and correct intonation. Our classroom environment offered abundant
opportunities for improving comprehension skills, encouraging students to delve into inferential type
questions while developing their capacity to ask and answer relevant questions. The Phonics
programme centred on consonant blends, double consonants and rare spellings, further equipping
our students with essential linguistic tools for confident and accurate reading.
Sayan is a knowledgeable student and is excelling in reading and writing. He reads a range of books
with excellent fluency and comprehension, both orally and in writing. Sayan is open-minded and
resourceful in his approach to writing. He uses teacher feedback and classroom resources to improve
and edit his work. These strategies have enabled him to significantly improve in various writing tasks
this semester and I hope that this will continue into next year. I encourage Sayan to continue to work
on including various adjectives and detailed descriptions in his writing. Sayan writes best when
reflecting on his own experiences, and his work is always a pleasure to read. He takes pride in
producing quality work and appreciates feedback from his peers and teachers. We are currently
working on developing Sayan’s expression when reading aloud although this is an area where
growth is evident. As his confidence grows, so should his presentation skills.

First Additional Language Afrikaans Candice Duarte (Murray)

Strands Competence Level

Oral Language – Listening & Speaking Meets expectations

Visual Language – Viewing & Presenting Meets expectations

Written Language - Reading Meets expectations

Written Language - Writing Meets expectations

Subject Effort 7
Comment During the second half of the year, we have delved into meaningful themes, such as "groente en
vrugte", “troeteldiere”, “seisoene” and “kort klanke”. These themes have served as a foundation for
our class activities, with a strong focus on oral communication. We have encouraged the use of
simple language structures, including asking and answering questions, to enhance students'
communication skills. Reading has also been a key component, fostering correct pronunciation and
an understanding of new vocabulary. By immersing ourselves in high-frequency vocabulary, the
students have developed a comprehensive understanding of reading and have become proficient in
sequencing simple sentences. This emphasis on oral and written language has not only facilitated
their communication abilities but has also enriched their overall language development.

First Additional Language IsiZulu Ntando Tibe

Strands Competence Level

Oral Language – Listening & Speaking Consolidating
Visual Language – Viewing & Presenting Meets expectations

Version 1.0 Page 3 of 10

 Crawford International La Lucia-Preparatory
79 Armstrong Ave, La Lucia 4051
Umhlanga Rocks, KwaZulu Natal, South Africa

Student Name: Sayan Govender Grade : Grade 2

Written Language - Reading Meets expectations

Written Language - Writing Meets expectations

Subject Effort 7

Comment The Grade 2 students have developed a solid understanding of language structures within the
context of meaningful spoken and written communication. They have effectively built their
vocabulary around relevant topics like clothes, colours, transport, the body, house, food, places and
days of the week. Students have strengthened their communicative competency by actively engaging
in discussions and applying newly acquired phrases. This has fostered confidence in their ability to
communicate in isiZulu.

Mathematics Candice Duarte (Murray)

Strands Competence Level

Number Exceeds expectations

Pattern & Function Exceeds expectations

Shape & Space Meets expectations

Measurement Exceeds expectations

Data Handling Meets expectations

Subject Effort 7

Comment In the second half of the year, the Grade 2 Mathematics programme has been dedicated to building
a robust foundation of number concepts, fostering flexible thinking and instilling a culture of
thoughtful reflection through problem-solving. Throughout our journey, we have delved into various
aspects of number concept development, including multiplication and division, money and counting.
Moreover, the Grade 2 students have diligently focused on solidifying their understanding of bonds,
analogue and digital time, calendar work, mass and the analysis and interpretation of graphs. By
engaging in these diverse mathematical activities, our students have begun to improve their skills in
critical thinking and logical reasoning, allowing them to approach mathematical challenges with
confidence and agility. As we continue to explore the wonders of mathematics, we are dedicated to
empowering our Grade 2 students with the tools and knowledge to navigate the complexities of the
subject and apply their mathematical insight in practical and meaningful ways.
This risk-taker is consistently willing to tackle new challenges and attempt tasks that are unfamiliar to
him. Sayan is working above grade expectations in many of the mathematics strands. His work ethic
during Mathematics has been both diligent and methodical, completing all tasks to a high standard. I
have been pleased with the academic gains he has been making this semester. The next step for
Sayan is to apply his mathematical knowledge to solve more complex problems. It is also important
that Sayan check over his work to ensure that he corrects any careless mistakes made so that he is
able to demonstrate his full potential. Sayan has enjoyed undertaking extension activities in
Mathematics this semester.

Natural Sciences Candice Duarte (Murray)

Strands Competence Level

Living Things -

Earth & Space -

Materials & Matter -

Version 1.0 Page 4 of 10

 Crawford International La Lucia-Preparatory
79 Armstrong Ave, La Lucia 4051
Umhlanga Rocks, KwaZulu Natal, South Africa

Student Name: Sayan Govender Grade : Grade 2

Forces & Energy Meets expectations

Subject Effort 7

Comment Throughout our exploration of the transdisciplinary theme "How the World Works," our students
engaged in inquiries about the conversion of energy to support human progress. They delved into
the fundamental questions of what energy is and its origins, as well as how it can be harnessed to
benefit individuals and communities. The focus on sustainable energy practices was a crucial aspect
of our inquiries. As part of their investigations, students chose specific types of energy and examined
their unique characteristics and mechanisms. They analyzed how these energy sources operate and
their potential contributions to the community. Moreover, students critically assessed whether their
chosen energy sources were sustainable or not. In this process, they employed their thinking skills
and utilized acquired knowledge to compile the pros and cons of their selected energy sources or
innovative ideas. This inquiry-based approach has empowered our students to develop a deeper
understanding of the significance of energy and its impact on our lives and the environment.

Social Studies Candice Duarte (Murray)

Strands Competence Level

Human Systems & Economic Activities Meets expectations

Social Organization & Culture -

Continuity & Change Through Time -

Human & Natural Environments Meets expectations

Resources & The Environment -

Subject Effort 7

Comment During our exploration of the transdisciplinary theme, "How We Organise Ourselves," our students
engaged in captivating inquiries that revolved around understanding the role of consumers and the
intricate journey of product creation. Through their investigations, they distinguished between
consumers and producers, gaining insights into how consumer behaviour influences the types of
products made in society. Employing their thinking and communication skills, the students then
delved into the process of planning their own unique products for a business plan. Student took on
the roles of creator, packager, marketer and salesperson for their respective products during the
Grade 2 Mini-Market Day. This hands-on experience not only allowed them to apply their
knowledge but also fostered a deeper appreciation for the economic and organizational aspects of
our world. As they showcased their products, the students not only gained entrepreneurial skills but
also developed an understanding of the connections between producers and consumers in our
diverse and interconnected global community.

Visual Arts Martine Tandree

Strands Competence Level

Responding Meets expectations

Creating Meets expectations

Subject Effort 6

Version 1.0 Page 5 of 10

 Crawford International La Lucia-Preparatory
79 Armstrong Ave, La Lucia 4051
Umhlanga Rocks, KwaZulu Natal, South Africa

Student Name: Sayan Govender Grade : Grade 2

Comment During the second semester, our Grade 2 students engaged in two dynamic art projects. In the first
project based on their transdisciplinary unit, 'How We Express Ourselves', students explored the
traditional Spanish story of Don Quixote and the surrealist artist Salvador Dalí. They examined Dalí’s
painting, 'The Butterfly Windmills', learning about surrealism and how he used symbolism to
communicate meaning. Inspired, students created imaginative interpretations of the iconic windmills,
applying elements of art such as line, shape and color. This project fostered creative thinking and
communication skills, while promoting open-mindedness and inquiry. In the second project, linked to
the transdisciplinary unit, 'How We Organise Ourselves', students delved into pop art through Wayne
Thiebaud, known for his colorful desserts. Inspired by his work, they created lively 3D papier-mâché
cupcakes and multimedia pieces, exploring form, texture and color theory. This hands-on project
enhanced their fine motor skills, self-management and creative thinking, encouraging them to take
risks with materials and techniques. Through both projects, students appreciated how art
communicates meaning and expresses everyday objects imaginatively, integrating visual art with
literature and consumer culture while developing their artistic skills and self-expression.

Drama Anele Sibisi

Strands Competence Level

Responding Meets expectations

Creating Meets expectations

Subject Effort 6

Comment In the engaging transdisciplinary unit, “Where We Are in Place and Time” students explored the
concept of time and place. Through improvisation and performance, they compared daily lives in the
past and present, highlighting differences in technology, culture and societal norms. The Grade 2
students participated in a planned improvisation activity, creating scenes about past and present,
demonstrating their understanding of time and change. We also inquired into Transdisciplinary unit,
“How We Organise Ourselves”, were students participated in role-playing, they took roles as family
members and shopkeepers interacting realistically. Through improvisation, they responded
spontaneously to problems and situations, thinking creatively and making decisions in the moment.
They also used movements and actions to navigate similar shop environment, interacting with peers,
while practicing clear communication through voice and speech. They developed character traits,
motivations and behaviours, demonstrating creativity and imagination. Collaboration and
communication were essential as students worked together, sharing ideas and listening actively.
Students concluded the unit with a dynamic poetry experience where they collectively recited a
captivating choral verse presentation. This collaborative recitation fostered teamwork, harmony and
confidence, while exploring poetic devices such as rhythm and rhyme.

Music Philippa Greenwood

Strands Competence Level

Responding Meets expectations

Creating Exceeds expectations

Subject Effort 7

Version 1.0 Page 6 of 10

 Crawford International La Lucia-Preparatory
79 Armstrong Ave, La Lucia 4051
Umhlanga Rocks, KwaZulu Natal, South Africa

Student Name: Sayan Govender Grade : Grade 2

Comment The Grade 2 students have been involved in school events by learning topical songs. They have
explored rhythms and hand co-ordination through playing rhythms on the bucket drums. Body
percussion pieces have further developed their co-ordination and exploration of basic beats. In class,
the students have learned short pieces on the piano. This has extended their ability to read and play
basic rhythms, understand the basics elements of playing the piano and follow a beat.

Dance Mishka Mohanlall

Strands Competence Level

Responding Meets expectations

Creating Meets expectations

Subject Effort 7

Comment During this semester students were taught rhythm and timing using claps, clicks, co-ordination and
directions. A routine using these elements were put together and demonstrated and thereafter,
students had to revise and collaborate with others. They were taught simple stretches, warm up and
cool down exercises as well as technique exercises such leaps, turns, floorwork and kicks. These
exercises were done to the best of the students’ abilities to improve on musicality and technicality.
Fun Dance games and activities were played, such as, “Yoga Freeze Positions”, “Musical Statues”,
“Four Corners” and “Follow the Leader”. These games were focused on following instructions,
timing and musicality. Students were shown and followed warm up and cool down videos, they
worked hard on these exercises in class and thereafter created their very own warm up and cool
down routines.

Personal, Social and Physical Education (PSPE) Candice Duarte (Murray), Zimisele Shange

Strands Competence Level

Active Living Meets expectations

Interactions Meets expectations

Identity Meets expectations

Subject Effort 7

Version 1.0 Page 7 of 10

 Crawford International La Lucia-Preparatory
79 Armstrong Ave, La Lucia 4051
Umhlanga Rocks, KwaZulu Natal, South Africa

Student Name: Sayan Govender Grade : Grade 2

Comment Life Skills

During the second semester, our focus has been on nurturing the students' sense of responsibility by
empowering them to take ownership of their learning journey. Emphasizing the importance of
looking after their resources and completing tasks in a timely manner, we have encouraged them to
be accountable for their actions and choices. Groupwork and collaboration have played a significant
role in fostering mindfulness of behaviours and promoting an understanding of the rights and
responsibilities of all individuals during these interactions. Within these collaborative settings,
students have been provided with ample opportunities to be sensible risk-takers, emboldening them
to step outside their comfort zones and embrace challenges with confidence. Throughout this
journey, we have diligently emphasized the development of self-confidence, fostering an
environment where students feel empowered to explore, learn and grow as responsible, independent
and capable individuals.
Physical Education
During the first half of Semester 2, students dedicated their efforts to enhancing their overall fitness,
agility and coordination. In addition, we conducted a comprehensive evaluation of their 60m and
80m sprint times, allowing us to monitor their progress from semester one. These time assessments
also determined their placements in the Inter-House Athletics races. Furthermore, we introduced
instruction in cricket and netball skills to refine and enhance their performance in these particular
sports. In the latter part of the semester, our focus shifted to assessing the students' swimming
proficiency. We evaluated their ability to perform various swimming strokes and gauge their water
safety skills. To ensure their safety and progress, a dedicated swimming coach joined our physical
education lessons. We categorized students into three groups: Beginners, Intermediate and Squad
Swimmers and their assessments were tailored to their respective skill levels. Continuous tracking of
their swimming abilities occurred throughout the semester, highlighting their progress and areas of
improvement.

Class Teacher Candice Duarte (Murray)

Comment Transdisciplinary Unit 6: How we Organise Ourselves:

During the transdisciplinary unit, students participated in activities that focused on consumer
behaviour, the importance of products and producers as well as the many factors that influence
product production. Sayan researched and thought about how products are made and how consumer
behaviours influence these products. He showed a willingness to explore new approaches to
becoming a more responsible consumer. Sayan engaged in thoughtful discussions on how products
are made and explored how consumer behaviours impact the types of products that are developed.

Sayan is a bright, knowledgeable and confident young man who has been a pleasure to teach. He has
a love for learning and can be proud of all he has achieved in the classroom. He has a great sense of
humour and enjoys spending time with his peers. I know he is going to enjoy the challenges that await
him in Grade 3. I wish you all the best next year, Sayan. You have a bright and promising academic
future.

Deputy Principal

Comment Sayan is an extremely conscientious and dedicated student who has reaped the reward of his efforts
with these outstanding results, ensuring a wonderfully successful conclusion to the year's work.
Congratulations on this wonderful report, Sayan. This is certainly a report of which you can be proud.
Sayan is ready to progress to Grade 3.

Version 1.0 Page 8 of 10

 Crawford International La Lucia-Preparatory
79 Armstrong Ave, La Lucia 4051
Umhlanga Rocks, KwaZulu Natal, South Africa

Student Name: Sayan Govender Grade : Grade 2

04 December 2024
Date Principal

Version 1.0 Page 9 of 10

 Crawford International La Lucia-Preparatory
79 Armstrong Ave, La Lucia 4051
Umhlanga Rocks, KwaZulu Natal, South Africa

Student Name: Sayan Govender Grade : Grade 2

Effort Indicators
Effort Effort Effort
Indicator Level Descriptor

Consistent and constructive participation in classroom activities, meets all

ongoing work requirements and works conscientiously in a wide variety of
8 situations. Always demonstrates punctuality, personal organisation and
active involvement in classes. The student consistently demonstrates co-
EE operation and initiative and always works to the best of their ability.
Exceeds Expectations
Consistent and constructive participation in classroom activities, meets all
ongoing work requirements and works effectively in a wide variety of
7 situations. Consistently demonstrates punctuality, personal organisation and
active involvement in classes. The student is co-operative and generally
demonstrates initiative and usually works to the best of their ability.
Consistent and constructive participation in classroom activities, meets all
ongoing work requirements and works effectively in a wide variety of situations.
6 The student frequently demonstrates punctuality, personal organisation and
active involvement in classes. The student is co-operative and occasionally
ME demonstrates initiative and often works to the best of their ability.
Meets Expectations
Generally participates constructively in classroom activities, meets ongoing
work requirements and works effectively in a normal situation. The student
5 generally demonstrates co operation, punctuality, personal organisation and
active involvement in classes.
Limited participation in some classroom activities, and meeting some work
requirements, or has clear difficulties in some areas. The student
4 demonstrates some limited capacity for punctuality, personal organisation
and active involvement in classes and ongoing work. The student is only
AE
able to demonstrate these skills with support.
Approaching
Expectations Limited participation in most classroom activities, and meeting most work
requirements, or has clear difficulties in most areas. The student demonstrates a
3 most limited capacity for punctuality, personal organisation and active
involvement in classes and ongoing work. The student is only able to
demonstrate these skills with support.
Very limited participation in classroom activities, and meeting ongoing work
requirements. The student has difficulty in being punctual, managing
2 personal organisation and being actively involved in class activities. The
NS
Needs Support student is unable to demonstrate these skills even with support.
to reach Expectations
Minimal participation and personal organisation.
1

DE The student does not reach the standard described by any of the descriptors
Does not 0 above.
meet Expectations

Version 1.0 Page 10 of 10