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We promote ethos of accountability, fairness, flexibility, honesty, practicality, caring, reliability and academic freedom.

Education is always said to be key to success but not all learners want to venture into further studies but want to pursue what they like, for instance playing sport or be involved in any other cultural activities. Our school goal is to make the learners dreams come true. We have conceptualized by adding extra mural activities that learners can turn into their career goals.

The name of our school doesn’t follow a set of language rules, the school name suggests that learners are free to learn any skill that they will need in pursuing their careers. Our school sends across a message that the curriculum is constricted in such a way that it does not neglect natural talent and dreams, therefore learners’ extravagant abilities are highly considered and natured from an early grade. We follow ethics of human rights and freedom of identity, our school offers a curriculum that is flexible to every learner and the talents that each individual may possess, this helps lead them to following their dreams without boundaries or having to settle because there are limited options for them to choose from. As our motto states that the learners are “Realising and Nurturing your dreams” we hold a strong reason of children have a right to education and sport, and they are allowed to choose any sport of their choice from the third grade because they know what they are able to do and what they enjoy doing, which is most likely to be a cultural activity or sport that they excel in. In doing so, we are building and nurturing them at a very young age, for this is the best time for them to acquire important skills as they learn easier.

We also believe in the theory of Susan Carey (BOOTSTRAPPING) which suggests that children continuously acquire knowledge as they grow and concepts build up on each other, meaning that we aim to ground our learners with knowledge without neglecting the knowledge that they already have, instead they will be building up on that knowledge. We offer both foundation and intermediate phase curriculum with multicultural attributes, we also have support such as counselling with qualified psychologists that have experience in all the educational subjects, sport and cultural activities that we offer. We have all facilities and equipment of the 21^st century classrooms, qualified sport scientist, cultural activities specialists and teachers with modern teaching strategies that actively engage learners.

We provide a dynamic environment that allows diversity in all areas of our school.

LEARNER PROFILING

LEARNER EXITING ATTRIBUTES

FREEDOM OF EXPRESSION

Our school is supported by the idea of learners expressing themselves through their talents, academics, Arts, and sports. The First Amendment safeguards the right of every south African to speak and think freely. Its promise of freedom of expression and inquiry is important to educators and students. The First Amendment protects educators’ ability to exercise their judgment in accordance with professional standards and provides the latitude to create learning environments that effectively help young people acquire the knowledge and skills needed to become productive, self-sufficient, and contributing members of society.

SEVEN Cs OF THE 21^ST CENTURY LEARNERNING

Critical Thinking-This is all about creating open challenges for students that require research and analysis of information along with problem-solving and analytic thinking.

Creativity-Being innovative will continue to be a key driver, and, yes, you can teach creativity. By giving opportunities and environments that allow students to be curious seekers of new knowledge, we lead them to exercise their creative muscles. For the future, they will need to design creative solutions, tell artful stories, and curate a collection of designs in their new world.

Communication-The quality of your ideas is meaningless if ‘you no talk no good’ because communicating your purposes to others is an essential part of determining the success or failure of an endeavor. This includes the ability to craft and analyze the information you give and receive. In a modern context, it also pertains to media literacy.

Collaboration-Even if you develop an incredible initial concept, you will need a team of people to help bring it to life. Do you play well with others? Even if you are in a leadership role (or perhaps especially) you need to be able to connect, cooperate, compromise, and build community. That is 4 more Cs just in this 1 area.

Cross-Cultural Understanding-Since the creation of the internet, the world has become a much more connected place and the future will require your students to be able to interact in that space. This is about global citizenship that spans across diverse ethnic groups, cultures, and ideas. The UN Sustainable Development Goals will play a large role in guiding you here.

Computing Technology-While the technology is certain to change, a basic understanding of troubleshooting and logical program creation and design will always be important. It’s even more crucial that students learn how to navigate in a world of electronic information and how they can become positive digital citizens.

Career Learning-This area encompasses many of the job and life skills that have always been crucial. That means everything from setting and achieving goals, managing time, being organized and effective, and dealing positively with workplace challenges. It also entails self-reliance and self-care. One of the most important parts of career learning and life is cultivating the concept that you are a lifelong learner.

COMMUNITY RELATIONSHIP

• Encourage Community Use of School Facilities: Encouraging non-profit community groups to use the facilities such as Dance classes, Sport grounds, and swimming pools which also provides opportunities for the school to get involved in community projects such as municipal gala dinners in the school hall.
• Senior Citizens Banquet: At least once a year, around the time of music concerts, invite senior citizens to a luncheon banquet at the school; banquet can be sponsored by a school service organization, by non-profit corporation, or by private industry. Usually, parents are willing to come in to assist in the preparation of the meal.
• Back to School Week: Choosing a week during the school year to invite parents and community members to our school. Making a special effort to personally invite community and business leaders to attend school for the day, or part of the day.
• Career Day: Hold annual career days; this is not only good educational experience for the students, but also helps local business people to learn more about the school and school’s needs. In addition, it helps to understand the employment needs in the area.
• News Releases: News releases mailed to local media for public relations and community outreach programs.
• Newsletters: Provide periodic newsletters not only to the families of the students, but also to board members, business leaders and other community members.  Using a simple database to include new people; encourage members of the school community to suggest other folks who might be included in the mailing list.
• Honor Roll: In the local media, publish a list of students who made significant accomplishment during the school year.
• Gold Cards: Give students who earn a place on the Honor Roll a Gold card which is sponsored by participating businesses who provide discounts to those students for marking period. Some businesses provide reduced prices on items in their stores, while others allow students to have something for free, for example, a free video rental.

PARTNERSHIPS

• The following list reflects community resources that currently partner with schools:
• County Agencies and Bodies (Departments of Health, Mental Health, Children & Family Services, Public Social Services, Office of Education, Police & Fire Departments, Planning Area Councils, Recreation & Parks, Library, Housing Authority, etc.)
• Municipal Agencies and Bodies (Parks & Recreation, library, courts, civic event units)
• TSA, United Way, Lincoln Action Program, Mediation Center, clothing & food pantry, Visiting Nurses Association, Cancer Society, Red Cross, Salvation Army, volunteer agencies, Human Services Federation)
• Service Clubs & Philanthropic Organizations (Lion’s Club, Rotary Club, veteran’s groups, Woods Charitable Fund, Lincoln Community Foundation, Southeast Community Foundation, Cooper Foundation, Community Services Fund, etc.)
• Youth Agencies & Groups (Boys & Girls Clubs, scouts, 4-H, Cedars Youth Services, Child Advocacy Center, etc.)
• Sports/Health/Fitness/Outdoor Groups (YMCA of Lincoln, Cornhusker Place, athletic leagues, local gyms, conservation associations, etc.)
• Community-Based Organizations (Neighborhood and homeowners’ associations, Neighborhood Watch/Patrol, block clubs, housing project associations, economic development groups, community development corporations, civic associations)
• Faith Community Institutions (The Lincoln Interfaith Council, Catholic Social Services, Lutheran Family Services, congregations and subgroups, etc.)
• Ethnic Associations (Asian Community Center, Hispanic Community Center, Indian Center, Germans from Russia Society, etc.)
• Artists and Cultural Institutions (Museums, art galleries, zoo, theater groups, TV & radio stations, literary clubs, art groups, writers’ organizations, collector’s groups)
• Businesses/Corporations/Unions (Neighborhood business associations, Chamber of Commerce, Goodwill Industries, local shops, restaurants, banks, AAA, school employee unions)
• Media (Local newspapers, TV & radio, local access cable)
• Family Members, Local Residents, Senior Citizens Groups

The curriculum 

At FREE’EM, we pride ourselves in being one of the few schools that delegates to the needs of the learners through the promotion of expressive education. This route enables our learners to reach their success in different ways, may it be academically or through their talents.  Our curriculum framework stems from both CAPS and Cambridge, and this is because both curriculums offer learners and teachers the freedom to explore and be creative in the classroom without compromising anyone’s role in education.

Our curriculum objectives

• Equip our learners with skills that will prepare them for university
• Make it known to them that their talents are as equally important as academic excellence
• Stimulate learners innate sense of curiosity
• Bring everything to real life problems to activate critical thinking

For the intermediate, we offer four compulsory subjects which are listed in the table below. Our learners are given an opportunity to choose their electives, which are grouped to make things easier for parents. So, in total, each learner will do 7 subjects, and a practical related to their elective.

Below is a breakdown of the subjects offered in the intermediate phase.

Overview of subject grouping

• Compulsory subjects

For compulsory subjects, learners will be assessed as per caps standards. Standardised tests will be used to assess learners and they are expected to make presentations too, to increase their knowledge and obtain skills needed to survive in this competitive world.

• Music

Learners will explore music and everything that it entails. From performing (practical) to composing and playing of instruments. This knowledge will help develop their confidence as musicians and nurture their individual and collective creativity.

• Sports

With sports being a vast topic, our curriculum is designed in a way that will offer flexibility within our learners. The school offers athletics, swimming and cricket. Therefore, our learners will do a bit of everything in fourth grade, then proceed to choose one that they are good at for the rest of their primary school life. Learners will move for as much of each lesson as possible, with activities designed to promote confidence, self- esteem, cognitive abilities and social skills.

 However, the schools professional team of sports will help in this situation so that no learner feels pressured or forced.  The programme is designed to complement, rather than replace, coaching in individual sports.

• Art and Design

Art and design teachers are given free reign with how to structure their content because this subject is all about expressing yourself. Learners will not be necessarily assessed using standardised tests, teachers are expected to hold discussions, exhibitions and anything that goes with art and design to assess learners. This will help learners value their craft and use constructive feedback positively.

• Science

With science, learners will be assessed in various ways such as practical work and designing of models. This chosen methods of assessments will equip our learners with skills necessary for them to go out and become future pioneers of science and great engineers needed to make this world great.

Learners will act confidently on curiosity about natural phenomena and investigate relationships in science.

Instructional time