SPARK Schools is a network of affordable private schools implementing Africa’s first blended learning model for primary school students. Students learn in both the traditional classroom setting and our innovative Learning Lab. The SPARK Schools model combines highly engaging classroom teaching, individualised instruction in the Learning Lab, partner...
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Responsibilities:
Grade R–3 Academic Ownership (Primary Accountability)
- Serve as the single point of accountability for Foundation Phase academic outcomes.
Drive:
- Phonics progression and early reading benchmarks (Grades R–2)
- Numeracy fluency and concept mastery across the phase
- Grade 3 Benchmark Assessment readiness and subject-level targets
- Lead early identification of at-risk scholars and coordinate high-impact academic interventions.
- Ensure full curriculum coverage and depth aligned to the Launchpad Model and DBE standards.
Foundation Phase Curriculum & Assessment Leadership
- Lead curriculum and assessment implementation across Grades R–3, ensuring:
- Curriculum coverage, pacing, and Launchpad Model fidelity
- Alignment between teaching, assessment, and learning progression requirements
Oversee all Foundation Phase assessment systems, including:
- Continuous assessment task design and scheduling
- Informal and formal assessment moderation and internal quality assurance
- Portfolio-of-evidence management and compliance
- Ensure all academic processes meet SPARK school and DBE compliance requirements.
School Readiness & Transition Readiness Management
Design and lead the Grade 3 transition readiness strategy, including:
- Structured reading and numeracy benchmarking assessments
- Promotion and retention review processes
- Grade R school-readiness screening and support
Work closely with the Learning Design and Pedagogical Manager to ensure:
- Accurate scholar records and progression documentation
- Compliance with school and DBE reporting requirements
- Assessment integrity and risk management
Instructional Leadership & Teacher Enablement
Provide instructional leadership to Foundation Phase teachers through:
- Curriculum pacing oversight and lesson plan quality reviews
- Assessment quality checks and feedback cycles
- Targeted academic coaching based on scholar data
- The selection and procurement of high-quality instructional materials and concrete manipulatives, ensuring all classrooms are equipped with the correct tools to support multisensory learning and conceptual understanding.
Support teachers to strengthen:
- Subject and phase content mastery
- Structured literacy (phonics, guided reading, writing) and early numeracy pedagogy
- Differentiation, small-group instruction, and intervention strategies
- Lead Foundation Phase academic meetings, data reviews, and performance planning sessions.
Scholar Tracking, Intervention & Support
- Monitor individual scholar performance trajectories across Grades R–3, with intensified focus in Grade 3.
Design and coordinate:
- Catch-up and remediation programmes
- Small-group tutoring and targeted phonics/numeracy support
- Beyond the classroom academic interventions
- Collaborate with learner support and guidance teams to address barriers to learning, including LSEN identification and referral.
Data, Reporting & Accountability
- Own the accuracy and integrity of Foundation Phase academic data, with specific accountability for Grade 3 reporting.
- Analyse and report on:
- Subject and cohort performance trends across the phase
- Risk indicators and intervention impact
Provide clear, timely academic reporting to:
- Learning Design and Pedagogical Manager
- School leadership and network academic teams (where applicable)
Foundation Phase Exit Readiness & Pathways
- Ensure Grade 3 scholars are academically prepared for:
- A strong transition into the Intermediate Phase
- Meeting or exceeding CAPS performance standards in Literacy and Numeracy
- Support alignment between academic results and progression decisions in partnership with the school leadership team.
- The Academic Lead is responsible for investigating and intervening in any foundational academic gaps identified in the Intermediate Phase, ensuring that pedagogical adjustments are made in Grades R–3 to prevent recurring deficits.
Qualifications:
The ideal candidate will possess the following qualifications:
- English language fluency.
- Police clearance certificate.
- BEd in Foundation Phase or equivalent (essential)
- SACE registration (essential)
- Foundation Phase subject specialisation in Literacy, Mathematics, or Life Skills (preferred)
Experience:
- Minimum 5 years' teaching experience, with significant Grade R–3 exposure
- Proven track record of improving foundational literacy and numeracy outcomes
- Strong experience in Foundation Phase assessment, moderation, and DBE compliance
- Prior academic leadership or coordination experience within the Foundation Phase
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