IR Griffith History
On the 18th January 1966, IR Griffith Primary School opened its doors for the first time. It welcomed an enrolment of 285 learners ranging from Grade One to Grade Four.
The school was named after Mr Iorworth Rhys Griffith, in honour of his contribution to the field of education as a Chief Inspector of education. The honour was bestowed upon Mr IR Griffith at a general meeting, in November 1965, for prospective parents.
The late Mrs Ruth Shaer was the first principal and Mr IR Griffith was elected as the chairman of the school commitee.
Mr Charles Wilke took up the principalship of the school in January 1975. He retired at the end of 1992.
Mrs Margaret Lancaster served as acting principal, after Mr Wilke’s retirement, for six months from January 1993.
Dr Richard Hayward joined I R Griffith as principal in July 1993. He retired at the end of December 2006.
The current principal, Ms M Lopes, took up principalship at I R Griffith Primary School in January 2007.
What We Offer
IR Griffith follows the National Curriculum Statement Grade R-12, in particular the Curriculum and Assessment Statement (CAPS). This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives.
Equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfillment, and meaningful participation in society as citizens of a free country.
Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population;
Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths;
High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects;
Progression: content and context of each grade shows progression from simple to complex;
Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of RSA. The NCS is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors;
Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution.
Work effectively as individuals and with others as members of the team;
Organise and manage themselves and the activities responsibly and effectively;
Collect, analyse, organise and critically evaluate information;
Communicate effectively using visual, symbolic and/or language skills in various modes;
Use science and technology effectively and critically showing responsibility towards the environment and health of others;
Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.
Inclusivity is part of IRG. It is central to the planning and teaching of the school. Teachers have an understanding of how to recognise and address the different barriers to learning.