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