Success Stories

WCED

“We are always grateful for people like yourself who are so committed to the advancement of our learners.  I have deep appreciation for your work involving Foundation Phase learners who will eventually shape a future society.  You have been working with these learners and we have had good, positive feedback.” Inclusive Education and Special Programmes, WCED.

Principals

“I simply love and appreciate what you have done. I am a trained Arts teacher and the aesthetic atmosphere of the classroom resonates with me. My philosophy of teaching is based on the fact that your classroom needs to speak to the children in terms of enhancing the learning process. It needs to say to the child that you are important, this place welcomes you, you are safe here, “I believe in the CRAR project. The programme assists us in delivering the curriculum, it provides for consolidation, builds literate learners and a love for reading and learning. Learners who come from deprived homes, have access to a beautiful room and all the resources that accompany it. Children who have scarce resources or not at all is not curtailed as these resources are freely available and at their disposal. It fosters an enabling environment.”  – Ridwan Samodien: Principal – Kannemeyer Primary School  

Educators

“In my opinion the Coronation Reading Adventure Reading room is definitely an asset to the school. It is like the sun peeping through a cloud. The learners are excited to go there. It is a warm, cosy environment in which learning takes place. Learners have fun while learning they are actively involved and give their full cooperation. It also provides a free holiday program for the learners. Since we have been using the room there has definitely been an improvement in language. Learners develop self-confidence and they love books. It is fun to be working in the reading room for both learners and teachers.” MM, St Augustine’s

“It has a calming effect on our learners and we experience less need for disciplinary action when we are in the CRAR. For a newly graduated teacher like me still finding my feet, it is amazing. Our learners enjoy English as the first additional language and their language abilities are growing every day as they start to recognise words and can even make sentences. The resources available in this room are fantastic. The learners enjoy working with it, especially the puzzles and play dough. The children are growing more confident in their abilities and start to show a true passion for learning. On top of that the facilitator is really knowledgeable. I learn a lot from her and draw strength from her support.” LW, Bergville primary

“As a teacher for 27 years and working with the old curriculum I feel CRAR definitely fills the gap and more.” HOD Cypress Primary.

“The children have beautiful handwriting now and they take more pride in their work, more neat and diligent. They are also very respectful of the resources in the CRAR. They also understand maths better because their language skills improved.” AS, Duneside primary.

“The children’s literacy levels from 2013 to now show a definite improvement.” Vice principal, Kannemeyer primary

“They are enjoying English more than their mother tongue. They express themselves more freely after being exposed to the room. It has improved their English a lot. Only the Grade 1 classes are using the CRAR currently but there are plans for the other grade in the foundation phase to start using it. The reading room also helps us with sounds/phonics that we haven’t introduces to the learners, also it helps us to encourage the child to read and know how to say certain sounds and be able to interpret a picture and match it to the word.” XM, Mkhanyiseli primary

“Everything related to language skills has improved. The children have a love for reading now and do quite a bit of independent reading. They enjoy reading especially the books with the phonics as they like the sounds. Their listening skills are improving. This room really transports kids to a different world and brings exposure and learning to them. They experience places they might never see in their lives. It also assists with the language barriers as the kids are being educated in English but their mother tongue is Afrikaans.” HOD, Yellowwood primary

Living through Learning outcomes

Living through Learning makes use of quantitative and qualitative outcomes to measure the impact of programmes. Regular testing is critical in assessing learner development.

CRAR 2015 Outcomes

The CRAR programme uses internal termly CRAR assessments (including baseline assessments) to track learner progress. We also track the CAPS results in the foundation phase in participating schools to gauge the impact. In 2015, the CAPS results in our CRAR schools have increased by 9% from the 1st term to the 2nd term. An overall average increase of 18% from the CRAR baseline to Term 2 assessments this year, provide further indicators of the programmes success.

See below example of Kannemeyer primary school where the CRAR class is used daily, the educator applies the CRAR pedagogy and uses initiative, and the learners are actively engaged in learning.

Kannemeyer Graph

 

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