Our success
Hear from those using our programs
Living through Learning makes use of quantitative and qualitative outcomes to measure the impact of programmes. Regular testing is critical in assessing learner development.
Principal testimonial
Teachers testimonials
The RAR room really helps us as Grade 2 educators. We don't get as much time to attend English First Additional Language as much as we would like to and that is where the facilitator
Isabel steps in. She is really a great asset to us and the work that she delivers with the learners also helps them with their assessments. We are thankful that we have the RAR room at our school for our Grade 2 classes, and we would appreciate it if we can have Isabel everyday instead of every alternative two days. The marks have improved a great number of learners during this year and this is all thanks to Isabel and LTL.
Mrs. Visagie 2021
Bontebok Primary
The Coronation & LTL Reading Room started at Bontebok Primary in 2016. The educators and learners were very excited to start this new challenge. The Classroom
is beautifully colored and the resources are available to the learners and it is at their level, e.g. television, flashcards, and pictures. Since the school started, the students have been more enthusiastic. English lessons as well as communicating in English is a pleasure for us. All the learners in the class can confidently participate in the English conversations as well as the learners who need support.
Thank you to Miss Isabel Filander for teaching and loving our learners so well. She is a true woman who has a passion for what she does. All the educators appreciate the work Isabel does for us and we appreciate her as the LTL facilitator.
Ms Petersen
Bontebok Primary
On the 19th of October I moved one learner closer to the board and then I noticed that there's a change in him. He seemed to be more interested in what he had to do. He could manage to write and formulate letters with the extra help and guidance. This change could only be possible due to the LTL program that is currently implemented at our school. The program caters for learner's individual needs and support.
The necessary handwriting skills have been implemented step by step and this was when Ismail started to show more interest in wanting to be part of the activities and to try and complete his tasks at hand. I saw him smiling proudly after a very long time of struggling to formulate letter sounds. We as educators are thankful and we feel blessed to be part of this awesome program.
Mrs Lewis
Lotus Primary
I would like to mention that Living through Learning really helped our learners a lot. When we started off it was going a little bit slow but the learners enjoy it when they can
move their fingers on the letters in the LTL books, this includes the tracing of the letters. They can read the words in the LTL books. They are so comfortable when I ask them to take a book and read in English. The other thing that I have noticed is that Afrikaans is their First Language and this is my class in particular, but if you compare the marks to their English Additional Language mark then this mark is higher than their Afrikaans Home Language mark. Some parents enjoy it that their child can actually communicate in English. If I ask them a question in English, they can answer back in English and very confidently.
Thumbs up to coronation and thumbs up for everything that was donated to us and for all the help and support. The LTL books are learner friendly, enjoyable. LTL's phonics books with the exercises are of great help, learners can page through the books and they can practice to write the words on their own.
Thumbs up to coronation and thumbs up for everything that was donated to us and for all the help and support. The LTL books are learner friendly, enjoyable. LTL's phonics books with the exercises are of great help, learners can page through the books and they can practice to write the words on their own.
Mrs Petersen
Matroos Primary
Teaching in a low socio-economic community, the challenges are vast. Children come with very little prior knowledge, underdeveloped motor skills, very little parental involvement and guidance. This makes it extremely challenging for teachers to teach at the correct grade level. It creates learning gaps that are very difficult to close as the child progresses to the next level or grade.
To address these challenges, LTL offers our school a literacy program that equips us teachers with the necessary skills we need to help our children. Workshops are conducted, as well as a trained facilitator who comes in two times a week to offer the necessary assistance.
This has impacted our learners in the following ways:
- Learners are able to form letters correctly. We can make out what is written by learners who just couldn’t even trace before.
- Learners can write in lines and are more prepared to go to grade 2. Grade 2 teachers don’t complain much about our children’s handwriting, they are able to continue with Grade 2 content. There is proper introduction, step by step process and enough practice and intervention for handwriting.
- Learners who couldn’t speak a word of English can now say names of objects, thus enabling them to identify sound – word relationship. The big books have plenty of pictures for each sound of the alphabet and also songs to accompany each sound taught, thus making it fun, interactive and easier to remember names of objects. - The TV has been a great help for me because previously, I would teach Jolly phonics (WCED phonics program) using my phone. I would play the songs from my phone and print black and white pictures as my phone was too small for the learners to see the pictures. The TV enables us to do all the interactive activities offered in Jolly Phonics as well as other YouTube videos to enhance understanding and learning of concepts. - Having a facilitator also helps. Some children open up more to her. There’s a learner that just wouldn’t open up to me no matter how much I tried. She wouldn’t partake in class and mom couldn’t help either. She attended the last holiday program and I was sent a photo whereby she was writing letters on the board and partaking.
There is definitely a positive impact in our results. Learners experience more success, which in turn plays a big role in their self-esteem.
- Learners are able to form letters correctly. We can make out what is written by learners who just couldn’t even trace before.
- Learners can write in lines and are more prepared to go to grade 2. Grade 2 teachers don’t complain much about our children’s handwriting, they are able to continue with Grade 2 content. There is proper introduction, step by step process and enough practice and intervention for handwriting.
- Learners who couldn’t speak a word of English can now say names of objects, thus enabling them to identify sound – word relationship. The big books have plenty of pictures for each sound of the alphabet and also songs to accompany each sound taught, thus making it fun, interactive and easier to remember names of objects. - The TV has been a great help for me because previously, I would teach Jolly phonics (WCED phonics program) using my phone. I would play the songs from my phone and print black and white pictures as my phone was too small for the learners to see the pictures. The TV enables us to do all the interactive activities offered in Jolly Phonics as well as other YouTube videos to enhance understanding and learning of concepts. - Having a facilitator also helps. Some children open up more to her. There’s a learner that just wouldn’t open up to me no matter how much I tried. She wouldn’t partake in class and mom couldn’t help either. She attended the last holiday program and I was sent a photo whereby she was writing letters on the board and partaking.
There is definitely a positive impact in our results. Learners experience more success, which in turn plays a big role in their self-esteem.
Mrs L Mntujani
Nooitgedacht Primary School
What students say about Reading Rooms
Teaching in a low socio-economic community, the challenges are vast. Children come with very little prior knowledge, underdeveloped motor skills, very little parental involvement and guidance. This makes it extremely challenging for teachers to teach at the correct grade level. It creates learning gaps that are very difficult to close as the child progresses to the next level or grade.
To address these challenges, LTL offers our school a literacy program that equips us teachers with the necessary skills we need to help our children. Workshops are conducted, as well as a trained facilitator who comes in two times a week to offer the necessary assistance.
This has impacted our learners in the following ways:
- Learners are able to form letters correctly. We can make out what is written by learners who just couldn’t even trace before.
- Learners can write in lines and are more prepared to go to grade 2. Grade 2 teachers don’t complain much about our children’s handwriting, they are able to continue with Grade 2 content. There is proper introduction, step by step process and enough practice and intervention for handwriting.
- Learners who couldn’t speak a word of English can now say names of objects, thus enabling them to identify sound – word relationship. The big books have plenty of pictures for each sound of the alphabet and also songs to accompany each sound taught, thus making it fun, interactive and easier to remember names of objects. - The TV has been a great help for me because previously, I would teach Jolly phonics (WCED phonics program) using my phone. I would play the songs from my phone and print black and white pictures as my phone was too small for the learners to see the pictures. The TV enables us to do all the interactive activities offered in Jolly Phonics as well as other YouTube videos to enhance understanding and learning of concepts. - Having a facilitator also helps. Some children open up more to her. There’s a learner that just wouldn’t open up to me no matter how much I tried. She wouldn’t partake in class and mom couldn’t help either. She attended the last holiday program and I was sent a photo whereby she was writing letters on the board and partaking.
There is definitely a positive impact in our results. Learners experience more success, which in turn plays a big role in their self-esteem.
- Learners are able to form letters correctly. We can make out what is written by learners who just couldn’t even trace before.
- Learners can write in lines and are more prepared to go to grade 2. Grade 2 teachers don’t complain much about our children’s handwriting, they are able to continue with Grade 2 content. There is proper introduction, step by step process and enough practice and intervention for handwriting.
- Learners who couldn’t speak a word of English can now say names of objects, thus enabling them to identify sound – word relationship. The big books have plenty of pictures for each sound of the alphabet and also songs to accompany each sound taught, thus making it fun, interactive and easier to remember names of objects. - The TV has been a great help for me because previously, I would teach Jolly phonics (WCED phonics program) using my phone. I would play the songs from my phone and print black and white pictures as my phone was too small for the learners to see the pictures. The TV enables us to do all the interactive activities offered in Jolly Phonics as well as other YouTube videos to enhance understanding and learning of concepts. - Having a facilitator also helps. Some children open up more to her. There’s a learner that just wouldn’t open up to me no matter how much I tried. She wouldn’t partake in class and mom couldn’t help either. She attended the last holiday program and I was sent a photo whereby she was writing letters on the board and partaking.
There is definitely a positive impact in our results. Learners experience more success, which in turn plays a big role in their self-esteem.
Mrs L Mntujani
Nooitgedacht Primary School
Reading Adventure Room
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 success of the programme.
See below example of Mkhanyiseli 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.
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.
HOB
Hillwood primary
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 PrimRY
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
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
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
When I heard last year that there is a possibility that the program will not go on the following year, I was shattered to be honest because this program has helped our Grade 1s immensely in any possible way. It caters for every learner's needs and gives them self-confidence when they themselves see their improvements in their book and with that their other subjects improves a lot just because they have that confidence in themselves.
I myself can say what a huge impact it had on the learners this year when I fully committed myself, 100% in that manner that I integrated Living Through Learning program in our WCED program. We only start in 3rd Term in line books whereas our learners could start in Term 2 already working in line books.
Many learners fine motor was very poor but with all the resources which was given from Living Through Learning our learners fine motor skills have developed greatly and even those learners who couldn't keep a pencil can write with confidence now in their line book.
With all the repetition the majority of our learners know their single sounds and their reading has improved a lot. In conjunction with knowing their single sounds it’s not difficult for them to build words.
The learners enjoy every activity and book they are working in. It’s easier for the weaker learner to relate to the program as well as the advanced learner, it caters for every individual in class.
Mrs Ceaser
Nooitgedacht Primary School