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.
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.
- 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.
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.