The Learning Centre

Our Learning Centre differs from the traditional classroom model. Every learner is assigned his/her own student office within the Learning Centre. Each office is designed for effective learning with minimal disturbances or distractions. Since our curriculum materials are self-instructional and each learner progresses according to his/her academic capabilities, more than one grade level can be placed in one Learning Centre. Learning centres are therefore multi-graded with each student working on his level within his office. It is a quiet environment where each one learns.

Supervisors and Monitors

The curriculum material is the active teacher in the Learning Centre. However, each Learning Center has a Supervisor and a Monitor. Supervisors build the spiritual foundation and are the academic backbone of the Learning Centre. They facilitate learning and assist with academic questions. They encourage the holistic development process and maintain discipline in the Learning Centre. The Monitor oversees the scoring procedures and the progress of schoolwork through goal checking. This Supervisor and Monitor partnership allows for effective administration and academic work so that the Learning Centre operates smoothly.

Controlled Motivated Learning

The focus of the Learning Centre is individual learning. The Learning Centre layout, the student office design, and the monitor–supervisor facilitation assist in producing a controlled environment whereby effective learning can take place. As teaching takes place between the curriculum material and the learner, there is no need for audible teaching. The Learning Centre is, for the most part, a quiet place so that the learner can focus on learning. Both the Supervisor and Monitor motivate learners to excel in their work so that mastering the work can take place. Learners are motivated with several incentives to assist in creating a positive environment for better learning.

Goal Setting and Achievements

From Grade 1 to Grade 12, learners are taught to set goals and meet deadlines.

They learn to monitor the progression of academic work through short-term and longer-term goal settings. Goal cards, star charts, and projection sheets all facilitate this process. The learner is rewarded when achieving certain milestones in the completion of the work required. This motivates a high standard of education for the learner to achieve their full academic potential. It also aids in developing self-motivated learners with a desire to learn.

Assessment Standards

The curriculum material has several methods of assessments built in throughout. These checkpoints reveal any weak area where academic mastery or understanding has not yet taken place. Once a weak area is revealed, the learner can take time to review it until mastered. When all activities and checkpoints are completed, the learner takes a practice test. This reveals to the learner whether he fully understands and has mastered all concepts throughout the unit. Once completed, the learner hands in the completed unit and writes the final assessment test the next school morning. This final assessment test objectively measures the learner’s mastery of the material and a minimum score of 80% is required for the learner to progress to the next unit. Each unit follows on and builds on the work previously taught. Content is repeated strategically to develop short- and longer-term memory. There is no end-of-year or end-of-level exam. The curriculum is a continual learning and progressive curriculum.

 

Self-Scoring Process on PACES

After the completion of a learning section, a learner will have the opportunity to assess their work at the scoring station. The student will compare his or her answers with the correct answers contained within an authoritative Answer Key. Incorrect answers will be marked, and the student will be allowed to review the work until they have mastered the work. Corrections need to be completed and then the learner would score again to see if the corrections made were correct. This entire process of scoring their work encourages individual learning, teaches self-discipline, and motivates personal integrity. The Monitor oversees this scoring process and checks to see if scoring is done accurately. This is the built-in form of self-assessment.

CHECKUPS

Each PACE (work booklet) contains three checkups.  These checkups are tests contained within the PACE that the student can review and study to ensure that concepts that have been taught in that PACE are mastered. Staff will quiz students on various concepts before the test is administered.

SELF TESTS

A Self-Test is the final test in a PACE that will show whether the student has mastered all the work contained in the PACE.

PACE TESTS

The PACE TEST is given to the student once the PACE has been completed.  It is an unseen test, and the student is required to pass that test before the next PACE will be issued. Grades 1-3 must obtain 90% to pass so that mastery is ensured.  All other grades must obtain 80%.  These marks are not an indication of the academic level of the student.  They merely show that the student has mastered concepts within the PACE and that 30% as required by the education department is not an acceptable mark for mastery of work.

WHAT IS A PACE?

A PACE is a bite-sized workbook inclusive of source notes.  The student completes written work in a PACE.  Each subject contains 12 PACES to be completed in one academic year.  

PLACE PICTURES/PHOTOS OF PACES HERE