Myth 1: The students only fill in one-word answers in all their work.

Not true.  Literature PACES contain critical thinking, analytical thinking, paragraphs, language expressions, and reading of literature books. The content of the literature books is good and clean, without the content being corrupted by the worldview principles. As a parent, you do not need to be concerned about the content they are reading in the school literature books. In other PACES the student may be required to write sentences, look up dictionary meanings, write paragraphs, and essays.

Myth 2:  Students on PACES do not cover sufficient content for one grade.

The content of work is not always covered at the same time as the equivalent public-school grade, but it is covered. PACEs do cover the Revised National Curriculum Statement requirements. Sage S, one of our past graduates, enrolled at the University of Johannesburg and was accepted as an Orange Carpet Student, with a bursary.  During one of her chemistry classes, the lecturer wanted to know from which school she graduated because he had not found knowledge equivalent to hers in the Science field in many years.  This can only be attributed to the Science PACES which the student completed. When you trust God with your child, the outcome will be the best one.

Myth 3:  Students on PACES will never cope at university because they do not write exams.

It has been found that students who work on PACES have coped very well at the university level because of the “MASTERY OF CONCEPTS” which gives them background information that enables them to cope.  They very quickly get used to exams. In High School whatever exit route the student chooses, exams are mandatory. Pray over the school you want for your child. God knows the path He has for your child and will never place them incorrectly.  If you have the peace of God, you cannot go wrong.  Not all schools are suitable for all students. Following the crowd does not mean you are right.

GB was a graduate  at our school who finished at the University of Johannesburg Cum Laude with Honours. She went on to Cambridge University on a full scholarship to complete her master’s degree.

Myth 4:  A small school disadvantages a student socially.

In a small school, the students are more likely to involve other students who are left out. In large schools, it can often be found that a student will complain that they have no friends.  This is not true of a small environment.  While it is true that some students will never adjust to a small environment due to their personality, some students will and do thrive in small environments. One size shoe does not fit all.

Myth 5: My child will be cocooned in a Christian environment and will work in a safe bubble.  They need to learn how the world works.

“All have sinned and fall short of the glory of God.”  There is no perfect environment, and there is no perfect child. Children are exposed to different things at home, at church, at friends, at movies, and on social media.  That is why is important to “train a child in the way which he should go.”  Train them right and they are more guaranteed to grow up to make good choices.

Myth 6: A large school will guarantee that my child will pass well. A small school is a fly-by-night that is just after your money.

The small school should be registered with the Education Department and not just the curriculum holder.  A large school does not guarantee that your child will do well.  A good academic child will excel anywhere. A small environment is more likely to assist a child who needs extra assistance or guidance.

Myth 7:  I do not need to be concerned about my child’s learning if I am paying the school.

Whether you are paying exorbitant fees or no fees, it is equally important that your child knows that you have their back. You cannot rely on any school to take responsibility for your child’s progress. You, the parent, must be involved – especially in times such as these. You need to check that your child is making progress and be PROACTIVE.

Myth 8: My child must play sports and won’t be able to play sport in a small school.

Sometimes that is true depending on the size of the school.  However, even small schools should be able to participate in some sports through SACSSA.  There are clubs on weekends that a child can be involved in.  At times, student transports dictate the sports that a child can participate in because the transport will not return to the school to fetch the children at a later hour. However, a child who requires team sport should be in a school that can offer them that opportunity.  Many children will not participate in sports at a competitive level but will be exposed during PE sessions in a smaller environment. JD was a competitive swimmer in our school, and he competed at SACSSA where he obtained colours for swimming at SACSSA.

Myth 9:  South African content is not covered in this curriculum.

South African Social Studies PACES, Economic Management Science PACES, and certain English, Science, and Math PACES have been developed to incorporate South African content as per Gauteng Department of Education stipulations. There are also Afrikaans PACES and some African language PACES.

Myth 10:  You cannot run a multi-grade school in one classroom.

You need a paradigm shift in thinking to embrace the idea of a multi-grade classroom which can efficiently work on this curriculum because the student work is not dependent on the teacher creating the preparation.  The preparation and work plan has been purchased and only needs to be utilized correctly in the classroom.  The curriculum is supported by videos, answer keys, source notes, e-learning, an expanded curriculum for brighter students, and literature books that match the PACES. Staff are trained to incorporate the curriculum correctly.

For this curriculum to work correctly, the student must be properly diagnosed to perform at his coping level, be disciplined to complete his daily goals and study for tests. Any curriculum will not work if the student does not fully cooperate.

Myth 11: The curriculum is different, and a child cannot go to another type of school.

Yes, the curriculum does take a somewhat different approach, but students can transfer to other institutions and do well in those institutions. Matthew B moved to another province.  He was completing Grade 9 at our school. He changed to an IEB school for Grade 10 and was requested by the IEB school to write exams with the Grade 9 students.  The IEB school understood that he was on a different curriculum. He wrote the exams without a book, notes, or any idea as to what to study. The results were that he obtained 65% and achieved 12^th place out of 25 students. In matric, he was made head boy and his math marks never decreased below 90%. You might say that he was a strong student and yes, he was.

However, average students have also left to go to public schools, and after a short time of adjustment, they have settled down with good results.

SUMMARY:

There are both advantages and disadvantages to big and small schools. The school that your child thrives in will be the best one. Do not rush a decision. Take time to pray and get God’s peace about which is best.