Education is more than just the sum of its parts. Finding synergy, a ‘macro-interleaving’, so that the parts of the whole combine to reflect nuance and depth, is critical. We know what we need to do; now it’s all about how we do it.
As a fairly isolated, rural school, Kingfisher Lake is committed to finding the most creative and engaging ways to teach the curriculum on offer.
There is growing recognition that ECD learning needs to be experiential, flexible and based on constructivist principles. These principles state that learning is achieved by the active construction of knowledge within meaningful contexts.
There is a definitive need to move schooling and learning away from the industrialised model of behaviourist teaching to the constructivist model of learning.
During the hard lockdown phase of the pandemic, we realised anew that the world is a child’s oyster and that learning is not limited to the boundaries of classroom walls.
As schools serving children on the African continent, it is our responsibility to work to create a cohesive society, and the acknowledgement of our language diversity is one of many ways we can make this possible for our learners.
Regardless of the situation we as teachers find ourselves in, such as COVID-19, each of us needs to do his or her best and be flexible in their practice.
There is a powerful, and perhaps under-considered, relationship between the spaces in which learning takes place and the learning experience as a whole.
We are social beings and so we should never overlook the importance of the human connection in the learning process in our schools.
It’s the soft skills that really matter. Equine therapy is well known as an excellent vehicle for the development and healing of the soft skills.