The Learning Centre

Our Learning Centres 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 progress according to his/her own academic capabilities, more than one grade level can be placed in one Learning Centre. Learning Centre are therefore multi-graded with each student working on his own level within his individual office. It is an environment for each one to LEARN.


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 the discipline in the Learning Centre. The Monitor oversees the scoring procedures and the progress of school work 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 in the Learning Centre is individual learning. TheLearning Centre layout, the student office design and the Monitor – Supervisor facilitation assist to produce 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 of 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 Preschool 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 sheet all facilitates this process. The learner is rewarded when achieving certain milestones in the completion of work required. This motivates a high standard of education for the learner to achieve their full academic potential. It also aids in developing of self-motivated learners with a desire to learn.

Assessment Standards

The curriculum material has several methods of assessments built in throughout. These check points 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 until mastered. When all activities and check points 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 write 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 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

After the completion of a learning section, a learner will have the opportunity to assess their own 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 given an opportunity to review the work until they have mastered the work. Corrections need to be completed and then the learner will score again to see if the corrections made were correct. This entire process of scoring their own work encourages individual learning, teaches self-disciple and motivated 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.


Computer Enhanced Learning

Each learner at Young Eagles has the opportunity to learn how to use a personal computer. Through the curriculum material, learners are introduced to computer technology and gain understanding of the basics of IT. They learn to work with the operating system and in different software environments, e.g. word processor, spread sheet, database, presentation tools and the internet. With interactive games and software, learners from a young level soon learn the basic functions. Their skills are further enhanced as they are introduced to Microsoft Windows and the different packages within the Microsoft Office Suite {word processing, spread sheet, databases, and presentation tools}. They are introduced to the basics of internet. A more advanced training system is used for the senior learners. They will go more in depth with the Microsoft Office Suite. Learners will be able to manipulate data, query it through macros, present it professionally and write professional documents. Computer Studies can be taken by senior learners as a major academic subject for graduation. Upon completion, a certificate will be issued with an NQF Level 4 qualification which is approved by SAQA and is accepted internationally.

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