What We Do
Africa A+ Schools is guided by a set of eight principles called the A+ Essentials. These were developed in the USA for the A+ international network. Africa A+ Schools has adapted the international A+ approach to the South African context. This table presents a slightly simplified version of the eight Essentials:
1. Arts
- Valued as essential to the learning process.
- Taught daily and included in planning.
2. Multiple Learning Pathways
- Opportunities for learning in a variety of ways.
- Accommodate different learning
styles and entry levels.
3. Experiential learning
- Hands-on, real- world application of learning.
- Concrete, play- based, differentiated approach.
- Development of innovative, critical thinking.
4. Collaboration
Acknowledges and intentionally strengthens the roles that
- parents
- caregivers and
- communities
play in children‘s development.
5. Curriculum
- A+ itself is not a
curriculum. - The arts are
integrated into the
national curriculum
and learning
programme.
6. Enriched Assessment
Evaluates achievement by:
- allowing children to demonstrate mastery
- through multiple
means..
7. Climate
- Teachers and children are
respected. - The creative process is highly valued.
- There is a common vision.
8. Infrastructure
Organises:
- time
- space
- technology
- resources
to support transformative learning.
A+ is NOT a curriculum, a “quick fix”, a short-term solution, or a convenient, cost-cutting, one-size-fits-all programme.
A+ IS a comprehensive, practical and adaptable approach to teaching and learning, with a strong emphasis on creativity and the arts. (The A+ in our name stands for “arts enriched”.)
Africa A+ Schools (A+) facilitates professional development of school staff and leaders. However, changing attitudes and behaviour takes time. A+ works with the schools of whole communities for a minimum of three years to ensure sustainable delivery of quality early childhood education (ECE). Our work encompasses the following elements:
- Work with schools in their local contexts because, when we are gone, the contexts remain. We help schools to identify their unique needs and strengths, and to thrive despite challenging contexts.
- Engagement of whole schools, including all stakeholders: principals, teachers, assistants, aftercare, administrators, service staff, parents, carers and the wider community.
- Promotion of a mind-set in teachers and children that embraces creativity, problem-solving, innovation, critical thinking, collaboration, and communication.
- Methods of joyful learning, including an asset-based approach, use of indigenous knowledge and skills, an emphasis on the arts, and the use of “loose parts”. (Loose parts are no-cost materials that are curated and used in creative learning activities.)
- Extended series (usually three years) of intensive, hands-on workshops in practical teaching methods and professional development.
- Sustained mentoring that supports teachers in effectively implementing the national curricula (CAPS and 0-4 years National Curriculum Framework).
- Training of locally based Community Facilitators to help schools sustain their improvements and A+ methods.
- Monitoring and evaluation to document improvements in schools over time, and to assist us in fine-tuning our training methods.
- Offerings of additional short courses for professional development in ECE.
- Partnership with funders, stakeholders and other NPOs who are committed to meaningful changes in ECE.
The following video provides a snapshot of what we mean by quality in early education:
Our results
Pilot project Year 1 evaluation: Biersteker & Burtt (2017)
In the words of our participants:
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