Soul Action South Africa

p, we worship a dynamically self-giving, social and unified God; who values, receives, honours, collaborates, and makes room for the other (McLaren 2012:130). As God’s image bearers, we reflect God’s essence by celebrating, encouraging and making space for agents of change (Tennent 2010:479), who agitate, imagine, innovate, create and co-construct justice and peace in the teeth of society’s structures (Bosch 1991:179).

3. Quality Education:
Research shows that quality education benefits from a child-centred, inquiry-based and Reggio Inspired approach to learning where children can develop 21st Century skills in the foundational literacies of mathematics, science, and languages of expression that include reading, speaking, writing, and ‘…drawing, painting, building clay and wire sculpture, shadow play, collage, dramatic play, music, and emerging writing, to name a few’ (Edwards et al, 2012:7). Children develop competencies as they respond to complex challenges creatively, critically and collaboratively, all within a context where the character qualities of curiosity, initiative, adaptability and leadership are valued (World Economic Forum, New Vision for Education, 2015). We are committed to being a school where the capabilities, creativity, curiosity and intelligence of every child is recognized and encouraged, as they actively participate in their education and development; voicing, shaping, forming and creating their future (Cagliari 2012:195). Quality education involves making space to unlock the potential that all children possess to be the co-creators of a future South Africa that is equal and integrated.

3.2. Diverse Education:
Facilitating diversity within the classroom is central to a school’s ability to offer quality education. Studies show that, ‘Diverse groups do best at complex problems and innovation when the facts aren’t clear: each individual’s perspective allows him or her to tackle challenges differently, and, when stuck, rely on others’ differing points of views to progress’ (The World Economic Forum, Why diversity is more important than Talent, 2018). We are therefore committed to establishing an approach to education that is intentionally inter-cultural, with a school where children, educators and parent-carers develop deeper understanding, appreciation and respect for all cultures through the mutual exchange of ideas about the past, present and future (Spring Institute, 2016). ‘We will find the future in places where new forms of human coexistence, participation, and co-participation are tried out....It is necessary for us to learn this unity in diversity, and this diversity in unity’(Rinaldi, 2001. Making Learning Visible: children as individuals and groups). As we seek, celebrate and embrace diversity, no one is left unchanged, because we all learn from one another (Spring Institute, 2016).

3.3. Accessible and Affordable Education:
As one of the top 10 countries in the world – in terms of cultural and ethnic diversity – at the tip of the most linguistically rich continent on the planet – with in excess of 2,000 languages – South Africa has one of the most sought after resources required to facilitate what ought to be one of the world’s best education systems: Diversity. To facilitate a diverse, quality education, that is accessible across South Africa’s socio-economic divides – which currently dictate that, ‘…if you’ve got money, you have a better education’ (Gallie 2015) – requires proximity to diverse communities and an innovative fee structure. Calculating school fees on an income-based sliding scale increases access to quality and diverse education, which nurtures the foundational literacies in a character-building context that develops the competencies that every child requires to thrive in the 21st Century.

4. HABITS – HOW WE PUT IT ALL INTO PRACTICE

4.1. The image of the child:
Every child is a unique individual who is capable, intelligent, creative and curious. To fulfil their potential children need to be active participants in their learning and development. In our school, educators will work alongside / with students to determine what should be learnt and how best to learn it. A child-centred inquiry-based approach ensures greater involvement and sustains interest; learners discover for themselves in authentic situations, constructing knowledge with others. Our approach will enable children to develop knowledge, understanding and skills which are necessary to fulfil their aspirations and relevant for today’s society; competencies such as critical thinking / problem-solving, creativity, communication and collaboration.

4.2. Staff posture:
In order to believe, encourage, and support children – as they fulfil their potential – educators, like students, need to see themselves as capable, creative, curious, intelligent and active participants as they teach, learn and develop. Educators model what it means to be life-long learners as they dialogue, listen, observe, provoke learning, research, respect thinking, welcome questions, and work with each students’ unique cultural experiences, ideas and views. To ensure an intercultural context of exploration, teaching and learning, staff plan, teach, review, reflect and re-plan collaboratively.

4.3. The Environment:
The school environment provokes learning and discovery by making space for children to experiment, explore, and express their creativity. Our learning environment is adaptable, changing, emerging, full of possibilities, interconnected, limitless, open, always varied, with different levels, perspectives and points of view; reflecting our beliefs about life and education. Children will be encouraged to use various learning spaces, and move freely between disciplines, both inside and outside. The built-environment will be conducive to the cognitive, physical, spiritual and socio-emotional development of 21st Century character qualities such as curiosity, initiative, persistence, adaptability, leadership and social / cultural awareness.

4.4. Relationships with parent-carers:
Establishing, sustaining and developing quality, diverse and accessible education is the shared responsibility of the school’s leadership and staff team, the child, and their parent-carers / the wider community. Research shows that where parent-carers are co-learning, committed and contributors to their child's education, children are more motivated (Okeke, 2014). As leaders and staff of a quality, diverse and accessible school, we’re intentional about developing genuine, meaningful and mutually beneficial relationships with parent-carers, and the communities they represent, by prioritising practices, rhythms, and ‘ways of being’ that accommodate, celebrate and promote relationships that are welcoming, inclusive and life-enriching for all.