WESSA Annual Review 2020

PEDAGOGICAL APPROACH

Our educational or pedagogical approach in addition to the above philosophy, is based on an array of five well known and overarching practices namely the constructivist, enquiry-based, collaborative, integrative and reflective approaches , as shown in the diagram below. These are skills-based approaches we employ through our many school and outdoor activities, through workshops, interactions and engagements with teachers and learners participating in our projects and programmes.

These contribute to the development of the 21st century skills which are critical for us to achieve through our programmes. The WESSA Schools Programme has shown great flexibility and adaptation during the national lockdown period and beyond, responding innovatively by developing a COVID19 project implementation strategy. The approach was aimed at responding to three key priority areas as determined by the Department of Basic Education i.e. curriculum support, school readiness in terms of health and safety and food security. We are grateful to all our funders for being flexible to adapt to the project implementation which made it possible to respond with this strategy. The schools in our funded projects, in rural, peri-urban and urban areas, have responded very well, as well as government officials who appreciated the support to schools in dealing with the pandemic.

Skills education

Lesson plan support

Assessment tools

Engaged, competent and well-informed citizens

Continued journey of quality education

Tippy taps

Life long, practical skills

Safe water points

Health and wellbeing

Sanitation plan

Food gardens

Awareness points

Response to local and global social, economic and environmental challenges

Annual Review 2019-2020

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