REALISTIC has taken a leading role of offering holistic education and support to more than 20 schools around Cape. These programme ranges from Early intervention, Leadership training for head prefects and learners challenged by substance abuse and crime. Realistic has built itself as a credible organization which occupies a niche and critical space in community development. As a result, the organization has good relationships with key government institutions in the criminal and justice sector as well as social development and more recently, with the education department as well. With 10 years’ experience in community development, Realistic has also become a sounding board for a number of young organizations in the geographic areas where it is operational. Realistic has been able to achieve all this because of the continued support and funding from its long standing pool of funders. Our youth support and educational programme is comprised of the Life Skills which teaches the learners to develop their physical, mental and social being operating within diversity relationships. This also has a career guidance which focuses on operating the learner for employment and job hunting. This include advice on how to make a career choice, time management, drafting their own curriculum vitae, goal setting and goal planning preparing and applying for a job. This programme also teaches these peers the different facets of entrepreneurship and starting a business plan and marketing.   more >

The design of the Learner Enrichment Project (LEP) has evolved out of a process started by the Teacher Enrichment Project Committee. The Learner Enrichment Project falls outside of the curriculum but supports the holistic development of learners (across the schools in the Franschhoek Valley) for them to adequately cope with the demands of the schooling system and life beyond. The overall goals of the LEP are directly related to the Bhabhathane high level Goals which are based on the Vision and Mission, and which include: • Full enrolment of all 3 – 5 year olds in structured pre-school programmes two years prior to entering Gr 1 • 100% learner retention between Gr 1 and 12 • Quality teaching and learning at ECD centres and schools • Development of learners which addresses all five dimensions, being physical, emotional, social, schools’ ethos culture and values, and cognitive • Involved, participating and contributing parents • Motivated learners • A safe learning environment • An efficient and supportive schools’ infrastructure • Learners’ career success • A learning community • A sustainable FSTP [Bhabhathane]. 4.2 Sub-Projects of the Learner Enrichment Project The LEP has seven sub-projects namely: • Student Leaders’ Forum • The Alternate Curriculum • Learner Mentorship • Spelling Bee • Juggling and Card Skills • Choir and Culture   more >

Life Coaching allows the learners to experience a journey in personal development and self-discovery. Youth coaching and mentoring services empowers youth with valuable life-skills and encourage self-confidence with a goal-driven focus. The program enables youth to discover who they are and what their place in the world is. Youth coaching services are available on one-on-one basis or in group environments depending on what the specific needs are. Group coaching offers powerful opportunities to transform within a group environment, regardless of whether participants are working toward individual or common goals. While the experience is often described as deeply rewarding, participants also frequently develop strong new bonds through these collective experiences.   more >

All camps have an underlying goal, which is that young people develop an understanding of and connection with the wilderness. We use a combination of adventure, art and science to this end. Topics/ themes to be covered are discussed with teachers and group leaders or we present a tailor-made package of activities for the 3-5 day camps in the Cederberg. Themes include: • Animals of the Western Cape • Leopard and caracal research • Black eagle research • Human-wildlife conflict • Animal tracking • Rock art and archaeology • Astronomy • Fynbos biomes • Birds and insects – pollination • Reptiles and scorpions • Geology • Geography • Survival and navigation skills • Art, writing and photography • Life skills and self-development Trips can be adapted according to the curriculum and the interests of a particular group, or to address current conservation challenges. This year we have placed particular emphasis on teaching children about saving water, as well as the effects of fire and drought. Activities include hiking to learn more about leopards and other animals of the Western Cape, learning about other forms of biodiversity, cave exploration, visiting rock art sites, night walks, astronomy and scorpion searches.   more >

Local activities offer the chance for young people to visit places close to home that they may not have known exist and to actively incorporate conservation into their daily lives. Excursions can benefit participants by boosting their self-confidence, allow them to participate in the educational programmes and ultimately help with their personal development. Examples of the places we take participants to include: * Lions Head * Newlands Forest * Kalk Bay Mountains * Elsies Peak above Fish Hoek * Cape Point * Soetwater near Kommetjie * Little Lion's Head * Chapman's Peak * Silvermine Hike 1 and 2 * Kirstenbosch National Botanical Gardens * Liesbeeck River Walk * Zandvlei Nature Reserve * Tygerberg Hills Nature Reserve * Paarl Mountains * Limietberg Nature Reserve * Jonkershoek Mountains * Steenbras Trail * Leopard's Gorge at Harold Porter National Botanical Gardens   more >

Our one-hour presentations provide a glimpse into the research findings of the Cape Leopard Trust. Showing photographs from camera traps or a map of the range of an adult leopard, these presentations are ideal for school size groups and classrooms alike. They can be adapted for children, young people and adults over the age of ten but are not suitable for younger audiences.   more >

The eco-clubs are an effective way to have a longer interaction with groups to build on a theme over a series of activities and outings. The goal of the eco clubs is to support the initial stages of a school based club that will continue after the involvement of The Cape Leopard Trust. Themes vary depending on the interest and focus of a club; however, most eco clubs do at least six sessions with an Environmental Educator. Sessions will usually include school based activities such as presentations, a sustainability assessment of the building or planting a vegetable garden. A club will also include various outings to local nature reserves where students may learn how to do a river water assessment, explore caves or challenge themselves with a hike.   more >

The annual holiday programme runs during the winter school holiday and provide up to 20 participants with a magical 10-day experience. Participants explore local resources such as the Two Oceans Aquarium, Natural History Museum and Kirstenbosch Botanical Gardens. They could even visit sites offered by our Day Excursions options. They take part in activities ranging from hiking and kayaking to learning about caracals being collared in the mountains and creating art from natural objects and clay. Topics vary depending on the group interest and the age of the participants.   more >

Academic Development Program: through a Tutoring program that has seen Fisantekraal High School Pass Rate move from 44% in 2014 to 79.5% in 2017. - In addition, there is Career Guidance program where various professions present the journeys they have walked to attain their qualifications. Once every year we take 150 (Grade 9 & 10) learners from the farming community of Fisantekraal to the Cape Town Career Expo to be exposed to different professions. - Waumbe holds an Application Drive that aids post-Matric learners to apply for tertiary education. Waumbe invites all the Cape university to the remote area of Fisantekraal. All learners apply to the university of their choice. We have assisted over 550 learners since 2015 and 53 of those learners have successfully enrolled into a tertiary institution.   more >

Societal Reformation Program: we have developed a 12-Theme Training Module that is in response to the challenges identified in our Community Study. This training is an experiential learning based training that addresses aspects of self awareness, leadership, active citizenship, family building, to mention a few. The annual closure of the year is a program that trains the youth to be active citizens. They are trained on a Community Action Program that will equip them to develop sustainable projects with high impact. - Additionally, we invite high profile speakers that have similar backgrounds to inspire and motivate the youth to pursue their passion.   more >

Learners engage in Math’s e-learning through a program called IXL.com where learners practice and learn South African curriculum related mathematics and word problems where analytics are provided to show which areas specific learners need additional help with. Learners are also awarded with achievement certificates as they master specified mathematics concepts   more >

Robotics has been identified as a crucial skill for future employment and a fun way for learners to learn mathematics and science in a practical way. In collaboration with Futurelabs we can offer this training for our learners at Khanyisa. Robotics gives the learners a familiarity and contact with high-tech software and hardware, which is normally only realized at tertiary education level. Robotic lessons are providing learners (age 9 – 12) exposure to software and hardware, which in later years will increase capacity to be employable in a technological world. By providing classes weekly learners with little or no computing background will come to terms, initially, with how use a computer while familiarizing themselves with the software. Learners become accustomed with computers and with the logic of programming. Week after week, the logic and abstract problem solving will become more in depth, while building on what the learners have already learnt in the previous lessons. We Currently run 3 classes with 10 learners per class due to limited computers(which we supply), robotics equipment and instructors.We are working on expanding this program to other locations to grow interest and excitement for math’s and science.   more >

Message In Schools is part of The Message Trust family and is made up of teams of vibrant enthusiastic individuals that are passionate about young people. Each project is full with different flavours of life bringing unique approaches together to help raise the aspirations of young people using stories, faith and engaging content. We regularly see young people finding their voice, those who were wrestling with negativity realising that there is a different story available to the one they are living. Our teams consist of individuals each with their own story of transformation to tell; and are committed to initiating thought provoking conversations with young people, especially young people at risk. Message In Schools is a faith bases team of individuals that live out and practice the Christian ethos and values. All of our sessions are delivered from that faith based perspective and the team use their experiences within christianity both to illustrate and inspire the young people we interact with.   more >

There are positive, negative and dangerous implications of children accessing the internet and online platforms. “Looking back at it now, it’s scary to think that I sent semi-naked pictures to older guys. It could have gone a lot further. As weeks went on, they started sending messages that were more and more sexual. It was so subtle, that’s why it is so easy for an online chat to slip into something so wrong.” [14 year old girl] Although computers and cell phones have provided powerful avenues for sharing digital information and content, they have also provided exposure to risks like cyberbullying, solicitation and inappropriate content. Access to the Internet can expose the user to a number of abusive behaviours. These abusive behaviours include: • Cyberbullying • Sexting • Talking with and meeting with strangers • Sexually explicit and child abuse images and videos • Breach of privacy. In South Africa, schools are starting to notice the negative impact of children’s access to the online world. Changes in general behaviour, school performance and attitudes are some of the issues that educators are required to deal with as a consequence. The Child Witness Foundation has been approached by several schools, educators and other stakeholders to assist with a response to the negative consequences of children’s online activity. T   more >

In 2016, the Bhabhathane Programme Team re-conducted the 2013 Schools Survey. The 2013 Survey was the basis on which needs were identified and the decision taken by the then Steering Committee to prioritise Projects for design, fundraising and implementation. The results of the 2016 Survey were presented to the Principals. The 2016 Survey indicated that while there had been some gains against the original Bhabhathane high level goals, further intervention was necessary. The Principals resolved that in order to bring about real change, teachers needed to become involved in the process and a Project Committee (PC) of teachers was established to plan and design the Teacher Enrichment Project (TEP). The Design Phase was undertaken by the Project Committee (PC), comprising of representatives from all eight schools and across all Phases. The members of the team are all in leadership positions at their respective schools, either on the School Management Teams (SMTs) or leaders of their Phases. All the Well-being Team Co-ordinators (established and maintained through funding from the Rupert Foundation) are on the PC. The PC is chaired by a teacher nominated by the members of the PC. In addition, each Phase group has a Chair who leads the Phase discussions. The PC has defined focus areas for each Phase. Within each of the focus areas, opportunities are created for three processes. The three processes are teacher skills and knowledge development; personal leadership development and   more >

The Bhabhathane Principal Enrichment (PE) Project is unique in that 7 of the 9 Principals have been members of the Steering Committee, later the Bhabhathane Board which, since 2012, has been tasked with transforming education across all schools in the Franschhoek Valley under the FVTC. The Principals were involved in the extensive Bhabhathane Planning Phase and developed a common Vision and Mission for education (over 5 000 children, parents & teachers) in the small, geographically bound Valley and with the guidance of external education specialists have prioritised the educational needs of the Valley. They are seen as the change agents in the community who are guiding the transformation process not only in their individual schools but across the school cluster in the Valley. The PE Project has provided an opportunity to build the leadership capacity and also project management skills of the Principals. For the last two years, each Principal has a mentor (retired principals) who visit them every two weeks and spend two hours with them. This is a safe space where the principals and in 2017, their deputies, discuss any burning matters pertaining to their schools and find common solutions. Two of the Principals and one deputy have successfully completed the Management Certificate in Education Leadership at the UCT Graduate School of Business. The entire group has attended NAPTOSA weekend seminars and have come back and presented condensed versions to the SMTs and teachers acros   more >

The integrated ECD Project which has impact on some 1 500 children under the age of five years, has become firmly established across the Franschhoek Valley. Visible successes have been: • The development of the members of the Franschhoek ECD Forum (FECDF) to the point where the Forum with 20 members is registered as an NPO and understands the responsibility of remaining registered with the Department of Social Development. The members have begun a process of strategic visioning that will see the FECDF identifying further specific training and process needs to enable them to become the full owners of all ECD activities in the Valley. An excellent relationship has been built with the Stellenbosch Municipality • Differentiated Learning Programme training and accredited Level 4 and 5 training predominantly with The Early Learning Centre (TEEC) that has enabled the practitioners to dramatically improve the daily implementation of a programme for different age groups in the centres and playgroups • Training in early interventions for children who show possible developmental delays and the referral of children where in-centre support has not been possible • Extensive professional relationship between the Principals of the ECD Centres and the Foundation Phase teachers at the schools where children attend Grade R • Through partnership with JAM International and the LunchBox fund as well as a local hotel group, provide children with nutritious food.   more >

Through the helping hands program works to stem the primary school drop outs crisis by identifying and engaging grade 7 learners who exhibit signs that they are at risk of dropping out ,such poor attendance ,behavior issues, low grades .the helping hands program is designed to address these issues by helping learners to create connection between their education and existing skill set, career interest ,personal goals .the helping hands program prepares at risk grade 7 learners for high school and higher education in a context familiar and personally meaningful to them. Helping make primary school graduation and academic success attainable and relevant to learners’ ambitions.   more >

25 Children from vulnerable families and foster parents attends the facility after school for assistance. Transport is provided to take the children to the centre. Most of these children has challenging behavior, and struggle with learning abilities. a Set daily program is followed which includes: After school study and support with homework, READ Program (Reading sessions, Fine art, Pastel drawings, Story writing, Poetry, Drama, Board games), Appointments with teachers, . Educational visits, Sport & Recreation activities, Holiday Programs, Balanced Meals, TAC Assistance (Team around the child -The system of Aftercare aims to be child-centered, and work as a TAC Team, when a need in Childs development/behavior is identified, the child must be referred for assistance by TAC for professional assistance.), Child protection plan, Support Group, Safety of the child, Staff attend meetings & workshops & Training, Reports, Monitor & Evaluate, Networking, Health Awareness & Prevention events. In many cases children in the Child & Youth care Centre that do not attend school, are accommodated in the Learnwell Aftercare program, and are assisted with basic learning and stimulation activities. Most of these children are older than 10 years, and cannot read and write - our staff assist them with basic read and write skills. Successes is measured on: 1. positive behavioral change of the child 2. Results of child's pass rate at school   more >

In 2013, Christel House introduced a program called the Grade 12 Learning Center Program that focuses on preparing grade 12 students for their examinations by offering additional learning support. The program is devoted to the students who come from the 20 impoverished communities that we serve. For many of our students having a safe space to study after hours is a challenge. To ensure each student has the opportunity to succeed, teachers strategically design revision plans including study guides, tutor groups and offer concentrated learner support to run a beneficial program.   more >