NAME OF PROJECT:TODAY’S LEARNERS! TOMORROW’S GREAT THINKERS AND SCIENTISTS!

1. NAME OF PROJECT:TODAY’S LEARNERS! TOMORROW’S GREAT THINKERS AND SCIENTISTS! PRESENTER:PHUTI RAGOPHALA(PRINCIPAL) CO PRESENTER:DIBAGENG MODIBA(EDUCATOR) PROVINCE:LIMPOPO COUNTRY :SOUTH AFRICA GRADE 6 and 7 learners AGE:11 and 12 Email: phuthi.ragophala@outlook.com Email: alpheusdibagengmodiba@yahoo.com

2. Short profile of the school The school is situated in a semi rural area where most of the learners come from impoverished family background. As such many of the parents are unable to support their children’s education due to unemployment and poverty. The new government came up with programmes like RDP to create jobs but payments are not that much as such many families find themselves trapped in the cycle of poverty.These limitation in most cases affect learners education and their self esteem. They end up dropping out of school resorting to government grants and tenders.They end up living a very mediocre live for generations.

3. Problem statement :The huge gap between the have and the have not(Gini co efficient) in South Africa that makes learners to loose hope in education Im the school principal offering EMS in class One of the themes I taught was poverty and equality in South Africa Learners learnt on how poverty came in their country How the new government came with new programmes like RDP to create jobs But little change is realized: the gap between the have and the have not is still wide as such many learners loose hope in education as a tool to fight poverty. Unemployment, poverty and shortage of skills is still rife Many learners think that going to school or not is immaterial because there are no jobs The following is South African map showing areas that are highly affected poverty:

4. South African map showing inequality and poverty in all the provinces

5. Statistics of people living below poverty line in South Africa

6. From this lesson learners learnt the following: • Inequality of income-some people have more money than the others • Inequality of opportunity-some people have more opportunities than the others • Poverty line –no money to meet basic needs –live below the bread line • Poverty cycle- cycle of events that make people poor • Cause of poverty: low education more poverty • Consequences of poverty and inequality: diseases, no money, low self esteem, crime etc • Government programmes to address inequality and poverty: RDP .EPWE etc but not enough • The need for education to teach learners some skills to fight poverty • Green gardens, herbal medicines, orchard etc

7. Objectives • To break the chains of poverty in poor families through education and skill acquirement • To make learners solution seekers to situations that challenge their communities • To equip learners with the survival skills for live and work that will benefit them in future • To take the lessons beyond the classroom to benefit the community • Inspire young scientists, researchers and innovative thinkers at an early age • To unlock, unearth and instill passion In young minds • To re assure learners that education can be a solution to poverty and inequality and can play part in narrowing the gap in Gini Co efficient

8. Two quotes from prominent people: • According to Prof Jonathan Jansen “The only way out of poverty is through education, not through ANC and not through connection”. • He continued to say “lets teach the value of education, Educators can change the life's of learners”.

9. Learning is an active process, we learn by doing …. Only knowledge that is used sticks in our minds” Dailey Carnegie • “The greatest good you can do for another is not just share your riches but to reveal to him his own” Benjamin Disraeli

10. Mind mapping the objectives and outcomes of the project that will make income, use as a medicine for diseases and bridge poverty and inequality in our community

11. 21st centaury skills to be covered in the project Project Description What are the stated objectives and learning outcomes? Is the learning activity long-term? Does it call on students to plan their work and assess their work over time? Design of the Learning Environment Emphasize to what extent the planning for learning facilitates the development of different dimensions of 21st century skills Evidence of Learning E.g. will ICT use enable new knowledge-building/collaboration/learning beyond the classroom opportunities that would not have been possible without it? Knowledge Building & Critical Thinking How will students be required to move beyond reproducing what they have learned to building knowledge through interpretation, analysis, synthesis, or evaluation Extended Learning Beyond the Classroom The learning activity should address real world issues (i.e. authentic situation and data) or has meaningful impact on communities locally and / or globally. Educator as Innovator and Change Agent Try to promote creative and innovative thinking and inventiveness that advances student learning, creativity and innovation.

12. Project Plan Template

14. How knowledge was constructed School text books Principals laptop University of Limpopo Food and trees for Africa Other educators

15. Collaboration Websites Local doctors

16. How the knowledge collected and collaborated assisted in making the medicinal herb ointment. From the harvest until the ointment is used by learners and community members. Teachers are there to groom future scientists , researchers , doctors and great thinkers 4 1 2 3 5 8 7 6 11 9 10 12

17. Tangible difference made to learners and community members Young scientists rescue learners whose parents cannot access professional medical by using their self made ointment and it works. Every morning before assembly learners with sores bet medication

18. Summary of the project by video

19. LESSON LEARNT Learners self esteem improved Ownership of school by community members and learners The school became a hub of service delivery beyond academic services Many learners were convinced that without education poverty and inequality will remain a cycle from generation to the other.

20. A lesson that is driven by technology is lively. Every learners has an answer. They all have different and unique opinions

21. Noisy but learning class. They learn by doing and creating. Education is not absorbed but created. • Learning is an active process, we learn by doing …. Only knowledge that is used sticks in our minds” Dailey Carnegie

22. Tangible difference made through this project -Learners acquired IT skills -Global interaction with peers -Knowledge built -interaction with local doctors -Ointment created to assist community members and learners who cannot access professional medication -created their website to market the product www.pulaointment.wozaonline.co.za

23. www.pulamadibogoprimary.co.za www.pulaointment.wozaonline.co.za https://www.blogger.com/profile/12527019423322497345 REFERENCE AGENTS OF CHANGE