CHAZON TEKNA CHRISTIAN SCHOOL
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​ACADEMICS
Timeless Teachings in a Changing World
ACE Ministries’ comprehensive educational system is driven by dedicated individuals who motivate and support parents in their quest to help their children reach their maximum potential in school and in life. A Unique Educational Approach
For more than three decades, ACE has delivered a successful Christian-based international schooling system that provides a rewarding education alternative, relative to learners’ needs. This program utilizes results-driven processes rather than conventionally applied time-focused education curricula.
ACE recognizes that each child has a unique learning style with God-given abilities and talents and has developed a learning approach that accommodates learners’ individual capabilities.
The curriculum makes it possible for the learner to achieve their full academic potential. This is the foundation upon which future learning is built.
From preschool to grade 12, each learner discovers how to:
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set goals and meet deadlines
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develop critical-thinking skills
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think creatively and independently
The ACE programme covers the critical outcomes and minimum standards of the National Curriculum Statements (NCS) as prescribed by the Department of Education in South Africa. This includes Learner and Teacher Support Materials (LTSM’s).
History
The concept of Accelerated Christian Education was started by Dr Donald and Mrs Howard in 1970 in Garland, Texas. Since then ACE has spread to over 142 countries around the world with warehouses located in the USA, Australia, U.K., Canada, Philippines and South Africa.
The office located in Durban has been operating since 1988 and serves all schools using the ACE system in African & Scandinavian countries. Since its beginning, Accelerated Christian Education has launched over 3 700 schools in total, of which over 750 schools and 1 200 home schools are currently active. There are presently over 26 500 students in Africa/Scandinavia involved in this system.
This educational system has been widely accepted by universities and other academic institutions around the world and is registered with the local department of education.
ACE Methodology
The Accelerated Christian Education School of Tomorrow program is an American based program that has been adapted for South Africa and meets the requirements of the S.A. National Curriculum Statement. It is an individualised learning style that makes use of printed packages of materials known as PACES (Packages of Accelerated Christian Education), which are intended to ensure that pupils can advance at their own speed rather than as part of a year group. Pupils are expected to complete 12 PACES per year per subject.
There are pre-school PACES available for the Early Years Foundation Stage and this is mapped to the Early Years Foundation Stage early learning goals. A table showing the relationship to the equivalent S.A. National Curriculum is available in schools and this provides a useful guide to age-related expectations. Pupils in year 1 first follow the PACES ABC’s. Then the full curriculum with PACES 1001 to 1012.
ACE schools normally revolve around the ‘learning centre’, of which there may be more than one in a school. The learning centre is usually a large room which has ‘offices’ or Learning stations around its walls. These are where pupils work for most of the day. There is a supervisor’s desk, a scoring station where pupils can mark their own work at regular intervals, and a table for the tests which must be done at the end of each unit of work. Educators do not have the title of teacher, but there are ‘Supervisors’, who are responsible for answering pupils’ Academic questions, as well as assistants known as ‘Monitors’ who have received training from ACE South Africa and who participate in regular in-service training. Educators also have access to manuals, which provides considerable details about the ACE course and how it is implemented and managed.
Schools using the ACE program have a compulsory core curriculum of six subjects: English, Afrikaans, Word building (formal grammar), Mathematics, Social studies (History and Geography) and Science. There are also optional PACES available in additional subjects such as Bible reading, and at secondary age level there are a number of ‘elective’ subjects which pupils can choose.
Pupils work at their own speed through the PACES in the main curriculum areas, but they are expected to plan their own work each day by setting themselves goals in terms of the number of pages that they aim to complete. In case of difficulty they are able to ask for help from the Supervisor by raising a flag on their learning station. At frequent intervals, pupils mark (‘score’) their own work, and the Monitor checks that the pupil has scored correctly. At the end of each unit of work there is a supervised test in which they must achieve a score of 80% before they can move on to the next PACE. Pupils who fail to get a satisfactory grade have to re-take the unit. In addition to the PACES, there are structured video and computer programmes available to support some work, particularly in early reading and science.
Individualized
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Intimate Learning Environment: Our smaller class sizes create an intimate and supportive learning environment, fostering stronger connections between students and educators.
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Personalized Attention: With fewer students in each class, our dedicated teachers can focus on the unique needs and strengths of each individual learner, ensuring that no one gets left behind.
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Active Participation: Smaller classes encourage active student participation, creating a dynamic and engaging learning experience where every voice is heard.
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Accessible Educators: Our educators are readily available to provide additional support, clarification, and guidance. This accessibility enhances the overall learning experience and promotes academic success.
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Tailored Learning Plans: Recognizing that every student learns differently, our smaller classes allow for the development of tailored learning plans, accommodating diverse learning styles and preferences.
Progress Motivation
In a conventional system, students progress through school on the basis of chronological age. Recent research and experience show that this may not be the best way to teach students. It leads to classes being composed of students at many different levels of achievement. The accepted criterion for promotion to a higher level is the passing of an end of year assessment. This promotion by achievement should produce the desire in the student to perform well and is called progress motivation. The School of Tomorrow has adopted some aspects of this philosophy, only promoting students to the next level of work when a satisfactory grade has been attained. Normally the pass mark is 80%, although in some early courses the pass mark is 90%. A student has to master the material before passing on to the next unit, so this method is referred to as Mastery Learning.
The Syllabus
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CAPS-Aligned Syllabus: Our syllabus is meticulously designed to align perfectly with the CAPS guidelines, ensuring that students receive an education that is in sync with national standards.
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Department of Education Compliance: We understand the importance of adhering to the regulations set by the Department of Education. Rest assured, our syllabus meets all the necessary requirements, providing a reliable and recognized educational framework.
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Comprehensive Content: Our syllabus goes beyond mere compliance; it is enriched with comprehensive content that engages students, fosters critical thinking, and promotes a deep understanding of the subjects.
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Educational Excellence: We are committed to delivering excellence in education. Our syllabus is continuously updated to reflect the latest advancements in teaching methodologies and subject matter, ensuring that students are well-prepared for academic success.
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Accessible Resources: In addition to the CAPS-aligned syllabus, we provide a wealth of supplementary resources, including interactive learning materials, multimedia content, and assessment tools, to support both students and educators in their educational journey.