Assessment of Learning
We asses each child's measurable learning objectives with a bi-annual report to parents that include: a written summary of each class's themes and activities undertaken, a written qualitative assessment of each child's participation in the ecosystem by every adult who engages with that child, and a photo collage of that child engaging in our ecosystem.
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In addition, preschool and primary school children receive a quantitative assessment table completed by their class facilitator, high school pupils self-assess their participation in our ecosystem and also receive a peer review and a facilitator's review of their participation and accomplishments.
Assessment Criteria
KNOWING
Self-development
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Self-awareness and understanding
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Self-mastery and courage
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Emotional awareness and regulation​
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Growth mindset
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Manners
THINKING
Academics and analytical thinking
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Evidence of Higher Order Thinking Skills (HOTS): critical thinking, problem solving, applied knowledge
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Research​ skills​
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Documentation of understanding
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Subject-specific skills and knowledge
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General knowledge
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DOING
Creativity, Practical Skills and Innovation
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Creative self-expression
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Innovative ideas and implementation
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Making and practical skills development (doing)
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Entrepreneurship
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Project planning and management
BEING
Physical connection and well being
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Physical health and fitness
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Body awareness and care
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Functioning as whole being (body, mind and soul), not just brain
CONNECTING
Interpersonal skills and Community
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Good communication skills
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Effective collaboration and teamwork​
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Conflict resolution
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Leadership
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Empathy and kindness
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Community service
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School Leaving
It is becoming increasingly possible to customise a unique school leaving outcome for each child that is best suited to the individual. Some children will want to write a school leaving matric certificate, some might choose to find a practical apprenticeship or job, or to start their own business. We will work with each child to customise an outcome that is right for them. Please note that we will not force every child to write matric, and this is not how we measure the success of our high school ecosystem. We measure success based on how satisfied the child is with the route they have chosen for themselves, and what they manage to achieve in respect to the choices they have made.
Themba's journey from pathfinder to professional
Themba joined Misty Meadows in 2015 at age 10, becoming a trailblazer as our first Grade 4 student. During his time at Misty Meadows, Themba developed key skills in problem solving, communication, and teamwork. He participated in all activities, pushing himself to embrace new challenges and become a role model for younger students.
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At age 16, Themba decided to pursue his matric by taking the American GED, a choice he made with the full support of Misty Meadows. He dedicated himself to online studies and accessed guidance from our community whenever needed. This support helped him pass the GED with an impressive score of 75% at age 18.
Taking learnings from his experiences at Misty Meadows, Themba demonstrated proactive and self-motivated spirit by seeking work opportunities that benefited both himself and his community. He utilized his community elders and job-shadowed at local businesses, gaining valuable insights. Themba created a flyer titled "Looking to Learn" and shared it on community forums, which led to an unpaid work experience with a solar energy company.
Themba impressed his employer and secured a permanent position through his hard work and willingness to learn. The company offered him training to become an electrician and assistance with obtaining his driver's license. Just a year later, Themba has saved over R50,000 toward his future, showcasing the power of education, proactive mindset, and community support - the skills he gained at Misty Meadows.
The Good Team: Building Futures Through Entrepreneurship
Xolo (17), Logan (15), and Luyanda (16) have been actively participating in Misty Meadows' workshop classes for many years, honing their skills in building and carpentry. Earlier this year, they decided to start earning money and sought advice from adults in our community on how to set up a business.
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One of our school parents had recently attended a workshop on building veggie tunnels and offered to teach them the process, including costing, in exchange for their help in constructing her tunnel. Seizing this opportunity, the trio developed a business model that covers everything from site clearing and materials to labor.
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They also learned to account for transport costs to work sites and maintain working capital for future projects. Understanding their need for support in customer negotiations, they struck a deal with their workshop teacher to pay him a small portion of their earnings in exchange for assistance with customer service, transport, and material procurement.
To date, Xolo, Logan, and Luyanda have successfully built five veggie tunnels, earning R10,000. Their initiative has also led to additional farming and building projects within the Howick community, showcasing their entrepreneurial spirit and the practical skills they've developed at Misty Meadows.