Often homework is given for its own sake in compliance with school policy, so that the teacher can justify the time spent with the children in school, thereby demonstrating to the parent that “work” is being done.
At GALASA, homework is intended to consolidate specific pedagogic content knowledge; it is intended to build self-confidence by giving the pupil the opportunity to demonstrate to themselves that they have mastered functional knowledge and operations regarding specific subject context.
Homework also has the capacity to engender a healthy work ethic and supports the child’s ability to manage time effectively, thereby enhancing self-discipline and personal responsibility.
Teaching methodologies that are modern, relevant and exciting, using ICT and multimedia support materials will form an essential component of the GALASA curriculum.
‘Hands on, eyes on, minds on” experiential learning opportunities like tours, day trips, field exercises and practical work contribute significantly to interest in school with concomitant excellence in academic performance.
It is common cause that by the time many children reach high school, they are jaded and uninterested. A successful curriculum should produce confident, competent young people. GALASA will provide an individually tailored curriculum to children who are well suited to engage in a rigorous, personally relevant academic programme.
Pupils at GALASA will receive a broad ‘classical’ education in the early high school, years, specializing later in subjects appropriate to their general interests and specific aptitude.
Upon leaving the High School, these young adults will be supremely competent in a field that confers a significant advantage in the Higher Education environment.
The GALASA approach is unique and presupposes that every child has the capacity to achieve and excel. Schools and teachers often suppress the inborn curiosity of children and are responsible in large measure for the production of the “dunces” they so easily dismiss. GALASA will not permit dismissal of children’s questions and in-class contributions.
Children with ‘dual exceptionalities’, i.e. intellectual giftedness coupled with a learning disability are particularly welcome.
There is frequently a significant correlation between high intellectual potential and a recognizable barrier to learning, and as long as a child is cognitively accessible and has an insatiable intellectual wanderlust, he or she will feel at home in this school.