Tate Classroom Values

  • Our classroom is not a place of judgment, but one of empowerment.

  • The student needs to know that they aren’t in trouble, and may need guidance in realizing that mistakes are opportunities in disguise.

  • A place where we provide proper feedback that enable and inspire a student. 

  • Not a place to "Feel Alone" - When we believe we didn't do well, especially when everyone around us seems to be excelling, then alone is exactly how we feel. The minute a student begins feeling inferior or not good enough, we’ve lost them for good. 

  • A place where we answer higher-order questions such as "why", "What" and "How", Higher-order questions require more in-depth thinking from our students.

  • A place where we are motivated to ask guiding questions such as "What do you think?" or "What's another way we can approach this?" 

  • A Place where we invite reflection and engagement, and a chance for our students to develop crucial independent thinking skills

  • A place where the correct answer is less important than understanding Why it is right or Why it is wrong and where i can discover an alternative equally right answer

  • A place where our students can explore and discover what's possible and what needs to be improved.

Formative and Summative assessment

At Tate we apply an ongoing assessment strategy. The strategy is implemented through our Technology Platform. This enables us to assess our children's learning against pre-determined curriculum objectives in a non-stressed environment. The stress component is removed through an inter-active play and gamification of the subject matter. Assessment and feedback to the student of his or her achievement is provided in near real time and allows the child to adjust his learning strategy through gamification in order to "win" the game through problem solving techniques. In this environment failure is experienced by the child as positive and encourages the child to overcome a challenge rather than to "give up" on the challenge.
Our fundamental departure point is a reliance on 70% Formative Assessment and 30% on Summative Assessments. This means that our formal setting for a Summative Test, which normally induces stress in the child is less of a focus than the understanding and underlying knowledge gained through the learning process experienced at Tate.

Extracurricular as an Integrated Education Methodology 

At Tate we believe that a major contributor to achieving our education objective is to develop the child as a whole. Without a doubt the success of in classroom teaching of academic subjects is strengthened by extracurricular activities. We believe that classroom teaching is utmost important, yet for aesthetic development, character enrichment, spiritual and physical growth, extracurricular activities are equally relevant. Therefore we have integrated extracurricular activity as an integral part of our education methodology. 

Extracurricular activities such as those offered by Tate, are activities that are not normally offered by either public or private schools. We have found that the positive effects that these extracurricular activities have on our students are behaviour, better grades, school completion, positive aspects to become successful adults, and improved social aspects. It is designed to help your child build their skills outside of the classroom. In addition to building skills within a specific discipline, our extracurricular activities are great for developing general academic and soft skills. Such as public speaking, teamwork as well as an understanding of their emotions and feelings.

©2019 Tate International School (Pty) Ltd | email: admin@tateinternational.org | tel: +27 82 455 6433 | Durbanville, Cape Town, South Africa