Share Melkbos Private School

Like and Follow Us

High School | Academic Support

We are fortunate at MPS to have a well-established Learner Support Unit (LSU) as the growing need to support learners academically and emotionally has become a pressing issue.  Mr Pilkington, Academic Head, can be contacted regarding any academic matters. The LSU aims to provide emotional and academic support to ensure our learners reach their optimum potential while at MPS and it has adapted and transformed in unique ways to meet the ever-changing needs of our learners.
 

Academic Support

Not only do we help learners to overcome academic struggles but we strive to further enrich our learners by offering skills that can enhance performance and better prepare them for the real world and work life when leaving at the end of matric. Time-management, study methods, reading and writing skills and note-making are some of the soft skills that are taught individually, in small groups or in regular Study Skills classes.

Peer tutoring and group work aims to assist learners to grasp challenging academic work. Free extra classes in, especially, Mathematics, Physical Sciences and Accounting, available three times a week, provide a perfect home-from-home base where learners can work on perfecting their skills.  Our experience shows that learners who attend these extra sessions benefit from the exposure.

Emotional Support

Teenagers experience tremendous challenges and our learners are not spared the challenges and pains of growing up in this age.  Emotional support continues to be on offer from Ms Prince, our Educational Psychologist. The emotional support available to our learners aims not only to provide a confidential, safe space for counselling/therapy during difficult times, but also to empower and equip our learners with the necessary skills for dealing with the outside world.

Personal growth and development are therefore a central focus of the emotional support we offer.

Concessions

Assistance is given to learners who have been identified as possibly having some form of a learning barrier, such as a reading problem, dyslexia or any other learning barrier identified by the WCED as a possible reason for a concession during tests and examinations to ensure that the learner is not disadvantaged.

A very detailed process according to specifications from the Department is followed. 

The following requirements should be adhered to in the case of a suspected learning difficulty:

• Outside professional assessment/report
• Collateral information proving history of the difficulty
• Completed documentation (provided by the school)
• Proof of previous intervention

Accredited persons, once the permission from WCED has been granted, invigilate these assessments so that a learner can perform academically.