We do not teach...We coach.

About us


Let’s face it, every classroom has that one learner (more than one) that just needs “extra attention.”  He or she may be diagnosed with ADD/ ASHS, be behaviourally challenging learner, a disorganized learner, a slow or differential learner, a special needs learner, or even a gifted learner.


Whatever the case, they need more attention than the others. What joy it would be to have a classroom filled with super organized, eager-to-learn, overly obedient, little angels who can’t wait to get started diagramming sentences and long division, but thats not the true classroom. The true classroom is a hodge-podge of little faces. Some eager to learn, some wanting to learn but struggling, some who find it impossible to stay seated for more than five minutes, and some just watching the clock! The inability to meet the needs of all learners in the classroom is the reason Basics Academy sustains and manage this campaign every Saturday and school holidays.


We know the way



One stop academic remedial centres/ safe parks for hypo & hyperactive children, well equipped to keep children in school.



Our mission at Pecop Soweto is to enable Attention Deficit and Hyperactive Learners (IL) with best remedial support and drills using the best researched models and technologies,


  • Child friendly,
  • CAPS aligned activities, and
  • Active parents participating,



In today’s communities, there are more and more children who are becoming disengaged or uninterested in literacy. It is important for Literacy Activists(LA) to understand what topics children are interested in reading about and using that to create engaging literacy activities that grab the attention of all children.


Many basic education learners have become disengaged in reading and therefore lack the basic skills that interconnect across the content areas. We as LA’s need to find a way to engage children in reading while also motivating them to read inside and outside of school. Taylor’s (2012) study demonstrates the following:


In order “to be successful in the content areas, children must have the reading skills necessary to navigate through multiple texts and so many of the children who enter middle school and more specifically high school are failing these required disciplines due to poor reading skills (p. 57).


Many of these struggling children are failing because they enter a content area classroom with deficient reading skills, which then negatively affect their success in content classes.


From this evidence, we can gather the importance of LA’s pursuing more effective strategies to promote children interest in literacy early on. This will lead to improving children reading skills; otherwise they may be affected in other content areas later in their education.