Read, Lead and Succeed: My Social Action Project at Irene Primary School

As a fourth-year student, completing my service-learning project has been one of the most rewarding experiences of my teaching journey. It challenged me in ways I didn’t expect but also reaffirmed why I’m passionate about becoming a teacher. Service-learning gave me the opportunity to go beyond lesson plans and engage meaningfully with the school community, to see how teaching can build connection, confidence, and real change.

For my project, I was part of the Read, Lead, Succeed campaign at Irene Primary School. While my partner focused on the Foundation Phase and developing phonics and reading skills, I decided to do something a little different. I wanted to create a project that strengthened learners’ language and grammar skills in the Intermediate Phase, something practical, low-maintenance, and sustainable that the school could easily continue after I left.

I created a “Language Learning Station” that included colourful language rule posters, interactive worksheets, and a Language Jar filled with short daily grammar challenges. Students could earn Grammar Buddy badges and participation certificates, and one lucky learner won a prize hamper for consistent effort and enthusiasm. The classroom atmosphere quickly shifted, students looked forward to the Language Jar each day and even started reminding me when I hadn’t drawn the next challenge yet! Teachers also commented on how different but extremely needed this initiative was, as it gave learners a reason to be excited about grammar again.

The project was effective because it encouraged daily engagement and made language learning more hands-on and interactive. Instead of seeing grammar as something difficult, learners started viewing it as a fun part of their routine. The visual posters helped reinforce key rules, and the consistent challenges improved their confidence in both speaking and writing. Seeing their progress made me realise how powerful it can be to teach through creativity and repetition rather than constant correction.

On a personal level, this experience pushed me out of my comfort zone in the best way possible. I had to stand in front of multiple classes, explain new routines, and motivate students to take part enthusiastically. It strengthened my confidence in public speaking and reminded me that leadership often grows through experience, not just preparation. I also learnt to be patient, adaptable, and intentional, realising that even the smallest classroom changes can have a ripple effect on the school culture.

Professionally, Read, Lead and Succeed improved my strengths in planning, organising, and leading. Coordinating the program across classes required time management, teamwork, and communication with teachers to ensure everything ran smoothly. I also learnt to design materials that align with the CAPS curriculum while keeping them simple and fun. This experience deepened my passion for getting involved in school initiatives, it showed me that service-learning is not just about giving back, but also about learning how to lead effectively and sustainably within a school environment.

The greatest benefit of this project is its simplicity and longevity. Because the Language Jar and posters require little upkeep, the teachers have continued using them in their classrooms. Students can easily keep participating without much preparation, and the Grammar Buddy badges remain a fun motivation tool. Knowing that the project will continue even after my placement feels incredibly fulfilling, it’s proof that something small can have a lasting impact when it’s built with purpose.