We aim, through careful instruction and personal demonstration, for these six Core Values to infuse everything our staff and students think, say and do
Our Learning Campus in Calebasses, Mauritius How our site and buildings reflect who we are and promote learning
In 2017, Lighthouse inaugurated its learning campus and thanked God for its provision. Though the secondary school had been holding classes here since 2016, it was the first year that the entire school, pre-primary through secondary learners, joined together.
The school acquired the 11 arpents of land in December 2013 and immediately took to planning an innovative campus that would be built out in stages in step with the school’s growth and, of course, availability of financing (a mix of loan and donations). This particular location was chosen because:
(For some of the ideas in the remainder of this article, we would like to thank Green School of Bali, Indonesia for providing inspiration in its “Three Springs” concept of school architecture and landscaping.)
Lighthouse aims to be a fulfilling, self-regulating organisation and its campus a place of renewal that will inherently have meaning and purpose, providing children and young people with a stimulating, entrepreneurial, and sustainable environment in which to develop and learn by example.
Essentially the learning neighbourhood is conceived of as a village, containing three interlocking functions: educational, social, and promotion of working lives.
The nucleus will be a holistic, student-centred school. The school will provide a genuine heart to the whole enterprise, where physical (KQ), emotional (EQ), intellectual (IQ), and inspirational (SQ) capacities are prized. Homes, farms, businesses, and individuals attached to the neighbourhood, in the enterprise and social centres, will have a direct, practical link to the educational provision. The school ultimately does not stand apart from the surrounding community of Calebasses but is a valued member of it.
The school’s buildings and beautiful grounds will be a learning place and a meeting place where students, families and guests feel welcome.
Under the umbrella of The Lighthouse Trust, Lighthouse Primary and Secondary School would like to the development of other community-based activities growing out from its campus. These might include:
Children who attend Lighthouse can expect to be a part of a dynamic, changing campus for the years to come. Some of the concepts presented here are in place and others in development. It is expected that families who are a part of this community take this into due consideration and are together with us as the dream develops.
|UK / Lighthouse||5||6||7||8||9||10||11||12||13|
|Cambridge International||... Primary||Secondary 1||Secondary 2||Secondary 3|
|(Lighthouse: exit assessment||Checkpoint||IGCSE||International A-levels|
|Lighthouse (future)||Alternative track … watch this space|
|"Old" Mauritius||Std V||Std VI||Form I||Form II||Form III||Form IV||Form V||Lower VI||Upper VI|
|... Primary||Basic Education (lower secondary)||Upper Secondary||Upper Secondary|
Since its inception, Lighthouse has always provided meals to all of its students. When there is so much work to be done in delivering reading, writing and arithmetic (as well as many other academic subjects!), why did we take on the extra work of basically running a child-focused restaurant that feeds about 300 people per day?
Because food is really, really important! What children (and adults) take into their growing bodies has an enormous impact on their ability to learn and process.
An enthusiastic team of people help plan and prepare a menu that supports Lighthouse’s mission. In addition to lunch, children receive a mid-morning snack of fresh fruit every day and frequently other healthy treats. We also aim to expose children to teaching on nutrition and give them opportunities to cultivate their own food on campus.
Secondary students also take ownership by helping in food service on a roster basis as well as working on mealtime improvement through student-led clubs.
We understand that young children in particular can have a limited palate and show ‘pickiness.’ Again, research has shown that patient and repeated exposure to different food helps children out of this. Our meal programme aims to gently help them develop their taste and appreciation for a wider variety of food, for their own health.