Raising STEEM was created in response to a simple challenge: while much of the education system in South Africa focuses heavily on Grade 12 results, meaningful improvement in the FET phase has to begin earlier. By Grade 12, many learning gaps, confidence barriers and patterns of disengagement are already difficult to reverse. We saw a need for an approach that could support learners from the start of the phase, beginning in Grade 10.
We also recognised that many under-resourced schools cannot rely on constant internet access, personal devices or high-tech classroom infrastructure. At the same time, learners often respond better when learning is social, familiar and participatory rather than purely formal or passive. Raising STEEM was therefore designed as a game-based learning model that uses structured play, facilitator support and curriculum-aligned tools to help learners engage more actively with Science, Technology, English, Engineering and Maths. The long-term goal is for the model to grow with learners through Grades 11 and 12.
In practice, Raising STEEM is delivered as a structured, game-based learning model for the FET phase, beginning with Grade 10. It uses curriculum-aligned learning tools, including the soccer-inspired revision game Var Zone, to turn subject revision into active, social participation. Learners engage in facilitated sessions through classroom or club-based play, where they work through educator-informed topics, answer questions, discuss ideas and build confidence through peer interaction. The soccer theme helps make the experience familiar and accessible, especially for learners who may feel intimidated by formal academic revision.
The model was designed for under-resourced school contexts, so it does not depend on constant internet access or personal devices. Instead, it combines offline game materials, facilitator support and structured peer learning. Educators helped identify the topics learners most needed, grounding the approach in real classroom needs. Early evidence from the pilot includes strong learner participation, positive educator and facilitator feedback, and signs of increased engagement and confidence during sessions. The model uses original game-based methods and can be supported by digital tools where useful, but its core strength is that it works in real school environments with uneven access to technology.
Raising STEEM is in an early growth stage, with initial implementation focused on a pilot among Grade 10 learners in under-resourced schools in Hammarsdale, South Africa. The model has spread through facilitated, school-based delivery rather than open mass rollout, allowing us to test how structured play, educator input and curriculum-aligned tools work in FET-phase contexts. Var Zone has been used as a core learning tool within the model, supported by educators and field coaches.
Key achievements so far include successfully piloting the model in school environments, developing an approach that works without constant internet access or personal devices, and generating early learner, educator and facilitator engagement around game-based revision. The pilot has helped us refine the role of familiar themes, peer interaction and guided facilitation in improving participation.
As we strengthen the model, we are engaging funders to continue implementation in the schools reached. We have also received interest from an SEM working with 10 high schools, signalling potential for wider rollout once funding and implementation support are in place. Over the next 2–3 years, our goal is to expand Raising STEEM across the FET phase, starting with Grade 10 and growing into Grades 11 and 12, ideally supporting the same learner cohort over time.
Since its earlier development, Raising STEEM has been refined into a more focused FET-phase learning model, with initial implementation beginning in Grade 10. We sharpened the approach in response to a key insight from South African schooling: while much attention is placed on Grade 12 results, meaningful support needs to begin earlier in the phase. This helped us move from a broader engagement concept to a clearer progression model that can grow from Grade 10 into Grades 11 and 12 over time.
We also strengthened the design of the innovation by grounding it more deliberately in real school conditions. Rather than depending on constant internet access or personal devices, the model now places stronger emphasis on structured offline play, facilitator support and peer interaction. Var Zone was developed as a soccer-inspired revision game within the model, using a familiar theme to lower the barrier to entry and increase participation. Educators also helped identify the topics learners most needed, which made the content more responsive to classroom realities.
In addition, we have placed greater emphasis on monitoring, reflection and implementation support so that the model can be improved through practice and adapted for wider rollout.
Contact Mind Blown League to discuss your school or community context, learner needs and target grade. We then align the model, prepare facilitators or educators, and plan a guided pilot using our game-based learning tools. The pilot helps test, adapt and strengthen the model before wider rollout. Email: nireshnee@mindblownleague.com
