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About Us


Hello there!

Peak Academy officially opened its doors on the 16th January 2015 in Fish Hoek, Cape Town on the first floor of the Triangle Square Building. We transformed what was an old parking garage/workshop into a rather unique learning space with tutor rooms, a study area, a lab and a recreational area. Starting with only 32 students, numbers quickly tripled, depicting the growing demand for a place where students could flourish academically and as individuals.


The founders of Peak Academy, Marc and Michelle Yates had a desire to provide a learning experience where private candidates could be treated as individuals and be allowed to achieve an Internationally recognized matric. Marc has been involved with the International syllabus since 2002 and is passionate about working with teenagers and helping them to reach their full potential. "You are extraordinary and can do extraordinary things", is Marc’s belief in all his students, teachers and tutors.

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What is Cambridge and
why do we like it?

The Cambridge (Cambridge Assessment International Education) qualification is internationally recognized in more than 160 countries. Cambridge is a high-quality academic curriculum from the UK and is supported with excellent resources.

It offers flexibility and a range in subject choice. Students can work according to their ability. The curriculum is specifically developed to stimulate independent and critical thinking. The syllabi have been created specifically for the international student body and avoids any cultural bias.

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Our Approach

We have become so accustomed to the way of education that it becomes difficult for parents to change the mindset that we can learn differently. It is often the parent that needs the most amount of convincing that there is an alternative to traditional-style education. Our approach is simple. We are seeing that the landscape of the working world is changing at an alarming rate. New careers and jobs are being created and entirely new sectors of business are being instituted. The question is, how do we get our school going children ready for the opportunities of the future? At Peak we believe that to do that we need to allow students the freedom to think. Teaching them to use the tools of critical thinking, problem solving, metacognition, time management and initiative-taking. In addition to allowing students to think, we give our students a sense of ownership around the work that needs to be completed. Offering a full picture at the onset. It is amazing to see how a student can change a mindset and attitude around work ethic when they know exactly what is expected of them using the British International Curriculum. We also realise that many of our students today do not want all the traditional functions of a regular high school. A Peak student will finish their studies and will know that they have been equipped not necessarily for a job in the big wide world but will know how to navigate their way to the top.

The Expectations

Students attend the Academy daily from 08h00 to 13h30. Although most of our group lessons end at 13h30, Peak is open till 4:30 pm Monday to Friday. Students are able to stay and work on their studies. Students are required to attend classes that may be scheduled later in the afternoon.

The teacher's role is to assist in a student’s understanding of Cambridge syllabus material. During classes, students are given academic direction by the teacher's knowledgeable and experienced interpretation of a subject. Students are expected to research further, following the teacher's guidelines, using Cambridge text books and online resources. Teachers will gauge the differing abilities of students and detail different academic progressions per student.


The teacher’s aim is to complete the required syllabus before designated Cambridge external examinations. Students are expected to complete appropriate tasks, mostly textbook driven, within timeframes set by the teachers. These tasks are undertaken during self-study time at the Academy. Teachers will set tests at appropriate intervals to monitor progress and ascertain feedback on how a student has understood work. Teachers will return marked tests and work through the correct answers, using a Cambridge schematic.

Internal assessments are written in March and September. The format of the papers is based on the Cambridge style, exposing students to the nature of the Cambridge external examinations.

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