Choosing Engineering Graphics and Design as a subject for Grade 10 provides fundamental knowledge and drawing skills required for several career opportunities, namely architecture, engineering, medical technician, industrial designer, interior designer, city planner, graphic illustrator and artisan.
If you’re a people’s person and thrive in environments that are geared towards customer satisfaction, then choosing hospitality studies in high school is great opportunity to consider various career paths in the entertainment, recreation, food service and hotel management industries.
Music has been made and enjoyed throughout history, it is a powerful and effective way to spread a message, tell a story or express your feelings.
Visual Arts at high school level offers a multi-disciplinary programme that trains the hand and the eye, while engaging the intellect and the imagination in conceptualising and creating two-dimensional and three-dimensional artworks. This subject is about self-expression and helps students to engage meaningfully with, and respond to, their world in a non-verbal way. Students come into the art lessons often with a sense of relief, where they can be themselves, talk about all sorts of things and feel safe to do so.
History helps one understand the world by examining the struggles, failures and successes of our predecessors. Through this we learn how to examine ourselves and improve the world we live in. Studying History, equips us with all the qualities we require in a modern society: understanding, compassion & tolerance.
Many of South Africa’s Matric learners are approaching their looming final examinations filled with dread and anxiety, in anticipation that they won’t do very well or, even worse, fail the most important assessment in their academic life so far.
The moment of truth has arrived for this year’s Grade 12s. With fewer than 100 days until the start of their final examinations, the Class of 2019 now has to pull out all the stops to ensure they achieve to their full potential, as their final results will play a decisive role in the options open to them in years to come.
Matric learners all over South Africa have the finish line in sight as the race to complete their schooling career nears its end. Cindy Glass, Director and Co-founder of Step Up Education Centres explains “There is no doubt that the upcoming Trial and Final exams can be a source of anxiety and stress for most, if not all, Grade 12 learners-and their parents! The task ahead can feel overwhelmingly challenging and the resulting fear-of-failure can and, too-often, does become counter-productive in the learning process.”
After their first semester and first major university exams, many first years are sitting with an unenviable conundrum – the realisation that they may not have made the best choice about what to study for the next 3 years of their life.
Of all the important learning activities we can do with young children, reading probably trumps the rest. The importance of elementary literacy skill development has been well documented. In reality, early literacy influences every aspect of learning and thinking. As the organization, ProLiteracy states, “Every important social issue is impacted by low literacy.” Decades of research shows the direct correlation between early literacy skills and long term student success. Shockingly it is said that “students not reading well in third grade are four times more likely to drop out” (Students First, Statistics about Education in America). In most curricula, children learn to read and receive reading instruction in the foundation phase. Hereafter they are expected to read to learn. Therefore, it is imperative that children be afforded every possible support to ensure early reading success.
One need only watch a young child spending a day at the beach to realise how fundamental curiosity is as a core trait in natural learning. Feeding the desire to delve into discovering things should be at the centre of all of our planning as teachers of learners of all ages. In a constantly changing world, preparing individuals for future careers is a moot point so we re-focus our efforts on skill, creativity and versatility in a yet unknown landscape in which they will spend their lives.
What is art? Art is the “expression or application of human creative skill and imagination” thus may be brought through in a child in many forms: Music, Dance, Literature or Visual Creative Arts. Art is a fundamental; this could almost be considered part of a vital milestone in the pre-school child’s learning. In my experiences with visual arts, the atelier is a place of research and experimentation where the child can express themselves through the stimulation of their own creativity. The experience is one of enjoyment and plays a role in shaping their own sense of personal, social and cultural identity. The art activities set out are of great importance as: They help develop fine motor, gross motor and hand-eye co-ordination skills. Problem solving abilities develop as they explore a huge variety of new materials and tools around them. Art is one of the many languages of the world, discussions and conversations lead in different directions building on vocabulary and then where children of a limited vocabulary also have an outlet to express themselves. The stages of art from scribbling to consciously drawing shapes, form a foundation for school readiness. They teach children about cause and effect appealing to the child’s sense of curiosity. Therefore, open–ended art is essential as it helps children not to be afraid of change and allows for a higher order thinking. A sense of pride is developed, through the planning of an activity to the final outcome, it all has a purpose. The child’s self-esteem develops through activities where they can express their own thinking through the freedom of choice. Independence is encouraged and taking responsibility for an activity boosts self-confidence. Working in groups at times, spark collaboration, socialising and compromise, which are all life skills that are crucial for development. Cultural identity and differences are built on through the introduction of various artists and their art works. Art should no longer just take on the form of using only some or other mark-making tool onto paper. Art is the discovery of building, fitting, fixing, breaking and composing of loose parts, using old things to become new things. Thus, repurposing and upcycling. Our mind sets have been shifted from the traditional ridged and somewhat constricted views of what constitutes art or an artist. I think we as teachers are only scrapping the tip of the iceberg of the possibilities available worldwide. So, when teaching, we should then take on the opportunity to explore and expose our children to the wealth of resources available. Once we take on this ‘new age’ way of thinking we can then understand the full rich meaning of why art is so fundamental in learning, in the classroom and beyond. By Charlene Lang (Teacher at Maragon Ruimsig Pre-Primary)
There is a lot of talk in South Africa about the Fourth Industrial Revolution (4IR) and the need for education in the country to start preparing learners for the future world of work from a young age. Unfortunately in South Africa, resources are often lacking and many teachers are not yet equipped to teach coding. However this shouldn’t stop parents from encouraging their children to start with the basics of coding from a young age, an expert says. “As we teach our children to read and speak our mother tongue language so we should start with coding at an early age,” says John Luis, Head of Academics at ADvTECH Schools, a division of South Africa’s largest private education provider. “Parents who are not tech savvy may find this daunting, so the easiest way to start the children off will be to download some apps to their mobile devices which will use games to kick off the coding thought processes. Learning to code is like learning how to speak, read and write in a different language. Children are very good at learning a variety of languages from a young age so teaching them coding will be no different,” he says. Luis says that the importance of preparing children for a technologically-enabled future cannot be overstated. “Technology changes rapidly and our children must be able to adapt, be agile minded and most importantly prepared for the future working world. The 4IR should not be dismissed as a buzzword – it is real, and it is here where our lives will become intertwined with technology, the edges between reality and virtual worlds will blur and we need to ensure our children will be effective workers in this rapidly changing environment. “This means that in the future world of work, coding will be a fundamental digital skill which our children will need to be literate in much the same way we prepare our children with language, numeracy and physical skills. Coding is no longer a skill reserved for scientists, engineers and IT geeks.” Luis explains that the fourth industrial revolution is characterised by a rapidly developing technological environment in which disruptive technologies, the Internet of Things, virtual and augmented reality, robotics and artificial intelligence are changing the way we exercise, play, study, live and work. “Behind this technology, functionality is achieved using code. It is how we communicate with computers, build websites, mobile apps, computer games and instruct robots. The Internet of Things (IoT) is already becoming more integrated into our homes. Smart TVs and watches, automated home management and security are only some of the examples where IoT is already used.” Like mathematics, becoming competent in the language of coding has many advantages beyond the obvious, he says. “Coding also helps with maths skills, it fosters creativity, improves problem solving abilities and can improve language and writing skills,” he says. Internationally coding has long been recognised as a future life skill and is offered as part of the normal primary school curriculum. In South Africa, high schools have had the subject from Grade 10 to 12 as a subject choice (Information Technology) for many years, but it was mostly offered to select learners based on their mathematics marks. Still, only a small percentage of schools have been able to offer the subject as it requires dedicated infrastructure and highly competent teachers. The situation looks better at progressive private schools, where coding has been introduced as part of the mainstream offering, from as early as pre-prep, where children are introduced via simple techniques and readily available software. “While many schools are still in the starting blocks, and most haven’t even arrived for the race yet, parents must realise that academic excellence and individual competitiveness in future will require a solid grasp of the language of technology. So the question of a school’s offering in this regard should be one they take very seriously before enrolling their child. “And where they do not yet have the option of enrolling their child in a school that incorporates coding as part of the mainstream offering – which is the reality for the majority of the country – they should ensure that their child isn’t left behind, by assisting them independently,” says Luis. One of the options available to these parents, is to search for holiday camps in their area. And where those are not offered, parents can start by helping their child download some of the various free mobile applications and software (listed below) which help young children to start coding, he says. * Scratch (https://scratch.mit.edu/educators) is a very effective free coding language that is designed specifically for ages 8 to 16 but can be used by people of all ages. * Alice (https://www.alice.org/) is a block-based programming environment that makes it easy to create animations, build interactive narratives, or program simple games in 3D. *Microsoft Minecraft Education an educational version of Minecraft, the game popular with children all over the world. (https://education.minecraft.net/) . * Roblox (https://developer.roblox.com/resources/education/Resources) caters for children from the ages of 8 to 14.
Grade Nine learners will soon have the exciting task of selecting the subjects they want to pursue for the next 3 years, on which they will be tested during the final exams. Because of the withdrawal of the designated subject list by the Department of Basic Education last year, they are truly spoilt for choice, but this also means they need to be more focused than ever, because their decision now can have far-reaching and even life-altering consequences, an education expert says. “It’s a tough ask of teenagers to make a commitment now which will affect their ability to gain access to higher education and potentially their qualification of choice in four years’ time, when many are not even yet sure what they want to study after school,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education provider. “It is therefore very important for them to firstly realise the gravity of the potential consequences of the choices they make now, and then, to really consider the strategy which will keep as many doors as possible open down the line,” she says. Mooney explains that Grade Nines are required to select at least seven subjects on which they will be tested in Matric, four of which are compulsory: Home Language, Second Language, Maths or Maths Literacy, and Life Orientation. The balance then, are elective subjects, and should be chosen carefully. “Because there are no longer so-called designated subjects, learners may be tempted to choose subjects they envision will be comparatively easier than others, in order to gain the best possible Matric marks,” she says. “However they need to consider not only which subjects will ensure they get admission to higher education, but also which subjects will allow them admission into their chosen qualification. If they don’t yet know what they want to do, they need to make sure that their choice positions them well to access a wide range of qualifications. Their selection must also ensure they can claim a well-rounded education upon completion of their schooling.” Mooney says Grade Nines – with the help of their parents or guardians, and ideally even with the help of career and student counsellors from a respected higher education institution – need to carefully weigh up their various options, and the various combinations of subjects that are suitable for them. “The aim is to choose those subjects that will leave you with a wide range of options, while at the same time also positioning you optimally to perform well in your last three years of school,” she says. “Your subject choice must enable you to demonstrate proficiency in critical thinking and numeracy, and particularly important is the choice between Maths and Maths Literacy, as many university courses still require core maths,” she says. Choosing three relatively easy subjects as electives might help a learner achieve good aggregate marks, but their options will be limited if their education doesn’t incorporate those subjects that teach logic and argumentation, and scientific and reasoning skills as found in for instance History, Accountancy and Maths, and Physical and Life Sciences, says Mooney. “So it would not be wise to go for the short-term gain of spectacular marks, instead of implementing a long-term vision which will support an holistic academic development, as the impact on the future student’s studies – which require higher reasoning than what is expected at school – will be significant, even if they do qualify for study,” she says. “The best way to future-proof your study options and therefore career choices, as well as your ability to be resilient and adapt to currently unpredictable changes in the world of work – is to get as solid a grounding during your last three years of school as possible, even if it is going to be more challenging. “Before making your choice, make an effort to gain as much information about admission requirements for potential career paths from a wide range of higher education institutions, and then to work back to ensure that your subjects will enable you to enter those fields. Very importantly however, ensure that your choices reflect a wide enough range to develop an extended skills base which will serve you well into the future.”
Matrics who want to study in the United States and United Kingdom next year need to start preparing for their applications now. According to a study conducted by the Institute of International Education, 90% of employers believe that students with international accreditation possess desirable traits and skills, such as maturity, superior communication skills, flexibility, cross-cultural awareness and independence. “When it comes to applying to study in the US or UK you should ideally give your application an 18-month lead time,” says Rebecca Pretorius, Country Manager for Crimson Education. The global company offers a plan of assistance and mentorship to students who wish to gain admission into top-ranked universities. “Matrics still have a chance of gaining admission, but they haven’t left much room for error.” On top of juggling Grade 12, making decisions on future careers and universities and managing deadlines, the application process for studying abroad takes up a lot of time. “With high expectations and low acceptance rates, applications can’t be left to the night before,” says Pretorius. “While applications for international universities open in October, you need to plan well in advance to make sure that you’ve got all the areas of your application covered, not just academics. The earlier you start preparing, the better”. Pretorius breaks down the admissions roadmap for US/UK admissions in 2020,for those who haven’t started yet: May 2019 to September 2019 – Familiarise yourself with the application process and the universities you want to apply to. You should have a good idea of the various financing, accommodation and deadline requirements for each of your shortlisted universities. June 2019 to December 2019 – Start preparing for the required admission tests like the Scholastic Aptitude Test, more commonly known as the SAT, for the US, this is throughout the year. Programme and / or university admission tests for the UK run from July to October. July 2019 to September 2019 – Prepare for October/November applications. Contact teachers and counsellors for reference letters. Give yourself enough time to write, edit and proofread your application and essays before sending them through. November 2019 to January 2020 – Prepare for personal/video interviews which take place between January and March. You should start hearing back from universities during this time. Make your decision as soon as possible. May 2020 to July 2020 – Search for possible scholarships and student loan options if necessary. Gather your paperwork for a student visa and apply as soon as you can. July 2020 to August 2020 – Book your flights, arrange for an international debit/credit card and photocopy all important documentation before you set off! Pretorius and her South African team regularly host information evenings for parents and learners interested in studying overseas. For more information, visit www.crimsoneducation.org, email [email protected]. or join the Crimson Education Facebook community.
One of the first lessons every teacher learns is that, in every classroom there is a kaleidoscope of different personalities present. At any one moment, the teacher is navigating a minefield of different characters, each of which requires specific attention and handling. No two students are the same, and a good teacher is skilled enough to bounce from one student to the next, to tailor their delivery and approach to suit individual character types while remaining uniform and neutral across the board. It is not easy to accomplish and requires a lot of patience. While the individual personalities can fall anywhere on a broad scale, there are a few traits that are bound to be in every classroom. You will not fail to pick out the naturally gifted child in a classroom, or the popular kid, the shy one, the bully, the attention seeker. In this regard, teaching becomes a lot like diplomacy; it calls for a skilled and patient juggling of complex personalities that must somehow coexist together in one setting. For most teachers, dealing with most students is easy enough. There is often no need to even single out specific personalities as you teach, however there are a few personalities that are especially challenging to handle. These test the teacher, push them to the limit. The question now is, how do you deal with the bully who says mean things about other children and even to you? How can you reach that little girl who never wants to be called upon to answer a question? Here are a few tips on how to survive and indeed master the complex characters in your classroom. Put yourself in their shoes It is a universally accepted truth that interpersonal relationships are important, especially between a teacher and their student. Once a good relationship is established, barriers are broken down. Not only can the personal touch help in teaching, but it allows for the relationship to go beyond the classroom. Getting to know your students will help reveal their character to you. Subsequently, you will be able to determine what works for them. Knowing you have a genius on your hands for example, you will know to tweak the material so that they, too, feel challenged and not bored. This is why Abbotts college relies so much on the mentoring system. This enables teachers to give their own personal touch in getting to know students as individuals and to know what their future aspirations are and how we can help with them achieving their goals. If a student is acting out, the immediate reaction is anger and resentment. They are interrupting your class after all and making your life more difficult. But try and think about what it must be like for them. Put yourself in their shoes. Maybe they have problems at home and are lashing out at school. Maybe the reason Mary is not participating is because she is being bullied. Take the time to understand your students. It will help you deal better with their behavior. Master your poker face When dealing with a difficult student, try and keep a cool head. Put away the extreme emotions you are undoubtedly experiencing like frustration and anger. This will help you see the situation clearly, helping you handle it effectively. Students are very smart; they will pick up subtle indicators of your response to their actions. Often, they are testing you and pushing your buttons. They will do so until they determine your breaking point. You must therefore remain composed throughout. Speak in a soft voice that reflects your demeanor but communicate clearly and firmly. Focus on dealing with the issue at hand, and when it’s done, move on. Do not linger over it or hold a grudge. This way, your students learn a thing or two about handling conflict which will be an attitude they themselves will apply in future. Be firm, but fair Always remember that you are their teacher and guardian first, never their friend. It is a fine line to walk, having them respect you but letting them know they can approach you if they need anything. In case of doubt, it is better to stumble on the side of certainty. Your students understand that there are rules, which you must enforce. Do not let anyone get away with rule breaking, no matter how insignificant it seems. If you let just one slip, you lose control over the classroom, and you become infinitely less effective. This will not endear you to them, but they will respect you, and they will do what is right. This does not mean, however, that you adopt a hard, unyielding stance. To err is human. Let your students know that it is okay to make a mistake, because it is a learning opportunity. This way, the punishment won’t feel like a personal slight. You should expect manipulation and bargaining and know how to deal with it. In return, reward good behavior. Be fair in your application of the rules. If you must, enlist the help of another teacher or even their parent. At the end of the day, the objective is to teach them to be responsible adults. It is important to remember that with students, no shoe fits all, so approach each student as a unique individual. Listen to them, empathize with them, and you can discipline them. Written by: James Messian, Life Sciences teacher at Abbotts Colleges Centurion
Let’s consider what it takes to transform rough diamonds into the magnificence that we admire in beautifully polished, sought-after stones. Taking a ‘rock’ and making it into a thing of beauty involves processes that take place in several stages. At each stage, the diamond cutter or jeweler uses specific tools and applies different methods to bring out the unique diamond waiting within. Cindy Glass, Owner and Co-Founder of Step Up Education Centres says, “Just imagine what we would achieve if we allowed multifaceted opportunities of learning to shape and mold our children into the magnificent, unique beings they were born to be!” The very essence of being human means that we are not one-dimensional beings. We have bodies that move and an ability to think, act creatively and with great imagination, if we are allowed and encouraged to do so. “Why is it, then, that we define education in terms of academics and academic achievement alone? Why do we place so much emphasis on sitting quietly and learning from texts? What would become of a diamond’s potential if only one of the many processes was prioritised over the others?” Cindy asks. She adds that extra mural activities that involve the arts, drama, music or sports are essential to the holistic development of young minds and bodies. She emphasises the fact that children who participate in extra mural activities benefit from making new friends, finding their talents, developing self-confidence, learning social skills and increasing problem-solving and critical thinking skills. In addition, exercise ensures a healthier lifestyle, greater body confidence, a more positive outlook on life and learning, and reduced anxiety and stress. “Children who are relaxed, confident and happy are more effective learners!” says Cindy. She gives 6 helpful tips to encourage your child to participate in extra mural activities: Be excited about the available opportunities: Help your child to choose an activity that they would enjoy. Consider your child’s strengths and weaknesses and choose an activity that would add value to your child’s positive growth and development. Allow your child to make the decision: This is not about what YOU would enjoy or what you THINK your child would enjoy. Respecting differences and preferences in our families will go a long way to fostering an environment of holistic education. Encourage and insist on commitment: Unless there is a solid reason for needing to pull out of an activity (the activity is not adding any positive value). This will teach your child valuable skills in responsibility, determination and resilience. Practice makes perfect: Remind your child that learning anything new can take time and patience. Encourage creativity and imagination, determination and effort: Never forget that extra mural activities are there to encourage growth and learning. Your child is not a professional actor, artist, musician or sportsperson. Encourage fun and participation, sportsmanship and integrity. Balance is key to effective holistic learning: Academic and extra mural activities go hand-in-hand. Do NOT expect your children to do more than they are able to. This is just counter-productive and will lead to a negative learning experience. Each child is different, but nobody can keep up a schedule that leaves no room to just rest and breathe. “Just like a diamond needs a variety of processes to become a polished gem. So our children need to participate in a variety of activities to reach their full potential. Go for it!” Cindy concludes.
Having a plan is always a good idea, however not everything goes according to plan, therefore considering the everchanging world we live in, adaptability becomes more important every day. The need for planning remains imperative to avoid procrastination, discourse and discouragement. The 6 steps below can provide guidance on creating a plan that suits your lifestyle: Step 1 – Organise your living/working space This will not only with assist with decluttering your space but also your mind. Having an organised space will motivate you to accomplish other tasks. Step 2 – What needs to be done? Write down all the tasks you need to complete. At this stage the focus is the end game, what you want to achieve. Priority of tasks, scheduling and resources needed to accomplish these tasks are not important at this stage. Step 3 – Prioritise your tasks and resources Assign a deadline to completing each task, this will assist with prioritising your attention to what needs to be accomplished first. Be aware of what resources are needed to accomplish these tasks efficiently and effectively. This will also assist with prioritising the completion of tasks. Display your tasks as a reminder of what needs to be achieved. Example: Matriculate Cum Laude Step 4 – Set SMART goals Creating SMART goals will assist with achieving every goal set. Below is a framework of what should be included in a goal. Specific Don’t generalise what needs to be achieved, the more specific the task the easier it is to achieve. Measurable How can a task be completed if there’s nothing to measure it against? Including a measurement aspect to a goal assists with knowing how much you’ve achieved. Attainable Is this goal physically and mentally attainable? Do you have the capabilities to achieve this goal? Relevant The goal created needs to assist with achieving the ultimate task mentioned in step 2. Time Include a period as to when this goal needs to be completed. This assists with scheduling and integrating other tasks that must be achieved. Write your goals down and display it as a reminder of the tasks ahead. Example: To Achieve 90% in English every school term. Step 5 – How to achieve your goals? Create as many tactics that work together needed to achieve the set goal. Example: Read over English work covered in class as homework. Read over work that will be covered in the next class. Step 6 – Visual schedule Create a visual schedule to look at as a reminder of what needs to be done and to tick off tasks to create a sense of accomplishment. Include free/leisure time into your schedule and ensure that enough time is planned to complete a task incase the “unpredictable” happens and you need to adapt your plan to suit these changes. Technology has blessed us with applications that provide some of these steps however the act of writing your tasks down and displaying it in your working space can be more motivating to complete these desired tasks. It creates a greater sense of order and achievement. Remember to always enjoy what you do as there is no point to doing something that creates stress and unhappiness. This however goes hand in hand with a good plan that balances your time fairly and realistically. Written by: Abbotts Colleges
In coming weeks, public universities and private institutions across South Africa will host a series of Open Days – events meant to showcase their offering to prospective students from the Matric Class of 2019. An education expert says it is essential that learners intending to study next year attend as many Open Days as possible to ensure they make an informed study choice, but more than that, they need to go with a strategy in hand to ensure they look beneath the surface to understand what their likely experience may be at a particular institution or campus. “This is a very exciting time for Matrics, who for the first time will be able to get some real-life insights about life on campus and what their future might be like in coming years after school,” says Wonga Ntshinga, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, SA’s largest and most accredited private higher education institution. “So we advise Grade 12s to determine without delay when various institutions will be hosting Open Days – an online search will suffice – and then make the effort to attend as many as possible.” Ntshinga says there are many benefits to attending an open day, including 1) to get greater clarity on an institution’s offering 2) to visit different faculties at an institution 3) to speak to representatives of the institution who will be able to help you determine which qualification is a good fit if you are still uncertain 4) to get a feeling of life on a specific campus and 5) to weigh up the offering – academic and otherwise – of different institutions. But he says there is one thing that prospective students must remember when attending Open Days, and that is to keep a level head and not get too starry-eyed by the fanfare of the day. “Open Days are the perfect opportunity to get first-hand experience of a campus and its students, staff and academics. But the first rule of Open Day is to remember that Open Day might not be representative of every other day. Universities put their best foot forward to impress and attract future students, but you have to be savvy and ask the right questions, as well as make the observations that will help you with this major decision.” Ntshinga says prospective students should spend enough time on a campus to get a good look around, and listen to their gut feel while doing so. “Look at the campus grounds, visit the library and the IT lab, note the condition of sports facilities, lecture rooms and even the toilets. If, for instance, an institution’s restrooms are questionable on an Open Day, chances are that they will be the same or worse during the rest of the year. “If lecture rooms and the general environment look tired, dilapidated and unkept on this day, it is unlikely they will look better any other day of the year.” If you get a good feeling about what you observe on campus, the Open Day then presents an opportunity to ask the important questions of university representatives, to gauge whether your degree will help you make a smooth transition to the workplace post-graduation, Ntshinga says. To make that determination, learners should ask the following: 1) WORK-READINESS: How much practical, work-integrated experience is incorporated into the curriculum? Any good institution, whether public university or private, must have adequate practical learning integrated into the curriculum, and not focus purely on academics. 2) INDUSTRY-RELEVANCE: Is there close cooperation between the faculty and lecturers, and is current industry practice reflected in the curriculum? Employers look for graduates who they know will be able to make a contribution from the first day on the job, which is why they recruit at those institutions that best prepare students for the real world of work. 3) STUDENT SUPPORT: What can you expect in terms of support – administratively, academically and post-qualification? Good institutions will have excellent student support from before you sign up until after you graduate, and this support can make a real difference in your higher education experience as well as your career. “Doing your groundwork in the coming month, by identifying and attending Open Days at institutions you’ve been considering, as well as others you may not yet have considered but which may well turn out to be the right fit, will make a huge contribution to your ability to evaluate your options properly,” Ntshinga says. “Additionally, you may be exposed to opportunities and qualifications you have not considered before, and which may resonate with you. Open Days are essential to making the best choice for your aspirations and provide insights that desktop research rarely does, so make the best of this limited window of opportunity.”
This time of the year is an exciting period for learners who have dared to dream of studying in the United States of America. From December to March, universities like Yale, Princeton and Duke send out feedback to hundreds of thousands of students who have applied for a spot on their prestigious campuses. Harvard alone received a record 42 743 applications this year, of which it typically accepts less than 5%. More and more South Africans are setting their sights on an exclusive overseas education. The internet has broken down many of the barriers to information that previous generations faced, while the desire for diverse student pools has made top-ranked campuses increasingly cosmopolitan. The trend is also in part due to the arrival in the country of educational mentoring companies such as Crimson Education, who assist high school students to navigate unfamiliar and rigorous applications processes successfully. “The key to a strong application is to prepare well, understand what makes a great application, and to demonstrate passion and initiative. Understanding what makes you unique will help you stand out,” says Rebecca Pretorius, Country Manager of Crimson Education in South Africa. The company employs strategy consultants, tutors and mentors, who are graduates and students from top-ranked universities, to help gear a student’s high school years towards landing a spot at their dream campus. Top-ranked universities offer excellent facilities, educators, alumni networks and opportunities to work on cutting-edge research projects, or intern at global companies. They also have the resources to provide substantial financial aid to those who need it. Some universities, including the Massachusetts Institute of Technology (MIT) and Princeton, use a need-blind acceptance system. They send out acceptance letters without knowing the financial resources of the applicant; “All accepted candidates are seen as deserving of a spot, and the institution undertakes to help fund them,” says Pretorius. “Young people are very pragmatic about education in this globalised world. They realise that a top-ranked degree is a great launching pad for achieving their career goals – which are often entrepreneurial and geared towards solving a problem back home that they care about,” says Pretorius. For Crimson Education, a big name is less important than finding the right fit for each learner. Their consultants use a specialised algorithm developed in-house to help students to successfully navigate a pool of over 4 000 institutions, the top 100 of which are all considered world-class. “We create a balanced shortlist of universities for each student to apply to, maximising the chance of acceptance to your dream school, while minimising the risk of rejection,” says Pretorius. The company itself has unexpected roots that explain its reverence for youthful ambition and brilliance. It was founded in New Zealand in 2013 by two high school students, Jamie Beaton and South-African born Sharndre Kushor. Now, aged 23 and 24 respectively, they oversee operations in 24 cities worldwide. Beaton is a Rhodes Scholar at Oxford, having completed his undergraduate and a double masters at Stanford Business School in a mere four years. Kushor studied Population Health while steadily growing the company and honing its model for team-led mentorship. “The model developed by Jamie and Sharndre, with its focus on individual interests and passions, has achieved a 100% success rate – with all of our students landing a spot at least one of their top eight university choices,” says Pretorius. The company has helped to secure over 330 offers to the top 50 universities in the United States, 133 of which are Ivy League. Over the years, their students have secured $45.7-million in scholarships. South African students and parents who are inspired by the idea can attend one of the company’s information sessions by emailing [email protected].
Believe in yourself. Assess your current academic performance and set appropriate academic goals. Make a commitment to your goals by creating a dream board and displaying it on your mirror. Get organised. Set up a study schedule/timetable and keep to it. You should study in a well-equipped area (proper desk and chair) with sufficient light and ventilation. Avoid distractions, such as smartphones, tablets, computers, computer games, game consoles and TV. Ensure that your workbooks for each subject is as neat (as possible), organised, dated and up to date. Do not fall behind. File all extra notes, papers and memo’s immediately by pasting them into your workbook. Drafting a schedule/timetable. It is important to allocate time for Homework time. Study breaks – Rule of thumb is a break of 10 – 15 minutes after each 45-minute study session. However, everyone has a different attention span. Do not use this as an excuse to procrastinate. Do not “cram” – you will probably soon forget the content. Your goal. should be to study for long term memory effect throughout the year. Allocate time for relaxation, family and friends. Preparation for ANY subject includes: Completing your homework, yourself. If possible, try to mark it before you go to class. This way you already know what to ask the teacher. Do complete corrections during class discussions. Albert Einstein (is broadly credited to have) exclaimed: “The definition of insanity is doing the same thing over and over again but expecting different results” .Learn from your mistakes. If you are still confused, make sure to visit the teacher during compulsory homework. Then try it on your own, until you are proficient. Studying is not a spectator sport. To become the best, you need to partake and practice. How to get better at Math If you struggle with a specific calculation, try to break it down into simpler more manageable concepts. Memorise the theory, such as formulas, theorems, properties, definitions, proves, rules, sketches etc. You should know all of these by heart. If you struggle to remember these, try to connect the new unfamiliar concept to something that is already familiar to you, for example a rhyme, a parody or sketch. When revising/preparing for exams and tests, return to worked examples and activities in your workbook. Practise these before you move on to past papers. Practice past papers. Not one or two, but as many as you can lay your hands on!! Use a search engine, such as Google to download past papers. If you can only find a few past papers, practice these until you are completely proficient in the calculations and time management. Humans are complex. Memory includes visual, auditory and tactile memory. When studying you should SAY it, WRITE it and SKETCH it. Practice to complete a task against a time limit to ensure that you will be able to finish in time during exams and tests. Revise, revise, revise… DO NOT rewrite the textbook. Use effective tools such as mind maps, flow diagrams or mnemonic devices (memory games). You need to find a tool or tools that work for you. Revise the previous day’s work before you go to class the next day. You should PRACTICE and REVISE subject content on a CONTINUOUS and DAILY basis! How to prepare for practical subjects such as CAT, IT, Drama, Visual Arts and Design? PRACTICING new skills daily. You will not become proficient if you do not practice. REVISE your theory by breaking it up into smaller, manageable sections and spreading it over time. Pay attention to the glossary in the back of the textbook and summaries at the end of each chapter. Pay attention to new trends and technology features in the daily news. Practice to complete a task against a time limit to ensure that you will be able to finish in time during exams. Keep to deadlines for Practical Assessment Tasks. Do not procrastinate. These need time to develop, grow on you and take shape. The teacher cannot help you, if you are not at school! To do your best, you must get enough sleep, eat nutritious meals and drink water. DO NOT drink caffeine laden energy drinks. It is bad for your health and your brain! Do not work into the early hours of the morning, you will not be able to concentrate in class or perform well in tests – sleep enough. Reward yourself between study breaks with activities you love. Get your priorities in order – what is your dream for your future? (If you do not have a dream it is high time you get one!) Implement the plan – do not procrastinate. Eat little bits of the elephant (a big task) by prioritising, setting goals and rewarding yourself for completing steps. Written by: Sanet van Rensburg, Principal at Abbotts College Centurion
Grade 11s who are serious about bringing their best game to their Matric finals next year should, like performance athletes, start their preparation now so that they enter the home straight in pole position when 2020 arrives, an education expert says. “The temptation will be there to put off thinking about Grade 12 until next year, but Grade 11s have the most powerful weapon in their arsenal right now – that of time,” says Natasha Madhav, Senior Head of Programme: Faculty of ICT at The Independent Institute of Education, South Africa’s largest and most accredited private higher education provider. “As a Grade 11 learner, you need to understand how competitive the landscape will be after school, and that it is not in your best interest to wait until exam prep starts next year to start exercising your academic muscles. You have to train, prepare and lay the groundwork now, so that you can build on your performance next year, rather than try and get the basics in place while the clock is ticking,” she says. Madhav says learners must also approach each assessment this year as if it is going to be the deciding one, and learn from and correct their approach when problems are identified. “Doing well now could also pay off pre-emptively, as many higher education institutions will allow provisional placement based on your Grade 11 marks, which will dramatically lift the pressure next year,” she says. DRAFT A 2-YEAR PLANNING OVERVIEW Senior learners should look at their last two years of school holistically, rather than as two distinct years, Madhav says. “Take some time to draft a two-year global overview of key dates that will arise this year and next,” she advises, adding that this calendar will include actual or estimated dates for all assignments, tests and exams. “You may think you have a lot of time ahead of you, but when drafting this calendar, you’ll quickly see the reality of how demanding and time-intensive these next two years will be. The good news accompanying the realisation of the challenge ahead, is that you can now accurately determine how much time you’ll have to prepare for each assessment, and not be tempted to procrastinate.” USE ANY “DOWNTIME” WISELY TO MAKE LIFE EASIER DOWN THE LINE While there won’t be much free time going around in the run-up to Matric, Grade 11s should use any time they do have on their hands wisely. “So we are not saying you should be sitting in front of your books 24/7,” says Madhav. “But when you do have time to spare, say during the holidays or weekends, do a little bit every day to strengthen your actual ability to handle the workload which will progressively increase not only this year and next, but also when you enter higher education.” Madhav says learners can use the time they have to watch YouTube videos of cool study hacks, different ways of learning and revising, learning to touch type or even doing some volunteer or internship work. “These are all fun activities which, when compounded, can make a notable difference to your academic performance as well as the strength of your study or work applications in relation to those of your peers. “Now is a great time to make a commitment to lifelong learning, and vowing to yourself to do something every day that makes you stronger, wiser and more resilient. These are skills that you need to craft and hone on an ongoing basis, as you can’t summon them out of the blue when needed.” UNDERSTAND YOUR SUBJECT CHOICES & THEIR IMPACT ON POST-SCHOOL OPTIONS Madhav advises Grade 11s to take some time to look closely at what they intend to do after school, and particularly to investigate their options broadly and thoroughly, and then ensure that the subjects will allow them to pursue their chosen path. “There are a number of reasons why you should consider where you are now compared to where you were when you first decided on your current subjects, as well as where you are going to go in future,” says Madhav. “Maybe when you made your choice you did so based on the idea that you might go into communication or design. Perhaps now you are more inclined to pursue a career in accounting or law. Whatever it is, ensure that your subject choices are still aligned to your current vision for your future, and the entry requirements at your higher education institution of choice.” She says where students see they are going to fall short of entry requirements based on their subject selection, they could consider taking an additional subject, or should circumstances allow, change subjects – although this should not be done without serious consideration of consequences and discussion with the school. But apart from ensuring you are on the right path, the exercise of considering how your subjects support further study has the added benefit of reminding you of how your subjects will enable you to realise your dreams after school. “This is likely to provide you with fresh motivation to tackle even those ones you’ve been finding dreary or challenging,” says Madhav, “and help you not only understand your work, but also get to grips with it in such a way that you can apply what you’ve learned.” Madhav says that next year, when learners enter their final year of school, it will no longer only be about the amount of time they spend in front of their books, but also about the quality of that time. “You are in a position right now to influence the quality of that time, and effectively the trajectory of your post-school education and career. So use this time wisely to get in the right frame of mind so that you will be able to perform to the very best of your ability next year and beyond.”
A student’s high school career is far more than mastering subjects. The goal is to facilitate the development and transformation of adolescents into independent young adults, prepared to deal with the 21st century challenges. The adult world demands self-study, discipline and independent thought. Entrenched behavioural patterns are difficult to change; hence, instilling a good work routine whilst at school is essential for future success. • It teaches a student to work independently. Engaging with the content on their own allows them to find solutions and formulate opinions without the prompts or cues from teachers, peers or parents. • It teaches a student to take responsibility for his or her work. The student must be an active participant: it is conducive to confidence building and encourages self-reliance. • It allows a student to review and practise what has been covered during the lesson. Extensive research has been done on the memory retention of information over a period. Regular reviewing allows a broader knowledge base when applying the minds to new content. Any potential misunderstandings or lack of comprehension can be addressed far sooner. • It helps a student to get ready for the next day’s lesson. Being prepared for the lessons allows the student to feel more in control and this in turn boosts their confidence and aids the development of a positive self-image. • It encourages a student to explore the subject content far more thoroughly than class time permits. This is vital for giving depth to the work they are grappling with and leads to discoveries, making connections and problem solving. • It allows a student to extend learning by applying skills to new situations. Doing their homework properly establishes a strong foundation. Successful attempts to solving higher order questions are only possible once the content has clearly crystallised in their mind. • It is part of the revision and consolidation process in adequately preparing for tests and examinations. Practice makes perfect! Clichés are clichés because they hold a lot of truth. Author: Andre Moolman, Principal at Abbotts College Century City.
It is common knowledge that teachers are some of the most stressed professionals in our country. They face abuse of various kinds on a daily basis and one cannot deny that this is having a profound impact on an education system that is already struggling. In addition, and perhaps even more worrying is the steady increase in incidents of verbal and emotional disrespect shown toward teachers by the learners in their care. Education in South Africa is being compromised and it is time for parents to step in and step up to help rectify the problem before it becomes completely unmanageable. According to Cindy Glass, Owner and Founder of Step Up Education Centres, “Education is the root of success. It is an essential tool which, when delivered and received correctly, could change the face of poverty and other challenges that face our country at this time. The benefits of a good education can never be underestimated and ensuring that learners respect their teachers is an essential and most necessary step if we are to make positive progress in learning”. She gives the following things to consider when teaching your child to respect their teachers: You are your child’s first and longest-lasting teacher. Your child needs your guidance and assistance in learning the value of respecting self and others. It is important to remember that our children are likely to do what we do, rather than what we say. Encourage respect of teachers by respecting your child’s teachers. Avoid teacher-bashing conversations and seek to find positive solutions to challenges that present themselves. Teach your child that, no matter the circumstance, there is always a way to find a solution. Teachers are human too. They have an enormous responsibility to assist your child in becoming the best version of themselves. Teachers make mistakes. Disrespectful comments and abusive behaviors are not the solution. Open communication is needed to find ways of assisting both parties in achieving the desired outcomes in learning. Every choice that we make defines the path of our lives. All negative behaviours are based on fear, low self-esteem, self-defeating and destructive self-talk and low self-value. We need to teach our children to own their mistakes and choices and to avoid blaming others for their shortfalls. Taking frustrations out on their teachers only exasperates their difficulties whereas they could find wisdom and assistance with their teacher instead. Learners need to recognise and acknowledge that challenges are a part of growth and learning. There are always ways to seek and receive the help that they need, without a show of disrespect to anyone. Disrespect reflects their character, not the teachers. Teach your children that disrespecting & abusing teachers is an indication of who THEY are, not of who their teachers are. Negative behavioural choices reflect on the giver, not the receiver. It is a clear indication that the person does not respect and honour themselves. It certainly does not engender admiration from his peers. Seek to develop positive self-respect and self-value in your children and this will ensure that they give the same to others.
The future may look bleak and uncertain to the more than 170 000 Grade 12s who failed their 2018 National Senior Certificate exams, but it would be a huge mistake for them to throw in the towel and resign themselves to the idea that no Matric means no hope for the future, an education expert says. “Of course it is preferable to obtain your Matric certificate, and we will always encourage young people to continue working towards doing so, but that doesn’t mean your life has to stand still in the meantime,” says Alvino Hartley, Team Leader at Oxbridge Academy, which serves more than 20 000 South African distance learning students every year. He says many people don’t realise that there are various study options, particularly vocational ones that are in high demand in the workplace, that don’t require a Matric certificate. “If you can be resilient in the face of this setback, and vow to not put your education on the backburner but rather work hard towards a goal you can become passionate about, you have a recipe for success on your hands,” he says. Hartley says that no matter what the outcome of one’s final exams were, there are always options, and sometimes finding the right way forward just requires some research. “You may want to redo a subject or two, complete failed subjects via distance learning, redo Matric in a year or two, or perhaps even find a qualification that doesn’t require an NSC for enrolment,” he says. “Find what you are passionate about, and then determine how you can still reach your goal within the next three to four years. Yes, it is not ideal if you didn’t pass, but it also does not mean that this ‘failure’ needs to define who you are and what you can achieve for the rest of your life.” Hartley says that instead of allowing ‘failure’ to define you, the experience should be used as a learning opportunity and inspiration to do better in future. Additionally, Matric failure should not serve as a limit check on one’s aspirations for the future. “You can and must still dream big. If you didn’t before, do so now. Once you have a vision for your future, you start building it. Like a house – one brick at a time.” For many who failed Matric, heading right back to school to redo the year may not be an option, for various reasons. In these instances, the Matric goal can be pursued in parallel with other goals, or postponed until after achieving a vocational qualification, says Hartley. “A vocational qualification makes you more employable, by providing the specific skills and theoretical knowledge required in fields such as, for instance, project management, health and safety, logistics and supply chain management, and contact centre operations. All of the aforementioned qualifications can be completed without having a Matric certificate and via distance learning, which means that you can even start earning while you’re learning,” he says. Another option is to do an Introductory N4. “Also called a bridging course, this will give you access to N4 National Qualifications. Students who haven’t completed Matric do the Intro N4 courses and, once they pass the examinations, they cross over to the N4 courses. Once they have passed N4, they can progress to N5 and N6, after which they can apply to the Department of Higher Education and Training for a National Diploma, provided that they have gained 18 months of relevant practical experience,” says Hartley. Passing an N4 level qualification is comparable to Matric. And persevering through N4 to N5 will make you more employable than someone who only has a Matric certificate, says Hartley. “The message is this: You have your whole life ahead of you and you still have time on your side. If you act now to start building your vision brick by brick, investing in your future and believing in yourself, the time will arrive when you look back at your Matric disappointment and see that it wasn’t a brick wall barring you from a successful life, but rather an unexpected door to new and exciting opportunities to turn your dreams into reality.”
Thousands upon thousands of learners who fail Matric every year are either unable or unwilling to return to school to complete their National Senior Certificate examinations, forcing them to join the relentlessly growing pool of South Africans who have little prospect of landing even an entry-level position. Some of the reasons for not returning to school include a lack of funds, an unwillingness to go back to the benches with younger learners, the stigma some may feel as a result of failing, and a sense of futility over one’s ability to successfully complete Grade 12. “There is hope, and good news for young people facing these circumstances, as well as those who had long ago given up hope,” says Nomawabo May, Team Leader: Student Advisor Department at Oxbridge Academy. She says young people who either failed or didn’t gain university exemption in the past three years, still qualify to do rewrites of papers this year – provided they move quickly to meet registration deadlines. “If you’ve been sitting at home since receiving bad news about your results last month, and don’t know where to from here, you should seriously consider heading back to the books sooner rather than later, as you are still in a great position to earn your Matric despite your earlier setback,” she says. May says the benefit of doing Matric subject rewrites via distance learning, is that it is affordable, that it can be done via the comfort of one’s own home, that learning materials are user-friendly and easy to understand, and that there will be excellent tutor support available both telephonically and online if one is signed up with a respected institution. “If your attempt to finish school in 2016, 2017 or 2018 was unsuccessful, you are still well positioned to grasp the bull by the horns this year, and we’ll advise anyone falling into this category to consider their vision for their future and to turn their goals and dreams into reality,” she says. May says those who were unsuccessful in completing Matric during or before 2015 should also not despair, as there is a range of options available to them, including completing a bridging course or equivalent qualification or attempting the Senior Certificate (as amended). “Unfortunately, people are not always aware of their options, which means that they may become despondent too early, and give up because they simply don’t know that there are routes to qualifying that will suit their pocket and their circumstances. “Some people still think going to school is the only way to finish Matric, and if you weren’t successful, you have to resign yourself to this outcome. Nothing can be further from the truth, as a home study – distance learning – is recognised worldwide as an effective way in which to further your education. It is the ideal option for older students, those who live outside of the main metros or even in rural areas, those who have work or family responsibilities preventing them from attending full-time contact classes, and those whose budgets don’t allow for travel and high accommodation costs.” May says one of the big inhibitors for these students, however, is the fear of failing again. “That is why you need to ensure you speak to a student counsellor at a respected institution, who will help you devise the best strategy for you and your studies. These advisors will be able to help you determine exactly what the best course or courses are for you, how you need to pace your studies, and also what additional support you may need. “Our message to the hundreds of thousands of South Africans sitting at home, unable to see a light at the end of the tunnel, is that there is indeed hope. All it takes is for them to take the first step, and to make contact with the people whose mission in life it is to help people like them realise their dreams and aspirations. Then, to take the next baby step and the next baby step, until these dreams start taking shape and are realised.”
Across the country, hundreds of thousands of young people recently entered Higher Education hoping to graduate in a few years so that they are qualified to enter the workplace. The reality, however, is that first-year dropout rates are extremely high in South Africa, which means many first years won’t complete their studies. But the good news is that there are a number of early alarm bells which, if needed, can help students manage their risk and prevent them from abandoning their studies, an education expert says. “While statistics vary, it is estimated that more than 40% of students quit their studies after their first year. Some would argue that this figure is as high as 60%,” says Peter Kriel, General Manager at The Independent Institute of Education, SA’s largest private Higher Education provider. “Not being successful as a first-year student in Higher Education, is a process that begins well before a student actually drops out of Higher Education, as there are various early signs of potential failure that can predict if a student may run into trouble later,” he says. Kriel says parents and students should note that factors influencing study success can be broadly divided into three categories: Broader socio-economic or personal factors, not properly doing one’s homework before deciding what to study and where, and most importantly, one’s approach and actions as a first-year student. For students who are already in Higher Education, the third category is the one they need to address now, says Kriel. He says that students should carefully consider the questions below. If the answer to any of these questions is “NO”, they need to take action as recommended in the solution to each problem, as they might be at risk. Q1: Did I meaningfully participate in my institution’s orientation programme? Any good institution of Higher Education should have a first-year orientation programme, says Kriel. He says the information provided during orientation is intended to guide students logistically, so they can focus on academic work without being overwhelmed by admin. “If you missed out on orientation, particularly academic onboarding programmes, you will now have to acquire these skills on your own on top of the day-to-day academic demands.” Solution: Speak to someone to find out what the orientation programme included. If your institution of choice is offering an extended first-year onboarding programme, make sure you get involved immediately. Make time to specifically focus on trying to gather the information you missed out on – logistical information is especially easy to gather. Academic preparedness will be a little more challenging, but it is worth catching up on what you missed early on. Q2: Am I attending most of my classes? Class attendance is probably the single most important contributing factor to success, says Kriel. “Of course, reasons beyond your control may cause you to occasionally miss a lecture or tutorial, but if you miss class simply because you don’t feel like it or you had a late night and feel like sleeping in, you are at risk,” he says. “If you miss class because you are working on an assignment or task in another module – you may need to plan better. Missing class to do assignments becomes a vicious circle as you miss more classes to do other assignments. This is a recipe for failure.” Solution: Undertake to miss no more classes going forward, and draw up a roster for future assignments so you can complete these without needing to skip class. Prioritise your classes and schedule all other activities so there is no conflict. If something comes up which prevents you from attending a specific lecture, catch up as soon as you can. Q3: Did I pass all my assessments to date? It is still early in the academic year, but your performance in any assessment you may have had, be it a formal test or assignment or a task completed in class, is already a clear indicator of your outcomes profile, says Kriel. Solution: Determine why you failed an assessment. Did you work hard enough? If not, you know you need to work harder. Are there parts of the work you don’t understand because you missed class? If so, follow the advice in point 2 above. Did you do everything possible and simply do not understand certain concepts? If this is the case, speak to your lecturer sooner rather than later about how to approach the issue. Q4: Did I acquire all the prescribed text for my modules? For many reasons, not least financial pressures, many students don’t buy prescribed textbooks. “Unfortunately, your chances of success are diminished if you don’t have textbooks. Textbooks guide students through the syllabus of a specific module like a roadmap and are often accompanied by additional resources, questions and activities that will enhance the mastering of the required material,” says Kriel. Solution: If you can afford to buy the prescribed text, get it as soon as possible. If not, know that student-centred Higher Education institutions will be acutely aware of the challenges some students face and may have e-book alternatives. Often these are available for free to registered students. Speak to the librarian on your campus to find out if there is an e-book alternative for the textbooks you don’t have. There may also be copies of the textbooks in the campus library, and while these are often on the reserve shelf, spending time in the library will definitely be advantageous. Q5: Do I feel part of a Community of Practice? Moving from a comparatively protective school environment to Higher Education may mean that you find it hard to adapt from the start. This may unsettle you if you subconsciously feel that you are not at the same level of performance as your fellow students. The reality is that these feelings are quite normal and that many of your classmates probably feel the same. Solution: Talk to someone you trust about your experience and feelings. Good institutions will have academic support and counselling facilities. Having
University choices may feel like a distant priority for this year’s Matrics who are currently settling into the rhythm of their final year at school. But now is, in fact, the optimal time to be investigating what they want to study and where, because making the right choice takes time, and will ultimately impact on study success and employability 4 years from now, an expert says. “Prospective students will start applying from around the April holidays onwards, whereafter the applications will start coming in thick and fast, and the rush to secure a place will intensify. Once your fellow learners start applying, you will really start to feel the pressure to do so as well, which could lead to you settling for a generic qualification or taking the traditional route that others in the same boat as you are following just to make sure you don’t miss your chance,” says Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest private higher education institution. “The gravity of the choice you need to make about your future in coming weeks can’t be overstated. The right study choice at the right institution is a solid foundation for future success, but the wrong choice can exact a costly financial and emotional toll for a long time. It, therefore, makes sense to use the relative calm of the coming weeks – a calm that will not again be repeated in your Matric year – to make absolutely sure about what you want to do next year,” says Payne. She says there are two main questions around which Matrics should focus their investigations: 1) What should I study and 2) Where should I study. 1) WHAT SHOULD I STUDY? “If you have more or less of an idea of your strengths and ideal work, that’s a great start,” notes Payne. “However many people have no idea of what they want to do with their life after school. These learners should start by investigating potential careers that interest them, and importantly, investigate the demand for suitably qualified professionals in these fields.” Payne advises Matrics to scour job advertisements, see which positions excite them and devour any media they can lay their hands on to get an idea of the kinds of careers that are out there. “Remember that new careers exist today that are vastly different from the careers of the past, and you may even land upon something you’ve never heard of before. Once you’ve identified your ideal career, you should then investigate what you would need to study to do the kind of work that excites you.” A major consideration is whether to opt for a traditional academic degree or a work-focused one, says Payne. “In our tough job market, the closer a degree is aligned to the realities of the world of work, and the greater a qualification’s ability to make you land on your feet from the first day on the job, the better your chances of success. So ask institutions about their lecturers and curricula – are they still involved in their profession beyond teaching, and does the institution have close ties with companies and industry professionals? “The days of academic ivory towers disconnected from the demands and requirements of the real world are numbered, and prospective students must endeavour to find an institution that understands and responds to what is needed in today’s workplaces.” 2) WHERE SHOULD I STUDY? With South Africa’s 26 public universities and countless private higher education institutions, prospective students have their work cut out for them in determining where their goals and ambitions would be best realised. Because if an institution is registered and accredited, its qualifications will be valid and recognised in the workplace, regardless of whether they originate from a private institution or a state-funded one. But there are other important issues to consider. These include proximity to where one currently lives, class sizes, student support and career guidance services, and the degree to which the curriculum is aligned and able to adapt to modern workplaces. “Opting for a uni closer to home means savings on the financial front, as well as proximity to your existing support structures which can be helpful when the going gets tough,” says Payne. “Large class sizes can make you feel invisible and like a number, while smaller class sizes mean more attention and a greater feeling of belonging. Getting real-life work experience and assignments prepare you for the workplace in a way theory only can never do, while student support services can make a crucial difference in your success. “Make sure you get satisfactory feedback on all these issues before signing up with an institution,” she says. Payne says making the right choice, based on thorough research and investigation of all options, has a huge role to play in student outcomes. “Many students drop out of their first year because they made their study choice under pressure, or because they realise after a few weeks or months that there are other qualifications more suited to their aspirations. Some only get exposed to interesting fields and other higher education institutions once they leave school and are already studying – a situation that can be avoided if proper time and attention is given now to exploring what’s out there. “We urge teachers, parents and guardians too, in coming weeks, guide the young people in their care to enable them to make informed choices calmly and with clarity. This will allow learners to put the anxiety of their 2020 plans behind them, and focus fully on doing their best in the important series of exams that lie ahead this year.”
Thousands of learners who finished their matric studies last year have already started 2019 in earnest with many beginning tertiary education or embarking on a new job. While the majority of these matriculants have moved on from their schooling careers already, there are those who would like a second chance. Some matric learners may have obtained their National Senior Certificate but are unhappy with their final pass results. In many instances, it isn’t always possible for these learners to return to their school and rewrite one or more subjects the year afterwards. Additionally, there are thousands of learners who unfortunately didn’t meet the pass requirements for matric. “In light of this, most people in South Africa would probably have the perception that once you’ve done your matric – you’re done. But this isn’t true,” says Louise Schoonwinkel, GM of Impaq, a subsidiary of FutureLearn group. “You can always go back through a distance education provider such as Impaq and redo one or all of your subjects to improve your marks and get the pass you want. Moreover, you can do this with a high degree of flexibility from home, during your own time,” Schoonwinkel. With over 16 000 registered learners in 2018, Impaq is well known as being South Africa’s leading provider of home and distance education solutions for learners from Grade R – Grade 12. Impaq is also well-suited to helping learners redo matric in South Africa because it follows the Curriculum Assessment Policy Statements (CAPS) and is registered with the assessment body, SACAI, which is quality assured by Umalusi. SACAI is also one of the national assessment bodies that manage the National Senior Certificate examination along with the IEB and Department of Basic Education. How it works Regardless of the assessment body that learners were previously registered with, any matric candidate who had a final examination sitting – either last year or even in previous years – can register with Impaq to improve or repeat Grade 12. The final deadline to do this is 15 February 2019. When it comes to Grade 12 candidates who register as repeaters, there are two options. 1. Learners who are repeating their school-based assessment portfolio and the final examination. For this option, the candidate has to redo all the tasks and tests, as well as the June exam and the preliminary and final examinations. The candidate may redo all their subjects or only certain subjects. 2. Learners who are only repeating the final examination. For this option, the candidate should have had a sitting for the NSC Final Examination and should have a complete and valid School-Based Assessment, or SBA (this involves tasks and tests as well as the June and preliminary examination). In this instance, the candidate will only rewrite the final examination at the end of the academic year and their current SBA will be submitted as part of the final mark. (It’s important to bear in mind that the SBA is only valid for three years.) In both options, learners have access to 25 subjects (including the likes of IT and Religion Studies). “If you’re looking to improve upon your matric, there is hope for you and the tools for you to achieve this. Experts at Impaq are also available to assist you with any queries you may have,” says Schoonwinkel. For learners who are interested in finding out more and registering, they can do so by clicking this link: https://www.impaq.co.za/improve-matric-results/
Have you ever considered that your child’s struggles at school may be because of emotional challenges? The academic year, as we are already aware, hold many stressors for children. What we are not always conscious of is that a child’s emotional state can directly affect the need to perform academically. In fact, according to Kerry De Jager, Head Franchisor at Step Up Education Centres, South Africa says, “Children who are experiencing emotional challenges (pain, uncertainty, family challenges, low self-esteem and fear) are more likely to struggle with the academic demands of formal schooling.” Think of a time as an adult, for example, where you have had an emotional challenge. “It is incredibly difficult to focus on our jobs and careers when our emotional state is one of pain, blame or demotivation. As an adult we have developed the skills needed to cope with stress and anxiety and yet our emotional state sometimes hinders our ability to function in the workplace,” Kerry explains. She adds that developmentally some children are not yet ready to deal with these stresses and furthermore an emotional immature child will not have the coping skills to deal with the way their emotions make them feel. As the stresses of the year creep up on them, their emotional state will have a greater and greater impact on their ability to concentrate on their academic work. “An emotionally stable learner is able to take in and retain new information more effectively. Concentration skills are better and social relationships are a great deal more positive.” Kerry gives the following tips to parents who you have a child who is struggling at school: It is important to look at your child as a unique individual and realise that academic performance cannot be looked at in isolation. If your child has not performed as well as what you expected, try and find out why. Aim at honest non-judgemental conversations that will enable you to understand the emotional state that your child has been in during the academic year. Are they emotionally able to cope with the grade that they are in? Has it been a particularly difficult year at home? Has your child had a significant change in their lives like a new sibling or perhaps a divorce? Has there been a change in friends at school or at social clubs? All these questions may provide some insight into why they have not performed as well as you anticipated. They will also afford you an opportunity to work together to find positive solutions. Remember that everyone wants to achieve success, whether they are willing to admit it or not! It is not in their nature to want to fail. Our role as parents is to guide, support, encourage and motivate our children to rise above the challenges of life to achieve the best version of themselves! “Each child is unique and their needs all differ. If you take the time to try and understand why a child is performing the way they are, it is a huge step in the right direction. Be patient with your children as they navigate the world with you at their side!” Kerry Concludes.
